Foundations Flashcards

Question

Describe behavioral

Answer 1

Analyzing physical events that can be precisely measured Must be observable and measurable

Answer 2

Control- Causation / Functional relation / Experimentation Demonstrated control over target behavior Ensures treatment based on scientific research, data, and objective information

Answer 3

Allows replication Ensures clear and concise treatment planning that is intended to be understood by any interventionist

Answer 4

All interventions and procedures are related back to principles from which they were derived Ensures implementation of research-based techniques and teaching methods

Answer 5

Significant and practical change Target behavior has been altered to a significant degree such that the change is socially important NEVER the learners fault if goal is not reached Discontinue/ alter goals to be effective

Answer 6

Behavior change is seen over an extended period of time, across different settings/people, or among other relevant behaviors

Answer 7

Actions of living organisms that change the environment in some way If a dead man can do it, it is not a behavior

Answer 8

A behavior that occurs in a specific circumstance Must be defined and measured Eating because your stomach growled, answering 4 for 2+2, screaming for a snack

Answer 9

A group of responses that produce the same effect on the environment (serve the same function) (saying hi, waving, or smiling in response to someone saying "hello")

Answer 10

External event that affects a person's behavior A change in the environment that evokes a functional reaction (your boss being at a meeting, a red light when driving, etc.)

Answer 11

A group of stimuli that are similar in one or more dimension (look/sound, common effect, occur at similar times) (ringtones, emergency vehicle sirens and lights, etc.)

Answer 12

ELICITS and Reflex / Unconditioned response AKA Classical conditioning, is the process in which a neutral stimulus is paired with an unconditioned stimulus to transform the neutral stimulus into a conditioned one that evokes a conditioned response Stimulus- Response (S-R) (Pavlov's dogs and Little Albert)

Answer 13

EVOKES a Response Ontogenic- type of learning in which the future probability of behaviors are determined by the consequences which follow those behaviors Reinforcement and punishment (positive reinforcement for potty training, traffic tickets to decrease reckless driving, etc.)

Answer 14

R+ is the addition of a stimulus which increases the likelihood a behavior will occur again in the future (verbal praise, high 5, award/trophy) R- is the removal of a stimulus that increases the likelihood a behavior will occur again in the future (pain pills for pain, vacations, etc.)

Answer 15

FI - A specified interval of time prior to reinforcement

Answer 16

FR- A specified number of responses prior to reinforcement

Answer 17

VI- A varied interval of time prior to reinforcement

Answer 18

VR- A varied number of responses prior to reinforcement

Answer 19

Either Or - behavior must happen to get R+ Reinforcement is provided after EITHER a ratio or interval criterion has been met (whichever 1st) i.e. After 5 responses or 2 minutes - complete 50 math problems or wait 5 minutes

Answer 20

utilizing 2 or more types of scheduled reinforcement in any way include conjunctive, alternative, concurrent, tandem, chained, mixed, multiple, and adjunctive

Answer 21

Has 2 or more contingencies, is simultaneous or independent, and has 2 or more behaviors. Allows for a choice i.e. a bird in a box having an option of 2 sides to peck at to receive food OR offering a client 30 minutes of videogames for sitting with teacher at lunch but 60 minutes for sitting with peers

Answer 22

And/BOTH behavior must happen for R+ Reinforcement is provided after BOTH ratio and interval criterion is met i.e. after 5 correct responses AND 2 minutes of doing math homework

Answer 23

Withholding reinforcement in the presence of a behavior in order to eliminate that behavior

Answer 24

Successive with sD present Outcome is contingent on completing ALL components IN ORDER and successfully ie. completing TA sprint 30 sec (FI30), walk 90 sec (FI90), receive R+

Answer 25

1 or more Bx, no sD signaling schedule Utilizing 2 or more schedules of reinforcement in a random or alternating order without a correlated sD Client DOES NOT know when they will be reinforced - Maintains a high rate occurrence i.e. sometimes receiving reinforcement for a spoonful of veggies and sometimes for 5 bites

Answer 26

1 or more Bxs and has sD signaling schedule Utilizing 2 or more schedules of reinforcement for one behavior that are each presented with a different sD i.e. needing to get 12/20 correct with teacher and 15/20 correct with tutor Receiving a break after FR3 (worksheet is sD) and VI10 (cleaning is sD)

Answer 27

Reinforcement is thinned systematically after each presentation of reinforcement, regardless of behaviors

Answer 28

Same as chained but without any correlated sD - no specified order associated i.e. reinforcement for brushing teeth and completing just steps not the exact order

Answer 29

Multiple and chained schedules of reinforcement

Answer 30

Mixed and tandem

Answer 31

Addition of stimuli that decreases the likelihood a behavior will occur again in the future i.e. spanking, scolding/yelling, adding chores

Answer 32

Removing stimuli that decreases the likelihood a behavior will occur again in the future i.e. removing electronics, parking ticket fines, etc.

Answer 33

Automatic - includes sensory/pain attenuation - not socially mediated - can be identified based on if it occurs with individual is alone (scratching an itch or stimming) Social - includes attention, sometimes access, sometimes escape - occurs via another person (rewards and punishment)

Answer 34

both work w/out prior learning and are built into biology i.e. reinforcer (food, water, shelter) and punisher (extremely hot, cold, loud, or painful)

Answer 35

both are based off of a learning history i.e. reinforcer (car for those who like car rides) and punishment (brush for someone who doesn't like hairbrushing)

Answer 36

Both are paired with many different consequences until it took the reinforcing or punishing properties themself i.e. reinforcer (money, tokens, good grades) and punisher (scowls, reprimands, written warnings)

Answer 37

Decreasing behaviors entirely by withholding reinforcement in the presence of those behaviors. i.e. Lilly throws her toys often during tantrums. Her mother used to say, "Stop that!" after Lilly would throw her toys. This increased Lilly's behavior of toy-throwing. Now, when Lilly throws her toys, her mother waits for the tantrum to end and refrains from saying, "Stop that!" Eventually, Lilly stopped throwing her toys during tantrums.

Answer 38

Extinction- R+ of a previously reinforced bx is discontinued Extinction burst- a predictable, temporary increase in intensity of bx during extinction Spontaneous recovery- a sudden reemergence of a previously extinct bx

Answer 39

Rates of responding happen exclusively, or at a higher rate, in the presence of a stimulus rather than in its absence. i.e. stopping your car at a red light and accelerate at green lights

Answer 40

Occurs when a limited number of stimuli occasion a response. AKA being able to identify a stimulus among other stimuli i.e. a child saying "daddy" when they see their dad but not other men sorting clothing based on type (shorts, shirt, socks, etc.) selecting the blue crayon from a box of crayons

Answer 41

Occurs when a variety of stimuli occasion a certain response. AKA- occurs when behaviors extend to new people, places, situations, or other similar behaviors i.e. greeting a variety of people in a variety of settings, completing chores in a new house, reducing kicking behaviors along side hitting behaviors

Answer 42

A type of stimulus generalization in which a conditioned response is elicited by a new stimulus that is noticeably different from, but associated in some way with, the original conditioned stimulus. i.e. a person conditioned to salivate upon hearing a bell may also salivate when hearing the word "bell"

Answer 43

Following the removal of an intervention, the extent to which a response remains in an individual’s repertoire over time. AKA the ability of a learner to continue to demonstrate a skill after an intervention has been entirely or partially removed i.e. riding a bike after years of not riding learning how to read a book and maintaining the ability over many years

Answer 44

Evocative- increases frequency of Bx from the same MO (you typically drink 1 coffee a day, during exam week staying up late is more valuable so you drink 2-3 cups) Abative- decreases frequency of Bx from the same MO (you always write 3-4 pages in the morning, but on vacation you only write 1 page because the completion is less valuable)

Answer 45

Influences the effectiveness of a reinforcer or punisher while also influencing the frequency of the specific behavior. MO is an umbrella term that captures both EOs and AOs within it. EO- MO that increases effectiveness of a reinforcer (i.e. deprivation) AO- MO that decreases effectiveness of a reinforcer (i.e. satiation)

Answer 46

a type of motivating operation with a value-altering effect that occurs independent of a learning history i.e sexual desire, exhaustion, pain

Answer 47

a type of motivating operation with a value-altering effect that occurs because of a learning history i.e A client sees their behavior analyst walk through the door and sit down in the free play area (improving condition). This client loves working with their behavior analyst, so the value of the free play area increases.

Answer 48

a type of "environmental variable"/ stimulus that establishes the effectiveness of another event as a reinforcer or punisher i.e. You are fixing a roof and you have nails but you need a hammer to use the nails Your house is locked. This establishes the reinforcing value of a key to unlock your house.

Answer 49

a type of motivating operation that gains its effectiveness by being paired with another MO and takes on its properties i.e. During workdays, your scheduled lunch is 12:00 pm, and you are usually quite hungry by then. Today, you had a very filling breakfast and don’t feel very hungry at noon. However, when you look at the clock and see that it is noon, the presentation of the 12:00 on the clock serves as a CMO-S because it has been paired so often with being very hungry, so just seeing the clock display the time increases the value of food as a reinforcer.

Answer 50

a type of “stimulus" that systematically precedes the onset of a better/worse situation (painful stimulation) i.e. A tornado siren evokes an escape behavior related to wanting to go into a basement or seek shelter A fire alarm evokes an escape behavior related to wanting to exit a building You start to feel tightness in your left eye (worsening condition), which you know from experience will lead to a blinding migraine in 15 minutes. The value of your migraine medication goes up.

Answer 51

a behavior that is under the control of a verbally mediated rule/ 3-term contingency i.e. You have always looked both ways before crossing a street, even though you have never been hit by a car or seen anyone else being hit by a car- "If I cross the street without looking, I may be hit by a car and be hurt or killed.”

Answer 52

rule governed and contingency shaped

Answer 53

Behavior selected and learned by directly experiencing consequences i.e. Going to see the sequel to a movie because you liked the first one A patient in an inpatient setting tried to elope from the unit. When they reached the door and attempted to open it, a loud alarm went off. It was very aversive, and functioned as a punisher for touching the door.

Answer 54

Echoic Mand Tact Intraverbal Textual Transcriptive Autoclitic

Answer 55

a type of verbal operant that involves an individual repeating another individual's verbal behavior. An echoic has both formal similarity and point-to-point correspondence with the verbal discriminative stimulus that evokes it . i.e. your child saying "uh oh" after you spill and say "uh oh"

Answer 56

a verbal operant that is functionally controlled by a motivating operation and specific reinforcement. Essentially, a mand is a request or statement of a want or need i.e. a child asks for a "cookie" and you give them a cookie

Answer 57

a verbal operant which is functionally controlled by a nonverbal discriminative stimulus and is followed by generalized conditioned reinforcement. Essentially, a tact is a label i.e. a child pointing at a rainbow and saying "rainbow!"

Answer 58

a type of verbal operant that involves a verbal response that has no point-to-point correspondence with the verbal discriminative stimulus that evokes it i.e parent says "mary had a" and child responds "little lamb" discussing favorite songs with friends

Answer 59

a type of verbal operant that involves the act of reading without necessarily comprehending what is being read. Textual behavior has point-to-point correspondence but no formal similarity with the stimulus that evokes it. i.e. a student reading sight words seeing a stop sign and saying "stop"

Answer 60

a type of verbal operant that involves writing down what is heard. Transcription has point-to-point correspondence but no formal similarity with the stimulus that evokes it. i.e. taking dictation, writing down spelling words during a spelling test, or taking notes during a lecture

Answer 61

Modifies other verbal behaviors i.e "I think", "I see", "I hear"- modify phrases following them

Answer 62

Copying a text is a type of echoic behavior that involves writing down what is read. Copying a text has point-to-point correspondence and formal similarity with the stimulus that evokes it i.e. writing down the date on your paper after seeing it on the board

Answer 63

Point-to-point correspondence means each word is exactly the same. (same beginning, middle, and end) Formal similarity means the SD and the response share the same sense mode/take the same form- spoken, printed, visual, etc

Answer 64

A relation between two or more stimuli that is not directly trained and not based on physical properties of the stimuli. (such as equivalence, reflexivity, symmetry, and transitivity) If A, B, and C all correspond to the same thing, and only A-B and B-C are directly trained, the relation drawn between A and C is derived.

Answer 65

correctly responding to stimulus-stimulus relations that have not been trained or reinforced but are the result of reinforcing other stimulus-stimulus relations In other words, the learner makes untrained but accurate connections. between stimuli. When ALL reflexive, symmetrical, and transitive matching has been learned

Answer 66

occurs when a learner is taught A = B and B = C, and then proceeds to demonstrate the understanding that A = C i.e. A student is shown that 1 + 3 = 4 and 2 + 2 = 4. The student then writes on their paper that 1 + 3 = 2 + 2 (A=B and C=B, then A=C)

Answer 67

occurs when a learner engages in a matched sample (A = A) that has not been previously trained i.e. A client is able to match a picture of a horse with an identical picture of a horse and has never been taught to do so.

Answer 68

occurs when a learner is taught A = B and then proceeds to demonstrate the understanding that B = A i.e. A learner is taught that a card saying "car" is matched with a picture of a car. The learner is then able to independently match a picture of a car with the card that says "car" on it.

Answer 69

a verbal operant in which the antecedent stimulus and response product forms exhibit point-to-point correspondence, but there is no formal similarity. Textual and taking dictation

Answer 70

a verbal operant in which the antecedent stimulus and response product forms exhibit point-to-point correspondence and formal similarity. Echoic, copy text, imitating signs, imitating mands

Answer 71

an objective, precise, and complete description of a behavior that allows the reader to understand whether or not the behavior has occurred

Answer 72

Examples and Non-examples Looks like and does not look like

Answer 73

Direct, Indirect, and Product

Answer 74

Procedures that provide measurable and validated information about the learner’s behavior Ex: Taking frequency data

Answer 75

Data obtained by interviews, checklists and rating scales which include an individual’s subjective analysis of a target behavior(s). Ex: Parent completing a behavior checklist or FAST assessment

Answer 76

AKA Permanent Product Measures Measuring a behavior after it occurred by examining the effects the behavior produced Ex: Client bringing their folded laundry after completion

Answer 77

Count, Rate, Frequency, and Percentage

Answer 78

Frequency with a time component added A ratio of how often a behavior occurs over an amount of time Ex: a behavior occurring 5 times per 10 minutes client completed two worksheets during the first hour of school, five worksheets the second hour, and two worksheets during the third hour of school. (2+5+2= 9 --> 9/3= 3)Her rate of worksheet completion is three worksheets per hour.

Answer 79

When you want to know how fast or slow a behavior is occurring over time.

Answer 80

How often a behavior occurs with no specified time interval Ex: a client asked for "help" 10 times during observation, 1 time yesterday, i ate 2 apples

Answer 81

when you want to count how many times a behavior is occurring

Answer 82

A rate, number, or amount per hundred Ex: Providing the percentage of a task analysis' steps being completed independently

Answer 83

To see how a person’s behavior reduction or skill acquisition is progressing

Answer 84

Control AKA Causation / Functional Relation

Answer 85

Repeatability- how many times a bx occurs (count, rate, percentage) Temporal Extent- the start and finish (duration) Temporal Locust- where a bx occurs at a certain time (latency and IRT)

Answer 86

Duration - How long bx lasts from onset to offset (drove for 4 hours) Latency- Time between presentation of sD and start of response (got up 3 minutes after alarm went off) IRT- Time between the end of one response to the start of the next (2 hours between putting out one cigarette and lighting another)

Answer 87

Topography - What the bx looks like (client struck me with an open palm making contact with my shoulder) Magnitude- Intensity/severity of the bx (Client engaged in protest, but intensity was low. Client engaged in sever tantrum behavior today)

Answer 88

Number of opportunities (trials) needed to achieve the predetermined level of success (mastery of 6 correct matches and the client takes 10 tries to get 6 matches- TTC were 10)

Answer 89

Partial Interval Recording Whole Interval Recording Momentary Time Sampling PLACHECK (Planned activity check)

Answer 90

Records if the bx occurs AT ALL during the interval i.e. in 20 second intervals, the bx occurs for 5 seconds it is a response - if it does not occur at all it is not a response

Answer 91

Records if the behavior occurs for the ENTIRE interval i.e. in 20 second intervals, the bx occurs for 20 seconds it is a response - if it occurs for 9 seconds it is not a response

Answer 92

Records if the behavior happens at the END of the interval i.e. in 20 second intervals, the bx occurs at the 20 second mark it is a response - if it occurs at the 18 second mark it is not a response

Answer 93

Planned Activity Check Recording the number of participants engaged in the activity at the end of the interval i.e. in 5-minute intervals, you look up and 8 out of 10 students are engaged in reading

Answer 94

Accurate, valid, and reliable

Answer 95

The collected data TRUTHFULLY REFLECTS what was measured i.e Client ate 10 blueberries and you record 10 blueberries eaten

Answer 96

The collected data is taken for the CORRECT or INTENDED behavior i.e. Collecting data on the duration it takes to complete a worksheet and not the time it takes to start the worksheet

Answer 97

The collected data is PRODUCED REPEATEDLY if the measurement system does not change i.e. If the client eats 10 blueberries everyday, you reliably record 10 data points every day

Answer 98

Captures EVERY INSTANCE of bx and is the TRUEST FORM of measurement, although it may not always be possible to use. Frequency, duration, rate, latency, IRT

Answer 99

Captures only SOME INSTANCES of bx, not as true as continuous but useful in group settings or short recording time frames. Behavior could be over or under estimated. Time sampling, interval recording, and PLACHECK

Answer 100

How many times a bx occurs. Simplest form of recording bx but not good for on-going or continuous behaviors. Bxs MUST have a beginning and end (onset and offset).

Answer 101

The PRIMARY method of data analysis in ABA. Looking at graph data and making determinations

Answer 102

X- axis represents time, Y-axis represents bx

Answer 103

Continuous and ever-increasing NEVER goes down

Answer 104

A distribution of data points across a data set with X and Y being relative to each other

Answer 105

The IV is manipulated and the DV is the variable dependent on the manipulation of the IV i.e. you want to figure out the perfect ratio of salt to add to your soup recipe. Salt is the IV and the soup is the DV

Answer 106

Can impact the DV Did NOT know they existed and were not meant to impact the DV. They HURT experimental control.

Answer 107

When the IV controls the DV- When we can prove our manipulation is changing the DV.

Answer 108

Reasonable certainty that the changes in the DV are the result of the intervention/manipulation of the IV and NOT other uncontrolled factors (no confounding factors or outside variables)

Answer 109

The results are generalized to other subjects/setting/behaviors Will occur OUTSIDE of the experiment/lab

Answer 110

Individuals serve as their own control (each condition result is compared to the participants own data) Prediction (The hypothesis- related to what the outcome will be when measured) Verification (showing that baseline data would remain consistent if the IV was not manipulated--remove treatment) Replication (repeating the IV manipulation to show similar results across multiple phases -- re-introduce treatment)

Answer 111

Record a baseline Introduce IV Withdraw IV Baseline again

Answer 112

Advantages: Demonstrates experimental control Disadvantages: some bxs CANNOT be reversed (also some may present ethical concerns)

Answer 113

Multiple baselines are used to analyze IV effects across settings, behaviors, participants

Answer 114

Advantages: no withdrawal and examines multiple DV at a time Disadvantages: No experimental control demonstrated

Answer 115

Same as Multiple Baseline, but only certain data points are observed and measured during baseline (Disconnected data paths for baseline)

Answer 116

Rapid and random/semi-random alternating conditions/interventions (2+) creating an equal opportunity for conditions to be present during measurement

Answer 117

Advantages: No withdrawal and multiple DVs rapidly Disadvantages: Carry over between alternating DVs can impact measurement

Answer 118

After baseline, treatment is delivered in a series of ascending or descending phases meant to increase or decrease a bx ALREADY in the learner's repertoire

Answer 119

Comparing 2 different types of treatment i.e. Comparing the use of DRO to DRA

Answer 120

Analyzing what part of the treatment package is impacting bx change i.e. which medicine is making a difference to symptoms

Answer 121

Drop-out: Entire treatment package is presented and then components are removed systematically Add-in: Each component is analyzed before the treatment package is delivered (1 at a time)

Answer 122

Analyzing what value of a certain treatment is most effective i.e. what dosage of medicine is the most appropriate