Test 3 CH 7-9

Question 1

Common Behavioral Functions

Answer 1

Social-positive reinforcement
social-negative reinforcement
automatic reinforcement

Question 2

Types of functional assessment

Answer 2

rating scales
structured or semi-structured interviews
direct observation that may manipulate antecedents or consequences (FA)

Question 3

Functional analysis

Answer 3

attention
escape
alone
play

Question 4

common functions in FA studies

Answer 4

social negative, but cannot be generalized because severe enough to merit study

Question 5

functional behavioral phenotype

Answer 5

individuals with similar diagnoses may be more likely to have the same function for similar behavior. May facilitate educated hypotheses” when FA not possible

Question 6

Functions for Pops with ASD vs not

Answer 6

ASD had slightly less Escape, attention, auto, but more tangible

Question 7

Vocal Stereotypy Function

Answer 7

mostly automatic reinforcement

Question 8

Other Speech Disturbances (PL, bizarre speech) Function

Answer 8

attention mostly

Question 9

mands, rituals and destructive behavior function

Answer 9

mostly access to tangible or to get compliance with requests

Question 10

Motor stereotypy function

Answer 10

mostly automatic, but sometimes social positive

Question 11

do dont studies

Answer 11

see if interruption of activities causes problem behavior. Problem behavior may be caused by interrupting stereotypy and ritualistic behavior

Question 12

questions for future studies

Answer 12

are problem behaviors related to change in routine more common in autism?
is self restraint ritualistic?
is escape related to task or social interaction?
more fine grained analysis?
non-preffered sensory stimuli in program stimuli = problem behavior?
FA for high finctioning individuals?
can FA be used to find low rates of beh that are supposed to be higher?

Question 13

hierarchical learning

Answer 13

crawl before walk, babble before talk

Question 14

behavioral cusp

Answer 14

an acquired behavior marking the beginning of a change in skill; it has consequences beyond the change itself

Question 15

cusp importance

Answer 15

Rosales-Ruiz and Behr
extent of newly enabled behavior change
exposure to subsequent cusps
others opinion on importance

Question 16

a priori cusp definition

Answer 16

Borsch and Fuqua
presents access to new reinforcers, contingencies or environments;facilitates later learning; interfering with or replacing inappropriate behavior; significant impact on those who control reinforcers and punishers; meets demand of social community

Question 17

cusp assessment

Answer 17

some tests have been published, but for some cusps systematic direct observation is required

Question 18

Behavioral cusps relevant to children with autism

Answer 18

voices as conditioned reinforcers
compliance (IC)
Auditory matching of words
naming
Mutual exclusivity bias
vocal imitation
motor imitation
observational learning
transfer across verbal operants
Joint attention
Social Initiations
behaviors that interfere with learning (negative cusp)

Question 19

Translational research

Answer 19

the process of applying ideas, insights, and discoveries generated through basic scientific inquiry to the treatment or prevention of human disease

Question 20

Translational behavior analysis (VS applied)

Answer 20

groups vs individuals
validation of principles & methods vs benefit to clients
immediate, medium and long term vs immediate
lab vs clinic/home/school
basic & clinical journals, clinical journals
research grant funding vs clinical revenue

Question 21

examples of translational behavior analysis

Answer 21

relational learning (IDMTS)
Stimulus overselectivity (MTS differentiating observing response)
behavioral persistance (momentum)

Question 22

animal modelling

Answer 22

capuchin monkeys similar behavior to individuals with ASD, advantages = no time constraints or competing teaching, less consequence, less ethical consideration