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SAFMEDS Flashcards

0
Q

The assumption that the universe is a logical and orderly place in which all phenomena occur as the result of other events

A

Determinism

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1
Q

The practice of objective observation

A

Empiricism

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2
Q

Employs the methods of natural science to discover general principles of behavior

A

Experimental Analysis

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3
Q

Simpler, more logical explanations be ruled out before a more complex or abstract explanation is considered
Simpler = requiring the fewest assumptions

A

Parsimony

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4
Q

any psychological theory that accepts a mental basis for human behavior

A

Mentalism

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5
Q

the examination and analysis of objectively observable and quantifiable behavioral events, in contrast with subjective mental states
More objective, stays away from ideas that can be neither proven nor disproven

A

Environmental Explanations

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6
Q

Repeated observations of well-defined behavior of a single subject in a controlled and standardized experimental chamber. Basic principles of behavior, not as concerned with social significance

A

Experimental Analysis of Behavior

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7
Q

the behavior change methods of ABA and the scientific knowledge base from which they are derived

A

Behavioral Technology

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8
Q

The science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior to a meaningful degree and demonstrate experimentally that the procedures employed were responsible for the improvement in behavior

A

Applied Behavior Analysis

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9
Q

Dimensions of Applied Behavior Analysis

A 
Applied
Behavioral
Analytic
Technological
Conceptually systematic
Effective
Generalization
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10
Q

Social significance of the behavior

A

Applied

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11
Q

(Find definition)

A

Behavioral

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12
Q

Anything that an organism does

A

Behavior

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13
Q

Demonstrates experimental control over the occurrence and nonoccurrence of the behavior

A

Analytic

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14
Q

Improves behavior sufficiently to produce practical results

A

Effective

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15
Q

The written description is sufficiently complete and detailed to enable others to replicate the procedure

A

Technological

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16
Q

Procedures are derived from the basic principles of behavior

A

Conceptually Systematic

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17
Q

Results in behavior change that:
• Lasts over time
• Appears in other environments
• Spreads to other behaviors

A

Generality

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18
Q

Maintained over time

A

Retention

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19
Q

Resistant to extinction

A

Endurance

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20
Q

You know it (not just sort of)

A

Stability

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21
Q

Specific instance of a particular behavior

A

Response

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22
Q

Responses that share enough common elements with former responses to produce the same consequence
Ex: “Hi” /”Hello”

A

Response Class

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23
Q

Specific aspects of the environment that can be differentiated from each other.
Any condition, event, or change in the environment

A

Stimulus

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24
Q

Set of stimuli with a common relationship

A

Stimulus Class

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25
Q

A stimulus is added and likelihood of behavior increases

A

Positive Reinforcement

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26
Q

A stimulus is removed/avoided and likelihood of behavior increases

A

Negative Reinforcement

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27
Q

The process of increasing rate of behavior through the addition or removal of a stimulus

A

Reinforcement

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28
Q

Stimuli which are able to increase future rate of behavior without previous exposure

A

Unconditioned Reinforcer

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29
Q

Refers to the use of reinforcers which have been paired with other reinforcers in the past

A

Conditioned Reinforcer

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30
Q

A stimulus is added and likelihood of behavior decreases

A

Positive Punishment

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31
Q

A stimulus is removed and likelihood of behavior decreases

A

Negative Punishment

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32
Q

Weakens the response it follows without previous exposure

A

Unconditioned Punisher

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33
Q

Items that have been associated with punishment and now decrease the likelihood of behavior

A

Conditioned Punishment

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34
Q

When behaviors are emitted more often in the presence of certain stimuli

A

Stimulus Control

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35
Q

Signals the availability of a reinforcer

A

Sd Discriminative Stimulus

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36
Q

Signals that reinforcer is unavailable

37
Q

Increasing the value of a reinforcer

A

Motivating/Establishing Operation

38
Q

Complete description of the operant
• Precise definition of the behavior (what is the limit and range of
topographies that will produce a consequence?)
• Specified consequence
• Environmental situation in which that consequence influences future behavior

A

Contingency

39
Q

Behavior occurs as a function of a particular variable

A

Functional Relations

40
Q

The withdrawal of a reinforcer for a previously reinforced behavior

A

Extinction

41
Q

An immediate increase in the frequency, intensity and variability of the behavior when reinforcement is removed

A

Extinction Burst

42
Q

Behavior change is maintained over time, applied in other settings or conditions and expands to other behaviors

A

Generalization

43
Q

The learner performs responses beyond the learned response

A

Response Generalization

44
Q

The learner is able to respond to stimuli different than training stimuli. When new stimuli are of similar physical dimensions but differ from the training stimulus slightly along a dimension.

A

Stimulus Generalization

45
Q

Demonstrated when a response is emitted only in the presence of certain stimuli not others

A

Discrimination

46
Q

New stimuli can develop the ability to cause respondent behavior

A

Respondent Conditioning Paradigm

47
Q

Behavior is followed by an event that increases the behavior’s future probability (reinforcement and punishment)

A

Operant Conditioning Paradigm

48
Q

Like all operants, language is defined by its antecedents and consequences

A

Verbal Operants

49
Q

Verbal response identical to verbal stimulus. Has point-by-point correspondence and formal similarly

50
Q

Nonverbal repetition

51
Q

Requests (Under the control of establishing operations)

52
Q

Label: Verbal response to nonverbal stimulus

53
Q

Verbal response to a verbal stimulus. Has point-by-point correspondence.

A

Intraverbals

54
Q

Controlled by a description of contingency without direct contact with that contingency

A

Rule-Governed Behavior

55
Q

Controlled by history of reinforcement/punishment - the contingency has been directly contacted

A

Contingency-shaped

56
Q

Access social stimuli (attention)

A

Social mediated positive reinforcement

57
Q

avoidance of social stimuli (demand)

A

Socially mediated negative reinforcement

58
Q

Reinforcement is inherent in the behavior itself

A

Automatic Reinforcement

59
Q

Description of antecedents, behavior and consequence. Can be based on observation or other assessment tools.

A

Descriptive assessment

60
Q

An experiment in which each condition is systematically manipulated to determine when the client will engage in behavior at the HIGHEST rate

A

Functional Analysis

61
Q

Reinforce behavior with attention

A

Attention Condition

62
Q

Reinforce behavior with removal of a demand

A

Demand Condition

63
Q

client is in an environment with little

stimulation

A

Alone Condition

64
Q

client is provided noncontingent preferred activities, no demands placed, noncontingent attention

A

Control Condition

65
Q

Adds a preferred item or activity

66
Q

Client is provided with a preferred item or activity upon occurrence of behavior

A

Tangible Condition

67
Q

Reinforcer is provided for different behavior than the one targeted for decrease (should be functionally equivalent)

A

DRA - Differential Reinforcement of Alternative Behavior

68
Q

Time-based scheduled, reinforcement is delivered regardless of behavior

A

Non-contingent Reinforcement

69
Q

Reinforcement is provided for the absence of the target behavior

A

DRO - Differential Reinforcement of Other a Behaviors (Zero Rates)

70
Q

Involves repeated measurement during 3 phases:
• Baseline
• Treatment
• Return to baseline

A

Withdrawal/Reversal Design

71
Q

Effects compared to baseline then to each other

A

Multiple/Alternative Treatments Design

72
Q

Considerations of Withdrawal Design

A
  1. It must be possible to withdraw treatment
  2. Some behaviors do not return all the way to baseline
  3. Ethical considerations
73
Q

Compares two or more independent variables by rapidly alternating their presentation in RANDOM order

A

Alternating Treatment Design (i.e. multi-element)

74
Q

Considerations of Alternating Treatment Design

A
  1. Application of treatments may seem artificial
  2. A maximum of 3 treatments (leave out the kitchen sink!)
  3. Great at revealing what is really working (differential effects!)
75
Q

Shows gradual stepwise improvement; Each phase serves as a baseline, treatment is applied as student goes through each step

A

Changing Criterion Design

76
Q

Types of Multiple Baseline Designs

A
  1. Behaviors
  2. Subjects
  3. Settings
77
Q

Two or more behaviors of a single individual are targeted

A

Multiple Baseline Design across behaviors

78
Q

A single behavior is targeted in more than one setting

A

Multiple Baseline Design across settings

79
Q

A single behavior is targeted in the same setting with different subjects

A

Multiple Baseline Design across subjects

80
Q

Analyzing the relationship between independent variable and successive approximation

A

Multiple Probe Design

81
Q

a variation of the multiple baseline design in which an initial baseline and perhaps intervention are begun for one behavior and subsequent baselines for additional behaviors are begun in a staggered or delayed fashion. Used when reversal is not possible, limited resources are available and additional sujects become available after the study.

A

Delayed Multiple Baseline

82
Q

Considerations of Multiple Baseline Design

A
  1. No need to withdrawal

2. May not represent a functional relationship

83
Q

Analysis of the effects of each part of a package

A

Component Analysis

84
Q

Analysis of the effect of different values of a variable

A

Parametric Analysis

85
Q

Analysis of the effects of the presence or absence of a given variable

A

Nonparametric Analysis

86
Q

Successive approximations to the behavior are reinforced. At every step, reinforcement for the previous step is withheld

87
Q

a series of stimulus-response interactions in which each response serves as the stimulus for the next response

88
Q

Take a tally every time a behavior occurs

A

Frequency/Event Recording

89
Q

When to use frequency recording

A
  1. Behavior should be discrete, with a clear beginning and end
  2. Should not occur at high rates (was this one tough?)
  3. Should not be responses that can occur for extended periods

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