Terms Flashcards
Feature
pictures of different trees, all share physical features
Form
prepositions, size, shape, color
Type I
False positive, Positive Punishment
Type II
False negative, Negative Punishment
Function Altering Effect
Affects FUTURE
Behavior Altering Effect
Affects CURRENT
Behavior
class of responses
Response
One instance of behavior
Correcting DI
correct answer, graph errors, use multi-step strategies
Primary Unit of Behavior Analysis
A-B-C 3 term contingency
EAB
Skinner, laboratories
Operant
Skinner
Respondent
Pavlov “classical conditioning”
Simplest & Crudest
Total Count
Most Stringent
Exact Count
ABC data
Anecdotal
Contingency Contract
must be in client’s repertoire
When using modeling….
client doesn’t have to follow verbal directions. They just imitate what you are modeling
Most crucial ethical consideration
Withdrawal
DRO
omission
Behavior Skills Training
Competency Based Training
Tact
verbal operant evoked by a non verbal SD
Behavioral Skills Training AKA Competency Based Training
“IMRF”
“DWMRFR”
FI vs FT
FI- intervals
FT- timing procedures (whole, partial, momentary)
5 phases of behavioral assessment
“SDPMF”
4 types of intermittent schedules
FR, FI, VR, VI
Response prompt
MVP
Promote generalization
cleming
Shaping
differential reinforcement
Includes Aversives
Positive Punishment
Negative Reinforcement
Ripple effect
generalization across SUBJECTS
If you suspect treatment drift, what do you do?
more supervision & training
Prediction
correlation, covariation
Design best used for rate of behavior
line graph
Escape extinction
hardest to extinguish
Punishment
needs to be continuous
What do you pair with FCT?
DRA & treatment package
Total Task
pre-requisite in repertoire
Reinforcer Assessment
Concurrent
Multiple
Progressive Ratio
Backwards Chaining
low level learners
clients who are aggressive
short attention span
Positive Punishment
response blocking
Momentary time sampling
use as last resort
use with teachers
use if there is limited resources
Bar graph
histogram
summarizes & compares
2 sets of data
Normalization
mainstreaming
Forward chaining
use with anyone
new skill
Mentalism
circular reasoning
hypothetical construct
explanatory fiction “I know, I want, figures out”
Scatterplot
Pattern Analysis
only graph that shows a pattern
Semi-logarthmic
standard celeration chart
Equal graph
bar graph
line graph
cumulative graph
scatterplot
Shaping
most commonly used with echoics
Unscored
used with high rates of bx
Scored
used with low rates of bx
Escape maintained beahviors
- breaks
- choices
- reassess program
ABC recording
Narrative
Continuous- pre-established sheet
Multiple Probe Design
maintenance & generalization
use when teaching new skill
when you don’t have much time
DRL
manipulates IRT
4 ways to create procedural integrity
“STMR”
DRO
provides R+ contingent on NON-OCCURENCE
Preliminary assessment
determine if behavioral services are appropriate
ABC recording
continuous measurement
ALL instances of behavior are recorded
Self-monitoring
most obtrusive data collection
self-record
Primary Reinforcers
unconditioned reinforcers
warmth, sex. water
Play condition
control
Response to R+ delay
allows client to become more independent
What is used to show functional control in a scatterplot
can only show data pattern
4 ways to monitor staff performance
inform
friendly
overt
feedback
Most widely used
Multiple Baseline Across SUBJECTS
Factors affecting sitmulus control
pre-attending skills
salience
overshadowing
Respondent Conditioning
CS-CR
Respondent Behavior
US-UR
Determinism
x causes y
philosophical assumption of behavior
Event
freq/count
celeration
rate
Conditional Probability
ABC narrative recording
Behavioral
intervention must make observable & measurable changes in the behavior of an individual
Forced Choice
time consuming
gives order of RANKING
ABA
behavior modification
Precision Teaching
fluency
make decisions based on IMMEDIATELY graphed performance
General Case Analysis
“full range”
going out into the natural environment and analyzing what to program for
Verbal prompt
can also be written
Analog Assessment
FA
Line graph
AKA frequency polygon
Hierarchy & Ranking
Hierarchy- created with more items
Ranking- between 2
Respondent
S-R
Classical conditioning
Watson
Direct Instruction
choral responding
script
lectures
make sure all students understand 100%
Scatterplot
Direct
b/c you have to observe the client to take data
DRD
rate/frequency
Dense schedule
like continuous schedule
make it more reinforcing so client engages more
Experimental control is demonstrated by _________
difference between baseline levels & intervention levels
Thin schedule
more responses b/c there is little R+
Fading reinforcement
Behavioral Cusp
generalized imitation skills
Pivotal Behavior
Joint attention
Methodological
Watson
Observable & Measurable
Autoclitic
“I know, I want”
Sequency, Carryover, Spillover
ALL THE SAME!
Imitation
needs to happen immediately
DRL
provides R+ immediately following bx because it it based on IRT
Analytical
functional relation
control
experimentation
What antecedent intervention creates an AO?
NCR
Demand condition
contingent escape
Graph to display total frequency of bx
Cumulative
Incidental Teaching
In-situ
Non-Intensive
Naturalistic
Control
causation
Time
latency
irt
Mean Score
used with bar graph
Concurrent vs. Multiple
Concurrent- Choice
Multiple- Behavioral Contrast
4 confounding threats to Internal Validity
Measurement, IV, Subject & Setting Confounds
Most crudest/simplest
Total Count
Variable ratio & Variable interval
“on average”
“about every”
How do you measure effectiveness on a SCC?
increase of responding
decrease of incorrect responding
Multiple baseline
weak at showing functional control
can be used with irreversible behaviors
Threats to measurement validity
Measurement artifacts
Measuring wrong dimension
Indirect measurement
Automaticity
reinforcing connection need not be obvious to the individual reinforced
BAB
limited time
SIB
Validity
relevant to what you are supposed to measure
3 principles of behavior
Punishment
Extinction
Reinforcement
3 types of stimulus classes
formal
functional
temporal
Positive Punishment
“ROSER”
Non-exclusionary time out
"IWOR" Planned ignoring Withdrawal of specific positive reinforcer Contingent observation Ribbon
Exclusionary time out
Hallway
Partition
Time out room
3 types of extinction
- Positive reinforcement
- Automatic reinforcement
- Negative reinforcement
Solistic extension
Poor use of language
“You speak good” instead of “You speak well”
Metaphorical Extension
“His heart is black as coal”
Metonymical Extension
Saying “water” when shown an empty cup
Generic Extension
Stimulus generalization
Saying A donut shop is closed when looking at Dunkin’ Donuts closed sign
Codic
Textual & Transcription
Duplic
Duplicating something
Echoic
Stimulus Fading
antecedent changes, response stays the same
Shaping
antecedent stays the same, response changes
Single subject design
more sensitive to individual differences
Functional
DOESN’T have to do with form
Massed trials
DTT
Massed practice
part of self-management
What to use when graphing skill acquisition?
Line graph
Use Behavioral cusps when….
choosing interventions
Non-exclusionary time out
IWOR
Exclusionary time out
Hallway
Partition
Time out room
Deprivation
EO
Satiation
AO
Hallmark of ABA
systematic replication of measurement
Momentary
check on 1 person
PLACHECK
check on group
What does a scale break on the X-axis represent?
discontinuities in time
data was not taken due to some reason (vacation)
Skinner’s unit of analysis
functional relation between a type of responding and the same independent variables that control nonverbal behavior (MO, SD & Consequences)
AKA Verbal Operant
What influences extinction?
The reinforcement schedule BEFORE extinction & the occurrence of reinforcement AFTER extinction
Which preference assessment is more accurate when creating a hierarchy?
MSWO
MSW
finds the best ONE reinforcer
Paired preference assessment
most accurate
time consuming
Listener training
Focuses on the speakers behavior
can be written or vocal
Probe for generalization
Prior, during & after treatment
Maintenance
Use intermittent reinforcement to maintain the behavior
Description
based on facts
Control
functional relationship is demonstrated and variables are manipulated
prediction
whether 2 events occur at the same time
you observe repeatedly and predict the relationship between the 2 events
verbal behavior
defined by the function of the response
Skinners verbal behavior focuses on…
behavior of the speaker
Verbal repertoire
set of verbal operants emitted by someone
Unit of analysis in Verbal behavior
(mands, tacts, etc.)
MO/SD –> response –> consequence
Mand training
bringing verbal responses under the functional control of MO’s
Intraverbal pre-requisities
50 mands & tacts
Metonymical Extension
Saying “water” when shown a cup
Metaphorical Extension
“His heart is black as coal”
Solistic Extension
“You speak good” instead of “You speak well”
Adjunctive behaviors
behaviors brought about when reinforcement is unlikely to be delivered
time filling behaviors
ex: doodling, smoking, drinking
Main disadvantage of Alternating Treatment
Multiple treatment interference
Reversal/Withdrawal
Sequence effects
Mand training
transfer from stimulus control to MO
After an FA, a BCBA must consider…
- clients needs
- baseline data
- environmental parameters
Preliminary assessment should include…
- informed consent
- interviews
- medical records
Assess & promote procedural integrity
- further simplify instructions to implementers
- observe & offer feedback
- use checklist to observe implementers for brief intervals
Goals should include…
- goal
- context of the goal
- criteria
NCR
Used only with Fixed Time
DRI & DRA
both use functionally equivalent behaviors
Permanent product
catch all instances of behavior
measurement may be more accurate, complete & continuous
What to use to summarize data for skill acquisition
Cumulative Record
Selection Based Assessment
Umbrella term for:
Single, Paired & Multiple Preference Assessment
Verbal Operant
AKA for Unit of Analysis
Disadvantage of Incidental Teaching
Not as many opportunities
Scatterplot variability
more spread out = more variability
FCT develops
alternative behaviors that are sensitive to EO’s
Post-reinforcement pause is influenced by…
- size of the ratio
2. magnitude of reinforcement
Why do we abide by Ethics?
“Shake My Head”
Standards
Meaningful change
Harm
Performance Monitoring
Inform
Friendly
Overt
Feedback
Response induction
AKA response generalization
Expressive language skills
Mand
Echoic
Tact
Alternating treatment
use with SIB behaviors
Changing criterion
use when graphing completion of problems, skill acquisition
______ is a measure of the temporal locus of a behavior.
Inter-response time
Response Latency
Changing criterion graphs can graph the _____ of behavior.
magnitude
Temporal Extent
Duration
Repeatability
Count/Frequency
Rate
Celeration
2 derivative measure
- Trials to criterion
2. Percentage
What is included in Continuous Measurement Procedures?
- event recording (freq/count, rate)
2. timing (IRT, Latency)
What is included in Discontinuous Measurement Procedures?
- Momentary
- Partial
- Whole
Discontinuous Measurement Procedures are measured with ________
- long durations of time
- high rate behaviors
- measured in discrete trial
- measured in percentage
Free operant behaviors
DISCRETE beginning, middle & end
Continuous behaviors
humming
on-task behaviors
cooperative play
Why are discontinuous measurement procedures used with discrete trial?
Because you are dividing the trials/intervals that you observed in order to get a percentage
Trial by trial is used in _________
Discrete trial training
How often and when should IOA be obtained?
During each phase of a study
Distributed across days, times of day, settings & observers
Minimum of 20% of sessions
Receptive language skills
Listener responding
Skill acquisition
Graph on cumulative graph
Assess & teach using a Multiple probe
Cumulative graph
Use with skill acquisition
Example: client is learning sight words, then you can graph how many they learn each day
Changing criterion
Has to be in clients repertoire
Used when goals are changing within a specific goal
Example: math problems, one day client has to do 10 problems, the next day they have to do 20 problems
Simultaneous
Happens at the same time
- Concurrent
- Alternative
- Conjunctive
Successive
One after the other
- Multiple
- Mixed
- Chained
- Tandem
Self evaluation
Self assessment
In stimulus prompts, an AKA for Redundancy is __________
Pairing
Matching to sample
if client errors, DON’T prompt, start new trial
On a bar graph you can only see the ______.
level
use bar graph to measure the mean score
Line graph
AKA:
- cartesian plane
- frequency polygon
Lines in graph
Solid lines = Major changes
Dashed lines = Minor changes
The steeper the slope, the ______________
higher response rate
Level measures _________
How much has the behavior changed?
Variability measures ________
How consistent is the change that is taking place?
When first taking on a client, you should ____________
- provide them with your contact info
- discuss cost of services
- how to discontinue services
- how to file a complaint
Incidental teaching is used to teach ___________
verbal behavior (AKA communication skills)
Overgeneralization
behavior is under a stimulus class that is too broad. the response is occurring under the correct stimulus and incorrect stimulus
What should be included in a behavioral goal?
- who will perform the behavior
- what needs to be performed
- the context in which the behavior should be performed
- the criterion
After conducting an indirect & direct assessment, what do you do next?
analyze the data to create a hypothesis
THEN
test the hypothesis using a FA
What is included in a FA?
Contingent Escape
Contingent Attention
Alone
Play
Intervention goals should include…..
- who will engage in the bx
- which bx should occur
- when it should and should not occur
- how often it should occur
Procedural integrity should be implemented ________
on each component of an intervention
What can you teach if you want to teach stimulus equivalence?
Match to sample
What should be included in an experimental question/statement?
IV
DV
Participants
Setting
