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BCBA Exam > Task List > Flashcards

Task List Flashcards

1
Q

Goals of science

A

Description, prediction, control

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2
Q

Shared assumptions

A
  • Selectionism
  • Determinism
  • Parsimony
  • Pragmatism
  • Empiricism
  • Philosophical doubt
  • Experimentation
  • Replication
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3
Q

Selectionism

A

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

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4
Q

Determinism

A

The universe is lawful and orderly. Behavior happens for a reason. Behavior is a product of ABC in the environment

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5
Q

Parsimony

A

Consider the simplest explanation first

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6
Q

Pragmatism

A

Evaluate outcomes based on results and what will produce effective action
- is it working, is it not?
- treatments should be sensible, realistic, and individualized

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7
Q

Empricism

A

objective observation of events
- rely on data

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8
Q

Philosophical Doubt

A

always question outcomes and results of studies and interventions

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9
Q

Radical Behaviorism

A

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

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10
Q

Mentalism

A

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

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11
Q

Experimentation

A

a controlled comparison of the dependent variable and independent variables is required to assess if one event caused another

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12
Q

Replication

A

experiments should be repeated to determine the reliability and usefulness of their findings and to discover and correct mistakes.

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13
Q

Behaviorism

A

A branch of behavior analysis that examines the philosophical, theoretical, historical, and methodological issues within the science of behavior

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14
Q

Methodological Behaviorism

A

acknowledge the existence of mental events but do not consider them in the analysis of behavior

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15
Q

Characteristics of ABA/7 dimensions

A
  • Applied
  • Behavioral
  • Analytic
  • Technological
  • Conceptually Systematic
  • Effective
  • Generality
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16
Q

Applied

A

ABA treatment must aim to improve socially significant behaviors in real-world settings.`

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17
Q

Behavioral

A

ABA treatment must target measurable and observable behavior.

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18
Q

Analytic

A

functional relationship is demonstrated when manipulated events produce a reliable change in a dependent variable

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19
Q

Technological

A

ABA procedures must be defined clearly and in detail

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20
Q

Conceptually Systematic

A

ABA procedures must be derived from the basic principles of behavior analysis

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21
Q

Effective

A

ABA procedures should result in a practical, socially significant improvement in a person’s life.

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22
Q

Generality

A

any behavior change should persist across time, settings, behaviors, and people that differ from the original intervention conditions.

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23
Q

Response Class

A

behaviors that are similar by function (tearing a bag open vs cutting it open) or topography (crying after falling, crying to gain access)

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24
Q

stimulus class

A

a group of stimuli that share common elements in form (physical features), temporally (when they occur), and/or function (effect on behavior)

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25
Q

progressive schedules of reinforcement

A
  • 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
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26
Q

compound/complex schedules

A
  • 2 or more simple schedules together
  • successive (one after the other)
  • simultaneous (available at the same time)
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27
Q

successive schedules of reinforcement

A
  • multiple
  • mixed
  • chained (think TA)
  • tandem
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28
Q

Multiple schedule of reinforcement

A
  • one behavior is reinforced under alternating schedules (SD w/ each schedule)
  • mixed: same as multiple but SD not associated with schedules
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29
Q

Chained schedule of reinforcement

A
  • 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
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30
Q

multiple schedule of reinforcement example

A

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)

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31
Q

Mixed schedule of reinforcement example

A

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)

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32
Q

Chained schedule of reinforcement example

A

clear the table, rinse the dishes, load the dishwasher (each step is the SD for the next step)

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33
Q

tandem schedule of reinforcement example

A

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)

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34
Q

Simultaneous schedules of reinforcement

A
  • concurrent
  • alternative
  • conjunctive
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35
Q

Concurrent schedule of reinforcement

A

choice between 2 or more schedules is offered

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36
Q

Alternative schedule of reinforcement

A

2 different schedules occur at the same time (ratio and interval). The one met first receives reinforcement (the other is no longer available)

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37
Q

Conjunctive schedule of reinforcement

A

two different schedules in effect (ratio and interval) When both are met, reinforcement is given

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38
Q

CMO-T

A
  • 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
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39
Q

CMO-S

A
  • 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.
40
Q

CMO-R

A
  • 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
41
Q

rule-governed vs. contingency-shaped behavior

A
  • 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)

42
Q

Derived relations

A
  • aka generative learning
  • demonstration of an understanding between stimuli that is not directly taught
  • ex: A=B, B=C, so A=C
43
Q

fundamental measurable dimensional quantities

A
  • repeatability: behavior can be counted
  • temporal extent: behavior occurs during an amount of time
  • temporal locus: behavior occurs at a certain point in time
44
Q

trials to criterion

A

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

45
Q

validity

A

measuring what you want to measure

46
Q

internal validity

A

how well we know if our intervention is the reason something changed and not something else

47
Q

external validity

A

when experiment is replicated with other people, places, etc and get same result

48
Q

direct replication

A

duplicate exact conditions of experiments

49
Q

systematic replication

A

vary one or more aspects of experiment

50
Q

defining features of single subject (ipsative) experimental design

A
  • 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)
51
Q

single subject experimental designs

A

reversal
multiple baseline
multielement
changing criterion

52
Q

multielements design

A
  • aka alternating treatments
  • comparing 2 or more treatments switching between treatment conditions
53
Q

changing criterion

A
  • criterion (for reinforcement) is set for behavior rate. Once met, criterion is changed
  • each criterion level is baseline for next level (step like graph)
54
Q

comparative analysis

A

comparing two types of treatments (baseline to intervention, phases, etc)

55
Q

component analysis

A
  • 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)
56
Q

parametric analysis

A

how much of an intervention is needed (dosing)

57
Q

benefit others

A
  • 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
58
Q

treat others with compassion, dignity, and respect

A
  • treat others equal
  • respect privacy/confidentiality
  • promote self-determination
  • acknowledge personal choice
59
Q

behave with intergrity

A
  • 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
60
Q

ensure their competence

A
  • scope of practice
  • increase knowledge on ABA
  • knowledge on pseudoscience
  • boundaries of competence
  • cultural responsiveness
61
Q

Brief FA

A

5-10 min per session/condition

62
Q

trial-based FA

A

1 minute functional condition, then 1 minute NCR period

63
Q

Synthesized FA

A

puts multiple functions together for conditions; conduct an interview, hypothesize, test that function

64
Q

Latency FA

A

how long between antecedent and occurrence of behavior

65
Q

Precursor FA

A

for severe aggression/SIB that are reliably predicted by a precursor

66
Q

FA process

A
  • provide reinforcement only after target behavior occurs
  • analogue assessment (contrived)
  • in-situ (natural environment)
  • Contingency reversal: switching between reinforcement/punishment/extinction schedules
67
Q

stimulus prompts

A

call attention to the stimulus
- positioning
- movement (lights around stimulus, point to it)
- pairing/redundancy (highlight, magnifying)

68
Q

stimulus fading

A

fading the stimulus prompt (highlight gets lighter and lighter)

69
Q

response prompts

A

modeling, physical guidance, verbal (includes written) prompting

70
Q

textual

A

reading

71
Q

transcription

A

writing

72
Q

autoclitics

A

modify operants
- ex: instead of bus, big bus

73
Q

parts of Equivalence Instruction

A
  • 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

74
Q

independent group contingency

A

reinforcement is only provided to members who meet the criteria

75
Q

dependent group contingency

A

reinforcement is dependent on 1 individual or a part of a group

76
Q

interdependent group contingency

A

all members of group need to meet criteria to earn reinforcement

77
Q

self-monitoring

A

person observes and responds to their behavior they are trying to change

78
Q

self-evaluation

A

person evaluates their own performance relative to another standard

79
Q

self-instruction

A

person prompts themselves to engage in a response (self talk)

80
Q

stimulus generalization

A

same behavior evoked by similar but different stimuli (different environments, times of day, etc)

81
Q

response generalization

A

functionally-equivalent untrained responses

82
Q

Behavioral Contrast

A

responding increases in unpunished situations or settings

83
Q

total count IOA

A

smaller count/larger count x 100

84
Q

mean count per interval IOA

A

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

85
Q

exact count per interval IOA

A

-most strict
- percentage of intervals where observers recorded same count (number)

86
Q

trial by trial IOA

A

number of intervals/trials where observers recorded the same occurrence/non-occurrence.

trials in agreement divided by total trials x 100

87
Q

extraneous variables

A

things in the environment that you can control that can impact the study (temp in room, time conducted, etc.)

88
Q

confounding variable

A

things impacted a study that we can’t control
- subject (maturation)
- setting (thermostat broken)
- measurement (something wrong with data collection
- intervention (new therapist)

89
Q

nonparametric analysis

A

when you are turning interventions on and off to see if it’s needed

90
Q

Behavioral cusp

A

Opens opportunities for new environments

91
Q

Behavioral cusp

A

Opens opportunities for new environments

92
Q

Pivotal behavior

A

Opens opportunities for new skills (echoic to intraverbal, manding, etc) without having to explicitly be taught

93
Q

Sequence effect

A

When effects of an intervention carry over into the next condition

94
Q

Behavior chain with limited hold

A

Chain must be completed within a time interval for reinforcement

95
Q

additive effects

A

possibility that the effects of individual components of the treatment package are independent of each other.

96
Q

multiplicative effects

A

possibility that the effects of one component might depend on the presence of another

97
Q

sequence effects

A

possibility that effects of one condition may carry over and influence behaviors in next conditions

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