Unit 2

Question 1

ABA Practice

Answer 1

The application of the principles of operant and respondent learning derived from the experimental analysis of behavior and the application of methods and procedures validated by ABA researchers to assess and improve socially important human behaviors.

Question 2

Outcomes

Answer 2

Life changes that represent a person’s aspirations, dreams, and broad preferences

Question 3

Leads to outcomes

Answer 3

Behavior and behavior change

Question 4

Adaptive behavior

Answer 4

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group

Question 5

Target behavior

Answer 5

Any defined, observable, and measurable behavior which is the focus of assessment, analysis, and intervention

Question 6

Types of problems with behavior

Answer 6

Skill deficits, problems with strength of behavior, problems with performance, problems with stimulus control, problems with generality, behavior excesses

Question 7

Reasons for selecting target behavior

Answer 7

• Helps individual achieve outcomes
• Behavior deficit makes the person dependent on others
• Behavior is harmful, dangerous or illegal
• Behavior excludes individual from social situations
• Behavior interferes with independent functioning

Question 8

Social validity

Answer 8

The treatment goals and achieved outcomes are acceptable, socially relevant, and useful to the individual receiving services and to those who care about the individual

Question 9

Characteristics of a good response definition

Answer 9

Objective, clear, complete

Question 10

Preliminary assessment

Answer 10

The practitioner gathers basic information about the case, determines if behavioral services are appropriate, and if he/she is the appropriate provider of those services

Question 11

Steps of preliminary assessment

Answer 11

• Determine who has the authority to give consent for services
• Determine whether or not you have the permission, skills, time, and resources to begin assessment
• Complete intake paperwork or the equivalent (may be done by a cleric)
• Review records and available data
• Meet client and begin observations
• Document

Question 12

Skill deficits

Answer 12

When a client can’t do something at all, or without a lot of assistance (example: a client can’t tie his shoe)

Question 13

Problems with performance

Answer 13

When a client won’t do something (example: a client won’t tie his shoe, even though he has shown he can do it in the past)

Question 14

Problems with stimulus control

Answer 14

Doing the right thing at the wrong time/place/situation (example: client saying, “I love you, mom” to teacher)

Question 15

Problems with generality

Answer 15

Can do the skill, but only under limited circumstances (example: only talking to a member of the opposite sex when drinking alcohol)

Question 16

Behavior excesses

Answer 16

Doing a behavior too much (example: knocking on a door for 2 minutes before entering)

Question 17

Definition should be: Objective

Answer 17

Definition should refer only to observable characteristics of the behavior (and environment if needed) or translating any inferential terms into more objective ones. (example: “showing interest in” to “when given an option selecting ____”)

Question 18

Definition should be: Clear

Answer 18

Definition should be readable and unambiguous so that experienced observers could read it and readily paraphrase it accurately

Question 19

Definition should be: Complete

Answer 19

Definition should delineate the “boundaries” of what is to be included as an instance of the response and what is to be excluded, thereby directing the observers in all situations that are likely to occur and leaving little to their judgment

Question 20

Strength of behavior

Answer 20

• Lacks fluency
• Lacks mastery
• Does but not well enough
• Does well enough, but not frequently