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BCBA exam > Random 3 > Flashcards

Random 3 Flashcards

1
Q

Extent to which the independent variable is carried out and implemented correctly

A

Treatment Fidelity

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2
Q

How often should researchers obtain and report IOA

A

A minimum of 20%, preferably between 25 and 33%

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3
Q

Stimulus used to increase the future probability of a behavior
A.k.a. primary or unlearned reinforcer
Biological need… Oxygen, food, warmth, sex, shelter. Function as reinforcers due to heredity or evolution

A

Unconditioned reinforcer

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4
Q

Variables that are relevant to describing the stimulus environment. Can include people and items present. Can shape operant behaviors. 

A

Environmental variables

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5
Q

Line, bar, cumulative

A

Equal intervals graphs

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6
Q

Complex dynamic universe of events

A

Environment

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7
Q

A natural science approach to the study of behavior as a subject matter in its own right. Founded by BF skinner.

A

Experimental analysis of behavior

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8
Q

Repeated, continued Measurement of clearly defined response classes, Within subject experimental comparisons instead of group designs

A

Experimental analysis of behavior

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9
Q

A scientific procedure of testing and evaluation in ABA

A

Experiment

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10
Q

When a prompt or que is given immediately following an instruction so that an incorrect response is avoided. The immediate prompt interrupts their response ensuring the correct answer

A

Errorless teaching/learning

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11
Q

Instructional method for gradually transferring stimulus control with a minimum of errors that use always responds correctly

A

Errorless teaching

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12
Q

No direct evidence. Fictions or fictitious variables that are another name for the observed behavior. Uses only diagnosis, conceptual variables and observable constructs
Ex: Intelligence is an explanation but adds no additional information

A

Explanatory fictions

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13
Q

Taught in natural sequence from the first step. Each step acts as an ST and it conditioned reinforce her for the next step. Ex: Child making a bed

A

 Forward chaining

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14
Q

Measurement of how long a behavior or response occurred. A dimensional quantity of temporal extent

A

Duration

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15
Q

Discriminating among Various objects. When the doorbell rings, you answer. When the phone rings, you answer it

A

Discrimination

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16
Q

The procedure taught to someone who is learning and is used to create a task analysis.

A

Chaining

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17
Q

What type of chain exists naturally? A series/sequence of events that are linked together

A

Behavior chain

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18
Q

Chaining leads to a ______ _______

A

Task analysis

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19
Q

When the learner does the last step and receives immediate reinforcement

A

Backwards chaining

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20
Q

The branch of ABA that discovers and clarifies basic principles of behavior that adds to the already existing body of knowledge in the field

A

Experimental analysis of behavior

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21
Q

An emphasis on describing functional relationships between behavior and controlling variables in the environment over formal theory testing

A

Experimental analysis of behavior

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22
Q

Measures continuous behavior where there is no clear beginning or end. Example, catching a sample of the behavior - How to see behavior, humming, flapping

A

Discontinuous measurement

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23
Q

The practice of objective observation of the Phenomena of interest. Independent of individual prejudice, tastes and private opinions of the scientist. Based on facts, observation and experimentation.

A

Empiricism

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24
Q

The extent to which a learner emits untrained responses that are functionally equivalent to the target behavior when no instructional contingencies have been applied

A

Response generalization

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25
Q

Example, mowing lawns a variety of ways. Example, removing weeds with various tools. Example, being taught to say how are you and then saying hello without being taught

A

Response generalization

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26
Q

UntrainedResponses

A

Response generalization

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27
Q

The controlled comparison of some measure of the phenomena of interest under two or more different conditions in which only one factor at a time differs from one condition to another. Identify and systematically manipulate variables independently

A

Experimentation

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28
Q

Behavior, a response that has a clear beginning and end. Example: a bike, a kick, a punch

A

Discontinuous behavior

29
Q

When a learner emits or engages in untrained responses that are functionally equivalent to the trained target behavior. For example, Kevin independently learned the backstroke and generalize new responses to the situation of swimming.

A

Response generalization

30
Q

A group or set of responses that serve the same function or have the same impact on the environment. Example: writing, saying, or showing 4 in response to 2+2 or screaming, hitting or headbanging to gain a snack

A

Response class

31
Q

Repeating of conditions or a whole experiment to determine if the findings will be the same and hold value

A

Replication

32
Q

Measurement in which all possible responses can be detected during observation Period. measures catching each and every instance of a behavior. frequency, latency, duration, rate, IRT ex: such as a bite, a kick, a punch

A

Continuous measurement

33
Q

Choose only those behaviors to change to produce reinforcers in the learners post Intervention environment

A

Relevance of behavior rule

34
Q

Systematic approach to the understanding of natural phenomena that relies on the six assumptions

A

Science

35
Q

The strongest schedule of reinforcement. Example: slot machines

A

Variable ratio

36
Q

When an antecedent evokes or abates the behavior. Three term contingency involved SD, response, consequence

A

Simple discrimination

37
Q

Most basic Preference assessmentand not as accurate as others. Provide a single item, record behavior reaction and duration they played with the item. For use who can’t choose between high preferred and low preferred

A

Single stimulus preference assessment a.k.a. success of choice

38
Q

Reinforcement that occurs due to another persons actions

A

Socially mediated

39
Q

A self-management strategy used for unwanted repetitive behaviors or habits. Example: ticks, hair pulling, nail biting, skin picking. This self-management strategy involves self-awareness training, competing response training and motivation techniques.

A

Habit reversal

40
Q

The fundamental principle underlying operant conditioning. All forms of operant behavior, from simple to complex, are selected, shaped, and maintained by their consequences during an individual’s lifetime. Skinners concept. Ontogeny… Learning history

A

Selection by consequences

41
Q

A graphic depiction of the extent to which behavior that has been reinforced in the presence of a specific stimulus condition is emitted in the presence of other stimuli

A

Stimulus generalization gradient

42
Q

Making things more prominent. Using bright colors, markers, bigger and highlighting stuff to make it more salient

A

Stimulus salience

43
Q

Procedure in which two stimuli are presented at the same time, usually repeated for a number of trials which often results in one stimulus acquiring the function of the other stimulus

A

Stimulus stimulus pairing

44
Q

When a behavior intervention has multiple components/elements. Example: a toileting procedure that includes increased fluid intake, replacing diapers with underwear and or reinforcement for urinating, etc.

A

Treatment package a.k.a. multi component intervention

45
Q

The process by which behavior maintained by automatic reinforcement are placed on extinction by masking or removing the sensory consequence

A

Sensory extinction

46
Q

The self is all that exists

A

Solipsism

47
Q

Systematically varying conditions of an experiment. Add to the external validity of the earlier findings. Offers greater potential rewards than direct replication. Provides increased reliability and Increased generality.

A

Systematic replication

48
Q

Immediacy, contingency, established operations, individual differences and magnitude

A

Five factors that influence the effectiveness of reinforcement

49
Q

The response class selected for intervention

A

Target behavior

50
Q

Refers to time. Prior to the behavior and after.

A

Temporal

51
Q

An interdependent group contingency. The team with the fewest marks against them earns reinforcement. Example: spelling bee.

A

The good behavior game

52
Q

A physical form or shape of a behavior

A

Topography

53
Q

Responses based on the form in which the behavior is completed or carried out. Defines instances of the target response class by the shape or form of the behavior

A

Topography-based definition

54
Q

A procedure used to teach behaviors which require physical assistance. Good for chained motor behavior such as self-help and leisure skills

A

Graduated guidance

55
Q

Stimulus change that decreases the future frequency of that behavior

A

Punisher

56
Q

A process in which prompts are removed once the target behavior is occurring in the presence of an SD. Prompt fading and prompt delay are procedures used to transfer stimulus control from the prompt to the SD.

A

Transfer of stimulus control

57
Q

This axis or ordinate represents the DV and level, trend and variability

A

Vertical axis

58
Q

A single instance of behavior

A

Response

59
Q

Occurs when new stimuli, similar or not similar, do not evoke the same response as the controlling simulus

A

Stimulus discrimination

60
Q

Thoroughgoing form of behaviorism that attempts to understand all human behavior including public and private events such as thoughts and feelings in terms of controlling variables in the history or the person and the species

A

Radical behaviorism

61
Q

A dimensional quantity of measurement: When the target behavior occurs. #StartingPoint

A

Temporal locus

62
Q

Includes IRT and latency

A

Temper Locus

63
Q

The observer provides instructions or arranges for specific events or activities to occur during the observation.

A

Structured observation

64
Q

Changing the shape/form of a behavior by differentially reinforcing select members of a response class. Example: learning to say hi and you can wave or wave and say hi. #Across the lifetime

A

Shaping across different topographies

65
Q

The extent to which a learner emits the target behavior in a setting or similar situation that is different from the instructional setting

A

Settings/situation generalization

66
Q 
When the form of the behavior remains constant but other parts of the behavior are differentially reinforced. Example: harder, faster, stronger, longer, etc. Ex: running a race, teaching to throw a life-preserver within reach.
#WithinParts.Force/Magnitude
A

Shaping within different topographies

67
Q

Behavior that continues to occur during extinction and has greater resistance to extinction then behavior that diminished quickly. Continue responding of behavior during extinction

A

Resistance to extinction

68
Q

a visual scale/chart that shows Relative behavior change versus absolute change

A

Ratio scale a.k.a. semi logarithmic chart

BCBA exam (14 decks)

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