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quiz #1 Flashcards

1
Q

a scientific discipline whose subject matter is individual behavior interacting with environment events

A

behavior analysis

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2
Q

the four domains of behavior analysis

A

radical behaviorism

EAB- Experimental analysis of behavior

applied behavior analysis

service delivery

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3
Q

the guiding theoretical and philosophical foundation of the science of behavior

A

radical behaviorism

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4
Q

studying behavior in the lab to understand concepts and principles governing behavior

A

(EAB) experimental analysis of behavior

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5
Q

studying if concepts and principles from the lab hold true for behaviors outside of the lab

A

(ABA) applied behavior analysis

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6
Q

applying the concepts and principles shown to work in the lab and natural setting to improve socially significant behavior in clinical or everyday settings

A

service delivery

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7
Q

behaviorism consist of…

A

theory and philosophy

conceptual analysis

theoretical account

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8
Q

Basic research (EAB) is conducted in_________ settings where the goal is to understand. Conduct______ __ ______ and elaborate on______. Attempts to answer______ questions about the______ of behavior. Theoretical issues concerning basic_______. typically conducted at__________

A

laboratory
tests of principles
theory
fundamental
nature
phenomena
universities

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9
Q

ABA consist of…

A

applied research

experimental in ecological context

empirical account

generalized knowledge

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10
Q

(the practice) of behavior analysis consist of…

A

helping

increase efficiency

individualized outcomes

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11
Q

what is “analysis” in (behavior analysis)

A

the search for environmental variables that evoke and maintain behavior.

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12
Q

analysis differs from behavior modification, how?

A

analysis seeks the “why” of a behavior.

BM has no interest in the cause but rather only in the improvement of a behavior, resulting any many averse consequences.

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13
Q

behavior analysts believe tha the primary_______ variables in a person’s life reside in the________ and________ environment and that_____________ is a central conept in_________ _______ behavior.

if a______ behavior is not occurring, it is probably because there is ___ _______ available to sustain it

A

controlling
physical ; social
reinforcement
understanding human
;
desirable
no reinforcement

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14
Q

occurs to identify appropriate alternative behaviors to meet the same needs.

The best predictor of future behavior is past behavior

The more information we have about a person, the behavior we are trying
to predict, and the circumstances under which the behavior occurs, the
better our prediction will be

A

defines (Functional assessment)

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15
Q

treatment derived from experimental research backed by empirical data

A

evidence-based treatment

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16
Q

EAB consist of…

A

basic research

experimental

empirical account

generalized knowledge

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17
Q

ABA research differs from _______, is research in________ life______. Research is conducted in ways that_______ behaviors associated with________ or that_______ behaviors that improve functioning

A

EAB (experimental analysis behavior)
everyday; settings
reduces
impairment; increase

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18
Q

EAB (basic) vs Applied research (ABA). is one better than the other?

A

no, both are equally important

applied research is guided by theories and findings of basic research

findings in applied settings often require modification of existing theories and spur more basic research

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19
Q

in behavior analysis, an__________ is used to demonstrate the effect of an intervention of a particular behavior

A

experiment

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20
Q

the________ variable is the behavior and the__________ variable is the environmental change, and scientists were to say, “ im evaluating the role of a visual schedule on task completion” the visual schedule is the_______ variable and the task complete is the _______ variable.

A

dependent

independent
;
independent

dependent

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21
Q

rain dance; supersitious behavior; cultural practices… are examples of what? And, examples of why humans are bad at….

A

coincidence

identifying causal relations

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22
Q

how to evaluate causal relations, using the scientific method to ensure the methods have good validity

A

observations
–direct is more valid

measurement
–quantitative is more valid

experimentation
–controlled experiments are more valid

formulate inferences, laws, theories
–inductive theories are more valid

replication
–the more replications, the more valid

modification of inferences, laws, theories

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23
Q

(Q.1) research in the tradition of null hypothesis testing, random assignments, and statistical significance testing, is called ( ). Compares two_____ that receive different________.

(Q.2) evaluates_____ withing the____-_____ or group over time. compares two ______ treatments in the ______ _____. Can include _____ but not a requirement

A

(between-subject design)
groups
treatments
;
intervention
same-subject
different
same person
groups

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24
Q

intensive examination of a single individual over time. involves repeated measures, observe the change in behavior as environmental variables are changed, is called ( ). Uses ____ ____ to demonstrate ________ control.

A

(single-subject research)
one subject
experimental

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25
Q

other identifying names for single subject research

A

◦ N=1 research
◦ Intrasubject-replication design
◦ Intensive research
◦ Within-subjects research
◦ Repeated measures design

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26
Q

True or False? SCR cannot be “true experiments” and cannot reveal “causal relations” between variables (i.e., designs do not show experimental control and lack reliability)

A

False

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27
Q

true or False? SCR designs lack generality

A

false

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28
Q

______ is shown with each replication between behaviors, participants, settings or situations and time

A

generalization

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29
Q

refers to the intensive study of the individual: person, family, group, etc., information is richly detailed, and efforts are made to convey the complexities and nuances of…

A

Case studies

30
Q

contribution of case studies

A

are a source for hypotheses about human performance and development

developing therapy techniques

permit the study of rare phenomena

a counter for the notion of universally applicable

have persuasive and motivational value

31
Q

methodological limitations of case studies

A

anecdotal reliance

availability of alternative explanations

The generalizability to other individuals or situations is a major concern

32
Q

since science attempts to establish laws

A

in science we do not talk about generality of findings until we have a finding

33
Q

1900-1930’s, research with very ____ _____ _____ was the rule, rather than the exception.

(who is who)

–did sensory perception studies using one subject. believed investigation of one ore a few subjects in depth was the way to understand sensory perception.

–known for his forgetting curve, leading the experimental study of memory. major contribution using sinlge subject

–contributed greatly with his research of respondent conditioning (classical conditioning.. used few animal subjects

– law of effect, formulated early contributions to operant conditioning using few subjects at one time.

– Little Alber Experiment

A

Small sample size

Wundt

Ebbinghause

Pavlov

Thorndike

Watson

34
Q

_________ is a______ of the number of times the behavior occurs in a given period of time. the_____is obtained by dividing the______ of response by the number of______observed each day…. also called

A

frequency; tally

rate

number

minutes

…the rate of response

35
Q

a list of responses that may represent a category of interest that can be independently scored. each day at a fixed time, each response on the list is scored as having occurred or been completed or not.

A

discrete categorization

36
Q

recording behavior in a period, divided into small intervals. based on the type of method the behavior is scored as having occurred or not for each interval

A

interval recording

37
Q

the amount of time that the response is performed.

A

duration

38
Q

the amount of time it takes before a response occurs or how long it takes for the client to begin the response

A

latency

39
Q

for large scale group behaviors–the main interest may be in the number or proportion of people observed who engage in the acts

A

number (or proportion) of people who perform the behavior

40
Q

many behaviors have their own specific measures that is a product, is recorded some place or is easily retrieved

A

response-specific measures

41
Q

psychological and physical health states can be assed through biological measures that are direct or indirect measures of processes and behaviors of interest

A

physiological and biological-based measures

42
Q

individuals’ own rating or evaluation of the problem or some domain (affect, behavior, cognition_ that is focus of an intervention or evaluation of the impact of the intervention

A

self-report measures

43
Q

reports from individuals who have access to, can observe and can interact closely with the client

A

reports by others

44
Q

the two ways frequency measures are used

A

(1). free to occur- there is no fixed limit in the number of times the behavior occurs otherwise called– Free operant– denoting, response is free to occur without restrictions.

(2). Discrete trials- limited to occasions in which behavior can take place

45
Q

recording all instances of behavior of interest over the course of an observation is referred to as…..

&

in contrast___________ _________ consists of obtaining a sample of behavior during various intervals of an observation period

A

continuous mesurement

discontinuous measurement

46
Q

large sample sizes with statistical tests became the standard and single subject designs became the exeption around_______

A

1930’s

47
Q

basic control-group design

A

one group receives experimental condition

one group receives control condition

compare groups and determine if sufficient difference exist between the two groups

48
Q

two approaches to research

A

idiographic approach: the intensive study of the individual, used to discover the uniqueness of each individual.

nomothetic approach: the study of groups

49
Q

ABA was founded in _______ by ______, ______, _______ with the first publication of the Journal of Applied Behavior Analysis.

A

1968

Baer; Wolf; Ridley

50
Q

7 Dimensions of ABA

A

Applied
◦ Select behaviors for intervention that are socially significant for participants

Behavioral
◦ The behavior chosen for study must be the behavior in need of
improvement
◦ Behavior under study must be directly observable and measurable

Analytic
◦ The demonstration of a functional relationship between environment and
behavior
◦ Providing a clear indication of how and why behavior changed

◦ Technological
◦ Procedures should be described clearly enough to be replicated

Conceptually systematic
◦ The experimenter should be able to relate specific procedures to basic principles
◦ Methods must have a scientific basis

Effective
◦ Methods must improve behavior under investigation to a practical degree
◦ Must produce changes of social or clinical significance

Generality
◦ Producing behavior change that lasts over time, settings, situations, and
individuals

51
Q

Criteria for Evidence-Based Treatments

A

Random assignment to treatment and control or comparison groups
(e.g., no treatment, routine care,
treatment as usual for the setting)

◦ Inclusion and exclusion criteria specified

◦ Treatment manuals specify the intervention procedures

◦ Multiple outcome measures (blind raters)

◦ Statistically significant differences between treatment and comparison
condition

◦ Two or more randomized controlled studies (for group designs)

◦ The studies include replication of the findings beyond the original
investigator or originator of the treatment 38

52
Q

behaviors that have immediate and long-lasting meaning for the person and for those that interact with that person

A

socially significant behaviors

53
Q

What is…..

(1). a form of _______ that involves full range of inquiry methods: _______ ; ____: ______ _____ of antecedent or _______variables) to identify probable _________ and consequent controlling variables

(2). They are designed to discover resources, assets, significant others, competing contingencies, maintenance and generality factors, and possible reinforcer and/or punishers that surround the________ _______behaviors

A

behavioral assessment

potential target

54
Q

the role of assessment in ABA;

identifies_______ behaviors, the response class selected for_________. Seeks to discover the________ that behavior serves in the person’s_________. Gives a picture of variables that increase,________, maintain, or _______ the behavior of interest. Provides a roadmap from which the variables controlling the behavior can be_______ and consequently,_____ intervention can be aimed more directly

A

target
intervention
function
environment
decrease
generalized
identified
intervention

55
Q

the fives phases of behavior assessment

A

screening

defining and quantifying problems and establishing outcome criteria

pinpointing the target behavior(s)

monitoring progrèss
following up

56
Q

preassessment considerations:

who has the_______, permission–skills to complete an________ and intervene with the client? what _______, resources, or data currently exist—review ______ _____- have all medical causes for the _______ behavior ruled out? review _______ and historical data to provide insight on the problem, its ______ of impact for the client, and previous assessment and assessment and________their effectiveness.

A

authority,
assessment
records
medical data
target
educational
level
intervention

57
Q

reactivity:

effect of an observation and______ procedures on the behavior being________. Reduce______, unobtrusive methods; _______ _____; take effects into acount.

A

measurement
measured
reactivity
repeat observation

58
Q

ABC Recording/Anecdotal Observation:

______–>_______–>__________

A

antecedent; behavior; consequence

59
Q

Direct Observation

A

Preferred method
◦ Direct and repeated
◦ Natural environment
◦ Identifies potential target behaviors
15

60
Q

assessing social significance

considering______ behaviors is being_____ and why. unacceptable to change_______ primarily for the______ of_________. to what extend will propose change_______ the person’s life?

A

whose
assessed
behavior
benefit
others
improve

61
Q

Occurs when a person’s repertoire has been changed such that short-
and long-term reinforcers are maximized and short- and long-term
punishers are minimized

◦ Use to assess the meaningfulness of behavior change

A

habilitation

62
Q

(1). Is this behavior likely to produce reinforcement in the client’s natural
environment after treatment ends?

will the behavior_______ the person’s_____ to environments in which other important behaviors can be_______ or used

will_______ this behavior predispose others to__________ with_____ in a more appropriate and supportive manner?

is the behavior a ________ ____ or _______ ______

A

(1).determining habilitation

increase; access; learned

changing; interact; client

behavioral cusp; pivotal behavior

63
Q

Holds that only behaviors likely to produce reinforcement in the person’s
natural environment should be targeted for change

A

Relevance of behavior rule

64
Q

(1). behavior that opens a person’s world to new environments.

it refers to_____ behaviors learned and performed by the individual that set the occasion to_______ ________ that otherwise would not have been available.

maybe be a ______ if it meets one ore more of the following:
–access to_____ _______, contingencies, and environments.
–socially______
–generativeness
–competes with _______ responses
—number and relative______ of people is affected

A

(1). behavioral cusp

new; access reinforcers

Cusp:

valid
inappropriate
importance

65
Q

Once learned produces changes in other untrained behaviors
◦ Advantages for both interventionist and client

A

pivotal behaviors

66
Q

prioritizing target behaviors

A
  1. Does this behavior pose any danger to the client or to others?
  2. How many opportunities will the person have to use this new
    behavior? or How often does this problem behavior occur?
  3. How long-standing is the problem or skill deficit?
  4. Will changing this behavior produce higher rates of reinforcement
    for the person
  5. What will be the relative importance of this target behavior to future
    skill development and independent functioning?
  6. Will changing this behavior reduce negative or unwanted attention
    from others?
  7. Will this new behavior produce reinforcement for significant others?
  8. How likely is success in changing this target behavior?
  9. how much will it cost to change this behavior?
67
Q

Whether the focus of the interventions and the behavior changes
that have been achieved meet the demands of the social community
of which the client is a part

A

social validity– * Behavior analysts’ priorities are not always in line with the priorities of others, including the client and the client’s family, school, etc.*

68
Q

the three levels of social validations

A

social significance of the goal

social appropriateness of the procedures

social appropriateness of the effects

69
Q

why defining target behaviors

A

to ensure agreement between observers

to ensure all the critical features of the target behavior are counted

to ensure the target behavior is counted correctly

70
Q

defining the behavior using objective, clear, and complete terms.

A

operational definition

71
Q

the dimensions of operationally defining the target behavior

A

OBJECTIVE–observables characteristics of the behaviors or to events in the environment surrounding the behavior that can be observed

CLEAR–Completely unambiguous so that it could be read, repeated, and paraphrased by another observer or someone unfamiliar with the behavior

COMPLETE– delineation of the boundary conditions so that the response to be included and excluded are enumerated

71
Q
A

psy 4170 (3 decks)

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