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ABA Therapy > Training Exam > Flashcards

Training Exam Flashcards

Pass 80% or higher

1
Q

Autistic Disorder

A

6 or more symptoms
Started before age 3
Problems with socialization, communication, and repetitive or inflexible behaviors

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2
Q

Problems with socialization
(2 or more)
4 total

A
  1. Difficulty using non-speech behaviors for social interaction
  2. failure to develop peer relationships
  3. Lack of spontaneous seeking to share enjoyment, interests, or achievements
  4. lack of social or emotional responding
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3
Q

Problems with communication
(1 or more)
4 total

A
  1. Delay in, or lack of, spoken language
  2. Difficulties with starting or continuing conversation
  3. Inflexible and repetitive use of language
  4. Lack of varied, spontaneous make-believe play or social imitative play
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4
Q

Repetitive or inflexible behaviors
(1 or more)
3 total

A
  1. Rigid following of non-functional routines
  2. Obsessions with inflexible and limited interests
  3. Obsessions with parts of objects
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5
Q

Self-Stimulatory Behaviors (SSBs)

Stim or Stimming

A

Inflexible and repetitive movements

-Automatically reinforcing behaviors

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6
Q

Self-Stimulatory Behaviors (SSBs)

Sensory Modes

A
  1. Body Movements
  2. Visual
  3. Auditory
  4. Oral
  5. Tactile
  6. Smell
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7
Q

Self-Stimulatory Behaviors (SSBs)
Sensory Modes

  1. Body Movements
A

Jumping, hand flapping, toe walking, or spinning in circles

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8
Q

Self-Stimulatory Behaviors (SSBs)
Sensory Modes

  1. Visual
A

eye gazing, peripheral eye gazing, or watching items spin, fall or that are lined up

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9
Q

Self-Stimulatory Behaviors (SSBs)
Sensory Modes

  1. Auditory
A

making sounds or noises

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10
Q

Self-Stimulatory Behaviors (SSBs)
Sensory Modes

  1. Oral
A

playing with saliva, putting fingers in mouth, grinding teeth

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11
Q

Self-Stimulatory Behaviors (SSBs)
Sensory Modes

  1. Tactile
A

touching favorite materials

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12
Q

Self-Stimulatory Behaviors (SSBs)
Sensory Modes

  1. Smell
A

smelling items/hands

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13
Q

ABA

Definition

A

A scientific approach for:

  • Researching the relationship between behaviors and the environment
  • Designing methods to change behavior (based on research)
  • Applying these methods to improve behaviors that are important in people’s lives
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14
Q

ABC’s of Behavior

Purpose

A

Understand how behavior relates to environment

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15
Q

A of ABC’s

A

Antecedent

Situation before

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16
Q

B of ABC’s

A

Behavior

What they actually do

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17
Q

C of ABC’s

A

Consequence

Situation after

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18
Q

Operant Conditioning:

A

Consequences immediately following a behavior change the future consequence of that type of behavior in similar situations

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19
Q

Reinforcement

A

When consequences increase future behavior

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20
Q

Punishment

A

When consequence decrease future behavior

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21
Q

Discrete Trial

A

Presenting a learning opportunity in which the student’s correct response will be reinforced

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22
Q

Sd

A

Discriminative Stimulus

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23
Q

R

A

Response

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24
Q

Sr

A

Stimulus Reinforcer

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25
Q

DTT settings

2

A

Structured Settings

Unstructured Settings

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26
Q

Structured Settings

A

At table or desk

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27
Q

Unstructured Settings

A

On the floor, during play, around the house, during circle time, on the playground, or in the community

  • Happens all day long in almost all interactions
  • Be aware of and in control of discrete trial to teach appropriate behaviors
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28
Q

Discriminative Stimulus

A

Sd

An antecedent event in which responses are reinforced in its presence but not in its absence

Ex: Instructions, questions, and actions

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29
Q 
Sd Guidelines 
(6 for beginning programs)
A
  1. Speak loudly and clearly
  2. Use fewer words
  3. Keep the words and materials the same
  4. Keep a fast pace
  5. Do not ask a question when meaning to give an instruction
  6. Do not repeat the Sd before giving a consequence
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30
Q

Response

R

A

A specific instance of a behavior

Ex: Correct and incorrect

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31
Q 
Response Guidelines
(3)
A

Correct responses should:

  • Happen within 3 seconds after Sd
  • Be defined before giving Sd
  • Not include extra behaviors
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32
Q

Reinforcement

Sr

A

Occurs when consequences immediately following a behavior increase the future occurrence of that type of behavior in similar situations

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33
Q

Positive reinforcement

Sr+

A

Giving something that increases behavior

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34
Q

Negative Reinforcement

Sr-

A

Taking something away that increases behavior

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35
Q

Unconditioned Reinforcers (Primary or Unlearned)

A

Consequences that increase behavior without any previous pairing with reinforcers

Ex: Receiving food, warmth, or water

BASIC NEEDS

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36
Q

Conditioned Reinforcers (Secondary or Learned)

A

Consequences that increase behavior because of their previous pairing with reinforcers

Ex: Receiving social attention (praise) toys, stickers, or money

LEARNED NEEDS/MOTIVATIONS

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37
Q

Reinforcement Guidelines

A
  1. Give immediately after correct response
    - Prepare reinforcers before giving Sd
    - Reinforce before taking data
  2. Be energetic and exaggerate
  3. Pair social reinforcers (praise) with other reinforcers
  4. Use highly preferred reinforcers for difficult or long tasks
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38
Q

Schedules of Reinforcement

A

Rules describing how often to give reinforcers

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39
Q

Continuous Reinforcement (CRF)

When to use?

A

Reinforcing every occurrence of correct behavior (1:1)

  • Use when teaching new behaviors on acquisition
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40
Q

Intermittent Reinforcement (INT)

When to use?

A

Reinforcing some occurrences of correct behavior and not others

  • Use to maintain established behaviors
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41
Q

Premack Principle

A

Reinforcing performance of a low-preference activity with the opportunity to engage in a high-preference activity

“You can play computer if you do your homework first”

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42
Q

Token Economy

A

A system in which tokens are earned for appropriate behavior and exchanged later for reinforcers

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43
Q

Token Economy Procedure

5 Steps

A
  1. Choose behavior to be reinforced
  2. Make tokens
  3. Make visual display
  4. Choose reinforcers
  5. Decide on ratio of exchange
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44
Q

Benefits of token economy

A
  • Delays and reduces amount of reinforcers
  • Speeds up learning trials
  • Gives visual of progress
  • Leads to lower problem behaviors
  • Keeps BT’s accountable
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45
Q

Motivation

A

Capture or create motivation prior to task

More correct responses

Less problem behaviors

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46
Q

Motivating Operations

MOs

A

Antecedent situations that change:

  • the effectiveness of a reinforcer and
  • the occurrence of behaviors that have been reinforced by those consequences
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47
Q

Establishing Operations

EO

A

An antecedent situation that increases the value of a consequence and increases any behaviors that produce those consequences

ex: Lack of food, music, or social attention

Increase in unpleasant events: Non-preferred task, loud noise, or bright light

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48
Q

Abolishing Operations

AO

A

An antecedent situation that decreases the value of a consequence and decreases any behaviors that produce those consequences

Ex: receiving food, music, or social attention

Decrease in unpleasant events: Non-preferred task, loud noise, or bright light

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49
Q

MO Guidelines

A

Avoid situation in which the student is already full or bored with the potential reinforcer

  1. Teach student before a meal
  2. Give smallest portions of the reinforcer
  3. Limit the availability of reinforcers outside of the teaching situation
  4. Vary the reinforcers
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50
Q

Preference Assessments

A

Methods to determine:

  • The student’s preference
  • The value of the preference (low, medium or high)
  • The situation in which those preferences change
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51
Q

When to do Preference Assessments ?

A

Before the Sd

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52
Q

3 types of Preference Assessments

A
  1. Testing
  2. Observing
  3. Asking
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53
Q

Preference Assessments

Testing

A

Presenting potential reinforcers to a student to test whether the student approaches or rejects them

Presentation options:

  • One at a time (Reinforcer sampling)
  • Two at a time (Forced choice)
  • Three or more at a time
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54
Q

Preference Assessments

Observing

A

Observing the activities that a student chooses to engage in during a period with free access to a number of different activities

Naturalistic: watch and record

Contrived: create situation then watch and record

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55
Q

Preference Assessments

Asking

A

Asking the student or significant others what the student likes

  • Choice questions
  • Open ended questions
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56
Q

Preference Assessments

Asking - LIMITATIONS

A

Student may choose an unavailable item/activity

Student may avoid answering the question to delay task

Student may have limited ideas

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57
Q

Inter-trial Interval

A

Short period of time (1-3 seconds) between discrete trials

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58
Q

Inter-trial Interval Guidelines

A
  1. Clear the area of materials and place out of view of children
    - If response was prompted or incorrect, place materials back in same position in next trial
    - If response was correct, then change the positions on next trial
  2. Optional: Follow-up by labeling or describing the target response
  3. Take data
  4. Perform preference assessment for the next trial
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59
Q

Prompting

A

Providing additional assistance to the student in order to promote a correct response

  • Allows correct behavior to be reinforced and strengthened
60
Q

Prompting Guidelines

When to prompt?

A
  • When teaching new information

- During or immediately after the Sd

61
Q

6 Types of Prompts

A
  1. Physical
  2. Vocal
  3. Visual
  4. Model
  5. Movement
  6. Position
62
Q
  1. Physical Prompt
A

Physically guiding the student through the movement of a correct response

Ex: Hand over hand

63
Q
  1. Vocal
A

Telling the student the correct answer

Ex: “Say ‘I’m a boy”

64
Q
  1. Visual
A

Showing a written or picture answer; modifying teaching materials

Ex: Tracing over yellow highlighter name

65
Q
  1. Model
A

Performing the response while the student watches

Ex: Model stacking blocks

66
Q
  1. Movement
A

Purposefully using body movements to suggest the correct response; avoid using accidentally

Ex: Pointing to, tapping, touching, putting hand on, looking at, and smiling at the correct response

67
Q
  1. Position
A

Place the correct answer closer to the student

Ex: Place correct card in front of child

68
Q

Fading

A

Gradually changing the amount or type of prompts until the student independently performs the correct responses following the Sd

-Minimizes errors

69
Q

Most-to-Least Prompts

When to use?

A

Reducing the amount or type of assistance if the student responds correctly

  • Use when teaching new behaviors
70
Q

Least-to-Most Prompts

A

Increasing the amount or type of assistance if the student responds incorrectly

  • Use when targeting or reviewing mastered information
71
Q

Differential Reinforcement (DR)

A

Providing more reinforcement for independent correct responses, less reinforcement or prompted responses, and no reinforcement for incorrect responses

72
Q

Targets

First targets should be

A

Commonly found in the student’s environment

Associated with reinforcement

Different from each other in the way they:

  • Look
  • Sound
73
Q

Discrimination Teaching

A

Reinforcing responses in the presence of one situation (Sd or target) and not in the presence of another situation (S delta or distractor)

74
Q

2 types of discrimination teaching procedures

A

Mass Trial (MT)

Random Rotation (RR)

75
Q

Mass Trial (MT)

A

Presenting the same target repeatedly

  • In isolation
  • Optional: versus non-mastered distracters
76
Q

Random Rotation (RR)

A

Presenting two or more targets in random order

77
Q

Discrimination Teaching steps

5

A
  1. MT Target #1 in isolation
  2. MT Target #2 in isolation
  3. RR Target #1 and Target #2
  4. MT Target #3 in isolation
  5. RR Target #3 with mastered targets

…. and so forth

78
Q

Discrimination Teaching Guidelines

A

Continue with each step until student reaches pre-set criteria

General criteria:

  • Scoring higher in 2 teaching sessions in a row
  • With first trial correct (FTC)
79
Q

Probing

A

Testing the student’s ability to respond correctly to new, untaught examples prior to, during, and after instruction

80
Q

Probing Guidelines

A
  1. Use the final step of discrimination teaching (random rotation in field of three [F.O.3] or more)
  2. Use multiple examples in different fields
  3. If the student responds correctly the first time a new example is presented, then teaching does not need to begin for that target
81
Q

Shaping

Helpful for?

A

Providing differential reinforcement or a progression of responses that are more similar to the target response

**Helpful in teaching speech

82
Q

Shaping Procedure

A

Begin by reinforcing a response that shares a common feature with target response

Once the 1st response occurs consistently, then switch to only reinforcing a response that is more similar to the target response

Only target response is reinforced

83
Q

Shaping Guidelines

A

Can be preformed systematically or incidentally

Can be enhanced by adding Sd or prompts

84
Q

Chaining

Helpful for?

A

Linking together a series of simple behaviors to form a complex behavior chain, which produces a final outcome

**Helpful in teaching independent living skills

85
Q

Task Analysis

A

Breaking a complex behavior into smaller, teachable parts, and listing these in a series of steps

Create by:

  • Observing correct task performance
  • Asking people who perform the task correctly
  • Self-performing the task
86
Q

Behavior Chaining Methods

A

Forward Chaining

Backward Chaining

  • Probe steps in task analysis to assess areas of independence
  • Use prompting, fading, and differential reinforcement to teach independent performance of any step
87
Q

Forward Chaining

A

Linking together behaviors beginning with the FIRST behavior in the chain

88
Q

Backward Chaining

A

Linking together behaviors beginning with the LAST behavior in the chain

**Usually default b/c student is closer to reinforcement directly after

89
Q

Generalization

A

Behavior changes that occur across settings, spread to related responses, and last over time

90
Q

Forms of Generalization

A
  1. Setting Generalization
  2. Response Generalization
  3. Maintenance Generalization
91
Q
  1. Setting Generalization
A

The student’s ability to perform the target behavior in settings different from the instructional setting

92
Q
  1. Response Generalization
A

The student’s ability to perform new responses that are similar to what was taught

93
Q
  1. Maintenance Generalization
A

The student’s ability to perform target response after formal teaching is over

  • Perform a response over time (riding a bike)
  • Requires opportunities to use skill and be reinforced
  • Schedule times to practice
94
Q

Methods for Promoting Generalization

A B C

A

Antecedent
- Teach the student to respond correctly to different items, contexts, settings and people

Behavior
- Teach multiple examples of the target response

Consequence

  • Move from continuous to intermittent schedules of reinforcement
  • Move from immediate to delayed reinforcers
  • Move from contrived to natural reinforcers
95
Q

SKIPPED DATA COLLECTION

A

SKIPPED DATA COLLECTION

96
Q

Verbal Behavior (VB)

A

Behavior that its reinforced through the actions of other people

Ex: students asks dad for chips, dad gives him chips

NOT ex: student gets chips on his own

97
Q

Verbal Behavior (VB) modes

A

Speaking, writing, typing, signing

98
Q

Verbal Operants

6 types?

A

Types of verbal behavior that share the same kind of relationship with antecedent and consequence situations

6 types:

  • Mand
  • Tact
  • Echoic
  • Intraverbal
  • Textual
  • Transcription
99
Q

Mand

A

The speaker requests what they want ad the listener gives this EXACT REINFORCER

Verbal Operant

100
Q

Tact

A

(Expressive labeling)

The speaker names what they see, hear, etc. and the listener gives a generalized reinforcer

Ex: naming objects, people, locations, actions, attributes

101
Q

Echoic

A

The speaker says words that are the same as another person’s words and the listener gives a generalized reinforcer

102
Q

Intraverbal

A

The speaker says words that are different from another person’s words and the listener gives a generalized reinforcer

Ex: conversation, chains, word association, fill ins

103
Q

Textual

A

The speaker reads aloud written words and the listener gives a generalized reinforcer

104
Q

Transcription

A

The speaker writes spoken words and the listener gives a generalized reinforcer

105
Q

Naturalistic Teaching Strategies

NATS

A

Using the student’s interests and activities

to guide instruction

106
Q

Naturalistic Teaching Strategies format

A

Reinforcers are specific

Unstructured

Carried out in natural environment: school, home playground, community

107
Q

Capturing Learning Opportunities

Procedure

A
  • Be aware of when student wants something
  • Use this moment to require a response from student
  • Then allow student to have the desired item/activity

Transfer antecedent control: use prompting, fading, and differential reinforcing

108
Q

Contriving Learning Opportunities

A

Create situations in which student wants or needs something

109
Q

Contriving Learning Opportunities

Methods

A

Out of reach items
- Put toys on high shelf

Missing items
- Give a paper without markers

Break-up items
- Give only one part of toy

Blocked items
- Put toys in closed container

Time delay: pause during routines
- Pause before opening the door

110
Q

Severity indicators

A

3 specifiers to refer the amount of support needed in order to function

111
Q

Level 1

A

Requiring Support

112
Q

Level 2

A

Requiring substantial support

113
Q

Level 3

A

Requiring very substantial support

114
Q

Recent Research

A

Children who did 37.6 hours per week of 1:1 therapy OR parent managed ABA at 31.3 hours

at age 3

Gains in IQ, language comprehension, social skills, and communication

(SALLOWS, 2005)

115
Q

Recent research continued
Children gained ____ IQ points

& ____% were succeeding in regular ed classes

A

25

48

(SALLOWS, 2005)

116
Q

Recent Research, other author

A

Kids who got 28 hours per week of 1:1 ABA

between ages 4-7

Scored higher on intelligence, language, adaptive functioning, and madaladpative functioning

(SMITH, 2007)

117
Q

Other author, Recent research continued
Children gained ____ IQ points

& ____% were w/in average range in IQ and verbal IQ

A

25

54%

(SMITH, 2007)

118
Q

Early Research (Intensive ABA vs. not intensive)

A

Kids who got >40 per week of 1:1 ABA scored higher in IQ & school placement than kids who got 0-10 hours

(LOVAAS, 1987)

119
Q

Early research

Intensive group gained ____ more IQ points

& ____% were w/in average range in IQ and verbal IQ

A

30

47

(LOVAAS, 1987)

120
Q

Early research follow up

A

At 11.5 years, kids from intensive group had maintained gains

& higher scores for IQ, adaptive behavior, and personality

(McEachin, Lovaas, 1993)

121
Q

Evidence Based Practices

A

have supporting research from peer reviewed journals

  • effects must be measurable
  • must show cause & effect relationship between improved outcome
  • can be replicated
  • ABA is evidence based
122
Q

Non-Evidence Based Practices

A

don’t have supporting research from peer reviewed journals

  • Animal assisted therapy
  • Play/Floor time therapy
  • Facilitated Communication
  • GFCF Diet
123
Q

Stimulus Control

A

A situation in which the frequency, latency, or duration or amplitude of a behavior is altered by the presence or absence of an antecedent

Kid listens to you

124
Q

Fluency Training

A

A combo of response accuracy and rate

125
Q

Errorless training

A

Relies on understanding od prompt hierarchy,

ability to move from most to least prompting

Use prompt fading without allowing an opportunity for an error

-BT prompts prior to error being made

126
Q

Time Delay Prompt

A

Prompting procedure that includes a set time delay prior to delivery of a prompt following an SD

Learner tries to beat the prompt for higher reinforcer

127
Q

Progressive Time Delay

A

incremental increase in duration on consecutive trials

128
Q

Consistent Time Delay

A

time delay remains at constant duration

129
Q

Pacing

A

the speed or fluidity of the teaching trial or learning opportunity

Best to keep rapid pace

130
Q

Alternative and Augmentative Communication

A

ACC’s include all forms of communication other than oral speech

  • Signs
  • PECS
  • Proloquo
  • Text-to-talk
131
Q

Teaching Joint Attention

A

can include referencing an object with eye-gaze, pointing, verbal communication, and non-verbal cues

132
Q

Teaching Motor Skills

A

Strategies may include:

imitation,

receptive instructions,

shaping,

prompting and prompt fading,

or targeted with the use of NATs

133
Q

Adaptive and Safety skills:

A

allow the person to increase their ability to perform daily activities independently and safely

134
Q

Adaptive and Safety skills can include

A 
feeding
bathing
grooming
stranger awareness
community safety
home safety skills
135
Q

Teaching cognitive skills

A

aim to increase learning through different cognitive systems such as:

senses
knowing
thinking
perspective taking

More advanced often in NATs

136
Q

Teaching Executive Functioning Skills

A

-prefrontal cortex

aim to increase ex func skills through programs for:
matching
sequencing
impulse control 
Waiting
flexibility
137
Q

Teaching Academics

A 
school readiness skills (sit, follow along, observational learning, etc)
numbers
Letters
Phonics
Calendar 
attention to task
138
Q

Visual Supports

A

tools/straegies for client to be successful

canoe prompting strategy or tool to fade verbal prompts from BT’s

words, pictures, or symbols can be used

Ex: morning routines, tasks to complete, calming strategies, break cards, daily schedules

139
Q

Functional Communication Training

A

teaching alternative communication to replace behavior problem

empirically validated approach to positive behavioral support for challenging behaviors

  • must assess function of behavior to teach replacement
140
Q

What is DRA?

A

Differential Reinforcement of Alternative Behavior:

place problem behavior on extinction while reinforcing more appropiate-alternative bx

141
Q

What is DRI?

A

Differential Reinforcement of Incompatible Bx:
place problem behavior on extinction while reinforcing an appropriate behavior (which will be something that CANNOT occur at the same time as the problem bx)

142
Q

What is DRO?

A

Differential Reinforcement of Other Behavior:
Reinforcing the absence of a problem behavior over interval periods

O = 0, happens 0 times

143
Q

Response Blocking

A

physically intervening as soon as a problem behavior occurs to prevent or block the completion of the response

  • can reduce some bxs
  • least amount of physical response possible is best
144
Q

Overcorrection

A

behavior reduction technique which is contingent on each occurrence of the problem behavior

client is required to engage in effortful behavior connected to the problem

145
Q

Overcorrection: 2 types

A
  • restitutional

- positive practice

146
Q

Restitutional Overcorrection

A

Repair the environment to a state better than it was prior to the bx occurring

EX: Client shows pillow, has to clean whole room

147
Q

Positive Practice Overcorrection

A

Repeatedly perform a correct form of bx for specified duration of time or number of responses

EX: client slams door, has to gently close door 10 times

ABA Therapy (1 decks)

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