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PSYCH 282 > MIDTERM 1 > Flashcards

MIDTERM 1 Flashcards

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1
Q

what are the dimensions of behaviour?

A

frequency, duration, intensity, latency

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2
Q

what are overt behaviours?

A

action that can be observed and recorded by a person other than the one engaging in the behaviour

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3
Q

what are covert behaviours?

A

also called private events. Are not observable by others.

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4
Q

what is behaviour modification?

A

applied science and professional practice concerned with analyzing and modifying human behaviour

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5
Q

how do you analyze a behaviour?

A

identify the functional relationship between environmental events and a particular behaviour to understand the reasons for the behaviour or to determine why a person behaved as he/she did

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6
Q

how do you modify a behaviour

A

develope and implement procedures to help people change their behaviour by altering the environmental events that influence behaviour

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7
Q

what are behavioural excess’s?

A

undesirable target behaviour the person wants to decrease

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8
Q

what are behavioural deficits?

A

desirable target behaviour the person wants to increase

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9
Q

what is the target behaviour?

A

behaviour to be modified

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10
Q

what is applied behaviour analysis?

A

scientific study of human behaviour to help people change behaviour in meaningful ways

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11
Q

what does bmod emphasize?

A

current environmental events that are related to the behaviour

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12
Q

ian p pavlov

A

uncovered the basic principles of respondent conditioning, demonstrated that a reflex could be conditioned to a neutral stimulus

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13
Q

edward thorndike

A

law of effect

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14
Q

law of effect

A

states that a behaviour that produces a favourable effect on the environment is more likely to be repeated in the future

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15
Q

john watson

A

believed that observable behaviour was needed for psychology (behaviourism)

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16
Q

bf skinner

A

radical behaviourism. thought there was room for conscious experience and covert behaviours.

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17
Q

BACB

A

behaviour analyst certification board. provides certification for individuals to practice

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18
Q

behavioural assessment

A

measuring the target behaviour. 5W’s of target behaviour

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19
Q

indirect assessment

A

does not occur when the target behaviour occurs, relies on individuals recall. interviews, questionnaires

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20
Q

direct assessment

A

person observes and records the behaviour as it occurs. this is the preferred method of assessment, more accurate

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21
Q

inter-observer agreement (IOA)/interobserver reliability

A

when two people independently observe the same behaviour and both record that the behaviour occurred

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22
Q

self monitoring

A

when the client observes and records their own behaviour

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23
Q

observation period

A

observer records the target behaviour in this specific period

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24
Q

natural setting

A

consists of the places in which the target behaviour typically occurs

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25
Q

analogue setting

A

observing a target behaviour in a clinical setting, not part of daily routine

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26
Q

structured observation

A

observer arranges for specific events or activities to occur during the observation period

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27
Q

unstructured observation

A

no specific events or activities are arranged and no instructions are given during the observation period

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28
Q

observation periods in bmod are usually how long?

A

15-30 minutes

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29
Q

continuous recording

A

observer observes the client continuously throughout the observation period and records each occurrence of the behaviour

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30
Q

real time recording

A

the exact time of each onset and offset of the target behaviour is recorded. gives you frequency and duration

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31
Q

percentage of opportunities

A

observer records the occurrence of a behaviour in relation to some other event

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32
Q

product recording

A

indirect assessment, used when a behaviour results in a certain tangible outcome

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33
Q

interval recording

A

record whether the behaviour occurred during consecutive time periods

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34
Q

three types of interval recording

A

partial, whole, frequency-within-interval

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35
Q

partial interval recording

A

observer scores the interval if the behaviour occurred during ANY PART of the interval

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36
Q

whole interval recording

A

the occurrence of the behaviour is marked in an interval oNLY WHEN THE BEHAVIOUR OCCURS FOR THE WHOLE INTERVAL

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37
Q

how long are interval periods usually?

A

6-10 seconds

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38
Q

frequency-within-interval recording

A

observer records the frequency of the target behaviour but does so within consecutive intervals of time. shows you the frequency of the behaviour and the specific intervals that they occurred

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39
Q

time sample recording

A

divide the observation period into intervals of time, but only observe and record during only part of each interval

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40
Q

momentary time sample recording (MTS)

A

behaviour is only recorded if it occurs at the exact instant the interval ends

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41
Q

what is reactivity?

A

when the process of recording a behaviour causes the behaviour to change even before any treatment is implemented

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42
Q

how do you evaluate IOA?

A

have two people independently observe and record same behaviour, get percent agreement - typically 80-90% is required. measure by dividing smaller number by the larger number

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43
Q

another name for x axis

A

ascissa

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44
Q

another name for y axis

A

ordinate

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45
Q

purpose of research design

A

determine whether the treatment (independent variable) was responsible for the observed change in the target behaviour (dependent variable)

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46
Q

functional relationship

A

when a bmod procedure causes a target behaviour to change

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47
Q

how can we demonstrate a functional relationship?

A

if the behaviour changes each time the procedure is implemented and only when the procedure is implemented

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48
Q

AB design

A

two phases. baseline (a), treatment (b)

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49
Q

can an AB design demonstrate a functional relationship? why or why not?

A

no, not a true research design because it is not replicated and does not rule out extraneous variables. rarely used

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50
Q

ABAB reverse design

A

baseline and treatment are implemented twice, can demonstrate a functional relationship

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51
Q

ABCAC

A

implemented when first treatment didnt work, replaced with C which worked, taken away and implemented again

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52
Q

what are the three types of multiple baseline design?

A

multiple-baseline-across-subjectsmultiple-baseline-across-behavioursmultiple-baseline-across-settings

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53
Q

multiple-baseline-across-subjects

A

there is a baseline and treatment phase for the same target behaviour of two or more subjects

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54
Q

multiple-baseline-across-behaviours

A

baseline and treatment phase for two ore more behaviours of the same subject

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55
Q

multiple-baseline-across-settings

A

baseline and treatment phase for two or more settings in which the same behaviour of the same subject is measured

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56
Q

alternating treatment design (ATD)

A

baseline and treatment conditions are conducted in rapid succession and compared

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57
Q

changing criterion design

A

includes baseline and treatment phase, but the treatment phase, sequential performance criteria are specified

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58
Q

reinforcement

A

occurrence of a behaviour followed by an immediate consequence that results in the strengthening of the behaviour

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59
Q

operant behaviour

A

behaviour that is strengthened through the process of reinforcement

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60
Q

reinforcer

A

consequence that strengthens an operant behaviour

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61
Q

positive reinforcement

A

occurrence of a behaviour followed by the addition of a stimulus results in the strengthening of a behaviour. positive reinforcer used

62
Q

negative reinforcement

A

occurrence of a behaviour followed by the removal of a stimulus resulting in the strengthening of the behaviour. aversive stimulus used.

63
Q

social reinforcement

A

when a behaviour produces a reinforcing consequence through the actions of another person

64
Q

automatic reinforcement

A

when the behaviour produces a reinforcing consequence through direct contact with the physical environment

65
Q

premack principle

A

type of positive reinforcement. opportunity to engage in high probability behaviour as a consequence for a low probability behaviour, to increase the low probability behaviour

66
Q

escape behaviour

A

person escapes from an aversive stimulus by engaging in a particular behaviour and that behaviour is strengthened

67
Q

avoidance behaviour

A

person avoids the aversive stimulus by engaging in a particular behaviour, and the behaviour is strengthened

68
Q

unconditioned reinforcers

A

certain stimuli are naturally reinforcing because of survival value. no prior experience is needed

69
Q

conditioned reinforcers

A

stimulus that was once neutral but became established as a reinforcer by being paired with an unconditioned reinforcer or an already established conditioned reinforce

70
Q

generalized conditioned reinforcer

A

when a conditioned reinforcer is paired with a variety of other reinforcers (eg. money)

71
Q

factors effecting reinforcement

A

immediacy, contingency, motivating operations, individual differences, and magnitude

72
Q

when do we say a contingency exists between the behaviour and the consequence?

A

when the behaviour produces the consequence and the consequence does not occur unless the behaviour occurs first

73
Q

two types of motivating operations?

A

establishing and abolishing

74
Q

establishing operations (EO)

A

make a reinforcer more potent (eg. deprivation)

75
Q

abolishing operations (AO)

A

make a reinforcer less potent (eg. satiation)

76
Q

two effects of motivating operations

A

alter the value of a reinforcer, and make the behaviour that produces that reinforcer more or less likely to occur at that time

77
Q

schedule of reinforcement

A

specifies whether every response is followed by a reinforcer or only some responses

78
Q

continuous reinforcement schedule (CRF)

A

every occurrence of a response is reinforced

79
Q

intermittent reinforcement schedule

A

responses are occasionally or intermittently reinforced

80
Q

acquisition

A

person acquiring new behaviour with the use of CFR

81
Q

maintenance

A

behaviour is maintained over time with the use of intermittent reinforcement

82
Q

fixed ratio (FR) reinforcement schedule

A

fixed number of responses must occur before the reinforcer is delivered

83
Q

variable ratio (VR) reinforcement schedule

A

delivery of a reinforcer is based on the number of responses, but the number of responses varies each time around an average number

84
Q

interval schedules of reinforcement

A

response is reinforced only if it occurs after an interval of time has passed. doesnt matter how many responses occur. as soon as the interval time has passed, the first response is reinforced

85
Q

fixed interval (FI) schedule of reinforcement

A

interval time is fixed

86
Q

what is the patter of behaviour with FI schedule of reinforcement

A

greater rate of responding near the end of the interval, frequency decreases in the early part

87
Q

variable interval (VI) schedule of reinforcement

A

reinforcer is delivered for the first response that occurs after an interval of time has passed, but each time interval is different, varies around an average

88
Q

concurrent schedules of reinforcement

A

all the schedules of reinforcement that are in effect for a person’s behaviour

89
Q

concurrent options

A

number of different behaviours concurrently available for the person

90
Q

extinction

A

a behaviour that has been reinforced for a period of time was no longer reinforced, and therefore the behaviour stopped occurring

91
Q

extinction burst

A

once the behaviour is no longer reinforced, it often increases briefly in duration or intensity before it decrease and ultimately stops

92
Q

spontaneous recovery

A

behaviour may occur again even after it has not occurred for some time

93
Q

what does extinction of a positively reinforced behaviour involve?

A

involves withholding the consequence that was previously delivered after the behaviour

94
Q

what does extinction of a negatively reinforced behaviour involve?

A

involves eliminating the escape or avoidance that was reinforcing the behaviour

95
Q

resistance to extinction

A

when a behaviour is intermittently reinforced, it decreases more gradually once the reinforcement is terminated

96
Q

punishment

A

particular behaviour occurs, a consequence immediately follows the behaviour, as a result the behaviour is less likely to occur again in the future

97
Q

punisher

A

aversive stumulus

98
Q

positive punishment

A

occurrence of a behaviour, followed by the presentation of an aversive stimuli, as a result the behaviour is less likely to occur in the future

99
Q

negative punishment

A

occurrence of a behaviour, removal of a reinforcing stimulus, behaviour is less likely to occur in the future

100
Q

two common examples of negative punishment

A

time out from positive reinforcement, and response cost

101
Q

time out from positive reinfrocement

A

person is removed from a reinforcing situation for a brief period after the problem behaviour occurs

102
Q

antecedents

A

stimuli or events that precede an operant response

103
Q

stimulus control

A

a behaviour is said to be under stimulus control when there is an increased probability that the behaviour will occur in the presence of a specific antecedent stimulus or a stimulus from a specific class

104
Q

discriminative stimulus (sD)

A

the antecedent stimulus that is present when a behaviour is reinforced

105
Q

stimulus discrimination training

A

process of reinforcing a behaviour only when a specific antecedent stimulus (sD) is present

106
Q

s delta

A

any antecedent stimulus that is present when the behaviour is not reinforced

107
Q

what does the presence of SD not do?

A

it does not cause a behaviour, and it does not strengthen a behaviour

108
Q

what does the presence of SD do?

A

increases the likelihood of the behaviour in the present situation because it was associated with reinforcement of the behaviour in the past (evokes)

109
Q

what are the two steps in stimulus discrimination training?

A

first, when the SD is present, the behaviour is reinforced. second, when any other antecendent stimulus (Sdelta) is present, the behaviour is not reinforced

110
Q

examples of behaviour training used in textbook?

A

reading and writing

111
Q

what is the three term contingency involved in stimulus discrimination and who came up with it?

A

bf skinner. consequence (reinforcer or punisher) is contingent on the occurrence of the behaviour only in the presence of the specific antecedent stimulus

112
Q

what is the three term contingency often called?

A

ABC (antecedent, behaviour, consequence)

113
Q

generalization of SD

A

when a behaviour occurs in the presence of stimuli that are similar in some ways to the SD that was present during stimulus discrimination trainin

114
Q

generalization gradient

A

as stimuli gets less and less similar to SD, the behaviour is less and less likely to occur

115
Q

stimulus class

A

antecedent stimuli that share similar features and have the same functional effect on a particular behaviour

116
Q

what are operant behaviours controlled by?

A

their consequences

117
Q

what is operant conditioning?

A

manipulation of consequences

118
Q

what are respondent behaviours controlled by?

A

antecedent stimuli

119
Q

what is respondent conditioning?

A

involves the manipulation of antecedent stimuli

120
Q

trace conditioning

A

NS precedes the US, but the NS ends before the US is presented

121
Q

delay conditioning

A

NS is presented and then the US is presented before the NS ends

122
Q

simultaneous conditioning

A

NS and US are presented at the same time

123
Q

backwards conditioning

A

US is presented before the NS

124
Q

higher order conditioning

A

occurs when a NS is paired with an already established CS and the NS becomes a CS

125
Q

respondent extinction

A

involves the repeated presentation of the CS without presenting the US

126
Q

factors influencing respondent conditioning

A

nature of the US and NS, temporal relationship between them, contingency, the number of pairings, and previous exposure

127
Q

repertoire

A

the collection of all behaviours a person can perform

128
Q

response

A

one instance or occurrence of a behaviour

129
Q

response class

A

group of responses with the same function; each response in the group produces the same effect on the environment

130
Q

dead man test

A

If a dead man can do it, then it ain’t behavior, and if a dead man can’t do it, then it is behavior

131
Q

Early Intensive Behaviour Intervention (EIBI)

A

treatment program for autism

132
Q

methodological behaviourism

A

study of behaviour alone - not of any internal, mental state or event

133
Q

screening or intake phase

A

obtain client demographic information and reasons for seeking assistance. diagnose client according to DSM-5

134
Q

behavioural assessment phase

A

define and measure initial baseline level of behaviour

135
Q

treatment phase

A

actively apply training, intervention, or treatment program

136
Q

follow up phase

A

determine effects on behaviour following termination of treatment program

137
Q

behavioural goal

A

level of the target behaviour that a program is designed to achieve

138
Q

ABC charts

A

record antecedents, behaviours, and consequences

139
Q

programmed reinforcement

A

planned and systematic, given as part of a behavioural treatment

140
Q

tangible reinforcement

A

access to a preferred object

141
Q

activity reinforcement

A

engaging in a preferred behaviour

142
Q

extinction induced aggression

A

novel behaviours, often aggressive, may be exhibited

143
Q

response cost

A

punishes behaviour by taking away a valued privilege

144
Q

corporal punishment

A

pertaining to the human body

145
Q

what does meta analysis show about corporal punishment?

A

may provide immediate results, but does not suppress the problematic behaviour beyond the moment

146
Q

overt antecedents

A

directly observable with your senses

147
Q

covert antecedents

A

internal events, not open to observation

148
Q

immediate antecedents

A

occur right before - or overlap with - behaviour

149
Q

distant antecedents

A

stimuli (often covert) that precede the behaviour by a long time

150
Q

stimulus equivalence

A

two different stimuli can be used for the same purpose

151
Q

stimulus overgeneraliztion

A

responding to stimuli from different categories the same way

PSYCH 282 (2 decks)

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