Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

ABA Class > Study for Final > Flashcards

Study for Final Flashcards

1
Q

Response

A

Behavior that follows a stimulus
(either conditioned or unconditioned)
behavior = response

ex: alarm clock rings ——–> wake up have a cup of coffee
response stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Learning

A
  • A change in behavior

Altering behavioral or response patterns, generally as a function of changes in environmental conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Teaching

A

Promoting learning by any of the following or a combination of them: showing, telling, guiding & most of all for educators differentially reinforcing or otherwise arranging matters so that reinforcers follow a reasonable portion of those efforts that directed forward meeting particular behavioral objectives (goals)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Motivating Operations

A

MOTIVATION!

*Antecedent events that alter behavior by changing the value of a reinforcing and/or discriminate stimulus, they alter the potency of a
particular consequence

  • Stimuli that influence behavior by signaling consequences
  • The internal process or desires of an individual that changes the value of a certain stimulus, alters the effect of a reinforcer

Ex: Holding back snacks to make goldfish or candy even more desirable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Postive Reinforcement

A

Positive Reinforcement:

The goal is to increase the desired behavior by giving something

Ex: Whenever Catherine sings in church, she is given social praise from parishioners. She now sings in church all the time
Praise from a coach increases the number of shots a player takes on a goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Negative Reinforcement

A

Negative Reinforcement…..
*The goal is to increase desired behavior by the taking away something

Ex: Pain reduction increases the use of pain-reducing behaviors (like taking Tylenol to make a headache go away)
*A client is given a break from tasks
when breaks requested instead of engaging in tantrums, which increases the requests for breaks

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Positive Punishment

A

Positive Punishment:

The goal is to decrease behavior by giving something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Negative Punishment

A

Negative Punishment:

The goal is to decrease behavior by taking away something

Ex: At a restaurant by yourself and eating at a table you get up to use the restroom. While you are gone, your server removes your plate of food. You return from the restroom to find that your plate of food is gone. In the future, you will be less likely to leave your food before you are done
*A woman wears jewelry when she walks into the ocean on her vacation. She loses a piece of jewelry in the water. She will be less likely to wear jewelry in the ocean in the future.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Extinction

A

Decrease in future behavior by withholding a pleasant stimulus

Ex: Ignoring, not giving attention to a child that is acting out & misbehaving for attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Latency

A

How long it takes for a behavior to begin after a specific verbal demand or prompt has been given

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Duration

A

The measure of the total extent of time in which a behavior occurs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Sensation

A

A stimulus’ effect on one of our senses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Perception

A

Our brains interpretation of a stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Topography

A

Refers to the form of the behavior, what the behavior looks like

(Free of coloration of values or expectation)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Response Class ???

A

A set of behaviors that look different (have different topographies) but all serve the same purpose for the individual have the same effect on the environment

Ex: Asking nicely or stealing might both be ways for an individual to get access to an item they want so they would both be in the same response class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Attitude of Science:

Mentalism

A
  • An approach to the study in behavior which assumes that a mental or inner dimension exists that differs from a behavioral dimension
  • Believes human responses are not caused by outside factors but are due to factors inside the mind.
  • Subjective, doesn’t have a finite basis in in reality

Ex: Telepathy, clairvoyance, rapid maths

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Attitude of Science:

Determinism

A

Doctrine that says acts of will, occurrences in nature or social or psychological phenomena are casually determined by preceding events or natural laws

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Attitude of Science:

Parsimony

A

The simplest theory that fits the facts of a problem is the one that should be used

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Attitude of Science:

Empirical

A

Derived from, or guided by experience or experiment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Attitude of Science:

Scientific Method

A

A method of research in which a problem is identified, data is gathered, a question is formed and tested

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Dimensions of ABA:

Generality

A
  • Extension of behavior change across time, setting or other behaviors
  • Behavior goals need to be written & implemented in such a way that once achieved, the behavior can be applied over time with different people in different settings.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Dimensions of ABA:

Applied

A

Focuses on socially significant behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Dimensions of ABA:

Conceptually Systematic

A
  • Procedures have a direct tie to the principles of behavior analysis
  • Plans that insure that each intervention being used relates to the greater conceptual goal of ABA treatment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Dimensions of ABA:

Behavioral

A

Focuses on observable events

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Dimensions of ABA:

Effective

A

Demonstration of socially significant behavior change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Dimensions of ABA:

Technological

A

Dimension of ABA:
Technological

Procedures are clearly and objectively defined

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Dimensions of ABA:

Analytical

A
  • Demonstrates functional relationships
  • Uses data to make treatment decisions
  • Behaviorists collect data and analyze the data to determine the best intervention

Ex: When asked to complete her homework, Sally runs to her room and slams the door shut to avoid doing homework.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Discriminative Stimulus

A

Discriminative Stimulus:

An ANTECEDENT that influences behavior because the behavior WAS RELIABLY REINFORCED in the PRESENCE of that stimulus in the past

*It is created when the response is reinforced in its presence but not when it’s absent.

Ex: A parent is teaching manners. Their child asks politely for candy so they give them a piece of candy. The child always asks nicely because when they just said “I want candy” they didn’t get any.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Operant Behaviors

A

Operant Behaviors:

  • Controlled by stimulus that follows the behavior = VOLUNTARY BEHAVIOR
  • Behavior that operates on the environment, producing consequences/reinforcements (evoked)
  • Behavior that produces an effect on the environment and the likelihood of the effect creating an event that happens again

Ex: mice steps on a green light & gets food is likely to step on it again, steps on red light gets mild shock doesn’t step on it again

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Respondent Behaviors

A

Respondent Behaviors:

Behaviors elicited by stimuli that precede those behaviors

Ex: You blink when a puff of air hits your eye

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Fidelity

A
  • A measure of how reliably a treatment is being delivered as it was designed/written.
  • Also known as treatment integrity.

In practice: An ABA designed program must use valid, reliable measures to show treatment fidelity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Alternate Terms:

Reinforcement

A

Reward

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Alternate Terms:

Scheduling

A

Working for self-satisfaction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Alternate Terms:

Time-out

A

Temporary time away

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Alternate Terms:

Response Cost

A

Penalties

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Alternate Terms:

Satiation

A

Too much of a good thing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Alternate Terms:

Extinction

A

Withholding rewards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Alternate Terms:

Fading

A

Fostering independence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Alternate Terms:

Modeling

A

Showing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Alternate Terms:

Shaping and Chaining

A

Coaching

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Alternate Terms:

Stimulus change

A

Environmental change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Alternate Terms:

Stimulus Generalization

A

Transfer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Which schedule of reinforcement produces a post-reinforcement pause?

A

Fixed Ratio

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

To be labeled a (n)__________, a stimulus must have demonstrated its effectiveness in increasing or sustaining a person’s behavior under given conditions.

A

Reward
Punishment
*Reinforcer - correct
Aversive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Any time a new person would enter the classroom, Michelle, a student, began to cry until that person left the room. The teacher began to ask visitors to leave and wait outside to speak to her so as not to upset Michelle. Michelle now cries anytime she wants someone to leave.

What kind of reinforcement was the teacher using?

A

Negative Reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

If the rate of a behavior decreases as a function of a given consequence, it is a(n):

A

*Punisher, Punishment - correct
Positive Reinforcer
Aversive Stimulus
Negative Reinforcer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Which of the following are primary reinforcers?

Praise for a completed task
A sweater when it is cold
A bottle of milk for a crying baby
A sandwich for a hungry child

A
  • Praise for a completed task - no
    • A sweater when it is cold - yes
    • A bottle of milk for a crying baby - yes
    • A sandwich for a hungry child - yes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Match the recording method that is most appropriate for use in measuring the behaviors.

Time spent on coffee breaks
Duration, Latency, Frequency

Following a direction
Duration, Latency, Frequency

Math problems completed
Duration, Latency, Frequency

A

Time spent on coffee breaks
*Duration, Latency, Frequency

Following a direction
Duration, *Latency, Frequency

Math problems completed
Duration, Latency, *Frequency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Trend

A

Trend:

  • The rate of change may speed up or slow down over time
  • Relates to the overall direction taken by a data path
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Variability

A

Variability

The rate of the behavior varies over time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Changes in Level

A

Changes in Level:

The rate, frequency or accuracy of the behavior may be increasing, decreasing or staying the same

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Extinction Motivated Aggression

A

Aggression evoked by the inability to access previous reinforces for a particular behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Extinction Burst

A

An increase in frequency or intensity of behavior immediately after extinction procedures are introduced

“It gets worse before it gets better”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Spontaneous Recovery

A

A re-occurrence of a previously extinguished behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Operant Extinction

A
  • The process of decreasing behaviors entirely by withholding reinforcement in the presence of those behaviors
  • Extinction should always be paired with replacement behaviors that are functionally similar to the original behaviors

Ex: Child throws toys often during tantrums. Mom used to say Stop that! This increased the toy throwing during the tantrums. Now when the child throws toys Mom waits for the tantrum to end and refrains from saying stop that. Eventually the child stopped throwing toys during tantrums. Mom also taught some replacement behaviors: taking deep breaths, distracting herself, asking for hugs, etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Behavior

A

Anything an organism says or does

57
Q

Behaviorism

A

A systematic approach to understanding the behavior of humans and other animals

John B. Watson
B.F. Skinner - Radical Behaviorism

58
Q

Dimensions of ABA:

Analytic

A

Analytic

  • All behavior is elicited or evoked by environmental stimuli and the function of behavior is to access or avoid stimuli
  • Using data to make informed decisions
  • The practitioner is able to show when the is a product, when they apply a certain variable the behavior is produced & when the variable is removed the behavior is lost

Ex: When told to do her homework Sally runs to her room and slams the door

59
Q

Applied Behavior Analysis

A
  • A Systematic application of behavioral principles to change behavior to a meaningful degree
  • Focuses objectively on defined behaviors of social significance
  • Research tool to enable users of these principles to verify a functional relationship between a behavior & an intervention
60
Q

Avoidance Behavior

A

Behavior that postpones or circumvents an aversive stimulus

Ex: A child that has sensory issues may not like to wear certain types of clothes or eat certain types of food

61
Q

Selectionism:

Cultural

A

Transference of behaviors from one member to another within a group of individuals, within a culture

Ex: A method of cooking, a style of dancing

62
Q

Selectionism:

Ontogenoc

A

The history of the development an individual organism during it’s lifetime (based on individual experiences with contingencies that result in reinforcement or punishment)

63
Q

Selectionism:

Phylogenic

A

Phylogenic:

Is about how the history of a natural evolution of a species occurs
(in ways that are based on contingencies necessary for survival of the species)

64
Q

Stimulus

A
  • Events in the environment that effect the behavior of an individual
  • A stimulus is a physical change

Ex: Activity (walking) or condition (being hot or cold)

65
Q

Stimulus Change

A

Change in the environment

66
Q

Stimulus Class

A

A set of stimuli, all of which have some common physical property, they look or sound similar, they have a common effect on behavior

Ex: “Hello” “Howdy” “Hi” “What’s
up?” all evoke the same response of interacting with another person

67
Q

Respondent Conditioning

A

Respondent Conditioning:

A learning process where a previously neutral stimulus acquires the ability to elicit a response (alter behavior). Respondent behavior is controlled by it’s antecedents. Respondent conditioning is also known as classical conditioning or Pavlovian conditioning

Ex: Pavlov’s dog responding to bell by salivating because it always got fed after the bell bell ring was always pained w/food

68
Q

Operant Conditioning

A

Operant Conditioning

Consequences that result in an increase or decrease the frequency in the same type of behavior under similar conditions. Operant behaviors are controlled by their consequences.

*Voluntary

Ex: Mouse gets food when steps on a green light vs. a shock when steps on red light as a result they learn to step on the green light

69
Q

Schedules of Reinforcement

A

A schedule of reinforcement where reinforcement is provided after a fixed number of responses occur, how often the occurrance of a behavior will receive a reward.

Ex: You give yourself a handful of M&Ms every time you read five pages of your textbook

70
Q

Motivating Operations

A

Motivation!

  • Stimuli that influence behavior by signaling consequences
  • Motivating operations (setting events) after the potency of a particular consequence
71
Q

Establishing Operations

Deprivation

A

Deprivation:

  • A reduction in the reinforcing effects of a stimulus
  • When clients have limited access to their reinforcers to make it more effective when they are used
  • Not having access to something highly desirable
72
Q

Abolishing Operations

Satiation

A

*An event that decreases the reinforcing value of some stimulus, object, or event and decreases the frequency, duration, or intensity of behaviors that have previously provided access to the stimulus, object, or event

“Too much of a good thing”

73
Q

Unconditioned Motivated Operations

A
  • Motivating operations that one has acquired without being taught a value to them
  • Value-altering motivating effects that are unlearned

Ex: Being hungry, thirsty, tired and and wanting to eat, drink, sleep

74
Q

Conditioned Motivating Operations

A

Conditioned Motivating Operations:

An event has been trained to have a reinforcing value due to previously learning the association

Ex: Mom always puts the baby to sleep by rocking it, dad tries to rock it to sleep but she doesn’t fall asleep. Mom always wears a fuzzy bathrobe Dad isn’t wearing

76
Q

Consequence

A

events after a behavior

76
Q 
Alternative Terms:
Reinforcement
Scheduling 
Time-Out
Response Cost 
Satiation 
Extinction 
Fading 
Modeling 
Shaping & Chaining
Stimulus Change 
Stimulus Generalization
A 
Reinforcement = Reward
Scheduling = Working for self-satisfaction
Time-Out = Time away from
Response Cost = Penalties
Satiation = Too much of a good thing
Extinction = Withholding rewards
Fading = Fostering Independence
Modeling = Showing
Shaping & Chaining = Coaching
Stimulus Change = Environmental change
Stimulus Generalization = Transfer
77
Q

Respondent Extinction

A

Respondent Extinction:

*Influenced by stimulus changes that have followed the behavior in the past

***Decrease in behavior from consequences in the past. Lack of reinforcement or through punishment

*An animals conditioned behavior (pushing a bard to receive food) can be extinguished by extinguishing rewards (no longer reinforcing) or through punishment.

78
Q

Antecendent

A

events prior to behavior

79
Q

Stimulus Control

A
  • Stimulus control occurs when a behavior changes the presence or absence of the stimulus
  • Stimulus control is demonstrate when an antecedent stimulus is shown to gain control over one or more particular behaviors.

Ex: The young girl engages in whining behavior in the presence of Mom but does not engage in this behavior in the presence of Dad.
The presence of Mom is a stimulus control for the girl’s whining behavior.
Ex: Answering your phone is under the stimulus control of your ring tone. You do not answer your phone in the absence of your ring tone.

80
Q

Four Categories of Reinforcement

Types of reinforcement used

A

Categories of Reinforcement

Sensory
Escape
Social
Edible, Tangible, Activity

81
Q

Reinforcement

A
  • Reward
  • Shaping Behavior
  • If trying to change behavior, choose rewards that match the function of the behavior you are trying to change
82
Q

Reinforcement increases…. finish the sentence

A

Reinforcement increases the future occurrence of behavior by either removal of an aversive stimulus (negative reinforcement) or addition of a pleasant stimulus (positive reinforcement).

83
Q

Reinforcement Schedule

A

The rule followed by the environment in determining which among the many occurrences of a response will be reinforced

84
Q

Automatic Reinforcement

A

The behavior itself provides/produces the reinforcement

Sensory Stimulation —> Self-reinforcement —> Practical outcome

Ex: twirling hair feels good, twirls hair, feels good, does it again,

85
Q

Ratio Schedules of Reinforcement (3)

Continuous Reinforcement
Fixed Ratio Schedule
Variable Ratio

A

*Continuous Reinforcement (CRF)
Students laugh EVERY time the professor tells a
joke.
*Fixed Ratio Schedule of Reinforcement: Reinforcer is contingent upon the last of a fixed
number of responses. Car salesperson gets bonus after every 5th car sold
*Variable Ratio Reinforcement/Punishment: Reinforcer is contingent on the last of a variable number of responses, produces high level of responding. Vegas! On average, every 9th time I buy a lottery ticket, I win $5-$20 On average, every 365th time I speed, I get a speeding ticket.

86
Q

Schedules of Reinforcement:
Fixed Interval
Fixed-Time

A

*Fixed Interval: A reinforcer is contingent upon the FIRST response AFTER A FIXED INTERVAL OF TIME since the last opportunity for reinforcement.
Ex: The first response after each 10 minute interval is reinforced. Bob is called on the first time he raises his hand after a 5 minute interval (TIME & RESPONSE)

*Fixed-Time: schedule of reinforcement
: When the delivery of the reinforcer is based on time only and not responses, superstitious behavior emerges.
Ex: If every 15 minutes, someone hands you a dollar, you begin to wonder why. You attribute this reinforcer to random behaviors/thoughts you exhibited during this interval. (TIME ONLY)
Very Random

87
Q

Schedules of Reinforcement

Variable Interval

A

Variable Interval….
A reinforcer is contingent upon the first response after a variable interval of time since the last opportunity for reinforcement

Ex: On average, every 5 minutes Bob is reinforced after raising his hand. He may be reinforced after 3 min pass and he raises his hand. He may be reinforced after 8 min pass and he raises his hand

88
Q 
Attitudes of Science:
Parsimony
Empirical
Determinism
Scientific Method
A
  • Parsimony - the simplest theory that fits the facts of the problem is the 1 that should be used
  • Empirical - derived from or guided by experience or experiment
  • Determinism - acts of the will, occurrences in nature, or social or psychological phenomena are casually determined by preceding events or natural
  • Scientific Method -a method of research in which a problem is identified, data is gathered, a questioned is formed and tested
89
Q 
Dimensions of ABA:
Applied
Generality
Conceptually Systematic
Behavioral
Effective
A

Dimensions of ABA:

  • Applied - focuses of socially significant behaviors
  • Generality - extensions of behavior change across time, setting or other behaviors
  • Conceptually Systematic - procedures that have a direct tie to the principles of behavior analysis
  • Behavioral - focuses on observable events
  • Effective - demonstration of socially significant behavior change
90
Q

Unconditioned Reinforcer

A

A reinforcer that works without prior learning

Ex: Food, water

91
Q

Conditioned Reinforcer

A

Conditioned Reinforcer:
A reinforcer that becomes reinforcing only after being learned

Ex: access to a car, we don’t real need it for survival but people enjoy rides,going places, or getting away from places (aversion) so parents can use it for a teenager

92
Q

Rule-Governed Behavior

A

Behavior under the control of rules and instructions instead of reinforcing or aversive consequences

Ex: Follow the laws because you know you could go to jail if you don’t
*Doing chores because you know parents will ground you if you don’t get them done

93
Q

Generalized Reinforcer

A

Generalized Reinforcer:

A consequence that has been paired with access to many different reinforcing consequences until it took on reinforcing properties itself

Ex: Money, we aren’t born w/a biological need for it, we can buy many reinforcing things with it,

94
Q

Conditional Punisher

A

Conditional Punisher…
*Punishment that only works with prior learning

*Organisms are not born wanting to avoid these things

95
Q

Unconditional Punisher

A

Unconditional Punisher

  • Punishment that works without prior learning
  • living things come into the world knowing with a need to avoid these things built in to their biology

Ex: starvation, thirst, extremely loud noises, painful stimulation, extreme hot/cold temperatures, lack of sexual stimulation

96
Q

Socially Motivated Contingency

A

Socially Motivated Contingency:

Contingency delivered in whole or part by another person

97
Q

Discrimination

A

Discrimination:

Being able to identify a stimulus among other stimuli

Ex: Being able to identify the correct answer on a multiple choice test
* Infant says Dada when seeing Dad but does not say that when they see Mom

98
Q

Generalization

A

Generalization:

Behaviors extend to new people, places, situations, or other similar behaviors

Ex: Two children in a family were able to complete chores even though they moved into a new house
* You are studying hard to learn ABA vocabulary and you begin using them in your everyday language

99
Q

Maintenance

A

Maintenance:

The ability of a learner to continue to demonstrate a skill after an intervention has been entirely or partially removed

Ex: You never forget how to ride a bike, an adult buying a bike and still remembering how to ride

  • A student learning how to fill out a job application in life skills class and a few months later after graduation he fills out for a job application for employment on his own.
100
Q

Equivalence

A

Equivalence:

  • Correctly responding to stimulus-stimulus relations that have not been trained or reinforced but are the result of reinforcing other stimulus-stimulus relations
  • When a learner correctly identifies a symbolic relationship between two or more non-identical items without specific training on those items
101
Q

Contingency

A
  • The specified dependencies or relations between behavior and its antecedents and consequences
  • The relationship between two events, one being “contingent” or a consequence of the other
  • The importance of the relationship between behavior and reinforcement. It’s why reinforcement is so important
102
Q

Echoic

A

is a type of verbal operant that occurs when a speaker repeats the verbal behavior of another speaker

Repeating the words, phrases, and vocal behavior of others, which is common in day-to-day discourse, is echoic also

103
Q

Mand

A
  • The mand is a type of verbal operant in which a speaker asks for (or states, demand, implies, etc.) what he needs or wants (can also be giving a picture card)
  • The mand is a verbal operant for which the form of the response is under the functional control of motivating operations (MO’s) and specific reinforcement
  • Mands are the first verbal operant acquired by a human child
  • Mand is the only type of verbal behavior that directly benefits the speaker
104
Q

Contingency-Shaped Behavior

A

Contingency-Shaped Behavior:

Behaviors that are learned by directly experiencing consequences

Ex: Going to see a movie sequel because you liked the 1st one
*Not going to restaurant again at lunchtime because the service is always really slow and you are late getting back to work

105
Q

Intraverbal

A

Intraverbal:

Conversation!

  • Verbal operant in which a speaker differentially responds to the verbal behavior of others
  • A verbal operant that has a listener & a speaker, there is back and forth verbal communication
106
Q

Tact

A

Tact:

  • a verbal operant where a speaker names an object
  • basically a label, putting the name to item

Ex: showing a toy car and saying “car”

107
Q

Derived Stimulus Relations:

Transitivity

A

Transitivity occurs when a learner is taught A = B and B = C, and then proceeds to demonstrate the understanding that A = C

108
Q

Derived Stimulus Relations:

Reflexivity

A

Reflexivity occurs when a learner engages in a matched sample (A = A) that has not been previously trained

109
Q

Derived Stimulus Relations:

Symmetry

A

Symmetry occurs when a learner is taught A = B and then proceeds to demonstrate the understanding that B = A

110
Q

Shaping

A

Shaping:

  • The differential reinforcement of successive approximations of a target behavior until the target behavior is exhibited by the individual
  • A procedure in which successive approximations to a specific behavioral goal are reinforced.

Ex: A baby or toddler learns to walk. They are reinforced for crawling, then standing up, then taking a step.

111
Q

An ABA program must use valid reliable measures to show treatment ________.

A

Function

112
Q

Behavioral Cusps

A

Behavior that significantly expand a clients repertoire to new settings, new contingencies, and new stimulus controls that enables more rapid learning.

Ex: Learning to read is a cup behavior that gains access to a whole set of new learning opportunities.
The progression of crawling, taking steps, & walking

113
Q

Indirect Assessment

A

Strategies that rely on learning about behavioral challenges without directly observing them

114
Q

Context

A

Includes the surrounding conditions under which the desired response is to occur, including the setting, furnishings, materials, personnel, etc.

115
Q

Behavioral Objective

A

A goal behavior that gives clear specifications of the conditions or context for when the behavior is to occur and the criteria, or standards for determining when the objective has been accomplished

116
Q

Positive Discriminative Stimuli

A

Stimuli that directly and frequently precede a reinforced response, and eventually come to signal the probability that a given response will be reinforced

117
Q

Functional Behavioral Assessment (FBA)

A

FBA:

A tool designed for the purpose of guiding the development of promising behavior intervention plan (BIP)

118
Q

Conceptual Analysis of Behavior

A

Verbally addresses historical, philosophical, theoretical, and methodological issues and relations among different behavioral properties

119
Q

Treatment Integrity

A
  • The extent to which an intervention is implemented as planned
  • Also knows as Procedural Fidelity or Fidelity of Implementation
120
Q

Parameters

A

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

121
Q

Discriminative Stimulus

A

An antecedent that influences behavior

122
Q

Momentum

A

When a behavior is repeated at a high, steady rate

123
Q

Discrete Trail Training (DTT)

A
  • A one-on-one, highly structured intervention, teaching strategy where tasks are broken down and taught in small increments using small, tangible reinforces for a desirable behavior.
  • A concise, step-by-step intervention tailored to improve a specific skill in the most efficient way
124
Q

Matching Law

A

A description of a phenomenon according to which organisms match or distribute their responses according to the proportion of payoff during choice situation

125
Q

Establishing Operations

Deprivation

A

Deprivation

  • The absence or reduction of a reinforcer over time.
  • Limiting access to a reinforcer to increase it’s value.

Ex: Not giving a student any goldfish as snacks all day and using them as a reinforcer for an intervention in the afternoon so they will be more enticing to work for.
* Not having their favorite toy in the toy bin that day or week so it will be a toy to work for as a reward to have during breaks after working.

126
Q

Group Contingencies:

Dependent

A

*A contingency arrangement in which the performance of an individual or several members of a group forms
the basis for the group’s access to reinforcement

Ex: If Bobby brings his homework in every day this week, the class will receive 30 minutes of free play on Friday

*When the average of the lowest three student scores improve by at least 5 points, everyone 
in class gets popsicle.
127
Q

Group Contingencies:

Independent

A

Applying the same consequences to the same or a different behavior of each member of a group. The
reinforcement of one member’s behavior does NOT depend upon the performance of others.

  • Ex: “Each assembly line worker who
    meets the production quota will earn a bonus.”

Each student who scores at least a 9 out of 10 on his or her math problems will receive 2 tokens.

128
Q

Group Contingencies:

Interdependent

A
  • Contingency arrangement in which members of the group are treated as if they were a SINGLE behaving individual
  • The group’s performance determines the reinforcer each member receives
  • Not Cool! Personally I am not a fan of this one.

Ex: “If the group averages 90% on the test, everyone will have free time.”

  • If everyone in the class brings in his/her homework tomorrow, everyone will receive a
    token. (If one person forgets, no one gets a token.)
129
Q

Mentalistic

A

Appeals to inner causes in the explanation of behavior

Ex: Grumpy old man
Boys will be boys

130
Q

Cognitive

A

Cognitive:

Attempts to explain human behavior by understanding your thought processes

Ex: She’s not a math person

131
Q

Developmental

A

Developmental stages are the reasons behind a behavior

Ex: Welcome to middle schoolers; just being a teenager
* Terrible two’s she’s 2 that’s why she’s being so dramatic al the time

132
Q

Response Class Dimension

A

Response Class Dimension:

A set of responses that are similar due to their dimension (topography, latency, duration, location)

133
Q

Response Class Effect

A

Response Class Effect:

  • A set of responses that share a similar effect of reinforcement.
  • Behaviors that look different have the same end result.
134
Q

Response Class Function

A

Response Class Function:

A set of responses that share the same function

Ex: I don’t care how you get it done, just get it done

135
Q

Shaping

A

Shaping:

  • The use of reinforcers of SUCCESSIVE approximations of a desired behavior.
  • Each desired behavior is reinforced if the behavior is not what is desired it is not reinforced
  • An operant conditioning procedure in which reinforcers for successive approximations toward behavioral objectives
136
Q

Chaining

A

Chaining:

  • An instructional strategy where individual steps are recognized as required for task mastery.
  • Chaining breaks a task down into small steps teaching each step within the chain individually.
  • A method of teaching behavior using behavior chains. Behavior chains are sequences of individual behaviors that when linked together form an end behavior using reinforcers along the way.
137
Q

Behavior Repertoire

A

Behavior Repertoire

Total complement of behaviors that an individual has previously demonstrated

138
Q

Verbal Behavior

A

Verbal Behavior:

  • A method of teaching language that focuses on the idea that a meaning of the word in found in their functions
  • Form and function of behavior
  • Behavior is mediated by another person
  • Initially founded by B.F. Skinner

ABA Class (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions