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BEHP5015 > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

Type of work conducted in early behavior analysis

A

Topography-based bx modification/management

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2
Q

Populations served in early behavior analysis

A

Prisoners; sever autism, mental retardation, schizophrenia

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3
Q

Conducted the early applications of behavior analysis

A

Behavioral experimental psychology graduates

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4
Q

Used by ABA pioneers to evaluate effectiveness in the real world

A

Early applications of EAB

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5
Q

Year ABA was formalized

A

1968

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6
Q

Caused the drift to behavior modification and management

A

Institutional need for “behavior modifiers”

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7
Q

Approach used by behavior modifiers

A

“Topography-based” behavior reduction

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8
Q

Focuses only on problem bx

A

Behavior management

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9
Q

4 characteristics of behavior modification/management

A

Cook-book approach
Topography-based
Technologist
Procedures at the core

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10
Q

4 characteristics of behavior analysis

A

Individualized
Function-based
Analysts
Basic principles at the core

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11
Q

4 characteristics of problem behavior

A

Minimizes achieving meaningful outcome
Minimizes access to reinforcers
Maximizes contact with punishers
May result in restricted access to community

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12
Q

5 parameters of problem behavior

A 
Rate (too hight)
IRT (too short)
Duration (too long)
Severity/intensity (too high)
Wrong place, situation, or time
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13
Q

Topography-based treatment model

A

Model for treating problem bx based on form of the bx

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14
Q

4 characteristics of topography-based treatment procedures

A

Delivered aversive and restrictive punishers
Used artificial and arbitrary reinforcers
Used thinned reinforcement schedules

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15
Q

Cook-book approach

A

“One-size fits all” approach

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16
Q

Topography-based DRI (differential reinforcement of incompatible)

A

Taught non-functional incompatible behaviors

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17
Q

Topography-based DRA (differential reinforcement of alternate behavior)

A

Alternative behaviors benefited caregivers and not client

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18
Q

3 limitations of the topography-based treatment model

A

Contingent relations are broken
Behavior did not maintain or generalize
Problem behavior hidden under tight stimulus control

19
Q

Function-based treatment model

A

Model for treating problem behavior based on the function

20
Q

Functional Communication Training (FCT)

A

An appropriate form of communications is taught to replace problem behavior

21
Q

FCT-Stage 1

A

Conduct a functional assessment or analysis

22
Q

FCT- Stage 2

A

Train and differentially reinforce a communicative response

23
Q

FCT- Stage 3

A

Transfer control to real-life settings and persons

24
Q

Mand Training

A

More specific words taught and results in a larger speaker repertoire

25
Q

3 strategies for promoting generalization in FCT

A

Incorporate multiple trainers and settings
Include like stimuli
Sequential modification

26
Q

Is out subject matter behavior alone?

A

No; includes operants, respondents, contingencies, functional relations

27
Q

Are the “functions of behavior” only “attention, tangibles, escape, and automatic reinforcement”?

A

No; typical statements about “function” are oversimplifications

28
Q

Should antecedents have only a first name?

A

No; antecedents only exist in relation to consequences (last name)

29
Q

Can we neglect context?

A

No; behavior change in relation to context

30
Q

Are we effective we only change behavior?

A

No; change real-world contingencies to achieve meaningful outcomes

31
Q

Functional relation

A

Manipulation of a stimulus produces a reliable and predictable change in a response

32
Q

4 characteristics of functional relations

A

Probabilistic
Nonlinear
Complex
Allows for predictions

33
Q

Functional relations are probabilistic

A

Not cause-and-effect or deterministic

34
Q

Functional relations are nonlinear

A

Compared to nonlinear in calculus

35
Q

Functional relations are complex

A

Functional relations change with respect to context

36
Q

Everyday usage of the term function

A

What an organism “does” and “why”

37
Q

Scientific usage of the term function

A

A mathematical relation between stimulus classes and response classes

38
Q

Problem with using the “everyday definition of function”

A

Practitioners use teleological explanations

39
Q

Contingency

A

One event depends on another

40
Q

Discriminative stimuli

A

Derive effects on behavior from a past history of differential availability with a consequence

41
Q

Motivating operations

A

Derive effects on behavior from their value-altering effect on consequences

42
Q

Last name of discriminative stimuli

A

Consequence leads to the development of that discriminative stimulus

43
Q

Last name of motivating operations

A

The consequence whose value is being altered

BEHP5015 (6 decks)

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