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BCBA Exam > Terminology > Flashcards

Terminology Flashcards

1
Q

Description

A

Facts about the event or behavior that are observable and examinable
Ex. What does the behavior look like? What happens before, during, and after?
Ex. You describe your night to a friend. You tell them where you went, who was there,
and what you ate
Ex. You define hand flapping as “repeated movements of the hands up and down lasting
lasting longer than 5 seconds’

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2
Q

Prediction

A

Repeated observations show two events correlate with each other. Suggest possible causal relations, but no functional relation because no variables
Are manipulated
These events correlate with each other. You can predict these events occurring.
Ex. You leave at 7am to get to work because traffic doesn’t get bad until 745am
Ex. You are sure that if you present your client with a task demand, they will attempt to
elope from the room

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3
Q

Control

A

The highest level of understanding. A functional relation between the IV and DV
You have control over the behavior occurring or not occurring
Ex. Reinforcement (IV) reliably increases behavior (DV). There is control.
Ex. Your boyfriend always eats your French fries. If you add pepper to your fries,
your boyfriend won’t touch them. You add pepper, and he doesn’t eat your fries.

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4
Q

Selectionism

A

Behaviors are selected (keep or get rid of) based on environmental factors

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5
Q

Phylogenic

A

Selection by natural evolution of species

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6
Q

Ontogenic

A

Selection due to interaction with the environment

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7
Q

Cultural

A

Behavior is passed from one person to the next (imitation/modeling)

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8
Q

Determinism

A

The universe is lawful and orderly. Things do not happen accidentally. Things happen for a reason.
Ex. There is an explanation for a vase falling off the shelf even though no one as around

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9
Q

Empiricism

A

Objective observation of events that are based on data, not thoughts or feelings
Ex. Recording duration data to empirically determine the length of a behavior

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10
Q

Parsimony

A

The simplest and most logical explanations should always be considered first
Ex. There is a simple explanation for why your mom did not call you back last night

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11
Q

Pragmatism

A

Analyze outcomes and procedures based on results. Where the results useful or not? Interventions should produce meaningful outcomes, and evaluated on those outcomes.
Ex. Treatment plans should be data-based and individualized. Don’t just use what worked in the past. Evaluate the interventions, based on the client.

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12
Q

Philosophical Doubt

A

Question established outcomes and results. Question everything while looking for better explanations whenever possible

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13
Q

Radical Behaviorism

A

Created by B.F. Skinner. Developed after methodological behaviorism.
Radical Behaviorism acknowledges private, internal events as behavior
These private, internal events share the same characteristics of public events (behavior)
We do not use private events in ABA because we cannot observe and measure them

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14
Q

Private Events

A

emotions, thoughts, feelings (these are behaviors)
We do not use private events in ABA because we cannot observe and measure them

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15
Q

Public Events

A

behaviors that are observable and measurable

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16
Q

Mentalisms

A

Include Hypothetical constructs, explanatory fictions, and circular reasoning

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17
Q

Hypothetical constructs

A

unobserved process that is said to be present

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18
Q

Explanatory fiction

A

a fictional variable used to explain behavior
“He was tired today, so he could not complete his work”

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19
Q

Circular reasoning

A

faulty logic. The effect is the cause, and the cause is the effect
“He misbehaves because of autism. He has autism so he misbehaves”

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20
Q

Behaviorism

A

Guiding philosophy of behavior science. There is an explanation for behavior as a result of interactions between individuals and the environment
Ex. The client didn’t tantrum because they were “mad.” The tantrum was a result of
Environmental/individual interaction

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21
Q

Experimental Analysis of Behavior (EAB)

A

The study of behavior principals to be later used outside of the experimental setting. Not applied research.
Ex. You work in a lab with rats. You do operant behavior research on the rats, but don’t apply that research outside of your lab.

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22
Q

Applied Behavior Analysis (ABA)

A

Applying behavior principles to research in offices, clinics, schools, etc. on human subjects
Ex. You are studying the effects of punishment on your RBTs
Ex. You examine the effects of extinction on your client’s screaming

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23
Q

Practice Guided by Behavior Analysis

A

The interventions that result from behaviorism, EAB, and ABA
Ex. The actual interventions used in the real world

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24
Q

7 Dimensions in Total

A

Applied
Analytic
Behavioral
Conceptually Systematic
Effective
Generality
Technological

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25
Q

Applied

A

Changes are positive and socially significant in the person’s life. Change is meaningful.
Ex. Someone learns to dress themselves

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26
Q

Analytic

A

A functional relation is demonstrated between what is changed in the environment, and the behavior we want to change. Are we controlling the behavior?
Ex. Your DRA intervention controls the occurrence and non-occurrence of certain behaviors

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27
Q

Behavioral

A

Behavior must be observable and measurable.
Ex. You can observe someone’s writing behavior. You can then measure that behavior.

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28
Q

Conceptually Systematic

A

Interventions should be consistent with behavior principles
Ex. You want to teach your client how to imitate. You design your intervention so that it is consistent with basic behavior principles.

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29
Q

Effective

A

There must be a significant and socially important level of change to the behavior
Ex. You increase your client’s ability to dress themselves to the point where they can do it fully independently

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30
Q

Generality

A

The target behavior should change not only in the learning environment, but outside of the learning environment as well
Ex. The skill should persist across environments, people, times, etc.

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31
Q

Technological

A

An intervention should be replicable by anyone who reads the intervention
Ex. You are transferring a case to a different BCBA. They should be able to read, understand, and implement your interventions exactly like you are implementing them at the moment

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32
Q

Behavior

A

anything an organism does
Behavior includes actions that change the environment in some way
Ex. Talking, eating, writing, reading

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33
Q

Dead Man’s Test

A

If a dead man could do it, it isn’t behavior

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34
Q

Pivotal Behaviors

A

Behaviors that lead to new, untrained behaviors
Ex. Functional communication training, joint attention

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35
Q

Behavior Cusps

A

Behaviors that allow the learner to contact new reinforcers or additional parts of the environment.
Ex. Reading, learning to use transportation

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36
Q

Response

A

A single instance of a behavior
Ex. Answering 4 in response to “2+2”, screaming to gain a snack

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37
Q

Response Class

A

A group or set of responses that serve the same function/same impact on environment
Ex. Writing, saying, or showing 4 in response to “2+2”
Screaming, hitting, or head banging to gain a snack

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38
Q

Stimulus

A

A change in the environment that evokes a functional reaction
Ex. The entire class is talking loudly until the teacher walks in the class
You are looking forward to you date until you receive a text message cancelling the date

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39
Q

Stimulus Class

A

A group or set of stimuli that share similar characteristics

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40
Q

Types of Stimulus Classes

A

Physical/Form/Feature
Functional
Temporal
Arbitrary

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41
Q

Physical/Formal/Feature

A

look/sound alike
Ex. Red objects, Types of vegetables

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42
Q

Functional

A

effect behavior the same way
Ex. Different music that makes you dance, Stimuli that make you stop (stop sign,
holding you hand up to signal “stop,” saying “stop.”

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43
Q

Temporal

A

when the stimulus occurs in relation to a behavior
Ex. Antecedents to the same behavior
Consequences to the same behavior

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44
Q

Arbitrary

A

Antecedent stimuli that evoke the same response, but do not resemble each other
Ex. Kit Kats and Dr. Pepper evoke the response “they contain sugar”

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45
Q

Probing

A

asking a client to perform a task to assess whether they can perform the task

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46
Q

Respondent Conditioning

A

A neutral stimulus (NS) is paired with an unconditioned (US) or conditioned stimulus (CS) and acquires the properties of that stimulus needed to elicit behavior
Classical/Pavlovian Conditioning (sound of a bell and saliva)
Stimulus-Response (S-R)
Elicits a Reflex
Ex. You were reading a magazine (neutral stimulus) when you heard a loud bang outside (US) which made your heart rate increase (UR). Now, your heart rate increases (CR) when you see the magazine (CS).

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47
Q

Operant Conditioning

A

Consequences effect the future probability of a behavior occurring or not occurring
Reinforcement and punishment
Stimulus-Response-Stimulus (S-R-S)
Evokes a Response
Ex. You select blue when told “pick blue.” You are given a Skittle. In the future, you select blue
You call your mom on Sunday. She picks up the phone. You now call your mom every Sunday

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48
Q

Reinforcement

A

INCREASES behavior

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49
Q

Punishment

A

DECREASES behavior

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50
Q

Positive reinforcement

A

a stimulus presented following a response or behavior that will increase or maintain that response

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51
Q

Negative reinforcement

A

stimulus removed following a response that will increase or maintain that response

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52
Q

Unconditioned Reinforcement

A

Primary reinforcers, no learning history needed
Ex. Food, water, sleep, sexual activity

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53
Q

Conditioned Reinforcement

A

A neutral stimuli that becomes a reinforcer through learning
Ex. Token boards, Money

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54
Q

Generalized Reinforcer

A

A reinforcer that has been paired with other reinforcers and can be used in a variety of contexts

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55
Q

Contingency

A

If-then statement

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56
Q

Automaticity

A

Behavior is modified by consequences whether the person is aware of the Consequence or not

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57
Q

Types of reinforcement include:

A

Continuous reinforcement (CRF)
Intermittent Reinforcement (INT)
Basic schedules
Complex schedules

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58
Q

Intermittent Reinforcement (INT)

A

reinforcement is provided for some occurrences of behavior
Typically used to maintain established behavior
Ex. FR3, the rat must press the lever three times to receive a pellet

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59
Q

Continuous reinforcement (CRF)

A

reinforcement is provided for each occurrence or behavior
Typically used to learn new behavior
Ex. FR1, or every time a rat presses a lever it gets a pellet

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60
Q

Basic schedules of reinforcement include

A

Fixed Ratio
Variable Ratio
Fixed Interval
Variable Interval

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61
Q

Fixed Ratio (FR)

A

Reinforce at a set number of responses

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62
Q

Variable Ratio (VR)

A

Reinforce a varying number of responses

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63
Q

Fixed Interval (FI)

A

Reinforce a response after a set amount of time

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64
Q

Variable Interval (VI)

A

Reinforce a response after a varying amount of time

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65
Q

Complex schedules of reinforcement include:

A

Concurrent schedule Alternative schedule

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66
Q

Concurrent schedule

A

Two or more basic schedules for two or more behaviors at the same time. Matching law/choice. Choose the schedule with quickest/best reinforcement
Ex. FR1 vs FR 5
Multiple
Mixed
Chained
Tandem
Alternative
Conjunctive

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67
Q

Multiple schedule of reinforcement

A

1 or more behaviors, has SD signaling schedule
Ex. Ed receives a break after FR3 (worksheet is SD), he receives a break after VI10 (cleaning is SD)

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68
Q

Mixed schedule of reinforcement

A

Two or more schedules of reinforcement are used in a random order for a behavior, without any signal to indicate which schedule is in effect
Ex. Reinforcement for doing math problems on a VR3 schedule or a VI4 schedule

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69
Q

Chained schedule of reinforcement

A

(successive): SD present
Ex. Sprint for 30 seconds (FI30), walk for 90 seconds (FI90) – receive reinforcement

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70
Q

Tandem schedule of reinforcement

A

No SD present signaling which schedule is happening
Ex. FI4min, FR3. You must produce 3 responses after 4 minutes have passed

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71
Q

Alternative schedule of reinforcement

A

Includes a ratio and interval schedule. Either/Or the ratio or interval schedule must be completed to get R+
Ex. Complete 50 math problems or wait 5 minutes

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72
Q

Conjunctive schedule of reinforcement

A

Includes a ratio and interval schedule. And/Both schedules to get R+
Ex. Complete 50 math problems and wait 5 minutes

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73
Q

Positive punishment

A

a stimulus added following a response or behavior that will decrease that response

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74
Q

Negative punishment

A

a stimulus removed following a response that will decrease that response

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75
Q

Unconditioned Punishment

A

Primary punishers, no learning history needed
Ex. Pain, excessive heat, electric shock

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76
Q

Conditioned Punishment

A

A neutral stimuli that becomes a punisher through learning
Ex. Time out, reprimands

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77
Q

Generalized Punisher

A

A punisher that has been paired with other punishers and can be used in a variety of contexts

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78
Q

Automatic contingency

A

produce consequences without needing another individual to change the environment.
Ex. Sensory/automatic function of behavior, scratching an itch, “stimming”

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79
Q

Socially mediated contingency

A

the consequence is delivered through another individual
Ex. A teacher rewarding a student, a parent punishing their child

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80
Q

Extinction

A

reinforcement of a previously reinforced behavior is discontinued

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81
Q

Extinction burst

A

a predictable, temporary increase in intensity of bx during extinction

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81
Q

Response Blocking

A

Not an effective means of extinction. A person physically blocks as soon as the learner starts to emit a problem behavior.

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81
Q

Spontaneous Recovery

A

A sudden reemergence of a previously extinct behavior

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82
Q

Resurgence

A

A extinct behavior reemerges once the replacement behavior is put on extinction.
In other words, the old behavior and new behavior are both on extinction

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82
Q

Stimulus Control

A

Behaviors and responses occur or don’t occur only in the presence, or more often or less often in the presence, of a stimulus
Ex. Whenever your college friend comes in town, you tend to drink and party more
Ex. You stop at red lights, and accelerate for green lights

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83
Q

Examples of generalization:

A

Settings –occurs at home, school, and community
People – client responds appropriately to parents and teachers
Materials – client can identify “blue” across different shapes and objects
Behaviors – client can open doors using a variety of door handles
Time – client uses toilet day and night

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84
Q

Stimulus Generalization

A

When a stimulus has a history of evoking a response that has been reinforced in its presence, the same response is evoked by stimuli that share similar physical properties of the controlling stimulus
Or
The same response occurs across multiple similar stimuli
Ex. A child screams when he sees a white rat, and also screams when he sees stuffed animals

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85
Q

Response Generalization

A

When a person performs a variety of functional responses in the presence of the same stimuli
Or
Different behaviors with the same function occur across one stimulus
Ex. In the presence of your friend, you say “Hi”, “What’s up”, or wave

86
Q

Ways to mediate generalization and maintenance

A

Multiple settings, people, and stimuli in a natural context
Use a variety of reinforcement schedules
Teach self-management to the client
Reinforce generalization when it happens

87
Q

motivating operation

A

alters the value of a consequence (effectiveness of a reinforcer or punisher) or alters the frequency of a behavior that has been reinforced in the past by that consequence

88
Q

Value Altering Effect

A

Establishing Operation
Abolishing Operation

89
Q

Establishing Operation

A

Increases the effectiveness of a reinforcer
Ex. Deprivation – withholding an item for a period of time

90
Q

Abolishing Operation

A

Decreases the effectiveness of a reinforcer
Ex. Satiation – Having too much of an item

91
Q

Deprivation

A

withholding an item for a period of time

92
Q

Satiation

A

Having too much of an item

93
Q

What are the types of Behavior Altering Effects

A

Evocative
Abative

94
Q

Evocative effect

A

Increases the current frequency of behavior from the same motivating operation
Ex. You typically drink one cup of coffee, but during exam week staying up late is more valuable so you drink two or three cups of coffee

95
Q

Abative effect

A

Decreases the current frequency of behavior from the same motivating operation
Ex. You always do three pages of writing in the morning, but on vacation you will only write one page, because the completion is less valuable

96
Q

What are the types of Conditioned Motivating Operations

A

Reflexive (CMO-R)
Transitive (CMO-T)
Surrogate (CMO-S)

97
Q

Reflexive (CMO-R)

A

A stimulus that gains MO properties because it signals a situation is getting better/worse (it comes before the situation)
Ex. Your client sees you pull out the homework folder. This increases the value of escape for your client

98
Q

Transitive (CMO-T)

A

A stimulus that establishes or abolishes the need for another stimulus
Ex. If you are given a piece of paper to write with, the value of a pencil goes up

99
Q

Surrogate (CMO-S)

A

A stimulus is paired with another motivating operation and
gains its properties
Ex. You always get tired at 9pm, and go to bed around then. Today, you drank a late coffee, and don’t plan to go to sleep until midnight. Whenever the clock shows 9pm, however, sleep increases in value even though you aren’t tired.

100
Q

Rule-governed behavior

A

Behavior that is under the control of a verbal three-term contingency, or rule
Ex. You do not eat expired food because you know you could get sick.
Ex. You wear a collared shirt to the fancy restaurant because the sign says “no t-shirts”

101
Q

Contingency shaped behavior

A

Behavior is under the control of consequences
Ex. You arrived at work at 8am to find fresh coffee brewed. You now get to work at 8am everyday

102
Q

Verbal behavior

A

is reinforced by another person’s behavior. Verbal behavior includes verbal operants.

103
Q

Types of verbal behavior

A

mand
tact
Impure tact:
echoic
intraverbal
textual
transcription
autoclitic

104
Q

Mand

A

A request made by the speaker
Evoked by an MO
Reinforced by the requested item
Ex. A child is hungry and asks for a carrot

105
Q

Tact

A

The speaker labels something in the environment
Evoked by a non-verbal SD
Reinforced by a generalized condition reinforcer
Ex. You see a cow on a road trip, and you say “cow”

106
Q

Impure tact

A

when the response is evoked by an MO and nonverbal stimulus

107
Q

Echoic

A

The speaker repeats what they hear
Evoked by a verbal SD, point-to-point correspondence, formal similarity
Reinforced by a generalized conditioned reinforcer
Ex. Very common in ASD. Repeating of words, sentences, phrases etc.

108
Q

Intraverbal

A

The speaker responds to another person in conversation
Evoked by a verbal SD, no point-to-point correspondence, may have formal similarity
Social reinforcement

109
Q

Textual

A

Reading a sign, a book, etc.
Evoked by a verbal SD, point-to-point correspondence, no formal similarity
Generalized conditioned reinforcement
Ex. A stop sign, a passage in a book

110
Q

Transcription

A

Writing down something that is spoken
Evoked by a verbal SD, point-to-point correspondence, no formal similarity
Generalized conditioned reinforcement
Ex. Dictating something, taking notes

111
Q

Autoclitic

A

Modifies other verbal behaviors
Ex. “I think” “I see” “I hear” modify the phrases that come after them

112
Q

Derived Stimulus Relations

A

Untrained relationships between stimuli. When a stimulus relationship is formed that was untrained it is considered stimulus equivalence

113
Q

Reflexivity

A

A=A, matching exact samples
Ex. A blue square to another blue square, the letter A to another letter A

114
Q

Symmetry

A

A=B and B=A, matching samples that aren’t exact
Ex. The word “dog” to a picture of a dog, the color red to a stop sign

115
Q

Transitivity

A

A=B, B=C, therefore A=C. The highest level of stimulus relations
Ex. The word “dog” (A) to a picture of a dog (B). The picture of a dog (B) to a real dog (C).
The word “dog” (A) to a real dog (C)

116
Q

How do we provide an Operational Definition of Behavior

A

Describe EXACTLY what you intend to measure
Operationally defined behavior must be directly observable and measurable
Consider what the behavior looks like (topography)
Consider the function (escape/avoidance, attention, tangible, automatic R+)
Do not use subjective language: “The client felt angry today”. Not measurable
Be specific! “Johnny hit his brother 5 times” INSTEAD OF “Johnny was aggressive today”

117
Q

Three different ways to record behavior data

A

Direct, Indirect, and Product Measures of Behavior

118
Q

Direct measure of behavior

A

Observe the target behavior as it happens. Take data on the behavior as it happens.
Ex. Taking frequency data on how often your client raises their hand

119
Q

Indirect measure of behavior

A

Interviews, checklists, rating scales, surveys. Subjective information about the behavior. You are not observing the behavior as it happens.
Ex. Interviewing a parent about their daughter’s texting behavior

120
Q

Product measure of behavior

A

Permanent product. Measuring the result, product, or outcome of a behavior. What
effect did the behavior have on the environment. You are not directly observing the behavior as it occurs.
Ex. A clean room. A completed test. A hole in the wall.

121
Q

Count/Frequency

A

The number of times a response/behavior occurs. How many.
Ex. You ate 10 peanuts. You drank four drinks. You stood up three times.

122
Q

Rate

A

Frequency with a time component added. Frequency per time.
Ex. You ate 10 peanuts PER minute. Adding the minute makes it rate.
Ex. You hit your brother four times PER session. Per session makes it rate.

123
Q

Percentage

A

a rate, number, or amount in per hundred (percentage is considered a derivative measure along with trials-to-criterion)
Ex. You made 6/10 shots, or 60%

124
Q

Temporal Extent

A

How long; duration

125
Q

Temporal Locus

A

Where the behavior occurs at a certain point in time; latency, IRT

126
Q

Duration

A

How long the behavior lasts from onset to offset.
Ex. Your trip took four hours. Your order took 10 minutes.

127
Q

Latency

A

The time between the presentation of the SD/stimulus and the start of the response
Ex. Your alarm goes off and it takes you three minutes to start to get out of bed
Ex. Your wife tells you to pick up the kitchen, and it takes you 10 minutes to get up

128
Q

IRT

A

The time in between the end of one response to the start of the next
Ex. Two hours passed between putting out the last cigarette, and lighting the next one
SD → R1 → R2
Latency IRT

129
Q

Strength of Behavior

A

topography, magnitude)
The form of the behavior (differs from the function)

130
Q

Topography

A

What the behavior looks like
Ex. “The client struck me with an open palm making contact with my shoulder”

131
Q

Magnitude

A

The intensity or severity of the behavior
Ex. – “The client engaged in protest, but the intensity was very low”
Ex. – “The client engaged in severe tantrum behavior today”

132
Q

Trials to Criterion

A

The number of opportunities (trials) needed to achieve the predetermined level of success (criterion)
Ex. The mastery level is 6 correct matches. It takes your client 10 tries to get 6 matches. The trials to criterion were 10.

133
Q

Sampling Procedures

A

Interval Recording and Time Sampling
Often referred to as discontinuous measurement

134
Q

Partial Interval Recording

A

If the behavior occurs at all during the interval, it is a response
Ex. 20 second intervals, the behavior happens for 5 seconds, it is a response
Ex. 10 seconds intervals, the behavior doesn’t happen, no response

135
Q

Whole Interval Recording

A

If the behavior occurs for the entire interval, it is a response
Ex. 20 second intervals, the behavior happens for 20 seconds, it is a response
Ex. 10 second intervals, the behavior happens for 9 seconds, no response

136
Q

Time sampling

A

taking data at a specific moment in time

137
Q

Interval recording

A

an interval is specific length of time when data will be taken

138
Q

Momentary Time Sampling

A

If the behavior happens at the end of the interval, it is a response
Ex. 20 second intervals, the behavior happens at the 20 second mark, response
Ex. 10 second intervals, the behavior happens at the 8 second mark, no response

139
Q

PLACHECK (Planned Activity Check)

A

Recording the number of participants engaged in the activity at the end of an interval
Ex. 5-minute intervals, you look up and 8 out of 10 students are engaged in work

140
Q

Data must be

A

Accurate, Valid, and Reliable

141
Q

Accurate

A

The collected data truthfully reflects what was measured
Ex. You record frequency data on blueberries eaten. The client ate 10 blueberries, you recorded 10 blueberries eaten. This data is accurate.

142
Q

Valid

A

The collected data is taken for the correct or intended behavior
Ex. You want to record the length of time it takes for your client to complete a worksheet, but instead you record how long it takes for them to start the worksheet. This data is not valid.

143
Q

Reliable

A

The collected data is produced repeatedly if the measurement system does not change
Ex. If your client eats 10 blueberries every day, you reliably record 10 data points every day. This data is reliable.

144
Q

Continuous Measurement

A

Captures every instance of behavior (frequency, duration, rate, latency, IRT). The truest form of measurement. However, it may not always be possible given time or resource constraints.

145
Q

Discontinuous Measurement

A

Captures only some instances of behavior. Not as true as continuous measurement (Time sampling, interval recording). Better used in group settings, or when only recording for a short period of time. Behavior could be over or underestimated.

146
Q

Event Recording

A

How many times a behavior occurs. A very simple method of recording behavior. Behaviors must have a clear beginning and end. Bad for behaviors that are on-going or continuous.

147
Q

Graphing data is

A

an essential part of visual analysis

148
Q

Visual analysis is

A

the primary method of data analysis in ABA

149
Q

Equal-Interval Graph

A

graphs where the distance between two consecutive points on the X and Y axis represent the same value

150
Q

Line Graph

A

The most common form of graph in ABA. Based on the cartesian plane.
The x-axis represents the passage of time, and the y-axis represents the behavior. Data points are connected.
Ex. The most common graph used in ABA

151
Q

Bar Graph

A

Rectangular bars replace individual points representing data
Ex. You want to know what item was chosen the most in your classroom

152
Q

Cumulative Record

A

A continuous and ever-increasing data path that accumulates as data points are recorded. A steeper slope represents an increased response rate.

153
Q

Scatterplot

A

A distribution of data points across a data set. X and Y are relative to each other.
Ex. You want to find out what time of day the behavior occurs the most

154
Q

What is a Semi-logarithmic Graph (standard Celeration) used to chart?

A

Used in precision teaching by Ogden Lindsley. Used to chart fluency.

155
Q

What is Level in regards to a graph?

A

Where data points are relative to the y-axis. Level can be low, moderate, or high
A change in level represents a change in the height of the data points.

156
Q

Variability in regards to graphs

A

The amount of variation between data point. The range of data points around the average of the data points. Variability can be high or low.

157
Q

Trend

A

The direction the data path is heading on the graph. Trend can be increasing, decreasing or no trend.

158
Q

Independent Variable (IV)

A

the variable that is manipulated, changed, introduced, or removed
Ex. You want to figure out the ideal amount of salt to add to your recipe. Salt is the IV
Ex. You want to increase behavior. You try different reinforcement schedules (IVs)

159
Q

Dependent Variable (DV)

A

the variable that is dependent on other factors such as the IV
Ex. The soup is the DV, and the salt is the IV that affects the soup
Ex. The behavior is the DV that changes based on the IV

160
Q

Extraneous Variables

A

variables not under investigation (not the IV) that can impact the outcome of the experiment

161
Q

Confounding Variables

A

A type of extraneous variable that impacts the DV, and is related to the IV

162
Q

Experimental Control

A

The IV controls the DV. We can prove that our manipulation is changing
the dependent variable. We have experimental control in this case.

163
Q

3 Different Types of Analysis

A

descriptive analysis
correlational analysis
experimental analysis

164
Q

Descriptive Analysis

A

measures behavior under a single condition, or variable, and does not manipulate the condition

165
Q

Correlational Analysis

A

measures and compares behavior under two conditions, or variables, but does not manipulate the condition

166
Q

Experimental Analysis

A

manipulates conditions and variables to compare occurrences of behavior under different conditions

167
Q

Internal Validity

A

We are reasonably certain that changes in the DV (behavior, etc.) are a result of the intervention/manipulation and no other uncontrolled factors. Our systematic manipulations are affecting the behavior and have control over the behavior. Ex. Withdrawal designs. When we had the intervention, bx changes. When we remove the intervention, bx goes back to how it was before.

168
Q

External Validity

A

The results of our experiment are generalizable to other subjects/settings/behaviors

169
Q

Direct Replication

A

identical replication

170
Q

Systematic Replication

A

varies certain variables

171
Q

What are the benefits of Single-Subject Experimental Designs?

A

steady state responding
steady state strategy
individuals serve as their own control
prediction
verification
replication

172
Q

Steady state responding

A

a pattern of responding that is low in variability

173
Q

Steady state strategy

A

Exposing a learner to the same condition while eliminating extraneous variables until a steady state of responding is achieved

174
Q

What is a benefit of an Individual serving as their own control

A

the results of each condition are compared to the participant’s own data

175
Q

Prediction

A

the hypothesis related to what the outcome will be when measured

176
Q

Verification

A

showing that baseline data would remain consistent if the IV wasn’t manipulated

177
Q

Replication

A

repeating the IV manipulation to show similar results across multiple phases

178
Q

Reversal/Withdrawal/A-B-A

A

Record a baseline, introduce an IV, withdraw the IV, baseline again. This design demonstrates experimental control.

179
Q

Advantages of A-B-A Experimental Design

A

demonstrating experimental control

180
Q

Disadvantages of A-B-A Experimental Design

A

some behaviors cannot be reversed, ethical concerns, sequence effects, can you reverse the intervention?

181
Q

Sequence effects

A

The impact of a prior condition on the following condition

182
Q

Multiple Baseline Design

A

Multiple baselines are used to analyze IV effects across:
Settings
Behaviors
Participants

183
Q

Advantages of Multiple Baseline Design

A

no withdrawal, examine multiple DVs at a time

184
Q

Disadvantages of Multiple Baseline Design

A

no experimental control demonstration

185
Q

Multiple Probe

A

Just like multiple baseline, but only certain data points are observed and measured during baseline. Disconnected data path.

186
Q

Delayed Multiple Baseline

A

A variation where initial baseline begins, but subsequent baselines are staggered or delayed

187
Q

Alternating Treatment Design

A

Rapid and random/semirandom alternating conditions (two or more). Equal opportunity for conditions to be present during measurement.

188
Q

Advantages of Alternating Treatment Design

A

No withdrawal, multiple IVs rapidly, helps reduce sequence effects, no baseline needed

189
Q

Disadvantages of Alternating Treatment Design

A

Carry over between alternating IVs can impact measurement, multiple treatment interference

190
Q

Changing Criterion Design

A

after baseline, treatment is delivered in a series of ascending or descending phases meant to increase or decrease a behavior already in the learner’s repertoire
1) Length of phase: each phase should be long enough to achieve stable responding
2) Magnitude of criterion change: Criterion change should be varied to demonstrate experimental control
3) Number of criterion changes: the more times the behavior changes to meet a criterion, the more experimental control is demonstrated

191
Q

Advantages of Changing Criterion Design

A

Only one target behavior required, does not require reversal

192
Q

Disadvantages of Changing Criterion Design

A

Target behavior must be in the learner’s repertoire, not appropriate for shaping

193
Q

Comparative Analysis

A

Comparing two different types of treatments (multielement, alternating
Treatments)
Ex. Comparing DRO to DRA

194
Q

Component Analysis

A

Analyzing what part of the treatment package is impacting behavior change i.e. What medicine is making a difference?

195
Q

Drop-out Analysis

A

entire treatment package is presented, then components are removed systematically

196
Q

Add-in Analysis

A

Each component is analyzed before the treatment package is delivered

197
Q

Parametric Analysis

A

Analyzing what value of a certain treatment is most effective.
i.e., What dosage of a medicine is most appropriate?

198
Q

Ethics Core Principles:

A
  1. Benefit others
  2. Behave with integrity
  3. Treat others with compassion, dignity, and respect
  4. Ensure competence
199
Q

Responsibility as a Professional

A

Behavior analysts have an obligation to develop themselves professionally
- Promote truthful behavior and avoid creating fraudulent or illegal situations
- Accountable for their actions while practicing within scope and competence
- Remain aware of current issues, trends, and developments in the field
- Continuing education through conferences, journals, research
- Avoid multiple relationships, exploitative relationships, and discrimination
- Gifts to clients, stakeholders, supervisees, or trainees must be less than $10 in value
- No sexual relationships with clients or stakeholders for a minimum of two years after service ends
- Must document that professional relationship has ended before engaging in a relationship with supervisees or trainees
- Do not accept supervisees or trainees with whom they’ve had a relationship with until six months have passed

200
Q

Responsibility in Practice

A

Provide effective treatment, protect confidential information, ensure accuracy in billing and reporting
- Share information only when consent is obtained, to protect the client, to resolve a contract, or when compelled by law or court order
- Behavior analysts use non-technical language and ensure the client understands when explaining assessments, interventions, and plans
- Behavior analysts collaborate with colleagues
- Always consider medical needs first
- Select interventions that are conceptually systematic, based on data, and minimize risk of harm
- Continually evaluate behavior-change interventions
- Remove or minimize environmental variables that may interfere with service delivery
- Normalization – an approach to intervention where typical settings and procedures that are socially valid and relevant to the cultural norm are increasingly used to help integrate individuals into society

201
Q

Responsibility to Clients and Stakeholders

A

The client includes the individual receiving services, and those with a stake in the outcome
- Act in the best interests of clients. Identify stakeholders from the onset.
- Only accept clients within your scope of practice
- A signed service agreement must be in place before service (includes financial agreement)
- Place client welfare above all else when consulting for third-parties
- Document professional activities throughout service delivery
- Make referrals based on needs of clients. Facilitate services to avoid interruption or disruption
- When to consider discontinuing services:
The client has met all goals
The client is not benefiting from the services
The team is exposed to harmful conditions
The client/stakeholder requests discontinuation
Stakeholders are not complying with interventions
Services are no longer funded

202
Q

Responsibility to Supervisees and Trainees

A

Behavior analysts do not exploit their supervisees and trainees
- Comply with supervision requirements including competence, volume, documentation, and accountability
- Supervision and training should be behavior-analytic in nature including the use of reinforcement and feedback
- Address diversity (age, disability, ethnicity, gender, etc.)
- Monitor performance using data collection. Communicate and evaluate and problems that arise during training or supervision
- Evaluate effectiveness of supervision
- Facilitate continuity of supervision and appropriately terminate supervision

203
Q

Responsibility in Public Statements

A

Behavior analysts represent themselves and the field when making public statements
- Protect the rights of clients, stakeholders, supervisees, and trainees in public statements
- Ensure confidentiality in public statements
- Public statements should be truthful and avoid exaggeration
- Behavior analysts are responsible for public statements made about them even if they aren’t the ones making the statement
- Do not advertise nonbehavioral services as behavioral services. A disclaimer must be used when providing non-behavioral services
- Do not solicit testimonials from current clients or stakeholders (unsolicited reviews where analysts cannot control content are allowed, but content should not be used or shared by the analyst)
- You can solicit from former clients, but you must identify the statements as solicited or unsolicited, and disclose the relationship
- Testimonials may be used from former or current clients for non-advertising purposes
- Do not post clients on personal social media accounts. Consent must be obtained for professional accounts including a disclaimer

204
Q

Responsibility in Research

A

Conduct research within the scope of all policy and law
- Must be approved by a formal research committee
- Client welfare must be prioritized during research
- Prioritize confidentiality in research
- Disclose any conflicts of interest in research and publication
- Give credit where credit is due. Do not plagiarize. Do not falsify data

205
Q

Review records and available data (education, medical, historical) at the outset of the case

A

Record review is an important form of indirect assessment that should be conducted before designing interventions and treatments

206
Q

Education

A

School records including IEPs, 504 plans, MDTs, grades, and other services including accommodations
Ex. Your client has an IEP and receives an hour of speech and OT per week in school

207
Q

Medical

A

Medications, diagnoses, allergies, and other relevant medical histories
- All medical causes should be ruled out first when behaviors are observed
Ex. If your client wets their bed unexpectedly, consult prior medical needs first
Ex. If your client starts engaging in self-injurious behavior, rule out pain first

208
Q

Historical

A

Prior ABA services, and other treatments
- Consult prior behavior plans, treatment plans, and skill acquisition plans
- Understand what worked and didn’t work in the past
- Understand the history of the client (or company if applicable)

209
Q

Determine the need for behavior-analytics services

A

Before accepting a case, analysts must determine several factors including:
- Is there a need for behavior analytic services?
- Does the analyst have time to take on the case?
- Does the analyst have the competency to take on the case?
- Does the need fall within the scope of behavior analysis?
- Does the analyst have resources (RBTs, materials, etc.) to take the case?

210
Q

Several factors to consider when evaluating the client’s specific needs

A
  • Behaviors of interest and the impact on day-to-day living
  • The impact the client has on those around them
  • Is ABA the best option? Have medical options been exhausted?
  • Are the behaviors socially significant i.e. the behaviors have an impact on the client’s life and aren’t just “different” or “abnormal”
211
Q

Socially Significant

A

Behaviors that have immediate or long-term benefits
Behaviors that enable the client to contact the natural environment
Behaviors that are important to the client, the family, and society

212
Q

Identifying Goals

A

Indirectly through interviews and surveys, or evaluating developmental charts
Directly through observations

213
Q

Skill deficit

A

The client is unable to do it under any circumstances
Ex. You offer a person a million dollars to play the star-spangled banner on the piano, and they cannot do it without training

214
Q

Performance problem

A

The skill is in the client’s repertoire, but they cannot perform it when needed
Ex. The person is able to play the star-spangled banner at home, but cannot during a recital

215
Q

Preference assessments

A
  • Preference assessments identify potential reinforcers
  • Just because something is preferred does not make it a reinforcer
216
Q
A

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