Task List Flashcards
Goals of science
Description, prediction, control
Shared assumptions
- Selectionism
- Determinism
- Parsimony
- Pragmatism
- Empiricism
- Philosophical doubt
- Experimentation
- Replication
Selectionism
behaviors are kept or gotten rid of based on environmental factors
- Phylogenic: selection happens over a longer period of time due to evolution
- Ontogenic: selection happens due to the learning history with the environment
- Cultural: behavior is passed from one person to the next through imitation, modeling, or spoken word
Determinism
The universe is lawful and orderly. Behavior happens for a reason. Behavior is a product of ABC in the environment
Parsimony
Consider the simplest explanation first
Pragmatism
Evaluate outcomes based on results and what will produce effective action
- is it working, is it not?
- treatments should be sensible, realistic, and individualized
Empricism
objective observation of events
- rely on data
Philosophical Doubt
always question outcomes and results of studies and interventions
Radical Behaviorism
thinking or feeling are no different from public events
- private events are behavior
- behavior within the body is only different because it can’t be observed or accessed
- private events are influences by the same things that influence public events
Mentalism
hypothetical constructs and explanatory fictions are the causes of behavior
- hypothetical constructs: private event believed to be present
- explanatory fiction: using a construct to explain the cause of behavior
Experimentation
a controlled comparison of the dependent variable and independent variables is required to assess if one event caused another
Replication
experiments should be repeated to determine the reliability and usefulness of their findings and to discover and correct mistakes.
Behaviorism
A branch of behavior analysis that examines the philosophical, theoretical, historical, and methodological issues within the science of behavior
Methodological Behaviorism
acknowledge the existence of mental events but do not consider them in the analysis of behavior
Characteristics of ABA/7 dimensions
- Applied
- Behavioral
- Analytic
- Technological
- Conceptually Systematic
- Effective
- Generality
Applied
ABA treatment must aim to improve socially significant behaviors in real-world settings.`
Behavioral
ABA treatment must target measurable and observable behavior.
Analytic
functional relationship is demonstrated when manipulated events produce a reliable change in a dependent variable
Technological
ABA procedures must be defined clearly and in detail
Conceptually Systematic
ABA procedures must be derived from the basic principles of behavior analysis
Effective
ABA procedures should result in a practical, socially significant improvement in a person’s life.
Generality
any behavior change should persist across time, settings, behaviors, and people that differ from the original intervention conditions.
Response Class
behaviors that are similar by function (tearing a bag open vs cutting it open) or topography (crying after falling, crying to gain access)
stimulus class
a group of stimuli that share common elements in form (physical features), temporally (when they occur), and/or function (effect on behavior)
progressive schedules of reinforcement
- increasing the response effort to get reinforcer until responding stops
- great for reinforcement assessment
- shows how hard you are willing to work for a reinforcer
compound/complex schedules
- 2 or more simple schedules together
- successive (one after the other)
- simultaneous (available at the same time)
successive schedules of reinforcement
- multiple
- mixed
- chained (think TA)
- tandem
Multiple schedule of reinforcement
- one behavior is reinforced under alternating schedules (SD w/ each schedule)
- mixed: same as multiple but SD not associated with schedules
Chained schedule of reinforcement
- Think TAs
- 1 or more behaviors placed on 2 or more schedules of reinforcement (presented in specific order and reinforcement of 1st step is SD for next step)
- tandem: same as chained but w/out SD
multiple schedule of reinforcement example
I get praise each time I put my napkin in my lap at grandma’s house. I receive praise about every tenth time at home (SD is setting)
Mixed schedule of reinforcement example
I don’t know how much praise I will receive at my aunt’s house vs my new boyfriend’s house because I’ve never been to either (meaning no SD)
Chained schedule of reinforcement example
clear the table, rinse the dishes, load the dishwasher (each step is the SD for the next step)
tandem schedule of reinforcement example
I go to my uncle’s house. He doesn’t have a dishwasher, his sink doesn’t work, he uses paper plates (no previous experience to know steps, no reinforcement after steps to que the next step)
Simultaneous schedules of reinforcement
- concurrent
- alternative
- conjunctive
Concurrent schedule of reinforcement
choice between 2 or more schedules is offered
Alternative schedule of reinforcement
2 different schedules occur at the same time (ratio and interval). The one met first receives reinforcement (the other is no longer available)
Conjunctive schedule of reinforcement
two different schedules in effect (ratio and interval) When both are met, reinforcement is given
CMO-T
- transitive MO
- T for tool
- stimulus that alters the value and behavior-altering effects of other stimuli (anything that has been associated with an MO can become a CMO-T
- ex: if you’re lonely (deprived of social contact) anything associated with obtaining social contact may become a CMO-T (your phone, computer, dancing shoes)
- ex: have a flat tire, CMO-T is safe place to pull over, tools to fix tire
CMO-S
- Surrogate MO
- temporarily alters behavior and reinforcer value because it has been paired with another MO
- because of the association, you may act like an MO is in place when it’s not (because paired MO is in place)
- ex: on a long hike and thirsty, also hot. now, when you’re hot, you also want something to drink and when you’re thirsty, you find yourself seeking a cool place to sit.
CMO-R
- reflexive MO
- a stimulus that has preceded some worsening or improvement for the person
- things have gotten worse/better for me in the past when..
- will try to avoid or quicken whatever is coming
- ex: text message of angry emoji is received before a fight when you get home. When you get an angry emoji, you avoid going home by going to a bar first
rule-governed vs. contingency-shaped behavior
- contingency-shaped: a person has experienced the consequence or is likely to contact the consequence
ex: I’m not going in there, I’ve been burned before
- rule-governed: verbal statement alone controls behavior (you might not come in contact with consequence)
ex: don’t go in that house, it’s haunted (someone is telling you something)
Derived relations
- aka generative learning
- demonstration of an understanding between stimuli that is not directly taught
- ex: A=B, B=C, so A=C
fundamental measurable dimensional quantities
- repeatability: behavior can be counted
- temporal extent: behavior occurs during an amount of time
- temporal locus: behavior occurs at a certain point in time
trials to criterion
how many times before mastery criteria is met
ex: mastery is 4 correct trials
data: 0,1,1,0,1,1,1,1,
trials to criterion: 8
validity
measuring what you want to measure
internal validity
how well we know if our intervention is the reason something changed and not something else
external validity
when experiment is replicated with other people, places, etc and get same result
direct replication
duplicate exact conditions of experiments
systematic replication
vary one or more aspects of experiment
defining features of single subject (ipsative) experimental design
- subjects serve as their own control
- baseline logic:
- steady state strategy (steady data before next phase)(A)
- prediction: prediction of oncomes without treatment (AB)
- verification: demonstrating that baseline levels would continue without treatment (ABA)
- replication: repeat IV and see same results (ABAB)
single subject experimental designs
reversal
multiple baseline
multielement
changing criterion
multielements design
- aka alternating treatments
- comparing 2 or more treatments switching between treatment conditions
changing criterion
- criterion (for reinforcement) is set for behavior rate. Once met, criterion is changed
- each criterion level is baseline for next level (step like graph)
comparative analysis
comparing two types of treatments (baseline to intervention, phases, etc)
component analysis
- investigation into the effectiveness of each component of a treatment package
- drop a portion of a full treatment package one at a time (identifies necessary components) or start with one portion and add in others (identifies sufficient components)
parametric analysis
how much of an intervention is needed (dosing)
benefit others
- protect welfare and rights
- focus on short and long term effects of activities
- identify phys/mental health effects on professional activities
- identify conflicts of interest
- collaborate w/ others in best interest of client
treat others with compassion, dignity, and respect
- treat others equal
- respect privacy/confidentiality
- promote self-determination
- acknowledge personal choice
behave with intergrity
- honest and trustworthy
- do not misrepresent
- follow through on obligations
- accountable for work and correcting errors timely
- upholding BACB requirements
- create professional work environment
- educate others on ethics
ensure their competence
- scope of practice
- increase knowledge on ABA
- knowledge on pseudoscience
- boundaries of competence
- cultural responsiveness
Brief FA
5-10 min per session/condition
trial-based FA
1 minute functional condition, then 1 minute NCR period
Synthesized FA
puts multiple functions together for conditions; conduct an interview, hypothesize, test that function
Latency FA
how long between antecedent and occurrence of behavior
Precursor FA
for severe aggression/SIB that are reliably predicted by a precursor
FA process
- provide reinforcement only after target behavior occurs
- analogue assessment (contrived)
- in-situ (natural environment)
- Contingency reversal: switching between reinforcement/punishment/extinction schedules
stimulus prompts
call attention to the stimulus
- positioning
- movement (lights around stimulus, point to it)
- pairing/redundancy (highlight, magnifying)
stimulus fading
fading the stimulus prompt (highlight gets lighter and lighter)
response prompts
modeling, physical guidance, verbal (includes written) prompting
textual
reading
transcription
writing
autoclitics
modify operants
- ex: instead of bus, big bus
parts of Equivalence Instruction
- reflexivity: A=A
- Symmetry: A=B, therefore B=A, A>B, B<A
- Transitivity: A=B and B=C. so A=C
think matching identical, then match non-identical, then LRFFC
independent group contingency
reinforcement is only provided to members who meet the criteria
dependent group contingency
reinforcement is dependent on 1 individual or a part of a group
interdependent group contingency
all members of group need to meet criteria to earn reinforcement
self-monitoring
person observes and responds to their behavior they are trying to change
self-evaluation
person evaluates their own performance relative to another standard
self-instruction
person prompts themselves to engage in a response (self talk)
stimulus generalization
same behavior evoked by similar but different stimuli (different environments, times of day, etc)
response generalization
functionally-equivalent untrained responses
Behavioral Contrast
responding increases in unpunished situations or settings
total count IOA
smaller count/larger count x 100
mean count per interval IOA
break up observation into intervals. Calculate total count IOA for each interval.
Sum of total count IOA for each interval divided by total number of intervals
exact count per interval IOA
-most strict
- percentage of intervals where observers recorded same count (number)
trial by trial IOA
number of intervals/trials where observers recorded the same occurrence/non-occurrence.
trials in agreement divided by total trials x 100
extraneous variables
things in the environment that you can control that can impact the study (temp in room, time conducted, etc.)
confounding variable
things impacted a study that we can’t control
- subject (maturation)
- setting (thermostat broken)
- measurement (something wrong with data collection
- intervention (new therapist)
nonparametric analysis
when you are turning interventions on and off to see if it’s needed
Behavioral cusp
Opens opportunities for new environments
Behavioral cusp
Opens opportunities for new environments
Pivotal behavior
Opens opportunities for new skills (echoic to intraverbal, manding, etc) without having to explicitly be taught
Sequence effect
When effects of an intervention carry over into the next condition
Behavior chain with limited hold
Chain must be completed within a time interval for reinforcement
additive effects
possibility that the effects of individual components of the treatment package are independent of each other.
multiplicative effects
possibility that the effects of one component might depend on the presence of another
sequence effects
possibility that effects of one condition may carry over and influence behaviors in next conditions
