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ABA > Research > Flashcards

Research Flashcards

1
Q

Fundamental

A

Determinism

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2
Q

Observe

A

Empiricism

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3
Q

Test it Out

A

Experimentation

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4
Q

Repeat

A

Replication

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5
Q

Keep it Simple

A

Parimoney

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6
Q

Skepticism

A

Philosophic Doubt

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7
Q

Measures: Count/ Frequency

A

Repeatability

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8
Q

Event Recording Examples

A

Rate, Celeration, Percentage, Trials to Criterion

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9
Q

Measure: Duration

A

Temporal Extent

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10
Q

Use of a Timer ​
Time Sampling (momentary, partial, whole, PLACHECK)​

A

Percentage

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11
Q

Latency, interresponse time

A

Temporal Locus

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12
Q

Cannot observe behavior

A

Permanent product

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13
Q

What the BX looks like

A

Topographical Measures

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14
Q

Force

A

Magnitude

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15
Q

Fluency

A

Rate

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16
Q

For continuous BXs

A

Time Sampling

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17
Q

Out of the Whole

A

Percentage

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18
Q

Time between SD and BX

A

Latency

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19
Q

Time between BXs

A

IRT

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20
Q

Count

A

Frequency

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21
Q

How efficient an intervention is

A

Trials to Criterion

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22
Q

Timing a BX

A

Duration

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23
Q

A special form of recording; a measure of the number of responses or practice opportunities needed for a person to achieve a preestablished level of accuracy or proficiency

A

Trials to Criterion

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24
Q

Measure for shoe tying, toothbrushing, hand washing

A

TTC

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25
Q

Underestimates Bxs

A

Whole Interval

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26
Q

Overestimates Bxs

A

Partial Interval

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27
Q

Either underestimates or overestimates BXs

A

Momentary Time Sampling

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28
Q

You can observe the whole interval​

You want to increase the target behavior​

Interested in an estimate

A

Whole Interval

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29
Q

You can observe the whole interval​

You want to decrease the target behavior ​

Interested in an estimate

A

Partial Interval

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30
Q

You are unable to observe the whole interval ​

You are observing multiple behaviors ​

Interested in an estimate

A

MTS

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31
Q

The degree to which two or more observers report the same values after measuring the same events. It is the most commonly used indicator of measurement quality in ABA therapy.

A

Inter-Observer Agreement (IOA)

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32
Q

When does IOA drift?

A

After 2 mins

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33
Q

Best measure for IOA

A

Shorter lengths for the best results; under one minute

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34
Q

IOA - Simple and crude
Smaller count / larger count *100

A

Total Count IOA (Event Recording)

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35
Q

IOA - Increased Stringency
Calculate the total count IOA for each interval, then find the average of that

A

Mean count-per interval (Event Recording)

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36
Q

IOA - Most stringent
# of intervals of 100% IOA/total intervals * 100

A

Exact count per interval (IOA)

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37
Q

IOA - Stringent
Number of trials agreement/total number of trials *100

A

Trial-By-Trial (DTT)

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38
Q

IOA- Simple and crude
Shorter duration/longer duration *100

A

Total Duration (Duration)

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39
Q

IOA - Most stringent
Calculate total duration IOA for each occurrent, then find average of that

A

Mean Duration per Occurrence (Duration)

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40
Q

IOA - Moderately stringent
Number of intervals agreed over total interval *100

A

Interval by interval (interval recording / time sampling)

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41
Q

Scored interval IOA

A

Most stringent for behaviors occurring at low rates

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42
Q

For only intervals in which either or both observer marked an occurrence: intervals in which observers agreed/total intervals

A

Scored interval IOA

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43
Q

Unscored Interval IOA

A

Most Stringent for behaviors occurring at high rates

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44
Q

For only intervals in which either or both observer marked nonoccurrence: intervals in which observers agreed/total intervals

A

Unscored Interval IOA

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45
Q

Behavioral assessment involves the use of

A

A variety of methods

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46
Q

Two types of variables are examined in a behavior analytic study. They are:

A

Dependent and independent

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47
Q

A Target behavior is:

A

A behavior selected for change

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48
Q

A method used by a behavior analyst to gather data during behavioral assessment is

A

Interview, observation, checklist

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49
Q

A behavior cusp is a

A

a behavior that has consequences beyond the change itself

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50
Q

One characteristic of a well written operational definition is that it is

A

observable
clear
complete

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51
Q

For which of the following target behaviors would duration not be an appropriate measure?

A

hand raising in a class of 20 students, to signal a desire for attention

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52
Q

When using frequency measures of behavior, the behavior must have a(n) “” beginning and ending.

A

Discrete

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53
Q

Wolf (1978) states there are three judgements of social validity.

A

-the social significance of the goals
-the social appropriateness of the procedures
-the social importance of the effects

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54
Q

Which of the following is not a common error that occurs during a record review?

A

not operationally defining the target behavior clearly and concisely

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55
Q

Which of the following descriptions matches that of a topographical operational definition?

A

a definition that specifies the physical details that each response must show in order to be measured

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56
Q

In prioritizing problem behaviors for assessment/ treatment, one must consider:

A

-whether the behavior poses a danger to the individual or others
-whether changing the behavior will produce reinforcement for significant others
-whether changing the behavior will produce a higher rate of reinforcement for the individual

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57
Q

Which of the following is not a measure of repeatability?

A

Latency

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58
Q

A clear, measurable operational definition allows the behavior analyst to adhere to which value of science?

A

Replication

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59
Q

Which of the following is a dimensional quality of behavior of temporal extent?

A

Duration

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60
Q

Combining observation time with count results in a measure of

A

Rate

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61
Q

Converting count to the correct response in the previous question is done in order to:

A

make the measures gathered more meaningful

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62
Q

Celeration is a measure which shows:

A

how rate of response changes over time

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63
Q

When measuring a free operant behavior, the best measure to use is:

A

Rate

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64
Q

Interresponse time is a measure of

A

the amount of time that passes between one occurrence of a behavior and a second occurrence

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65
Q

The physical form or shape of a behavior is referred to as:

A

topography

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66
Q

The force or intensity with which a response is emitted is referred to as:

A

Magnitude

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67
Q

Measurement has validity when it:

A

results in data that directly measures what it sets out to measure

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68
Q

The results of measurement have external validity when they can:

A

be generalized beyond the conditions of the experiment

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69
Q

Reliability refers to

A

the extent to which observers looking at the client record in a consistent fashion

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70
Q

The most common way of reporting IOA is:

A

Narrative description

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71
Q

The most stringent way to measure I0A for data gathered using event recording is:

A

exact count per interval IOA

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72
Q

There are numerous methods for calculating IOA. T or F?

A

True

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73
Q

The formula for calculating IOA by the total count IOA method is:

A

smaller count/ larger count X100

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74
Q

When collecting discrete trial data, the behavior analyst would use measure IOA

A

Trial by trial IOA

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75
Q

IOA is the most commonly used indicator of measurement quality in ABA. T or F?

A

True

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76
Q

Measuring IOA requires that:

A

two indepedent observers concurrently measure

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77
Q

The threat to validity that exists when a researcher makes a claim about the applicability of a intervention to a population for whom it has not yet been tested is:

A

Generality across subjects

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78
Q

If you are measuring the total amount of time a baby sleeps at night, the dimension of concern for measurement is:

A

Duration

79
Q

Tamara can correctly define 50 flashcards per minute. If she graphs this data, what dimension of behavior is she graphing?

A

Rate/ minute

80
Q

Reliability of a measure refers to its

A

Consistency

81
Q

An example describing a threat to internal validity due to history includes:

A

Subjects in the experimental group of a study are exposed to an unplanned event, such as teacher absence, during the intervention.

82
Q

The bottom, horizontal border of a graph is called the:

A

abscissa

83
Q

A small symbol, like a circle, is used on a graph to designate the value of a single measure. We call this a

A

Data point

84
Q

If we wanted to compare several behaviors of several different students on a single graph, the best type of graph to use would be a:

A

Bar graph

85
Q

The letters typically used to name a reversal design are:

A

ABAB

86
Q

Baseline phases serve two functions. They are:

A

Descriptive and predictive

87
Q

The first phase in a reversal design is:

A

Baseline

88
Q

The reversal design includes how many minimum phases?

A

3

89
Q

When using a reversal design, replication of the effect is accomplished during

A

Second intervention

90
Q

A rationale for using a reversal design is:

A

its a strong indicator of the existence of a functional relation

91
Q

If an intervention is added after a baseline condition, then removed, and the rates of the target behavior do not return to the original baseline levels, we says that “” has occurred

A

Irreversibility

92
Q

An example of a behavior for which a reversal design would be appropriate

A

Disruptive behavior

93
Q

A gym teacher instructs her students to use proper form while completing exercises in a fitness program. An occurrence of a response includes demonstrating the correct form. Which of the following measures must be used for observation of this behavior?

A

Topography

94
Q

Celeration is a measure which shows:

A

•how the rate of response changes over time

95
Q

Measurement conducted in a way which all responses are observed during a designated period of time is referred to as:

A

Procedural measurement

96
Q

An experiment that shows the changes in behavior are a function of the independent variable and not the result of extraneous influences is said to to have:

A

Internal validity

97
Q

Rate is the preferred measure for situations where an individual has an opportunity to make a correct and incorrect response because:

A

rate shows the proportional change in accuracy

98
Q

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:

A

Duration

99
Q

Nancy, a BCBA, has been asked to explain to her staff why classroom data for specific behavioral interventions is imperative. In her explanation, she should note that:

A

collecting direct and frequent measurement verifies the legitimacy of treatment and helps to ensure its effectiveness

100
Q

When measuring a free operant behavior, the best measure to use is:

A

Rate

101
Q

One necessary facet of measuring a behavior via permanent product is: the permanent product can only be produced by the target behavior. Another aspect is:

A

• each occurrence of the target behavior must produce the same permanent product

102
Q

When a. timing procedure is used to record an observation, the most stringent method of 10A would be:

A

Exact count per interval

103
Q

Accuracy, reliability and validity are concepts that behavior analysts are concerned about because each of these are:

A

considered quality indicators of measurement

104
Q

Kris is concerned about the consistency of measurement of target behaviors for three of her students. Consistency of measurement refers to:

A

Reliability

105
Q

This type of validity refers to when there is a correlation between a measure at one point in time and a measure at a future point in time.

A

predictive validity

106
Q

A particular feature of a behavior that can be measured by a person conducting direct observation is referred to as a (n):

A

Dimensional quality

107
Q

Two independent observers are positioned to watch a student who engages in head hitting behavior during a 10-minute period. The first observer counts 5 occurrences and the second observer counts 10 occurrences. The total count IOA is:

A

50%

108
Q

The multiple baseline design is the least frequently used single subject design in ABA

A

False

109
Q

The multiple baseline design can be used:

A

Across settings, subjects, or behaviors

110
Q

When using a MBL design, verification occurs:

A

in the second and any subsequent baseline conditions

111
Q

When using an MBL across settings, the researcher:

A

adds an intervention on the same behavior and subject across different settings or conditions

112
Q

When using a multiple baseline design, the researcher adds an independent variable

A

after steady state responding occurs during baseline

113
Q

The multiple probe design is a variation of the MBL.

A

True

114
Q

If a researcher is conducting a multiple baseline design across settings and mid-way through the study a new setting becomes available the researcher should:

A

use a delayed multiple baseline design

115
Q

If a teacher uses a MBL across subjects and has chosen 3 subjects and gathered 3 baselines, then the intervention should be added with:

A

• the individual with the most stable baseline

116
Q

How often and the extent to which multiple measures of behavior yield different outcomes refers to which component of visual analysis:

A

Variability

117
Q

Which answer below adequately describes the rationale for visually displaying data on a graph?

A

-to allow the practitioner to evaluate progress in an on-going manner, to make more timely change to an intervention if necessary
-as an effective tool in the provision of feedback for the individual(s) involved in the intervention
•to encourage meaningful assessment regarding the significance of behavior change
• all answer choices are correct

118
Q

The value of the dependent variable is found on which axis on a line graph?

A

ordinate

119
Q

According to LeBlanc et al. (2015), if the problem behavior is not observable but produces a measurable, physical change in the environment, the suggested measurement procedure is:

A

Permanent product

120
Q

We can use the mean line to designate which of the following?

A

Level in a phase

121
Q

Which of the behaviors below would it not be useful to graph data for on a simple line graph?

A

total tacts the student has learned

122
Q

The primary method for evaluating data in single-subject research is:

A

Visual inspection

123
Q

Which of the following uses does not pertain to a bar graph?

A

Shows a change in the dependent variable over time

124
Q

With a changing criterion design, behavior changes:

A

In a step like fashion

125
Q

The unique feature of a CCD (changing criterion design) is:

A

subphases are included in the intervention phase

126
Q

In a CCD, the subphases are delineated by:

A

Vertical dashed lines

127
Q

The number of subphases in a CCD is:

A

2 minimum but variable number can be used

128
Q

With a CCD, criterion shifts are made when:

A

stability is achieved and behavior corresponds with criterion

129
Q

Bi-directional changes are created by:

A

making the criterion temporarily less stringent

130
Q

The CCD is well-suited for situations where behavior is:

A

To be altered gradually

131
Q

A multiple treatment design “”
begins with a baseline condition

A

Usually

132
Q

When an experimenter wants to compare the effects of 2 different treatments on a single behavior, they should use which design?

A

MBL

133
Q

Read this statement and identify the dependent variable.
“Bella receives praise when she identifies a solution to a measurement situation correctly.

A

Identifying a solution

134
Q

Belmont report included three things

A

-informed consent
-risk benefit analysis
-selection of subjects

135
Q

What is IRB?

A

Institutional Review Board

136
Q

When is IRB not needed?

A

When it is not available to public or not involving human subjects?

137
Q

Definition of level

A

mean or average

138
Q

Terms associated with Level

A

high / low

139
Q

Definition of Trend

A

Direction of data path

140
Q

Terms associated with Trend

A

increasing, decreasing, flat

141
Q

Definition of variability

A

Balance

142
Q

Terms associated with Variability

A

Stable, highly stable, variable, slightly variable

143
Q

When to use split middle line

A

To estimate the trend when too difficult to eyeball

144
Q

When are data points considered stable? -assessing variability

A

when approximately 80% of values​

are within + 25% of the median value in a given​

condition (Lane and Gast 2004)​

The numbers within 25% of the median are called the “stability envelope”

145
Q

change in level between end of one phase and beginning of next​

A

Discontinuous

146
Q

no change in level between end of one phase and beginning of nex

A

Continuous

147
Q

How to calculate overlapping data?

A

find shared range between 2 adjacent conditions by drawing a horizontal line. Count the number of ​

Overlapping points and divided by the total points in the adjacent ​Condition.​

148
Q

Reversal Design Strengths

A

Very concinving design

149
Q

Weakness in Reversal Design

A

Social and ethical concerns

150
Q

When to use Reversal Design

A

When withdrawing baseline is possible and ethical

151
Q

Variations of Reversal Design

A

BAB, ABACABAC, NCR reversal

152
Q

Where is prediction for Reversal design

A

Baseline 1

153
Q

Where is verification for reversal design

A

baseline 2

154
Q

Where is replication for reversal design?

A

treatment / intervention 2

155
Q

Strengths of Alternating Treatments

A

can compare treatments with worrying about sequence effects and without withdrawing intervention, intervention begins immediately

156
Q

Weaknesses of Alternating Treatments

A

may cause multiple treatment interference, unnatural, max of 4 interventions

157
Q

When to use alternating treatments

A

when comparing effect of interventions and cannot withdraw intervention and worried about sequence effects

158
Q

Variations of alternating treatments

A

with a control condition, with a baseline

159
Q

Baseline logic for Alternating Treatments

A

Each successive point plays all three roles

160
Q

Strengths for MBL

A

does not require withdrawal, useful with generalization, feasible, easy to understand

161
Q

Weaknesses of MBL

A

may not allow scientific control, weaker​

162
Q

When to use MBL

A

when withdrawal not possible, and comparing across subjects/settings/behaviors ​

163
Q

Variations for MBL

A

Multiple probe, delayed MBL

164
Q

Baseline logic for MBL

A

Prediction: baselines​

Verification: Subsequent baselines after intervention introduced to previous baseline​

Replication: subsequent intervention phases

165
Q

Strengths of Changing Criterion Design

A

Does not require withdrawal

166
Q

Weakness of CCD

A

can only look at one behavior at a time, very specific purpose

167
Q

When to use CCD

A

When interested in step wise modification

168
Q

When not to use CCD

A

When shaping, or teaching a new skill

169
Q

Baseline logic for CCD

A

Prediction: baseline​

Verification: varying lengths of phases, returning to a previous criterion (“mini reversal”)​

Replication: subsequent phases of intervention

170
Q

What is pivotal Behavior?

A

A behavior that when learned, produces corresponding modifications or covariations in other untrained behaviors

171
Q

What is behavioral cusp?

A

A behavior that has sudden and dramatic consequences that extend well beyond the change itself, because it exposes the person to new environments, reinforcers, contingencies, etc.

172
Q

What is direct measure?

A

What is measured is the behavior of interest (more valid)​

-frequency recording​

-Analog notes​

-ABC data

173
Q

What is indirect measure?

A

What is measured is in some way different from the behavior of interest (less valid)​

-BCP checklist ​

-Questionnaire ​

-Permanent product

174
Q

Measuring all individual instances​

Ex: Count, duration, IRT, latency

A

Continuous Measure

175
Q

Some instances may not be detected​

Ex: time sampling

A

Discontinuous Measure

176
Q

A response that does not have a clear beginning and end​

Ex: smiling, eye contact

A

Continuous Behavior

177
Q

Clear beginning and end​

Ex: A single slap, a single bark

A

Discontinuous Behavior

178
Q

Explain bar graph

A

With bar charts, each column represents a group defined by a categorical variable.

179
Q

Explain histogram

A

With histograms, each column represents a group defined by a quantitative variable.

180
Q

Elements of a Quasi-Design

A

Not a true experiment, no manipulation of an independent variable​

Can approximate a group design (with no randomization of groups) or a single subject design (as a basic A-B design)​

Used when resources are not available to conduct a true experiment​

Can allow you to determine a hypothesis, but NOT to determine a functional relation

181
Q

Elements of Group Design

A

True experiment​

Consists of a control group and an experimental group – one gets the independent variable and the other does not​

Uses inferential statistics to determine if there is a statistical difference between control group and exp. Group​

^^This is how they determine a functional relation​

Not often used in behavior analysis

182
Q

Elements of Single Subject Design

A

True experiment​

Reversal, MBL, Alt Tx, CCD​

Uses descriptive statistics (AKA visual analysis) to determine a functional relation​

Use if you have resources to do more than a quasi-design and/or if you need to determine an absolute functional relation

183
Q

What is Type 1 Error

A

False positive​

Concluding the intervention produced an effect when it did not

184
Q

What is Type 2 error

A

False negative ​

Concluding the intervention did not produce an effect when it did

185
Q

When does internal validity occur?

A

If the IV had an effect; was the experiment done right?

186
Q

Face Validity

A

a form a measurement validity. Does the appear to be measuring what we think it does? ​ Are we using the right form of measurement?

187
Q

History

A

Threat to internal validity.
Event that occur between DV measurements that influence results.​

Ex: family crisis, change in job, hurricane

188
Q

Maturation

A

Threat to interval validity
Any change over time, may result from processes within subject​

Ex: growing stronger, smarter, tired, bored

189
Q

Treatment Diffusion

A

Threat to internal validity
Intervention is inadvertently provided when it should not be ​

A design looking at praise- but praise is given during baseline phases

190
Q

Extraneous Variable

A

Any aspect of the experiment that must be held constant
-The experimenter held the extraneous variables, like # of question on the worksheet, constant during the experiment.

191
Q

Confound

A

Uncontrolled factor exerting an influence on a DV
-subjects illness was a confound to the DV of the experiment

192
Q

Non-parametric

A

One condition has a treatment, and one does not ​

Studying whether time out is more effective than not using time out ​

193
Q

Parametic

A

Looks at variations of treatment ​

Ex: 10 minutes vs 20 minutes vs 30 minutes of an intervention ​

Studying the effects of varying durations of time out ​

ABA (31 decks)

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