RBT Practice Flashcards
(181 cards)
1
Q
The activity of living organisms
A
Behavior
2
Q
Continuous measurement is used for:
A
Low rates of behavior
3
Q
Continuous measurement examples:
A
Frequency, duration, rate, latency, interresponse time (IRT), Permanent Product Recording
4
Q
The number of responses emitted
A
Frequency/Count
5
Q
Example of Frequency
A
Batman bit his teacher 9 times.
6
Q
The number of responses per unit of time.
A
Rate
7
Q
Example of Rate:
A
Batman made six phone calls in one hour.
8
Q
The amount of time form the onset to the end point of a response
A
Duration
9
Q
The basic measure of temporal extent
A
Duration
10
Q
Example of Duration
A
Batman danced for two hours straight
11
Q
A measure of the elapsed time between the onset of a stimulus and a subsequent response
A
Latency
12
Q
Example of Latency:
A
Batman’s mother tells him to clean his room at 2:31 pm. Batman began to clean her room at 2:43 pm. The amount of time between Batman’s mother request that he clean his room and Batman beginning to clean his room was 12 minutes (latency).
13
Q
A measure of the amount of time that elapses between two consecutive instances of a behavior
A
Interresponse Time (IRT)
14
Q
Example of IRT
A
Batman is eating dinner. The time between each bite of food is the interresponse time.
15
Q
A measure of how response change over time.
A
Celeration
16
Q
Discontinuous measurement is used for:
A
High rates of behavior
17
Q
Examples of discontinuous measurement include:
A
Partial-interval recording, whole-interval recording, momentary time sampling
18
Q
The behavior measured is exactly the same as the behavior that is the focus of the investigation or behavior change program
A
Direct Measurement
19
Q
The observer is present and taking data, in real time, when the behavior is occurring. This data is considered firsthand.
A
Direct measurement
20
Q
Example of direct measurement:
A
Math is one of Batman’s non-preferred subjects in school. During math class, he was observed making paper planes at his desk. He threw them 6 times around the room and 8 times at his peers during throughout the class period. Batman threw the paper plane 14 times.
21
Q
The researcher or practitioner measures a proxy, or stand-in, for the actual behavior of interest.
A
Indirect Measurement
22
Q
Provides secondhand or “filtered” information that requires the researcher or practitioner to make inferences about the relationship between the event that was measured and the actual behavior of interest.
A
Indirect measurement
23
Q
Observer is not present when the behavior occurs. The data is secondhand and can be collected in the form of interviews, questionnaires, etc.
A
Indirect Measurement
24
Q
Example of indirect measurement:
A
We had Batman’s parent guardians fill out a questionnaire for regarding his behaviors prior to starting services
25
A variety of methods for observing and recording behavior during intervals or at specific moments in time
Time-Sampling
26
taking data using time intervals
Time-sampling
27
Example of time-sampling:
partial interval, whole interval, momentary time sampling (MTS)
28
The observer records whether the behavior occurred at throughout the interval
whole interval recording
29
How many intervals did the behavior occur for the entire interval?
whole interval recording
30
Example of whole interval recording
Out of the 6 20-minute intervals, Batman read for the entirety of 2 whole intervals.
31
The observer records whether the behavior occurred at any time during the interval
partial interval recording
32
How many intervals did the behavior occur for any part of the interval?
partial interval recording
33
example of partial interval recording:
Out of the nine 5-min intervals, Batman eloped at some point 8 intervals
34
The observer records whether the target behavior occurred at the moment the time interval ends
Momentary Time Sampling
35
How many intervals did the behavior occur at the end of the interval?
Momentary time sampling
36
Momentary time sampling examples:
A behavior intervention coach sets his alarm to buzz every 10 seconds. When the alarm goes off, he looks up to see if Batman is flicking his fingers in front of his eyes.
37
A variation of momentary time sampling uses head counts to measure group behavior
Planned Activity Check (PLACHECK)
38
How many intervals did the behaivor occur at the end of the interval, for the group?
PLACHECK
39
PLACHECK example:
After the class library trip, Batman told the class to find their reading spot and being to read. At the end of 4 intervals, the entire group was looking at their books that they chose from the library
40
measuring behavior after it has occurred by observing the effects the behavior produced on the environment
permanent product
41
A change in the environment produced by a behavior that lasts long enough for measurement to take place
permanent product
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A behavior that leaves a lasting mark on the environment where the behavior occurred, so someone who was not present when the behavior occurred can still take the data and know that is took place
Permanent product: seeing a full dishwasher that was loaded, seeing if someone stole your candy, number of puzzle pieces completed
43
Establishing yourself as a conditioned reinforcer. This lays the groundwork for a good working relationship with the learner.
Pairing
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Occurs when the learner verbally or non-verbally agrees to participate in treatment.
Assent
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Occurs when the learner verbally or non-verbally demonstrates disapproval or an unwillingness to participate in treatment
Assent withdrawal
46
You establish this when you ask a learner to engage in a task demand and they comply. Should occur shortly after pairing with a learner.
Instructional Control
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all stimuli are within view, and the chosen stimulus during each trial is again presented in subsequent trials
Multiple Stimulus with Replacement
48
stimuli are presented one at a time, and the individual's response to the stimuli is recorded.
Single Stimulus
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All stimuli are within view, and the chosen stimulus during each trial is removed in subsequent trials
Multiple Stimulus Without Replacement
50
the individual is directed to make a choice of two stimuli, and the individual's response is recorded
Paired Choice
51
Anything a living organism does
Behavior
52
Examples of behavior:
Breathing, talking, running, urinating, clapping hands, crying
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To the full set of physical circumstances in which the organism exists
environment
54
Anywhere that behavior happens
Enviornment
55
examples of environments:
Our homes, work, grocery store, the subway, jail, a center
56
What are the 3 characteristics of a good operational definition:
Clear, objective, complete
57
A mosquito be me on the arm. Now it itches! It feels better when I scratch it. Then a minute later it would itch again, so I scratch again?
Negative reinforcement
58
True or false: Behaviors with different topographies may serve similar functions
True
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Procedure when a neutral stimulus is presented with an unconditioned stimulus until that neutral stimulus becomes a conditioned stimulus that elicits the conditioned response
Respondent conditioning
60
The process of altering the frequency and/or strength of behavior through consequences
Operant conditioning
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A group of stimuli sharing common elements
stimulus class
62
A group of responses with the same function
Response class
63
Batman wants to increase a response class of staying in seat and engaging with work materials for a client of hers. Which would be the best measurement procedure to use?
Whole interval recording
64
A paired choice preference assessment is also known as what?
Forced-choice
65
the physical shape or form of a behavior
Response topography
66
The entire constellation of stimuli in which an organism exists and can demonstrate a response
environment
67
An event in the environment
Stimulus
68
environmental conditions or stimulus changes that exist or occur prior to the behavior of interest
Antecedent
69
a stimulus change that follows a behavior of interest
consequence
70
behavior that is elicited by antecedent stimuli or induced by a stimulus that precedes the behavior
Respondent behavior
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behavior whose future frequency is determined by its history of consequences
operant behavior
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The process by which one stimulus acquires the effects of another stimulus on behavior
conditioning
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the type of learning that occurs when new stimuli acquire the ability to elicit respondents
respondent conditioning
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the process by which a response becomes more or less probable over time because of the effects of consequences that follow it
operant conditioning
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A functional relation that exists when a stimulus has followed a response and the future frequency of that response increases
Reinforcement
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A functional relation that occurs when a response is followed by the presentation (addition) of a stimulus and, as a result, the behavior occurs more frequently in the future
positive reinforcement
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A stimulus change that increases the future frequency of a behavior it immediately follows
Reinforcer
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An antecedent stimulus that is associated with the availability of reinforcement for demonstration of a particular response
Discriminative stimulus (SD)
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An antecedent stimulus that is associated with the unavailability of reinforcement for demonstration of a particular response
S-Delta
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An (operant) behavior that occurs more frequently under some antecedent conditions than it does under other conditions
Discriminated operant
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A functional relation that exists when a response is followed by the removal of an aversive stimulus and, as a result, the future frequency of that response increases
Negative reinforcement
82
A stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement
Unconditioned reinforcer
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A stimulus change that can increase the future frequency of behavior only after pairing with other reinforcers
Conditioned reinforcer
84
what is Pavlov known for?
Classical conditioning
85
What is B.F. Skinner known for?
Operant conditioning
86
The rule that describes the contingency of reinforcement, or the pattern with which reinforcement will be delivered
schedule of reinforcement
87
each occurrence of behavior results in reinforcement
Continuous reinforcement (CRF)
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All occurrences of a behavior result in reinforcer being withheld (none result in reinforcement)
Extinction
89
some occurrences of a target behavior result in reinforcer being delivered
Intermittent Reinforcement (INT)
90
A schedule requiring a number of responses to be emitted for reinforcement to occur
Ratio schedule
91
A schedule requiring an elapse of time before a response produces reinforcement
Interval schedule
92
A schedule with which the response ratio or time requirement remains constant
Fixed schedule
93
A schedule with which the response ratio or time requirement can change from one response to another
Variable schedule
94
A functional relation that occurs when a behavior (specific response) is followed by a consequence (stimulus change) and that decreases the future frequency of similar responses
Punishment
95
A type of punishment where the stimulus change involves the presentation of a stimulus immediately following a response that decreases future frequency of behavior
positive punishment
96
A type of punishment where the stimulus change involves termination of an already present stimulus immediately following a response that decreases future frequency of behavior
Negative punishment
97
The stimulus change that immediately follows the behavior in a punishment contingency
Punisher
98
A stimulus whose presentation functions as punishment without having been paired with other punishers (painful stimulation, certain odors and tastes, extreme muscular effort). Primary punisher.
Unconditioned punisher
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A stimulus change that functions as a punisher as a result of a person's conditioning history. Secondary punisher
Conditioned punisher
100
A contingency in which a response terminates an ongoing stimulus
Escape
101
A contingency in which a response prevents or postpones the presentation of a stimulus
Avoidance
102
A behavior that is automatically reinforced results in masking or removing the sensory consequence.
Sensory Extinction
103
Give 2 examples of when you would use permanent product recording
-Measuring tissue damage from self-injury.
-Counting the number of food items missing as evidence from food stealing.
104
Underestimates behaviors
whole interval recording
105
Overestimates behaviors
partial interval recording
106
You can observe the whole interval
You want to increase the target behavior
Interested in an estimate
Whole interval
107
You can observe the whole interval
You want to decrease the target behavior
Interested in an estimate
Partial Interval
108
You are unable to observe the whole interval
You are observing multiple behaviors
Interested in an estimate
Momentary Time Sampling
109
The likely (best) measure a person would choose if they were interested in knowing how long an individual would wear their seat belt in the car without removing it is:
Duration
110
When measuring a free operant behavior, the best measure to use is:
Rate
111
Reinforcing only those responses within a response class that meet a specific criterion along some dimension(s) and placing all other responses in the class on extinction
Differential Reinforcement
112
A procedure in which the practitioner reinforces occurrences of a behavior that provides a desirable and functionally-equivalent alternative to the problem behavior but is not necessarily incompatible with it and withholds reinforcement following instances of the problem behavior.
Differential reinforcement of alternative behavior (DRA)
113
A procedure in which reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being greater than a gradually increasing criterion based on the individual's performance in previous intervals.
Differential Reinforcement of High Rates (DRH)
114
A procedure in which the practitioner reinforces a behavior that can not occur simultaneously with the problem behavior and withholds reinforcement following instances of the problem behavior.
Differential reinforcement of incompatible behavior (DRI)
115
A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (spaced-responding), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion (full-session)
Differential Reinforcement of Low Rate Behavior (DRL)
116
A procedure in which the practitioner reinforces whenever the problem behavior has not occurred during or at specific times. Procedural variations include interval and momentary schedules. Also referred to as omission training.
Differential reinforcement of zero rates (DRO)
117
Any operant whose response rate is controlled by a given opportunity to emit the response (also called restricted operant or controlled operant); contrast with free operant.
Discrete trial
118
An elementary verbal operant involving an auditory response that is evoked by an auditory verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response; (HEAR-SAY Response).
Echoic
119
A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behavior(s) of interest and the antecedent conditions and consequences for those behaviors as those events occur in the client's natural environment.
ABC recording
120
Behavior change tactics based on contingency-independent antecedent events.
Antecedent Interventions
121
Anyone who functions as a discriminative stimulus evoking verbal behavior.
Audience
122
Any recipient or beneficiary of the professional services provided by the behavior analyst, including direct recipient of services, parent/guardian, employer/ agency representative.
Client
123
The likelihood that a target problem behavior will occur in a given circumstance.
Conditional Probability
124
Product of measurement
Data
125
Gradually fading instructional stimuli (response or stimulus prompts) in order to minimize or prevent errors.
Errorless learning
126
A schedule of reinforcement in which the reinforcer is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced.
Fixed Interval (FI)
127
A schedule of reinforcement that requires a fixed number of responses to be completed before a response produces reinforcement.
Fixed Ratio (FR)
128
An operant behavior (response) that is emitted without any constraints or prompts; contrast with discrete trial.
Free Operant
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A schedule in which some, but not all occurrences of a behavior are reinforced
Intermittent Schedule of Reinforcement
130
Reinforcement schedule that requires an elapse of time before a response produces reinforcement.
Interval Schedule
131
An elementary verbal operant that is evoked by a verbal discriminative stimulus and that does not have point-to-point correspondence with that verbal stimulus (HEAR-SAY response)
Intraverbal
132
An elementary verbal operant that is evoked by a motivating operation and followed by specific reinforcement.
Mand
133
The process of assigning a value (numbers or units) to a particular feature of an object or event.
Measurement
134
A type of antecedent stimulus in which the instructor demonstrates a physical movement for the learner and this demonstration evokes imitative behavior.
Modeling
135
Ratio formed by expressing the proportional quality of some event in terms of the number of times it occurred per 100 opportunities.
Percentage
136
Supplementary antecedent stimulus used to occasion a correct response in the presence of an Sd that will eventually control the behavior.
Prompt
137
A reinforcement schedule that requires a number of responses before a response produces reinforcement.
Ratio Schedule
138
The process of differentially reinforcing successive approximations toward a terminal behavior.
Shaping
139
A communicator who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, and so on. A speaker is also someone who uses sign language, gestures, signals, written words, codes, pictures, or any form of verbal behavior.
Speaker
140
An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement (SEE-SAY Response).
Tact
141
A behavior change system consisting of three major components: 1) a specified list of target behaviors, 2) tokens or points that participants receive for emitting the target behaviors, and 3) a menu of backup reinforcer items that the tokens may be exchanged for.
Token Economy
142
Discrete opportunity for an occurrence of a behavior.
Trial
143
The frequency and extent to which multiple measures of behavior yield different outcomes.
Variability
144
A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a variable duration of time since the last response was reinforced.
Variable Interval Schedule (VI)
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A schedule of reinforcement that requires a variable number of responses to be completed before a response produces reinforcement.
Variable Ratio (VR)
146
Dog trainers give dogs food rewards every time they raise their paws on command. This is an example of?
Positive reinforcement
147
Mom gives a child an allowance for doing house chores. Is an example of?
positive reinforcement
148
The manager gives a worker a bonus for completing the project faster. This is an example of?
Positive reinforcement
149
Dad praises his son for studying hard for the exam. This is an example of?
Positive reinforcement
150
A toddler is given a piece of candy every time she uses the potty. this is an example of:
positive reinforcement
151
An athlete is given an award for running the fastest. This is an example of:
Positive reinforcement
152
A teacher gives a student extra credit for turning in schoolwork on time. This is an example of:
Positive reinforcement
153
Employees are given attendance awards for not missing work. This is an example of:
Positive reinforcement
154
A parent gives a teenager more privileges for getting good grades. This is an example of:
Positive reinforcement
155
A kid is given a star sticker for doing homework. This is an example of:
positive reinforcement
156
The bad smell is removed when you shower on a hot day. This is an example of:
Negative Reinforcement
157
A parent stops nagging when the child puts away his toys. This is an example of:
Negative Reinforcement
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A failing grade is removed when a student turns in the missing homework. This is an example of:
Negative Reinforcement
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The tantrum stops when a parent gives his toddler candy. This is an example of:
Negative Reinforcement
160
The room isn’t messy after you organize it. This is an example of:
Negative Reinforcement
161
Giving a pass to the car behind to avoid its honking. This is an example of:
Negative Reinforcement
162
Feeding the baby to stop them from crying. This is an example of:
Negative Reinforcement
163
Forcing a child to do an unpleasant task when they misbehave. This is an example of:
Positive Punishment
164
Adding chores and responsibilities when a child fails to follow the rules. This is an example of:
Positive Punishment
165
Assigning students who forget to turn in their assignment extra work. This is an example of:
Positive Punishment
166
Adding extra sensitivity training to employees who offend or harass someone at work. This is an example of:
Positive Punishment
167
Implementing more rules and restrictions when a teen misses curfew. This is an example of:
Positive Punishment
168
Receiving an official warning for calling off work too often. This is an example of:
Positive Punishment
169
Taking away a student's recess privilege to stop their disruption. This is an example of:
Negative punishment
170
Giving the driver a parking ticket (taking away money) to stop his illegal parking. This is an example of:
Negative punishment
171
A child’s screen time is cut to stop his tantrum. This is an example of:
Negative punishment
172
Taking away a teenager’s phone to stop the bad attitude. This is an example of:
Negative punishment
173
Charging a fee to stop people from paying their bills late. This is an example of:
Negative punishment
174
Remove attention by looking away to stop a dog from jumping onto the owner. This is an example of:
Negative punishment
175
Child A has a problem behavior of mouthing non-food items (toys, pennies, fingers, etc) to gain sensory stimulation. Every time child A attempts to place a non-food item in her mouth, you block this behavior and redirect her to a sensory chewie toy. As child A places the chewie in her mouth, you provide verbal praise. This is an example of:
DRA: DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR
176
Child B has a problem behavior of elopement from the work table to escape a demand. When child B attempts to stand up at the work table, you physically prompt her to sit down and immediately hand her an “I want a break” card. When child B gives the card back to you, you provide praise and allow child B a short break.
DRA: DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR
177
If a child engages in physical aggression to gain access to toys, a therapist may implement a DRI procedure by reinforcing the child for engaging in a non-aggressive behavior, such as playing with a puzzle or coloring book, that is incompatible with physical aggression. The therapist may use positive reinforcement, such as verbal praise or a tangible reward, to increase the occurrence of the incompatible behavior.
Differential reinforcement of incompatible behavior (DRI)
178
If a child engages in tantrums to gain access to a preferred toy, a therapist may implement a DRO procedure by reinforcing the child for not engaging in a tantrum for a specific period of time, such as five minutes. The therapist may use positive reinforcement, such as verbal praise or a tangible reward, to increase the occurrence of appropriate behavior during the time period.
Differential Reinforcement of Other Behavior (DRO)
179
What is stimulus control transfer?
In ABA, this process is used to teach individuals with ASD and other developmental disabilities to respond to new stimuli in their environment. For example, a child who has learned to say "hello" to their therapist may need to learn to say "hello" to their parents or peers.
180
What is chaining?
Chaining is an instructional strategy grounded in applied behavior analysis (ABA) theory. Chaining is based on task analysis, in which individual steps are recognized as requirements for task mastery. Chaining breaks a task down into small steps and then teaches each step within the sequence by itself.
181
What are the different forms of chaining?
task analysis, forward chaining, backward chaining, or total task chaining
