Unit 4 Flashcards
1
Q
operant bx
A
mostly under the control of consequences
2
Q
antecedent research
A
not conceptually systematic
3
Q
kantor’s conceptualization
A
structure-bound, not functionally related
4
Q
setting events
A
stimulus events or contexts that exert general control over antecedent-bx relationships
5
Q
contextual variables
A
sd, sdelta, sdp
6
Q
motivating operation
A
antecedent condition that has either value altering or behavior altering effect
7
Q
role of antecedents in treatment
A
operant antecedents do not function independently of consequences
8
Q
time based schedules (best term for…)
A
non-contingent stimulus presentation
9
Q
negative punishment
A
for negative punishment to occur an antecedent appetitive condition must exist whose removal would be punishing
10
Q
time out
A
time out from positive reinforcement: withdrawl of reinforcement or loss of access to reinforcement for period of time contingent on inappropriate bx.
11
Q
time out
A
contraindicated for bx maintained by social negative reinforcement; inappropriate for escape-avoidance bx
12
Q
types of time out
A
planned ignoring, ribbon, contingent observation or from specific reinforcement, exclusion
13
Q
overcorrection
A
reductive procedure where person is required
14
Q
restitutional overcorrection
A
restore and overcorrect environment
15
Q
simple overcorrection
A
restore environment to original state
16
Q
positive practice
A
practice the appropriate behavior many times
17
Q
aversive stimuli
A
water mist, bad taste liquids, sounds, smells, electro-faradic
18
Q
contingent observation
A
removing a person from a reinforcing activity or thing while they watch others engage with the items/activities for brief period of time
19
Q
response cost
A
contingent on inappropriate bx person has item taken away permanently
20
Q
behavioral momentum
A
tendency for pattern of bx to persist despite from opposition to the response reinforcer relationship
21
Q
high-p requests
A
easy tasks with a history of compliance
22
Q
low-p request
A
target task without history of regular compliance
23
Q
high-p intervention
A
establishes a momentum of compliance that will be resistant to change when a low-p instruction is presented
24
Q
high-p intervention -procedure
A
antecedent intervention with 2-5 high-p tasks presented in quick succession before requesting the low-p task
25
from its beginning, behavior analytic treatment of problem bx mostly focused on manipulating...
consequences
26
a central thesis of ABA is that operant bx is mostly controlled by
consequences
27
aba research on antecedents is (currently) far from being
conceptually systematic
28
applied, behavioral, conceptually systematic, and technological are four of the
dimensions of ABA
29
A term used by Skinner, in relation to antecedents,
discriminative stimulus
30
A term used by Kantor, in relation to antecedents,
setting event
31
A term used by Jack Michael, in relation to antecedents,
motivating operation
32
whose system is structure bound conceptual system in which it is inferred that, because certain antecedents are distinguishable from discrete stimuli, the mechanisms that affect bx must also be distinct
Kantor
33
Skinner's conceptualizations of antecedents
aversive stimuli
deprivation and satiation
discriminative stimuli
NOT reinforcing stimuli
34
When Jan resided in a group home where all there was to do was watch TV, she screamed frequently. Now that she is in a home where there are many different activities she hardly screams. Having only one activity versus having a diversity of activities is an example of:
contextual variable
35
Tim usually complies with his teacher's instructions and completes all assigned tasks in school. Today, just as he was getting ready to leave for school, his dog ran away and he could not find it before he had to leave for school. In language arts class he told his teacher to "stick it up her a--" when she asked him to put away the comic book he was reading in class when he was supposed to be writing an essay about pets. The dog running away was a:
setting event
36
Martha "hates" rainy days. On Thursday it rained all day. When her boss asked for her paperwork, she rudely commented "Who needs that stupid paperwork anyways?" The rainy day was most likely a(n)
contextual variable
37
what effect does an SD have on bx?
it evokes bx
38
what effect does an Sdelta have on bx?
it abates behavior
39
the increase reinforcer value produced by an EO is its
establishing effect
40
what effect does an EO related to reinforcement have on behavior?
evokes a bx
41
the decrease in reinforcer value produced by an AO is its
abolishing effect
42
what effect does an AO related to reinforcement have on bx
abates a bx
43
In the "Story of Kathy" described in the lecture, what was the SD for jumping?
dad being home
44
In the "Story of Kathy" described in the lecture, what was the SΔ for jumping?
being home alone
45
In the "Story of Kathy" described in the lecture, what was the EO for jumping?
dad busy working
46
In the "Story of Kathy" described in the lecture, what was the AO for jumping?
dad talking to her for 1 hour
47
Exert control over behavior in the "here-and-now".
antecedents
48
what effect should antecedent manipulations have on desirable bx?
evoke desirable bx
49
what effect should antecedent manipulations have on problem bx?
abate problem bx
50
what effect should consequence manipulations have on desirable bx?
increase rate of desirable bx
51
what effect should consequence manipulations have on problem bx?
decrease rate of problem behavior
52
What schedule is it? - During a session, Ben gives Jerry a bite of ice cream every 5 minutes regardless of what Jerry is doing:
fixed time schedule
53
What schedule is it? - During a session, Ben gives Jerry a bite of ice cream the first time he asks for ice cream after 5 minutes have elapsed from the last time he gave Jerry ice cream when he asked:
fixed interval schedule
54
terms for time based schedules
fixed time schedule
non-contingent reinforcement
response-independent reinforcement
NOT fixed interval schedule
55
which is the BEST term for time-based schedules?
non-contingent stimulus presentation
56
If a behavior maintained by escape from task demands is abated by gradually fading in the demands from very minimal to greater demands, then the minimal demand is likely to function as a(n):
AO for negative reinforcement
57
if a bx maintained by attention is abated by provident frequent non-contingent attention the frequent attention is likely to function as an
AO for positive reinforcement
58
besides the AO effect of time-based schedules, another mechanism that may account for the weakening of problem bx is
contingency-breaking effect
59
In the "Story of Darren and the Goon Squad vs. our Team" described in the lecture, in relation to punching and kicking others, requests by unit staff to get ready for school functioned as:
EO
60
In the "Story of Darren and the Goon Squad vs. our Team" described in the lecture, in relation to problem behavior being abated when the behavior team was present, the stimulus-fading-in procedure functioned as:
AO
61
In the "Story of Darren and the Goon Squad vs. our Team" described in the lecture, the sight and voices of Eileen and Donna evoked compliance and actually functioned as:
SD
62
One day when Darren was walking close to door of the school, Eileen asked him to give her five and to do a spin with her. He quickly complied with each request and she praised him each time. Then she asked him to walk into school and he complied. This procedure is an example of:
behavioral momentum
63
In the "Story of Bobby, his Meowing, the Flickering Lights, & the Blindfold" described in the lecture, the flickering lights which evoked Bobby's aggressive behavior functioned as a(n):
EO
64
In the "Story of Bobby, his Meowing, the Flickering Lights, & the Blindfold" described in the lecture, putting the blindfold on Bobby when the lights flickered abated Bobby's aggressive behavior functioned as a(n):
AO
65
However, the long-term effect of putting the blindfold on Bobby when the lights flickered contingent on his aggressive behavior most likely functioned as a(n):
Negative reinforcement
66
What are appropriate antecedent manipulations for bx maintained by escape?
build bx momentum
stimulus demand fade-in
give choices
NOT provide non-contingent attention
67
In the "Story of Danica and our 'B Mod Squad'" described in class, in relation to scratching and hair pulling, requests by unit staff functioned as:
EO
68
In the "Story of Danica and our 'B Mod Squad'" described in class, in relation to scratching and hair pulling, staff moving close to Danica functioned as:
EO
69
In the "Story of Danica and our 'B Mod Squad'" described in class, in relation to the overall decrease in the rate of problem behaviors, that was limited to times when the behavior team were implementing the stimulus fading in procedure, the procedure actually functioned as
AO
70
In the "Story of Danica and our 'B Mod Squad'" described in class, the sight and voices of our 'mod squad' evoked compliance and actually functioned as:
SD
71
for negative punishment to occur...
an antecedent appetitive condition must exist whose removal would be punishing
72
in order for a "time-out" to occur, there must be a
time in
73
"time-in" as it relates to "time-out" might be best defined as
an appetitive condition
74
forms of exclusionary time out:
time-out behind a partition
hallway time out
open door (separate room) time out
locked door time out with continuous observation
75
true forms of punishment may include
```
non-exclusionary contingent observation
planned ignoring
time-out ribbon
closed-door timeout
NOT simple ignoring
```
76
John throws his box of crayons on the floor. You use least-to-most prompting to have John pick up every single crayon and place his crayon box back on the table. This is an example of:
simple correction
77
Positive practice overcorrection is a form of X punishment while restitutional overcorrection is a form of Y punishment.
both are positive
78
John is overweight. His M.D. has stated he must lose weight. After awakening, but before his shower, staff prompt him to do 10 minutes of exercise rather than sit while watching television (waiting for breakfast before the school bus). This is a form of
not a form of punishment
79
these increase the effectiveness of punishment
deliver punishment at the start of the chain
do it immediately after the target bx
provide engaging activities and teach alternative bxs which may earn additional reinforcers
80
when punishment is used effectively, caretakers tend to use it:
more often due to negative reinforcement
81
by caretakers being "negatively reinforced for using punishment" we mean that
immediate decreases in the target bx negatively reinforce caregivers use of punishment
82
potential side effects of punishment
People, places, and things associated with punishment begin to evoke escape behaviors
Strong and unpleasant emotional reactions are often evoked
Persons watching punishment procedures being used later copy what they have seen
83
prior to using punishment procedures you must determine...
Do the risks of the behavior outweigh the side effects of use of punishment?
Have clinically sound trials of less restrictive procedures been completed, but without success?
84
Specific punishment procedures are selected based on the following:
the function of the target bx
the likely effectiveness of the punishing stimulus
85
Participants: 6 white carneaux pigeons
DV: Key pecks
IV: Multiple VI VI schedule (NCR-dark food key and EXT)
Results: rate of responding was higher in extinction phases following schedules of reinforcement with highest rate of responding
Nevin, Mandell, and Atak (1983)
86
Participants: 2 yr old
DV: compliance with medical procedures
IV: DRA for compliance + escape EXT
High-p + DRA (compliance) + escape EXT
Results: high-p procedures enhanced the effectiveness of DRA and Escape EXT to increase compliance with medical procedures
McComas, et al. (1998)
87
Partipants: 36yr old make with severe MR
DV: compliance
IV: 3 or 4 high-p requests issued at 10-s intervals immediately prior to a low-p request, positive statements issued at 10-s intervals
Results: increased compliance
Mace, et al. (1988) exp 1
88
Partipants: 36yr old make with severe MR
DV: compliance
IV: Hi-p procedure + attention-control condition (3-4 neutral or positive statements issued at 10-s intervals immediately preceding low-p request) *designed to test the effects of pleasant interactions preceding the low-p request
Result: compliance did not increase w/ attn control but did increase with high-p sequence. momentum effects were distinct from the effects of experimenter attention
Mace, et al. (1988) exp 2
89
Participants: 3 young boys with SD
DV: social interactions
IV: high-p instruction sequence
Results: high-p requests increased student responsiveness to low-p requests to initiate social bx AND increase in duration of time spent interacting with peers
Davis, et al. (1994)
90
Participants: 3 children in a reg 2nd grade class
DV: student compliance and latency to comply during transitions
IV: high-p instruction sequence
Results: the high-p intervention was successfully reduced to zero high-p requests with high low-p request compliance
Ardain, et al. (1999)
91
Participants: elem schol student with LD
DV: compliance to a request for completion of an independent math assignment
IV: high-p instruction sequence
Results: High-probability requests were effective in reducing the latency to compliance but only minimally affected duration of engagement
Wehby and Hollahan (2000)
92
Participants: one typically developing and two MR children
DV: time-out-producing bx and delay-producing bx during time-out
IV: time-out with and without contingent delay
both delay and no delay variations were effective in reducing the frequency of the target bx
Mace, et al. (1986)
