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ABA > Science Of ABA > Flashcards

Science Of ABA Flashcards

1
Q

Pertaining or selecting socially significant behaviors to change that are important to the subject or to society

A

Applied

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2
Q

Studying and precisely measuring physical events rather than perceptions or descriptions of events

A

Behavioral

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3
Q

Demonstrating experimental control over the occurrence or non-occurrence of a behavior; demonstrating IF a functional relation was demonstrated

A

Analytic

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4
Q

Detailing procedures for behavior change in sufficient detail so that replication can occur

A

Technological

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5
Q

Deriving procedures to change behavior that are based on basic (proven) principles of behavior

A

Conceptually systematic

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6
Q

Producing large enough behavior change for practical value

A

Effective

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7
Q

Producing behavior change that last over time, appear in new environments, or spread to other behaviors

A

Generality

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8
Q

The activity of of living organizms

A

Behavior

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9
Q

A specific instance of behavior

A

Response

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10
Q

A group of responses with the same function; each responses produces the same effect on environment

A

Response class

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11
Q

the physical shape or form of a behavior

A

Response topography

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12
Q

the effect of a response on the environment

A

Function

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13
Q

The entire constellation of stimuli in which an organism exists and can demonstrate a response

A

environment

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14
Q

An event in the environment

A

Stimulus

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15
Q

environmental conditions or stimulus changes that exist or ocur prior to the behavior of interest

A

Antecedent

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16
Q

a stimulus change that follows a behavior of interest

A

Consequence

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17
Q

behavior that is elicited by antecedent stimuli or induced by a stimulus that precedes the behavior

A

Respondent behavior

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18
Q

reflexes; stimulus-response relations

A

S-R relation

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19
Q

behavior whose future frequency is determined by its history of consequences

A

Operant behavior

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20
Q

A contingent relation that exists between a response and a consequence that follows it. A response-consequence relation

A

R-S relation

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21
Q

The process by which one stimulus acquires the effects of another stimulus on behavior

A

Conditioning

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22
Q

the type of learning that occurs when new stimuli acquire the ability to elicit respondents

A

respondent conditioning

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23
Q

the process by which a response becomes more or less probable over time because of the effects of consequences that follow it

A

Operant conditioning

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24
Q

law that explains how things happen or work

A

Principle

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25
Q

an intervention used by a practitioner that is derived or based on a basic principle. Are derived from basic principles.

A

Tactic

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26
Q

speed plus accuracy of performance

A

Fluency

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27
Q

an approach to explaining behavior that assumes that a mental or inner dimension exists that differs from a behavioral dimension and that the phenomena in this dimension influence behavior

A

Mentalisn

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28
Q

the association between two or more concepts (the way they are connected)

A

relation

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29
Q

dependent relation between an operant behavior and a controlling variable. an “if and only if” relation

A

contingency

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30
Q

the state of bordering or being in direct contact with something

A

contiguity

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31
Q

The stimulus change that occurs in a functional relation

A

Operation

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32
Q

The result of a stimulus change on future responding in a functional relation (the outcome that follows the operation)

A

Effect

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33
Q

A functional relation that exists when a stimulus has followed a response and the future frequency of that response increases

A

Reinforcement

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34
Q

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

A

Positive Reinforcement

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35
Q

A stimulus change that increases the future frequency of a behavior it immediately follows

A

Reinforcer

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36
Q

An antecedent stimulus that is associated with the availability of reinforcement for demonstration of a particular response

A

Discriminative stimulus Sd

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37
Q

An antecedent stimulus that is associated with the unavailability of reinforcement for demonstration of a particular response

A

S delta

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38
Q

An (operant) behavior that occurs more frequently under some antecedent conditions than it does under other conditions

A

Discriminated operant

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39
Q

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

A

Negative reinforcement

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40
Q

That fact that behavior is modified by its consequences irrespective of a person’s awareness of the occurrence of those consequences

A

automaticity of reinforcement

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41
Q

A stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement

A

unconditioned reinforcer

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42
Q

A stimulus change that can increase the future frequency of behavior only after pairing with other reinforcers

A

conditioned reinforcer

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43
Q

The assumption that the universe is a lawful and orderly place in which phenomenon occur in relation to other events and not willy-nilly, or in accidental fashion.

A

Determinism

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44
Q

The objective (direct) observation of the phenomenon of interest

A

Empiricism

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45
Q

The use of experiments, or carefully controlled comparisons of the phenomenon of interest, to identify relations between variables.

A

Experimentation

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46
Q

Experiments can be repeated to check for errors and ensure that data was collected reliably.

A

Replication

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47
Q

The practice of ruling out simple, logical explanations before considering more abstract or complex explanations.

A

Parsimony

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48
Q

An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.

A

Philosophical Doubt

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49
Q

The rule that describes the contingency of reinforcement, or the pattern with which reinforcement will be delivered

A

Schedule of reinforcement

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50
Q

each occurrence of behavior results in reinforcement

A

Continuous reinforcement (CRF)

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51
Q

All occurrences of a behavior result in reinforcer being withheld (none result in reinforcement)

A

Extinction (EXT)

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52
Q

some occurrences of a target behavior result in reinforcer being delivered

A

Intermittent Reinforcement (INT)

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53
Q

A schedule requiring a number of responses to be emitted for reinforcement to occur

A

Ratio Schedule

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54
Q

A schedule requiring an elapse of time before a response produces reinforcement

A

Interval Schedule

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55
Q

A schedule with which the response ratio or time requirement remains constant

A

Fixed schedule

56
Q

A schedule with which the response ratio or time requirement can change from one response to another

A

Variable Schedule

57
Q

a period of time after reinforcement has occurred where the individual does not respond

A

Post-reinforcement pause

58
Q

Moving from a continuous schedule to an intermittent or natural schedule of reinforcement

A

Thinning of reinforcement

59
Q

Sp: 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

A

Punishment

60
Q

A type of punishment where the stimulus change involves the presentation of a stimulus immediately following a response that decreases future fruency of behavior

A

Positive punishment

61
Q

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 (Type 2 punishment)

A

Negative punishment

62
Q

Sdp: A stimulus condition (antecdent) in the presence of which a response has a lower probability of occurrence than in its absence as a result of previous delivery of punishment in its presence

A

Discriminative Stimulus for Punishment

63
Q

The stimulus change that immediately follows the behavior in a punishment contingency

A

Punisher

64
Q

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.

A

Unconditioned punisher

65
Q

A stimulus change that functions as a punisher as a result of a person’s conditioning history. Secondary punisher

A

Conditioned punisher

66
Q

A phenomenon in which a change in a behavior as a result of a change in one schedule of reinforcement or punishment results in a change in a response rate in the opposite direction in an unaltered component of a multiple schedule.

A

Behavioral Contrast

67
Q

A contingency in which a response terminates an ongoing stimulus

A

Escape

68
Q

A contingency in which a response prevents or postpones the presentation of a stimulus

A

Avoidance

69
Q

All events are effected by other events which preceded them.
Events do not happen in isolation or without cause or entirely by accident

A

Determinism

70
Q

To understand behavior, observation, measurement, and objective facts are needed.

A

Empiricism

71
Q

A scientific consideration of behavior requires that simple or logical explanations of behavior be ruled out before more complex
ones are accepted.

A

Parsimony

72
Q

A scientist studying behavior must be willing to set aside beliefs and findings and replace them with new discoveries. Good science maintain skepticism.

A

Philosophical doubt

73
Q

A scientist acts to select practices and beliefs that have practical applications.

A

Pragmatism

74
Q

The shaping of behavior over time that results from the change in effectiveness of the response to achieve consequences that previously proved effective.

A

Selectionism

75
Q

The level of investigation that involves the collection of facts about observed events
that can be quantified, classified, and examined for possible relations with other
known facts, and often suggests hypotheses or questions for additional research is:

A

Description

76
Q

The level of investigation that demonstrates correlation between events and is based
on repeated observations is:

A

Prediction

77
Q

The level of investigation in which functional relations can be derived is:

A

Control

78
Q

A specific change in the
manipulations in the
was
variable can reliably be produced by specific
variable, and the change in the independent variable
to be the result of confounding variables.

A

dependent, independent, unlikely

79
Q

In the video, the neighbor says the lamp shade is moving because of ghosts.
Questioning this assumption is an example of:

A

Philosophical doubt

80
Q

Scientists are guided to be skeptical as researchers and decision-makers. This does not hinder practice; in fact, it improves practice. This value is referred to as:

A

Philosophical doubt

81
Q

The major purpose of experimentation is:

A

to prove the presence or absence of functional relations

82
Q

A functional relation exists when:

A

a change in behavior can be reliably attributed to a specific change in another variable

83
Q

Scientists are guided to be skeptical because:

A

it promotes constant improvement in intervention
it allows errors in theory and practice to be identified
it eliminates or minimizes bias in decision making

84
Q

Assuming that assessment will identify events that are functionally related, or correlated with behavior means a behavior analyst is believing in the philosophy of:

A

Determinism

85
Q

ABA is

A

Both a science and a practice

86
Q

Which value of science does the following scenario describe?
Even though many studies show ABA to be effective with children with autism, a teacher behaving scientifically would be open to the possibility that other methods could prove more successful, and other claims can be shown to be valid. He would not reject possible unproven theories simply because they do not align with his own but would remain open-minded until evidence suggested otherwise.

A

Philosophical doubt

87
Q

The highest level of scientific understanding one can achieve is:

A

Control

88
Q

Choosing the simplest, most logical explanation when you have competing hypotheses for explaining a phenomenon is exemplified by the scientific value of

A

Parsimony

89
Q

What value of science best fits the scenario below:
A behavior analyst is really stuck with how to help her client. She goes to the Journal of Applied Behavior Analysis and finds an intervention that seems to fit her needs. She uses this intervention and gets similar results.

A

Replication

90
Q

Mr. Thomas wrote an objective for Tommy to request a break when he wanted to stop a nonpreferred activity.
The behavior, “asking for a break,” is an example of which Dimension of ABA?

A

Applied

91
Q

Mr Thomas defined asking for a break as Tommy touching an index card with the written word “break” before leaving a nonpreferred activity. The definition provided for asking for a break is an example of which Dimension of ABA?

A

Behavioral

92
Q

Before implementing the break card, Tommy always left a nonpreferred activity without requesting a break. After implementing the break card, by the end of the first week, Tommy always touched the break card before leaving a nonpreferred activity.
Tommy’s increase in requesting a break before leaving a nonpreferred activity is an example of which Dimension of ABA?

A

Effective

93
Q

Tommy’s speech therapist walked him back to class after a session and reported that he had touched a picture lying on the table before standing and walking way from the table in her room.
The speech therapist is describing which Dimension of ABA?

A

Generality

94
Q

The dimension of applied behavior analysis that describes the types of behaviors a behavior analyst chooses to change,
, instead of the methods they use to change
behavor, is:

A

Applied

95
Q

The dimension of applied behavior analysis that directs the behavior analyst to provide sufficient detail regarding the interventions they use and the behaviors they target, so that another behavior analyst could replicate the intervention and achieve similar outcomes, is:

A

Technological

96
Q

Marsha is a behavior analyst. She is teaching a child to make verbal requests during her teaching sessions. She is very pleased because the child is making regular requests
- evey minute or so; however, she is disappointed that the child is not making any verbal requests outside of her teaching session. That dimension of ABA that has not been achieved is:

A

Generality

97
Q

A behavior analyst is concerned not only with achieving behavior change, but also uncovering information about what is responsible for that change. The process by which they do so is referred to as:

A

Analysis

98
Q

Behavior analyst use specific types of procedures to change behavior. These procedures are guided by certain principles which involve changing environmental variables. We refer to these procedures as:

A

Conceptually systematic

99
Q

A dimension is:

A

A defining characteristic of

100
Q

A person who practices ABA is always seeking to identify patterns in behavior. They do so, especially during the assessment phase, because they know and believe these patterns to exist. Their belief is based on the philosophy of:

A

Determinism

101
Q

Jean discovers that reviewing SAFMEDS right before a quiz is an effective review strategy. She decides to make SAFMEDS for another class and review them before quizzes in that class, too. Jean’s behavior has demonstrated:

A

Generality

102
Q

A school-based behavior analyst is asked to help a group of students who have frequent hands-on peer interactions that result in office referrals for discipline and missed class time. He decides to observe at certain times throughout the day and records the number of times each student in the group puts their hands on a peer, excluding high fives and fist bumps. This exemplifies which dimension of ABA:

A

Behavioral

103
Q

A parent attends a clinical progress meeting with the BCBA at her daughter’s school.
The BCBA presents graphs showing the student’s progress towards her academic and functional goals. The parent says, “I am glad she is making progress. However, it takes her 8 minutes to tie her shoes and we are having trouble getting out of the house on time to go anywhere.” We have checked in with her teacher and been told that she takes about 8 minutes to tie her shoes at school as well. We also confirmed that we are following the same procedures that are being used in the classroom. The dimension of ABA that has not been achieved is:

A

Effectiveness

104
Q

The controlling variables of primary importance in applied behavior analysis are located in:

A

The environment

105
Q

Behavior is affected by stimulus changes that occur prior to and immediately after the behavior. The term
refers to environmental conditions or stimulus changes that exist or occur prior to the behavior of
interest.

A

Antecedent

106
Q

Flipping the light switch to get the light to turn on is
behavior.

A

Operant

107
Q

Which of the following is an example of a respondent behavior?

A

Sweating during a hot yoga class

108
Q

Amara stands on the other side of the room everyday while the rest of the class has circle time and when she does this the teacher asks her gently if she is ok several times throughout circle time.
What kind of explanation of her behavior does this represent?

A

Behavioral

109
Q

Amara hates circle time because she find the whole class sitting together and singing to be overwhelming.
What kind of explanation of her behavior does this represent?

A

Mentalistic

110
Q

Contingent behavior relates to a behavior being dependent on the _

A

Consequences that follow it

111
Q

Which of the following is an example of an operant behavior

A

screaming to get your teacher to move away from you

112
Q

Which of the following is an example of an S-R relation?

A

Loud noise = jumping from seat

113
Q

The name of the type of stimulus that follows a given response is:

A

Consequence

114
Q

Jill is often understimulated, and hence falls asleep in class.
This statement represents a
explanation of behavior.

A

Mental

115
Q

Jill is often understimulated, and hence falls asleep in class.
This statement represents a
explanation of behavior.

A

Mentalistic

116
Q

If a reinforcer or punisher is contingent upon a particular behavior, then

A

the behavior must be emitted for the consequence to occur

117
Q

Riley’s mom told her that she needed to finish her homework before she could have the Ipad. Riley grunted but did the work so she could have her Ipad time.
What is the contingent relation in this example?

A

iPad time is contingent on doing homework

118
Q

A teacher wants to deliver a sticker to Johnny every time he says “Please.” This would be considered
positive reinforcement if

A

the behavior of saying “please” increases over time

119
Q

An example of an unconditioned reinforcer is

A

warmth
food
all of the above
oxygen

120
Q

This is the assumption upon which science is predicated, the idea that the universe is a lawful and
orderly place in which all phenomena occur as the result of other events.

A

Determinism

121
Q

The operation that occurs in positive reinforcement is:

A

a stimulus is presented or added

122
Q

Discontinuous measurement procedures only record.

A

Some instances

123
Q

Which of the following is an example of positive reinforcement?

A

A teacher provides praise to a specific student for sitting quietly and raising her hand to get attention; hand raising increases over time

124
Q

Which of the following is an example of positive reinforcement?

A

a parent responds to requests for money by increasing allowance. The child asks for more money again the following week.

125
Q

Which of the following is an example of negative reinforcement.

A

a mother nags a child to clean their room every day. After a week of getting nagged, the child cleans their room before they go to school to avoid getting nagged.

126
Q

A behavior analyst designs an intervention that uses procedures based on the principle of positive reinforcement. In her written description of the intervention, she describes the intervention as based on this principle.
What dimension has the teacher adhered to?

A

Conceptually systematic

127
Q

A teacher completes a functional assessment and determines that the logical explanation for the occurrence of a behavior is that the student wants to escape difficult work. There is also the possibility that other functions drive the behavior; however, the teacher begins to intervene based on this most logical, simple explanation of the problem behavior.
The value of science that addresses the scientific tendency to act based on a logical or simple explanation is:

A

Parsimony

128
Q

Suzanne measured a student’s behavior by breaking the 5-min observation period down into 10-second intervals. She then marked a Yes if the behavior occurred and a No if the behavior did not occur in every 10-sec interval. What was the type of measurement procedure Suzanne used in this scenario?

A

Discontinuous measurement

129
Q

The truck beeping was too loud, so I slammed the door shut to stop the beeping.
Whenever I hear a truck driving close, I slam the door shut so I don’t hear the beeping. What form of reinforcement is this?

A

Negative reinforcement

130
Q

When my phone rings I answer it and the ring stops. Whenever the phone rings I pick it up! What form of reinforcement is this?

A

Negative reinforcement

131
Q

Paul’s classmate yelled, “Stop!” when Paul grabbed his toy during play time. Paul didn’t stop, and he would grab whatever toy he wanted.

A

Positive reinforcement

132
Q

Gregg doesn’t like music class, and as his class walks to the music room he tears papers off the wall and his teacher brings him back to the classroom instead of letting him go to music.

A

Avoidance Contingency

133
Q

Gregg doesn’t like music class, so when his teacher starts playing the piano so the class can sing Gregg runs out of the room and back to his classroom.

A

Escape contingency

134
Q

Reinforcement after an average number of responses.
What Intermittent Schedule of Reinforcement is this?

A

Variable ratio

135
Q

Reinforcement for the first response following an elapsed fixed duration of time.
What Intermittent Schedule of Reinforcement is this?

A

Fixed interval

ABA (31 decks)

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