Lesson 2: Methodology and Philosophy Flashcards

1
Q

Goals of behaviour analyst (3)

A

Behaviour analysts want to be able to predict and influence behaviour effectively in many different kinds of situations with precision, scope and depth.

(1) precision = be able to ‘zoom in’ so we can predict and influence specific behaviours. You will want to influence this behaviour and not that behaviour.

(2) scope = be able to ‘zoom out’ so we can predict and influence different kinds of behaviour. You want to be equipped to deal effectively with all sorts of behaviour in all sorts of environments. You need concepts, and methods that have broad scope.

(3) depth = having concepts that are consistent with those in other disciplines, make sure that what we say makes sense in psychology, biology, physics

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2
Q

General rules in behaviour analysis (2)

A

(1) avoid circulat reasoning. Circular reasoning occurs when the only proof you have is the occurrence of the thing you’re trying to prove.

(2) avoid hypothetical entities (made up things). this is the error of reification, calling a made up/hypothetical entity a thing.

conceptual tool: “what did you see and what did you say?”

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3
Q

Definition: Functional relations (2)

A

(1) covariance in presence and absence

(2) f(x) ~ y

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4
Q

Definition: Independent variable

A

The variable the experimenter systematically manipulates to influence the dependent variable.

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5
Q

Definition: dependent vaiable

A

A measure of the participant’s behaviour.

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6
Q

Why is the independent variable located in the psychical environment?

A

Utility. We cannot influence DVs if we have no ability to manipulate the IV, and we most easily manipulate IVs in the physical environment.

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7
Q

Definition: Inter-rater reliability/ interobserver agreement

A

Two individuals are trained to spot a behaviour, such as imitation, and note when they see the behaviour. The level of agreement between the raters (i.e., inter-rater reliability) indicates the validity of this measure of behaviour. When there is high (e.g., > 80%) agreement between raters, they can indicate when a behaviour has occurred.

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8
Q

Definition: Behaviour analytic methods

A

Designed to describe and assess functional relations between IVs and DVs

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9
Q

4 types of behaviour analytic methods

A

(1) Reversal Design
(2) Multiple Baseline Design
(3) Multi-Element Design
(4) Changing Criterion Design

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10
Q

Definition: Reversal design + function?

A

An experimental design that reverses the intervention and baseline conditions to assess the effects of those conditions

The reversal design gives us evidence for a functional relation by manipulating the presence and absence of the IV and allowing us to see if this covaries (varies along with) the presence and absence of the DV.

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11
Q

Definition: Multiple baseline design + function?

A

An experimental design in which replications involve baselines of differing durations and interventions of differing starting times. The multiple baseline replicates an intervention but across participants.

The multiple baseline design allows us to infer the impact of our IV on our DV by comparing what happened after the introduction of the IV for different participants.

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12
Q

Definition: Multi-element design + function?

A

An experimental design that presents different values/components of the independent variable in an alternating sequence

The multi-element design allows us to disentangle the effects of different levels of an IV on a DV. It can also help us figure out which aspect of a treatment package is having an effect.

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13
Q

Definition: Changing criterion design + function?

A

An experimental design that involves replications of interventions with criteria of differing values.

The changing criterion design allows us to assess the impact of different levels of our IV on our DV. This is useful when our IV is not discrete, but continuous and we want to know what level of the IV will have an effect.

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14
Q

How is experimental control incorporated in the 4 methods of behaviour analysis?

A

Compare the dependent variable in different phases. Individuals serve as their own controls.

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15
Q

How do the 4 methods of behaviour analysis provide evidence of reliability?

A

Repeated measurement in each phase

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16
Q

How are the 4 methods of behaviour analysis different from group-based experimental designs?

A

Single subject intervention and analysis.
Advantage: cannot be misled by the average effect.

17
Q

Definition: functional assessment (3)

A

(1) aims to discover what the functional relations are between current behaviours and their context

(2) allow behaviour analysts to detail functional relations in a systematic manner, and to provide data to support any claim they make about particular functional relations.

(3) allow behaviour analysts to move from functional interpretations to functional analyses

18
Q

4 components of functional assessments

A

(1) Gathering information via descriptive assessment

(2) Interpreting the information from the descriptive assessment and forming hypotheses about the functional relations that maintain the target behaviour

(3) Testing these hypothesis with a functional analysis

(4) Developing an intervention based on the functional analysis