key terms Flashcards
professional boundaries
avoid dual relationships, conflicts of interest, social media contacts. always take notes
ABA
science from tactics derived from the principles of behavior applied to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change.
the scientific study of principles of learning and behavior
how could you assist in training stakeholders?
RBT can assist by giving them instruction, modeling, rehearsal, and feedback with regard to behavioral skills training
personal conflict
RBT’s recognize their personal problems may impact their ability to perform their duties and refrain from providing services when this is the case
learning disabilities
due to genetic and/or
neurobiological factors that alter brain functioning in a
manner which affects one or more cognitive processes
related to learning and interferes with organization, time planning, abstract reasoning, long or
short-term memory and attention
% of disabilities
one in seven Americans (15%) has some type of learning disability,
- specific learning disability (SLD)
conditions thats affect ability to read, write, listen, speak, reason, do math
- other health impairment
conditions that limit strength, energy, or alertness (ADHD)
- autism spectrum disorder (ASD)
developmental disability mainly social, communication, and behavior skills
- emotional disturbance (ED)
anxiety, schizo, bipolar, OCD, depression
- speech or language impairment
stuttering, pronunciation, trouble expressing selves
- visual impairment
partial sight or blindness (if eyewear is fix it doesnt qualify)
- deafness
cant hear most or all sounds even with hearing aid
- hearing impairment
hearing loss making trouble with auditory or language processing
- deaf-blindess
severe hearing and vision loss
- orthopedic impairment
lacking function or ability in their bodies; cerebral palsy
- intellectual disability
below average intel, poor communication, self-care, and social skills; down syndrome
- traumatic brain injury
caused by accident or some kind of physical force
- multiple disabilities
more than one condition covered by IDEA (needs specific program)
how many disabilities under IDEA?
13
individual education plan (IEP) in CA
both a process and written doc; child must have one more more eligible disabilities, must affect their educational performance, must require SpEd services
high functioning/level 1 autism
patient’s skills/behaviors are only noticeable without support
autism/level 2
skills/behaviors are still obvious to casual observer, even with support in place
severe autism/level 3
skills/behaviors severely impair daily life
Leo Kanner
identified autism in 1943
Bruno Bettelheim
referred to autism as the refrigerator mother theory in 1960
CDC
reported 1/54 kids diagnosed with autism (march 2020)
ASD criteria (DSM 5)
A. deficits: social-emotional reciprocity, nonverbal communicative behaviors, developing and maintaining relationships
B. repetitive (2) behaviors: speech, movements, patterns, fixated interests, hyper/hypo reactivity to sensory input
C. symptoms in early childhood
D. symptoms limit and impair everyday functioning
who can diagnose?
medical doctors or licensed psychologists; districts can only identify if they meet eligibility
visual cortex
autism can be identified in this part of cerebral cortex (back of skull); processes visual info, difficulty shifting focus
antecedent based interventions (ABI)
arrangement of events or circumstances before activity in order to increase the pref behavior
augmentative and alternative communication (AAC)
using system of communication that is not verbal such as device or sign language
behavioral momentum intervention (BMI)
more difficult responses are embedded in less effortful responses to increase persistence
cognitive behavioral strategies (CBIS)
instruction on management of cognitive processes
differential reinforcement of alternative behavior (DRA)
positive consequence when engaging in specific desired behavior other than the undesired one
differential reinforcement of incompatible behavior (DRI)
positive consequence when engaging in behavior that physically impossible to do while exhibiting undesirable behavior
differential reinforcement of other behavior (DRO)
positive consequence for not engaging in the undesirable behavior
direct instruction (DI)
scripted protocols or lessons to promote mastery and generalization
discrete trial training (DTT)
instructional approach with repeated trials with carefully planned consequence (clear and concise)
exercise and movement (EXM)
intervention uses physical exertion, motor skills, or mindful movement
extinction (EXT)
removal of reinforcing consequences of a challenging behavior in order to reduce it
functional behavioral assessment (FBA)
determining the underlying function or purpose of behavior for intervention plan
functional communication training (FCT)
practices that replace a challenging behavior with more appropriate communication
modeling (MD)
demonstration of desired target behavior
music mediated intervention (MMI)
incorporates songs, melodies, rhythm to support skills
naturalistic intervention (NI)
techniques embedded in typical activities or routines
parent implemented intervention (PII)
parent delivery intervention that promotes communication
prompting (PP)
verbal, gestural, or physical assistance
reinforcement (R)
a consequence following learners response that increases future likelihood
response interruption and redirection (RIR)
prompt, comment, or other distractor when an interfering behavior occurs
self-management (SM)
learners discriminating between appropriate and inappropriate behaviors, monitoring and recording their own behavior and rewarding themselves
sensory integration (SI)
target their ability to integrate sensory info from their body and environment
social narratives (SN)
interventions describing social interactions in order to highlight features of target behavior
social skills training (SST)
group or individual instruction on ways to appropriately participate with others
task analysis (TA)
behavior is divided into small manageable steps
technology aided intervention (TAII)
tech is central feature specifically designed to support learning
time delay (TD)
practice used to fade the use of prompts during activities by using brief delay between initial instruction and additional ones
video modeling (VM)
video recorded demonstration of targeted behavior
visual supports (VS)
visual display that supports desired behavior
7 dimensions of ABA
1. generalization
skills/behavior occur in
environments other than where they were discretely taught
7 dimensions of ABA
2. effective
interventions are monitored to evaluate the impact on the target behavior
7 dimensions of ABA
3. technological
procedures are described clearly and concisely so that other may implement accurately
7 dimensions of ABA
4. applied
socially significant
behaviors are selected
7 dimensions of ABA
5. conceptually systematic
interventions consistent with principles demonstrated in the literature
7 dimensions of ABA
6. analytic
decisions are data based
7 dimensions of ABA
7. behavior
observable and measurable behaviors are targeted
is reinforcement bribery?
NO. reinforcement comes AFTER behavior, strengthens moral behaviors
unconditioned reinforcement
based on human nature/its automatic; dog salivates when seeing food, no training to perform behavior; food = hongry, water = thirsty, warmth = cold;
conditioned reinforcement
reinforcers that have acquired their effectiveness because of the learning history of individual, varies person to person; dog does a trick and gets a treat
positive reinforcement
adding something following the behavior
negative reinforcement
removing something following the behavior
reinforcement vs punishment
reinforcement: INCREASES BEHAVIOR
punishment: DECREASES BEHAVIOR
is yelling at a kid for hitting positive or negative punishment?
POSITIVE because its added and decreasing future behavior
is forcing them to do unpleasant task when they misbehave positive or negative punishment?
POSITIVE because its added and decreases future behavior
is adding chores and responsibilities when he fails to follow the rules negative or positive punishment?
POSITIVE because you are adding something and decreases future behavior
is assigning students who forget to turn in their assignment positive or negative punishment?
POSITIVE because you are adding something and decreases future behavior
is adding extra sensitivity training to employees who offend or harass someone at work positive or negative punishment?
POSITIVE because you are adding something and decreases future behavior
is implementing more rules and restrictions when a teen misses curfew positive or negative punishment?
POSITIVE because you are adding something and decreases future behavior
is removing strict parental controls on internet when child proves herself responsible for mature content positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
is allowing child to go out without a chaperone when she stops pushing boundaries of parents rules positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
is removing responsibility for a household chore in order to reward a child for completing her other chores to her parents’ satisfaction positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
is removing the curfew when a teenager has proven she is responsible and practices common sense positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
is removing obstacles to autonomy (e.g., rigid timelines or prescribed ways of carrying out tasks) when an employee successfully completes an important project negative or positive reinforcement?
NEGATIVE because you subtract something to increase future behavior
is abolishing the practice of clocking in and out when
employees have proven they can be trusted to accurately report their time worked positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
world economy
you trade your money for activities and tangible items (car, computer, food, vacation)
token economy
child trades their tokens for activities and tangibles (candy, games, trips, free-time)
response cost
a penalty or fine where tokens are taken away from the child for breaking rules or engaging in inappropriate behaviors (TRY NOT TO THO)
rules of reinforcement
- define criteria
- contingent on target
- give reward IMMEDIATELY
satiation
low motivation
deprivation
high motivation
continuous reinforcement
a particular behavior results in reinforcer EVERY time it occurs; for NEW behaviors
intermittent reinforcement
a particular behavior produces a particular consequence, but NOT every time a behavior occurs; to MAINTAIN behavior
how many types of intermittent schedules?
4
ratio schedules
Reinforcement specify how many occurrences of a target response are required before reinforcement is delivered
fixed ratio
reinforcement is delivered after a set amount of target
responses
Example: 5 correct responses during DTT earns a 5 minute break
variable ratio
reinforcement is delivered after an average number of
occurrences of the target response
Example: after an average of 5 correct responses in DTT, student earns a 1 minute break
interval schedules
Reinforcement that specify the amount of time that must pass since the last reinforcer was given before a behavior can be reinforced again
fixed interval
schedule of reinforcement is when a behavior is reinforced after an established “fixed” amount of time since the last reinforcer was given.
Example: student may need to wait at least 5 minutes after her last break before she can ask for a
break again
variable interval
schedule of reinforcement is when the first occurrence of a target response is
reinforced after an average amount of time.
Example: the number of minutes that the student would have to wait since her last break might
change from time to time, from 3 to 7 minutes but on average 5 minutes overall
shaping
reward what you want, ignore what you dont want
preference assessments
procedures that you conduct to help you predict what consequences
you can deliver to the learner that are likely to work as reinforcers
single item preference assessment
Present one time and record whether student
consumes/interacts with item (present each item 3 times in total)
paired choice preference assessment
For each pair that you present, allow the student to only choose one, when all trials are presented, tally the number of times each item was chosen, divide by the total number of opportunities the student chose it, and multiply by 100 to get a percentage.
multiple stimulus preference assessment
Place all items in a line on a table in front of the
student and ask her to choose, repeat until no items remain, summarize data by ordering the items in terms of the sequence in which they were chosen
Multiple Stimulus Without
Replacement (MSWO)*
After the learner chooses an item, it is not replaced in the array of items when presenting the next trial
Multiple Stimulus With
Replacement (MSW)
The item that the learner chooses is replaced when presenting the next trial
skill acquisition plan
A document that specifies
how you are going to
teach a skill (think of clinical notes layout)
what is another way of saying prompting?
ERRORLESS LEARNING METHOD
least to most intrusive
prompt heirarchy; discrete and chained task types
graduated guidance
gradually removing the prompt during teaching activity; chained task type
simultaneous prompting
task and controlling prompt are given at the same time; discrete and chained task types
discrete task
task that requires a single response and is of relatively short duration (pointing to objects, identifying letters, answering ?s)
chained task
task that requires individual behaviors to be sequenced (washing hands, getting dressed, cooking)
prompt hierarchy
LEAST TO MOST:
- visual
- positional (proximity)
- gestural
- verbal
- model
- physical
which prompt is difficult to fade?
VERBAL PROMPTS ARE HARD TO FADE
