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ABA III > Study > Flashcards

Study Flashcards

0
Q

What is a contingency?

A

The conditions under which a response produces a consequence

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1
Q

Define reinforcement

A
  • Increases or stabilizes a person’s behavior
  • behavior procedure by specifying the conditions under which the response produces a consequence
  • the contingent relations between the response and the stimulus
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2
Q

Natural vs. planned reinforcement

A
  • Natural occurs in everyday life
  • Planned is a procedure of a clearly planned method that change agents use to promote or sustain the rate of a behavior
  • Agent has arranged a behavior-reinforcer contingency
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3
Q

Define parameters

A

Physical properties such as timing, frequency, intensity and others whose values influence the effectiveness of any reinforcement procedure

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4
Q

Define reinforcer

A

A stimulus that when gained or lost as a function of behavior increases or maintains the likelihood that the behavior will occur.

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5
Q

Positive vs. Negative reinforcement

A
  • Positive is a gain of a stimulus

* Negative is a loss of an aversive stimulus

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6
Q

Reward vs. Reinforcer

A
  • Reward is random and comes after a behavior

* Reinforcer has demonstrated its function by increasing or sustaining the behavior

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7
Q

Primary reinforcer

A

Function as reinforcers in the absence of any learning history- food, drink, rest
•

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8
Q

What factors influence the success of reinforcement procedures?

A
  • Quality
  • Quantity
  • Immediacy
  • Schedule
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9
Q

Define negative reinforcement

A

When a response increases or maintains its rate as a function of the termination, removal or postponement of aversive stimuli
•the contingent removal of aversive stimulus because their removal has resulted in an increase or maintenance of the response

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10
Q

Another name for punisher

A

Aversive stimulus

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11
Q

When should negative reinforcement be used?

A
  • When powerful positive reinforcement doesn’t work

* Health-related or life threatening situations (breaks during dental work example)

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12
Q

When should we use contrived reinforcers?

A
  • When the natural consequences aren’t powerful enough to cause a behavior change.
  • It acts as a temporary reinforcer to get the behavior started.
  • Gradually shifting toward natural consequences helps the child move up the developmental ladder and ensure maintenance.
  • Start with where a child is and move from external rewards (food, toys) to emotional rewards (praise, grades, high fives) then to intrinsic rewards (pride, enjoyment, self-satisfaction)
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13
Q

Side-effect of reinforcement

A
  • Can cause unwanted behavior such as competing, stereotypic and addictive behaviors
  • Can so powerfully reinforce the target behavior that they dissipate other desired responses that were in a child’s repertoire
  • Include all circumstances under which the behavior occurs so that it doesn’t become localized to only the conditions under which the change program is in effect
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14
Q

Benefits of an FBA

A
  • Avoid having to resort to punishment which can increase aggression or escape behavior.
  • Reduces problem behavior more successfully than other programs.
  • Increases socially acceptable behavior rather than just eliminating problem behavior
  • FBA’s are recommended and even mandated by US and state regulations. US Dept of Educ. mandates the use of FBA’s in working with sp.ed. kids
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15
Q

Difference between bribery and reinforcement

A
  • Bribery brings about the benefit of the one giving the bribe rather than the benefit of the one receiving reinforcement.
  • Bribes occur before the behavior and reinforcement occurs after
  • Bribes usually bear little connection to the behavior
  • Bribes usually support unethical behavior where reinforcers support community supported behavior with events that people generally experience (praise, material rewards, recognition)
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16
Q

Concerns with reinforcement (Jenkintown Effect)

A
  • Use contrived reinforcers
  • Unwanted side-effects of reinforcement
  • It’s bribery
  • It treats people differently
  • Loss of intrinsic motivation (Overjustification Effect)
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17
Q

What is an FBA?

A

Functional Behavioral Assessment is a method of inquiring into why a person repeats particular behaviors

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18
Q

Benefits of an FBA

A
  • Avoid having to resort to punishment which can increase aggression or escape behavior.
  • Reduces problem behavior more successfully than other programs.
  • Increases socially acceptable behavior rather than just eliminating problem behavior
  • FBA’s are recommended and even mandated by US and state regulations
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19
Q

Definition of “functional”

A

The lawful manner in which the rate, form or other pattern with which the behavior is repeated related to how the consequences of that behavior have influenced it previously.

20
Q

Definition of “functional consequences”

A

Those providing our clientele with currently effective positive reinforcers or ridding them of aversive stimuli.

21
Q

Difference between FBA and Functional Analysis Assessment

A

FAA is much more scientific - graphing data. Used in an FBA

22
Q

Purpose of an FBA

A
  1. to determine the probable function the behavior serves the individual
  2. to develop a behavior plan composed of both preventative measures - alternative strategies for both the client and the behavior manager
23
Q

What is reinforcing a behavior when there is no obvious reinforcer

A

We conclude that it’s automatic reinforcement

24
Q

Behavior that serves an automatic function does what?

A

Either produces or regulates sensory stimulation

25
Q

How often should FBA’s be conducted?

A

Routinely to make sure that the reinforcement value of the behavior hasn’t changed. Helps behavior analysts to monitor effectiveness of the program as well as to determine when to modify the program (intervention).

26
Q

What should you determine before beginning an FBA?

A

Look for biological or physiological influences that may be related to problem behavior. Ex - SIB occurs only during ear infections - Otitis media became the motivating operation for SIB, sleep deprivation or allergies, medication, hearing or visual acuity, etc. May not always cause behavior but it may have an effect in treating it.

27
Q

Steps in an FBA

A
  1. Physical/physiological causes
  2. Indirect (anecdotal) assessments
  3. Descriptive assessments
  4. Functional analysis
28
Q

Indirect Assessments

A
  • Help to define the target behavior and focus the ABC data
  • Information is obtained about the circumstances under which the behavior does and does not occur, with an emphasis on ecological variables
  • Help develop a more detailed picture of the client’s behavior patterns and the stimuli that appear to relate to those.
29
Q

Questions in an Indirect Assessment

A
  1. Describe behavior
  2. Immediate antecedents
  3. Motivational Operations
  4. Where and when does behavior occur
  5. Consequences
  6. What does the individual obtain, avoid or escape from?
  7. Unsuccessful interventions in the past
30
Q

Advantages of Indirect Assessment

A

Simple to implement
Less risky for client or others present
Provides preliminary info about circumstances of behavior and possible directions to take

31
Q

Disadvantages of Indirect Assessment

A

Subjective and unreliable
Can’t rely on it sole source of data
The more serious the behavior, the more scientific the FBA

32
Q

What are Descriptive Assessments?

A

Look for function of behavior based on observational data. Use narratives or frequency counts. When results are not obvious, use conditional probability statistics or correlations (antecedent or consequence correlations)

33
Q

What is Scatter Plot and how is it used?

A
  • Scatter plot is used in descriptive assessments.
  • It’s used to record the extent to which behavior occurs across locations and days.
  • Provides a global picture of the relationship between stimulus events/conditions and behavior
34
Q

What is ecobehavioral assessment?

A

Looks not only at the immediate antecedent and consequence, but also at the reinforcement history of that behavior and circumstances beyond the ones surrounding the behavior - breakfast, health, sleep, etc.

35
Q

What are the 4 levels of behavior evaluated in an ecobehavioral assessment?

A
  1. Discrete Level - Individual responses
  2. Exchange Level - Inititation-response between two people
  3. Episode Level - Prolonged episodes of behavior
  4. Standing Patterns - similar episodes across settings and time
36
Q

In ecobehavioral assessment, what are the 3 relationships addressed?

A
  1. Behavior-Behavior - investigating the way one behavior affects another within the same individual
  2. Behavior-environment - investigating how different environments affect behavior in an individual
  3. Environment-environment - Examine how one setting affects another
37
Q

Advantages of Descriptive Assessments

A
  1. Objective and quantitative
  2. Conducted under natural conditions
  3. Identify correlated relationships that may reflect causal relationships
  4. Help to design and implement better assessments and treatment
38
Q

Disadvantages of Descriptive Assessments

A
  1. May fail to detect intermittent response-consequence pairings - if it doesn’t happen frequently enough, it can be missed
  2. Identifies correlations which may not actually be causes
39
Q

Advantages of Functional Analysis

A
  1. Clear demonstration of the functional relation between behavior and its consequences
  2. It can isolate intermittent or subtle variables that maintain the behavior
  3. Suggests short-term strategies for managing the behavior
  4. Provide clear basis for developing treatment protocol
40
Q

Disadvantages of Functional Analysis

A
  1. Could pose a risk since you are deliberately trying to provoke the behavior
  2. Person conducting the analysis must have a good understanding of behavior and have good experimental control
  3. Possibility of developing a new dysfunctional relation - avoid using a reinforcer that isn’t already established
41
Q

What are the potential reinforcers in a functional analysis?

A

social-positive reinforcement - attention
social-negative reinforcement - escape from demands
automatic reinforcement
access to tangibles - but be careful because introducing that can quickly cause a tangible reinforcing function

42
Q

Describe the test condition and control condition of a Functional Analysis

A
  1. Antecedent that prompts the behavior
  2. MO (motivating operation) that influences the effectiveness of the reinforcer
  3. Source of the contingent reinforcer
  4. Control condition - alternative explanations for the behavior are eliminated by observing the results of withholding the antecedent stimuli or the reinforcers
43
Q

Choices in selecting an intervention of an FBA

A
  1. Modify the antecedent - reduce the unwanted behavior by changing the reasons it occurred in the first place
  2. Selecting consequences - Provide reinforcement for alternative behaviors. May need to add additional reinforcement at first (for when problem behavior doesn’t occur, etc.). Extinguish problem behavior.
44
Q

What if a relapse in behavior occurs? Possible causes? Solutions?

A

May be caused by a change in maintenance program or conditions. Do another FBA to see what has changed and to fine tune the intervention

45
Q

BIP stands for….

A

Behavioral Improvement Plan

46
Q

IDEA stands for….

IDEIA stands for….

A

Individuals with Disabilities Act

Individuals with Disabilities Educational Improvement Act

47
Q

FAPE stands for….

A

Free, Appropriate Public Education

48
Q

5 Features of an acceptable Behavioral Improvement Plan

A
  1. Must be developed when a behavior interferes with student learning
  2. Must be based on the FBA
  3. Must be individualized to the student
  4. Must emphasize positive behavior interventions and supports
  5. Must be implemented as specified and effects monitored

ABA III (1 decks)

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