Module 1 Flashcards
What is ABA?
-One of the 3 branches of the Science of behavior analysis
-As a science, ABA is a systematic approach to understanding bx of Social importance
-As a practice, ABA is the application of bx analytic principles to improve socially importance Bxs
-Way of life
-Good Teaching
What is Good Teaching?
-Providing Motivation
-Giving Clear and Accurate Feedback
-Providing Assistance When Necessary
-Developing independence
-Adjusting Teaching Strategies Based Upon the Child
Components of a Good Teacher
-Fun, Receptive, Systematic, Objective
-Adaptable/ Flexible
-Analytic. Engaging
-Professional
-Tireless Worker
-Creative. Reinforcing
-Widely competent, big pic Vs Little
Thorndike: Contributions
-Law of Effect
-Learning Curves
-Law of Recency
-Trial & Error Learning
ABA
*Science of bx
*Aims to improve lives by:
-Teaching new bx or
-Increasing or decreasing existing bx
Focus of ABA
-Figure out why ppl do the things that they do
-Look for the effect(s) of the Env on Bx
-Improve lives by changing the Env
Main Goal of ABA Practice
-To improve quality of life & to help others achieve meaningful outcomes
Applied (7 Dimension)
*ABA focuses on producing meaningful change -Bx the is “Socially Significant” (imp to the individual & society)
-E.g. Learning to Drive
Behavioral (7 Dimension)
*Targets Bx that is observable & measurable
*ABA focuses on Bx as a target for change
E.g. Target nail-biting rather than “anxiety”
Analytic (7 Dim)
*Look at the effect of the Env on Bx by:
-Changing the setting
-Measuring bx before/ after changes
*These are called “systematic manipulations”
-E.g. Empty dishwasher
Technological
-Not computer technology
-Procedures clearly & precisely described
-Allows for replication (doing it the same way again)
E.g. Assembly instructions
Effective
-Effects of behavioral intervention have to be large enough to make a difference in the person’s life
-Measure Bc (collect data)
-Revise if the plan is not effective
-E.g. Decreasing toileting accidents
Conceptually Systematic
-Procedures linked to the basic principles of Bx
-Understand WHY we use specific procedures or teaching techniques
-E.g. Using Reinforcement to teach a new skill
Generality
*Bx change:
-Maintains across time
-Transfers to other settings & situations
-Spreads to other Bx
E.g: Child greeting others
Understanding the 7 characteristics of ABA is imp because these characteristics
-Inform our procedures/ practices in ABA
What is Autism?
*Symptoms can be characterized by:
1. Behavioral excesses (behaviors that occur too much) e.g. crying, “tantruming,” “swimming”, etc.
2. Behavioral deficits (bxs that don’t occur enough) e.g., talking, social interaction, play skills, etc.
DSM-V Criteria are Observable Behaviors
-DSM-V criteria are descriptive of behaviors
-Many diagnostic team will use comprehensive standardized instruments specifically developed for the diagnosis of ASD to demonstrate that observed bxs are clearly in the atypical range
Behaviors of Concern:
-Lack of behavior or regression in Skills:
-Lack of language development
-Regression of language
-Lack of pretend play
-Lack of pointing, eye contact, response to one’s name or decrease response, of pointing
Autism is a _____ that is defined by its symptoms
-Developmental disability
Severity Levels for ASD measured across social communication & Restricted, Repetitive Bxs
-Level 1: Requiring Support
-Level 2: “Requiring substantial support
-Level 3: Requiring very substantial support
Autism: Social: Persons with autism may possess the following characteristic in various combinations & in varying degrees severity:
-Preference for being alone
-Little or no eye contact
-Avoidance of physical contact (cuddling, affection, hugging)
-Lack of appropriate play skills
Autism: Social:
Persons with autism may possess the following characteristic in various combinations & in varying degrees severity:
-Preference for being alone
-Little or no eye contact
-Avoidance of physical contact (cuddling, affection, hugging)
-Lack of appropriate play skills
-Difficulty relating to other children & adults
-Lack of interest in other children & what others are doing
-No response when name is called
Autism: Communication
*Persons with autism may possess the following characteristics in various combinations & in varying degrees of severity:
-Difficulty expressing needs (use of gestures, hand leading, or pointing instead of words)
-Echolalia (repeating words or phrases in place of normal, responsive language)
-Difficulty with reciprocal conversation
Autism Communication (con…t)
-Absence of or delayed speech and language
-May contribute to behavioral prob (cuz of an inability to use language to communicate wants/ needs)
Autism: Communication (Con..t)
-Many children with autism can develop functional language & others can develop some type of communication skills, such as sign language or use of pictures
Autism: Repetitive/ Restricted Behavior
*Persons with autism may possess the following characteristics in various combinations & in varying degrees of severity:
-Stereotypic bx Vs. “self-stimulation”
-Obsessive compulsive bxs e.g. lining up toys
Repetitive/ Restricted Bx
-Can have odd play extended periods, liming up
-Everyone is different
What is Known? autism runs in families
2-18% chance
What is Evidence-Based Practice?
-Use of procedures that have been studied with strong experimental designs & results that have been replicated, peer-reviewed & published
October 1st 2020
ATS pay stubs
(south west side: may 1 to now)
drop box, attention: 6CN
Mekyle Younus
inside: attention 6cn
Mekyle
social security number
my name phone
copy is
10703 stncmcliff road Houston Texas 77099
Early Intervention
-Need to teach skills to help acquire development markers, heavy focus on echoic & minds
-training care givers
-decrease future need for services
If directly addressing a minor breach does not stop the problem, contact your supervisor immediately to take more “official” action
-Formal resolution
Focuses on behavior that is important to the individual and society
Applied
Procedures are linked to the basic principles of behavior
Conceptually systematic
An enforceable document that provides ethical rules for individuals with an RBT credential
RBT Ethics code
Observable and measurable behavior as the target for change
Behavioral
The part of the RBT Code 2.0 that states that RBTs have an obligation to follow the Code
Introduction
Determining the effect of the environment on behavior through systematic manipulations
-Conceptually systematic
Lists RBTs and their supervisor on the BACB website
RBT registry
A document from the BACB that provides the minimum knowledge and Skills of an RBT
RBT Task List
Determining the effect of the environment on behavior through systematic manipulations
Analytic
4 core principles
evidence based practice
