Session 4 History of Reinforcement and Data collection Flashcards
When you use punishment procedures you are seeking to _________ the future likelihood of a challenging behaviour.
decrease
Example: Taking away your child’s ipad to decrease the future likelihood that they fight with their sibling; or spanking your child when they misbehave
We do not tend to use punishment procedures
Research shows that reinforcement creates more sustained and lasting changes to behaviour than _______.
Punishment
*Punishment also has more potential to violate ethical considerations such as human rights and the dignity of the learner.
All of the past contacts with reinforcement positive or negative that influences or shapes current and future behaviour is called a learner’s ____________ of _____________.
history of reinforcement
Example: Every time a learner hit and threw things at their carer, they were allowed to have free access to the ipad. Every time they just asked for it they were told they had to do work first. This experience transfer to the present situation where you struggle to get them to work without engaging in aggression.
Behaviours identified and operationally defined on the Positive Behaviour Support Plan outline by the BA are called _________.
Target behaviours/Behaviours of concern
We need to take accurate data to understand the impact of the current plan and if there needs to be changes to improve ______________.
effectiveness.
It is ok to record high frequencies of behaviours if that is what you are observing when working with a learner. This does not mean you are bad at your job.
The data collected for target behaviours is so important because BA’s use it to ________________.
make decisions and write plans.
For example: Whether the Behaviour plan should be changed, continued, or ceased; what level of support is needed; ensure the plan is making the desired change in the person’s daily life; and to know when support or interventions can be faded safely.
Frequency, Rate, Duration, Latency, Interval Recording, Momentary Time Sampling, and Permanent Product are all ways to ________.
Record data.
A real or concrete outcome that results from a behaviour is called _________. (You can see the evidence.)
Permanent Product
Examples: hole in the wall, name written by learner on paper, bruise on an arm, etc.
The number of times a behaviour occurs is called _______.
Frequency.
The length of time something occurs from start to finish usually recorded in seconds, minutes, or hours is called ___________.
Duration.
The time it takes for a behaviour to occur from the time the instruction was issued is called __________.
Latency.
Example: Asking a learner to start their work and then timing how long it takes before they actually start doing it.
Setting a timer and looking at learner when the timer goes off and recording YES if the behaviour occurred or NO if the behaviour did not occur, only at that moment of time, is called ________________.
Momentary Time Sampling.
It is important to have clear definitions for target behaviours and to only record a behaviour if it meets the definition when working with a learner. This is because if people are recording the behaviours differently it will ________, and the graphs and plans would be most likely inaccurate.
Skew the data (make it hard to tell what is really happening with the behaviour)
A behaviour analyst chooses what behaviours to target by looking at the behaviours that impact a learner’s ____________.
quality of life/ daily functioning.
