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Harrett BCBA > Mixed Review > Flashcards

Mixed Review Flashcards

1
Q

Comes before a behavior

A

Antecedent

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2
Q

Comes after a behavior

A

Consequence

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3
Q

Behavioral assessment goal

A

To identify the function of the behavior

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4
Q

Characteristics of ABA

A

Generality, effective, technological, analytical, applied, conceptually systematic, behavioral

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5
Q

Explain by by what lies within itself. Eric is aggressive because Eric has an aggressive trait.

A

Explanatory fiction circular reasoning

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6
Q

Assumption of science that says the simplest explanation of behavior should be provided all else being equal.

A

Parsimony

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7
Q

Behavior or stimuli that can be observed by the person. These stimuli and behaviors must be explained by appealing to a history of environmental contingencies or biological processes.

A

Private events

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8
Q

A chart that shows occurrences of behavior in a given time frame.

A

Scatter plot

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9
Q

Philosophy of behavior that assumes that behavior is a function of past and current events as well as genetics.

A

Behaviorism

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10
Q

Absence of a reinforcer for a period of time thereby making that event more effective as a reinforcer

A

Deprivation

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11
Q

Entire constellation of stimuli that can affect a person (includes both internal and external)

A

Environment

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12
Q

Fundamental characteristics of behavior

A

Temporal locus, temporal extent, repeatability

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13
Q

A single instance of behavior

A

Response

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14
Q

Decrease in responding due to the reduced effectiveness of the reinforcer because the person has received too much of it

A

Satiation

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15
Q

Behavior to be changed

A

Target behavior

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16
Q

Form or response

A

Topography

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17
Q

Changing schedules,staffing, patterns, activities, diet, etc

A

Ecological changes

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18
Q

Uncontrolled variables or events that influence the outcome of an experiment

A

Confounding or extraneous variables

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19
Q

When an independent variable lawfully affects a dependent variable

A

Functional relation

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20
Q

ABA characteristic that is scientifically based experimental designs used to assess the effectiveness of interventions under study (replicating, functional, occurrence/non-occurrence, present a stimulus and a response occurs, etc)

A

Analytic

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21
Q

A measure of the change in behavior over time 10/min, 20/min doubling

A

Celeration

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22
Q

ABA characteristic that focuses on behavior with social significance. (Enhance/improve people’s lives, social, language, academic, daily living, self care, vocational, recreational, and affects significant others)

A

Applied

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23
Q

ABA characteristic where the results or functional relations will be observed if the experiment is changed in some way in different settings, behaviors, or persons. (Lasts over time, appears in environments other than where the interventions was applied, spreads to other behaviors, when changes in behavior occur in non-treatment settings)

A

Generality

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24
Q

A reinforcer is produced by the behavior without the participation of other people. (Echolalia produces sounds that may maintain the behavior. It can be positive or negative reinforcement)

A

Automatic reinforcement

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25
Q

Assumption of science that behavior is lawful and orderly and is caused by some event).

A

Determinism

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26
Q

Behaviors measured on a graph

A

Dependent variable

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27
Q

Intervention or treatment measured on a graph

A

Independent variable

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28
Q

ABA characteristic where procedures are tied to the basic principles of behavior. (Improves behavior, procedures for changing behavior /how-why those procedures were effective/ should be described in terms of relevant principles)

A

Conceptually systematic

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29
Q

Explaining behavior by appealing to future, explained events (I am doing homework to graduate)

A

Teleology

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30
Q

ABA characteristic which provides written procedures to permit replication of techniques in other settings. (When all operative procedures are identified, a protocol, teacher does it, described with sufficient clarity and details that a reader has a fair chance of replicating it with same results)

A

Technological

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31
Q

Have same effects that MOs have but are due to a conditioning history.

A

CMOS

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32
Q

A conditioned reinforcer/punisher that decreases /increases the rate of behavior because it has been paired with another reinforcer/punisher

A

Conditioned reinforcer/punisher

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33
Q

Behavior that occurs because it has resulted from direct contact with contingencies

A

Contingency shaped behavior

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34
Q

Verbal behavior that specifies its reinforcer and is evoked by some EO (asking for something or commanding or demanding something)

A

Mand

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35
Q

Verbal behavior that is evoked by some non verbal environmental sense stimulus (labeling/naming)

A

Tact

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36
Q

A design in which criterion in reinforcement is systematically changed. Control is shown when changes in behavior shadow changes in criterion (graph)

A

Changing criterion design

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37
Q

Two events ovary. One may cause the second, the second may cause the first, or both may be caused by a third variable. Aka prediction

A

Correlation

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38
Q

Time between the beginning of a response and the end of a response

A

Duration

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39
Q

Number of times a behavior occurs

A

Frequency or count

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40
Q

Tendency of an observer’s recording to gradually change across time. It can be pinpointed to the time when an observers scores differ from those of a second observer. One cause (change in definition)

A

Observer drift

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41
Q

An energy change that affects an organism through its receptor cells

A

Stimulus

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42
Q

Examples of generative learning

A

Pivotal behaviors

Behavior cusps

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43
Q

Provides immediate access to a new world which includes new environments, stimuli, and contingencies

A

Behavioral cusps

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44
Q

Makes modifications in untrained responses. The untrained response results in new reinforcement opportunities

A

Pivotal behaviors

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45
Q

Changes occur without formal training

A

Generalization

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46
Q

Momentary time sampling for groups

A

Placheck

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47
Q

Discontinuous measurements

A

Partial interval recording
Whole interval recording
Momentary time sampling
Placheck

48
Q

Continuous measurements (also said to be definitions of behavioral measurements as in how behaviors are measured)

A

Repeatability
Temporal locus
Temporal extent

49
Q

Variations of multiple baselines

A 
Multi-element
Multiple baselines across settings
Multiple baselines across subjects
Multiple baselines across behaviors
Multiple probe design
Delayed multiple baseline design 
Non-concurrent multiple baselines design
50
Q

Researcher waits until participant’s behavior in one condition becomes fairly consistent from observation to observation before changing conditions

A

Steady state strategy

51
Q

Three elements of baseline logic

A

Prediction

Verification replication

52
Q

“Dependent on” means

A

A function of

53
Q

Arranging the setting to look like the generalization setting

A

Programming common stimuli

54
Q

Reinforcing low rates (lower than preset criteria)

A

DRL

55
Q

Reinforcing high rates (higher than preset criteria)

A

DRH

56
Q

Measures of repeatability

A

Frequency/count
Rate
Celebration

57
Q

Measures of temporal locus

A

Latency

Inter-response time

58
Q

Measurements of temporal extent

A

Duration
Duration per session
Duration per occurrence

59
Q

7 strategies to promote generalization

A

CLEMING

1) common stimuli
2) loosely train
3) mediation
4) indescribable contingencies
5) negative teaching examples
6) general case analysis
7) multiple exemplars

60
Q

Types of multiple baseline designs

A

Multiple baselines across settings
Multiple baselines across subjects
Multiple baselines across behaviors

61
Q

Evokes some response but doesn’t resemble each other in physical form or shape

A

Arbitrary stimulus class

62
Q

Attitude of science that infers behavior will remain same if nothing changes in the environment

A

Determinism

63
Q

If A is true, then B is true. If B is true then A must be true. A label and reference.

A

Affirmation of the consequent

64
Q

A higher level than correlation

A

Causation aka control

65
Q

Maximum number of times I need to demonstrate verification in order to get replication

A

2

66
Q

ABAB design

A

Withdrawal

67
Q

Why would an ABA design or leaving a learner in baseline not be a good idea.

A

It’s unethical

68
Q

What design is it when I am using an intervention on two opposite behaviors.

A

Reversal

69
Q

Highest level of scientific rigor

A

Control

70
Q

Does indirect assessment meet any level of scientific rigor.

A

No because there is no observation

71
Q

Systematically and differentially reinforcing successive approximations to terminal behavior

A

Shaping

72
Q

What is the end product of shaping.

A

A terminal behavior

73
Q

Rates of responding across choices are distributed in proportions that match the rates of reinforcement received from each choice alternative. Behavior goes where reinforcement flows.

A

Matching law

74
Q

A procedure for implementing time out in which the person is repositioned within an existing setting such that observation of ongoing activities remains, but access to reinforcement is lost.

A

Contingent observation time out

75
Q

What are the 5 limitations of shaping.

A

1) shaping can be misapplied
2) it is time consuming
3) progress toward the terminal behavior is not always linear
4) requires constant monitoring
5) harmful behavior can be shaped

76
Q

Contacting reinforcement without meeting the reinforcement requirements

A

Bootleg reinforcement

77
Q

Exclusionary time out

A

1) time out room
2) hallway time out
3) partition time out

78
Q

Non exclusionary time out

A

1) planned ignoring
2) withdrawal of a specific reinforcer
3) contingent observation
4) time out ribbon

79
Q

Response cost

A

1) fines

2) bonus response cost

80
Q

Desirable aspects of time out

A

1) ease of application
2) rapid suppression of behavior
3) acceptability
4) combined applications

81
Q

Design that compares the effects of two or more conditions to baseline and/or to one another; letters D, C and so on

A

Multiple treatments reversal design

82
Q

Repeatability

A

1) frequency/count
2) rate
3) celeration

83
Q

Temporal locus

A

1) response latency

2) IRT

84
Q

Temporal extent

A

1) duration
2) duration per session
3) duration per occurrence
4) combining count and duration

85
Q

Is used to identify the type/source of reinforcement for challenging behaviors as the basis for intervention efforts designed to decrease the occurrence of those behaviors

A

FBA

86
Q 
Produces own reinforcement 
Thumb sucking
Only after social reinforcers have been ruled out
Occurs when individual is alone
Non social
A

Automatic positive reinforcement

87
Q

Aversive stimulus
Non social
Painful or uncomfortable
MO makes termination reinforcing
Behaviors that terminate aversive stimulation maintained by negative reinforcement that is outcome of automatic outcome of the response
Some forms of SIB distract from other sources of pain which account for a medical condition

A

Automatic negative reinforcement

88
Q

Parts of FBA

A

1) functional experimental analysis
2) descriptive assessment
3) indirect assessment

89
Q

Descriptive assessment components

A

1) direct observations

2) ABC data

90
Q

Indirect assessment components

A

1) interviews

2) questionnaires

91
Q

Used because they allow the behavior analyst to better control the environmental variables that may be related to the behavior that can be accomplished in the naturally occurring situations

A

Analog conditions

92
Q

Functional analysis conditions

A

1) contingent (escape alone)
2) control (low, reinforcement freely available, no demands
3) demand

93
Q

FBA method that provides the most precise information regarding the function. Of a client’s behavior

A

Functional analysis

94
Q

IOA should be obtained for a minimum of …% of a study’s session but ideally between …% and …% of sessions.

A

20, 25, 33

95
Q

IOA assessed for higher or lower % of sessions than studies of data obtained by permanent product.

A

Higher

96
Q

For behaviors that occur at relatively … rates unescorted interval IOA provides a more stringent assessment of inter observer agreement than interval by interval IOA

A

High

97
Q

Use unescorted IOA agreement for behaviors that occur at frequencies of … or more

A

70%

98
Q

Contingency contract

A

1) aka behavioral contract
2) relationship between completing a specie degree behavior and access to or delivery of a specified reward presented in a contract
3) rule governance
4) needs a history of reinforcement
5) useful in homes, clinics, and classrooms
6) leads to self management, self contract etc
7) self contract - a contingency contract a person makes with self incorporating a self select task and reward; personal moderation of completion of and self evaluation
8) include significant others
9) gives sense of independence choices and rules
10) involve client in development, implementation, and evaluation
11) active participation of client throughout
12) hold a meeting
13) fill out list a, b, and c
14) be fair, clear and honest (reward delivered at the time and in the amount specified)
15) build in several layers of rewards
16) teach fidelity
17) can include bonus rewards too best daily, weekly, and monthly
18) you can build in layers
19) cumulative record
20) display contract in visible place for all to see
21) a way to gain compliance
22) terminate contract once independence and proficient performance are achieved
23) it’s the means to an end result, not the end result
24) terminate when one or both parties do not live up to terms of contract

99
Q

Evoke behavior due to past correlation with increased availability of reinforcement

A

EOs

100
Q

Increase current frequency of behavior when an effective reinforcer is not available

A

MOs

101
Q

Behavior that is under control of verbal (spoken or written) descriptions of behavior -> consequence relationships. The individual need not have experienced the contingency but only the verbal description of the behavior. See also intensity to reinforcement

A

Rule governed behavior

102
Q

How important or noticeable a stimulus is in the environment. May also refer to relevant stimulus features.

A

Salience

103
Q

Statement of the ratio of responses to reinforcers. Can be continuous or intermittent. If intermittent can be fixed or interval.

A

Schedule of reinforcement

104
Q

All members of the group must meet criterion before any member receives the consequence. All or none

A

Interdependent group contingency

105
Q

Group contingency where contingency is presented to all members but earned by only those who meet the criterion.

A

Independent group contingency

106
Q

Group contingency where the reward for the whole group is based on the performance of either an individual or collection of individuals within the group. AKA hero procedure

A

Dependent group contingency

107
Q

Extent to which the results of a given experiment are valid (can be generalized to) for other people or conditions. If a particular treatment is effective for one child will it be effective for others. Often determined by replication of the experiment.

A

External validity

108
Q

A rule that describes (how) a (and why) contingency of reinforcement those environmental arrangements that determine conditions by which behaviors will produce reinforcement

A

Schedules of reinforcement

109
Q

Pattern of responding associated with fixed interval schedules of reinforcement. Lack of responding following reinforcement (rate accelerates as time of reinforcement approaches) I.e waiting until second week of April to work on taxes, waiting until night before exam to study.

A

Scallop

110
Q

Group of responses that serve the same function but may or may not have the same topography. Turn off light: flick finger, palm of hand, lean on it, axe kick.

A

Response class

111
Q

Aka reversal design

A

Withdrawal design

Internal validity

112
Q

Definitional measures

A

Topography

Magnitude

113
Q

Fundamental measures

A 
Frequency 
Rate
Duration
Response latency 
Inter response time
114
Q

Derived measures

A

Percentage

Trials to criterion

115
Q

Tally of number of occurrences of behavior

A

Count frequency

116
Q

Number of responses per unit of time

A

Rate

117
Q

Any operant whose response rate is controlled by a given opportunity to emit the response

A

Discrete trials

Harrett BCBA (1 decks)

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