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ABA > Task List B > Flashcards

Task List B Flashcards

1
Q

Response

A

A single instance of behavior

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2
Q

Behavior

A

Includes actions of living organisms which change the environment in some way

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3
Q

Response class

A

A group of behaviors that serve the same function

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4
Q

Stimulus

A

Involves a change in energy which has an effect on one or more of the senses of a living creature

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5
Q

Stimulus class

A

A group of stimuli that share a commonality in one of one dimension (physical, temporal, functional)

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6
Q

Respondent conditioning

A

Type of conditioning in which a neutral stimulus is paired with an unconditioned stimulus. The neutral stimulus then becomes a conditioned stimulus which evokes a conditioned response

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7
Q

Operant Conditioning

A

A type of learning in which the future probability of behavior are determined by consequences which follow those behaviors.

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8
Q

Positive reinforcement

A

The addition of a stimulus which increases the likelihood that a behavior will occur again in the future

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9
Q

Negative reinforcement

A

The removal of a stimulus which increases the likelihood that a behavior will occur again in the future

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10
Q

Fixed Ratio (FR)

A

Involves providing reinforcement after a specified # of responses

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11
Q

Fixed Interval

A

Involves providing reinforcement after a specified period of time

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12
Q

Variable Interval (VI)

A

Involves providing reinforcement after a variable (average) period of time

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13
Q

Variable Ratio

A

Involves providing reinforcement after a variable (average) number of responses

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14
Q

Alternative schedule of reinforcement

A

Reinforcement is provided after either a ratio or interval criterion has been met (whichever comes first)

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15
Q

Compound schedule

A

Consists of two or more types of schedules of reinforcement

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16
Q

Concurrent schedule

A

-Has 2 or more contingencies
-Simultaneously or independently
-2 or more behaviors

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17
Q

Conjunctive schedule

A

Reinforcement is provided after both a ratio and interval criterion have been met

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18
Q

Extinction schedule

A

Involves withholding reinforcement in the presence of a particular behavior in order to eliminate the behavior altogether

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19
Q

chained schedule

A

The outcome of this is contingent on completing all components in order and successfully

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20
Q

Mixed schedule

A

Involves utilizing two or more schedules of reinforcement in a random/alternating order without correlated discriminative stimuli

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21
Q

Multiple schedules

A

Involves utilizing two or more schedules of reinforcement in a random or alternating order

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22
Q

progressive schedule

A

This is shinned systematically after each presentation of reinforcement regardless of the learners behavior

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23
Q

Tandem schedule

A

The same as a chained schedule of reinforcement but without any correlated discriminative stimuli

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24
Q

Discriminative schedules of reinforcement

A

Includes both multiple and chained schedules

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25
Q

Nondiscriminative schedules of reinforcement

A

Includes both mixed and tandem schedules

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26
Q

Positive punishment

A

Involves the addition of a stimulus which decreases the likelihood that a behavior will occur again in the future

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27
Q

Negative punishment

A

The removal of a stimulus which decreases the likelihood that a behavior will occur again in the future

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28
Q

Automatic reinforcement

A

Reinforcement that is not socially mediated

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29
Q

Socially mediated reinforcement

A

Reinforcement that occurs via another person

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30
Q

Unconditioned reinforcer (UR)

A

A stimulus that acts as reinforcement independent of the individual’s learning history

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31
Q

Conditioned reinforcer (CR)

A

A stimulus that acts as reinforcement because of the individuals learning history

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32
Q

Generalized reinforcer

A

A reinforcer that has become such due to a history of being pared with other reinforcers

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33
Q

Unconditioned Punisher

A

A stimulus that acts as punishment independent of the individual’s learning history

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34
Q

Conditioned punisher

A

A stimulus that acts as punishment because of the individuals learning history

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35
Q

generalized punisher

A

A punisher that has become such due to a history of being paired with other punishers

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36
Q

Operant extinction

A

The process of decreasing behaviors entirely by withholding reinforcement in the presence of those behaviors

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37
Q

Stimulus control

A

Occurs when a response is affected (frequency, latency, duration, and or magnitude) by the presence or absence of the stimulus

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38
Q

Discrimination

A

Involves being able to identify a stimulus among other stimuli

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39
Q

Generalization

A

Occurs when behaviors extend to new people, places, situations, or other similar behaviors

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40
Q

Maintenance

A

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

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41
Q

Motivating Operation (MO)

A

An environmental variable which a. alters (increase or decrease) the reinforcing effectiveness of a stimulus and b. alters the current frequency of all behavior that has been reinforced by that stimulus

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42
Q

Establishing operation (EO)

A

A type of motivating operation that increases the effectiveness of a reinforcer

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43
Q

Abolishing operation (AO)

A

An MO that decreases the effectiveness of a reinforcer

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44
Q

Unconditioned motivating operation (UMO)

A

A type of MO with a value-altering effect that occurs independently of a learning history

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45
Q

Conditioned motivating operation (CMO)

A

A type of MO with a value-altering effect that occurs because of a learning history

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46
Q

Transitive conditioned motivating operation (CMO-T)

A

A type of MO that gains its effectiveness by being paired with an unconditioned motivating operation that precedes a situation involving improvement

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47
Q

Surrogate conditioned motivating operation (CMO-S)

A

A type of MO that gains its effectiveness by being paired with another MO

48
Q

Reflexive conditioned motivating operation (CMO-R)

A

A type of MO that gains its effectiveness because it precedes a situation involving worsening/improvement

49
Q

Rule governed behavior

A

A behavior that is under the control of a rule, which includes a verbal declaration of a specific three-term contingency

50
Q

Rule-governed behavior

A

A behavior that is under the control of a rule, which includes a verbal declaration of a specific three-term contingency

51
Q

Contingency shaped behaviors

A

Includes the behaviors that are learned by directly experiencing consequences

52
Q

Verbal operants

A

Include units of verbal behavior which functionally relate responses to the variables that control them

53
Q

Verbal behavior

A

Any behavior that is reinforced by another individual’s behavior

54
Q

Mand

A

A request or a statement
“I want..”

55
Q

Tact

A

A label
Ex: driving down the road, saying “Cow!”

56
Q

Intraverbal

A

Verbal response that has no point-to-point correspondence with the verbal SD that evokes it

57
Q

Echoic

A

Individual repeating another individual’s verbal behavior

58
Q

Textual behavior

A

Verbal operant that involves the act of reading without necessarily comprehending what is being read

59
Q

Transcription

A

Echoic behavior that involves writing down what is read

60
Q

copying a text

A

Verbal operant that involves writing down what is heard

61
Q

Derived stimulus relations

A

Untrained stimulus-stimulus relations such as equivalence , reflexivity, symmetry, and transitivity

62
Q

Equivalence

A

Involves correctly responding to stimulus-stimulus relations that have not been trained or reinforced but are the result of reinforcing other stimulus-stimulus relations

63
Q

Transitivity

A

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

64
Q

Reflexivity

A

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

65
Q

Symmetry

A

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

66
Q

Skinner

A

Founder of radical behaviorism

67
Q

Pavlov

A

founder of classical (respondent) conditioning

68
Q

Watson

A

looked at environment and behavior but not consequences (SR psychology)

69
Q

Reversal Design

A

ABA, BAB, ABAB designs, withdrawal design

70
Q

Alternating treatment design

A

uses 2 or more interventions is alternating successions to see which one is more effective

71
Q

Changing criteria design

A

An experimental Design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment. Experimental control is evidenced by the extent the level of responding changes to conform to each new criterion.

72
Q

Multiple baseline design

A

Designs used when it is not possible or ethical to employ a treatment reversal period. In this design, baselines are established for two (or more) behaviors, treatment is introduced for one behavior, and then treatment is introduced for the second behavior as well. By observing changes in each behavior from period to period, one may draw conclusions about the effectiveness of the treatments.

73
Q

Multiple probe design

A

a method of analyzing the relation between the independent variable and the acquisition of a successive approximation or task sequence.

74
Q

component analysis

A

looks at the effect of each part of a treatment package.
The research tactic for examining two or more elements of a treatment package is called

75
Q

Parametric analysis

A

seeks to discover the differential effects of a range of values of the independent variable (IV is present but levels are manipulated)

76
Q

Delayed multiple baseline

A

is an experimental tactic in which an initial baseline and intervention are begun, and subsequent baselines are added in a staggered or delayed fashion. (used when a new subject, setting, or behavior becomes available)

77
Q

Experimental control

A

a predictable change in behavior can be reliably produced by the systematic manipulation of some aspect of the person’s environment

78
Q

Non-parametric study

A

IV either present or absent during study

79
Q

3 types of multiple baseline designs

A
  1. across behaviors
  2. across settings
  3. across subject
80
Q

4 confounding threats to internal validity
Acronym: MISS (confounds)

A
  1. Measurement Confounds
  2. IV Confounds
  3. Subject Confounds
  4. Setting Confounds
81
Q

Type l error

A

false positive: assuming the IV affected the DV, when it actually did not.

82
Q

Type ll error

A

False negative: assuming the IV did NOT affect the DV, when it actually did (occurs most often)

83
Q

_________ is the interaction between an organism and its environment

A

Behavior

84
Q

________ means that a level of behavior observed in an earlier phase cannot be reproduced even though experimental conditions return to preintervention conditions.

A

irreversibility

85
Q

An investigator who ________ turns the target behavior on and off by presenting and withdrawing a specific variable makes a clear and convincing demonstration of experimental control.

A

Reliably

86
Q

This term is used to describe the effects on a subject’s behavior in a given condition that may be a result of the subject’s experience with a prior condition.

A

Sequence

87
Q

In a ____________ ______________ design, the independent variable’s function in changing a given behavior is inferred by the lack of change in untreated behaviors.

A

multiple baseline

88
Q

Replication

A

When a subject’s behavior changes each time a new criterion is introduced

89
Q

The ultimate purpose of _______ _________ assessment is “to help choose and guide [behavior change] program development and application

A

Social validity

90
Q

Probe

A

intermittent measures used to analyze the current levels of each phase

91
Q

additive effects

A

the effects of individual components of the treatment package are independent of each other

92
Q

multiplicative effects

A

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

93
Q

Extinction (EXT)
AKA: Operant extinction

A

A maintaining reinforcer is no longer provided —> behavior decreases
-NOT a punishment procedure

94
Q

Extinction Burst
Hint: The burst is first!!

A

An immediate increase in the rate of responding when an EXT procedure is first implemented

95
Q

Resurgence (EXT)

A

When during EXT, a behavior that has gone through EXT in the past returns
-ex: Behavior returns when alternate behavior has less reinforcement

96
Q

Spontaneous Recovery

A

A typical short pattern in which the behavior that diminished during the EXT process reoccurs even though the behavior has not been reinforced; may indicate EXT is ineffective

97
Q

Extinction-Induced Variability

A

Novel behaviors occur during the EXT process
-the client may be looking for another way to contact SR

98
Q

Resistance to Extinction

A

-Long history of reinforcement
-INT schedules of reinforcement are more resistant to EXT than CRF

99
Q

Stimulus Control

A

When a discriminated operant (learned behavior) occurs in the presence of the SD and doesn’t occur in its absence or in the presence of other stimuli (S-delta)

100
Q

Factors that affect stimulus control (2)

A

Pre-attending skills
Stimulus salience

101
Q

Stimulus Salience

A

the prominence of the stimulus in your setting to make things easier to learn

102
Q

Masking
-An element that effects stimulus salience
AKA: stimulus blocking

A

though a stimulus has acquired stimulus control over a behavior, a competing stimulus masks its evocative function

103
Q

Overshadowing
-effects stimulus salience

A

The presence of 1 stimulus interferes w/overshadows the acquisition of stimulus control by another stimulus
Ex: watching tv when studying overshadows your learning

104
Q

Discriminative Stimulus
AKA: SD

A

A signal that tells you: reinforcement is available!!

105
Q

2 Types of generalization

A
  1. Stimulus generalization
  2. Response generalization
106
Q

Response Generalization
AKA: Response Induction

A

The extent to which your client exhibits novel behaviors that are functionally-equivalent to the trained target response
Induction - Intro
Intro - Novel responses

107
Q

Stimulus Generalization

A

Responding to something in the same way that resembles the original thing from which you learned

108
Q

Common Stimuli

A

Ensure the same SDs exist in both the instructional and generalization setting (real world)

109
Q

Loosely Train

A

Broaden the variety of the non-critical aspects of the SD
-decreases change of too narrowly discriminating non critical elements

110
Q

Exemplars (2)
AKA: multiple exemplar training

A

a. teach enough response examples
b. teach enough stimulus examples

111
Q

Mediation (2)

A

a. ask people to reinforce behavior
b. contrived mediating stimulus

112
Q

M- Self Management (3)

A

a. response variability
b. recruit reinforcement
c. teach required levels

113
Q

I - Indiscriminable Contingencies (2)

A

a. intermittent reinforcement
b. delayed rewards

114
Q

N- Negative teaching examples

A

Teach client to discriminate the settings, times, and conditions in which it is not appropriate to display a certain behavior
-promoting discrimination skills and stimulus control

115
Q

G- General case analysis
AKA: general case strategy

A

Teach client all the different stimulus variations and response variations she may come across in the generalization setting

116
Q

T- Trap- Behavior Trap

A

Super effective contingency of SR that’s easy to enter; hard to leave!
Once client is in behavior trap, the trap creates generalized behavior change automatically

117
Q

Strategies to promote generalization
ACRONYM: CLEMMING TRAP

A

Common stimuli
Loosely train
Exemplars
Mediation
M- Self Management
Indisriminable contingencies
Negative teaching examples
General case analysis
TRAP

ABA (3 decks)

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