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BEHP 5002 (FIT BCBA) > Unit 4 > Flashcards

Unit 4 Flashcards

1
Q

operant bx

A

mostly under the control of consequences

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2
Q

antecedent research

A

not conceptually systematic

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3
Q

kantor’s conceptualization

A

structure-bound, not functionally related

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4
Q

setting events

A

stimulus events or contexts that exert general control over antecedent-bx relationships

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5
Q

contextual variables

A

sd, sdelta, sdp

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6
Q

motivating operation

A

antecedent condition that has either value altering or behavior altering effect

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7
Q

role of antecedents in treatment

A

operant antecedents do not function independently of consequences

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8
Q

time based schedules (best term for…)

A

non-contingent stimulus presentation

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9
Q

negative punishment

A

for negative punishment to occur an antecedent appetitive condition must exist whose removal would be punishing

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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.

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11
Q

time out

A

contraindicated for bx maintained by social negative reinforcement; inappropriate for escape-avoidance bx

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12
Q

types of time out

A

planned ignoring, ribbon, contingent observation or from specific reinforcement, exclusion

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13
Q

overcorrection

A

reductive procedure where person is required

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14
Q

restitutional overcorrection

A

restore and overcorrect environment

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15
Q

simple overcorrection

A

restore environment to original state

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16
Q

positive practice

A

practice the appropriate behavior many times

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17
Q

aversive stimuli

A

water mist, bad taste liquids, sounds, smells, electro-faradic

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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

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19
Q

response cost

A

contingent on inappropriate bx person has item taken away permanently

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20
Q

behavioral momentum

A

tendency for pattern of bx to persist despite from opposition to the response reinforcer relationship

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21
Q

high-p requests

A

easy tasks with a history of compliance

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22
Q

low-p request

A

target task without history of regular compliance

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23
Q

high-p intervention

A

establishes a momentum of compliance that will be resistant to change when a low-p instruction is presented

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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

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25
Q

from its beginning, behavior analytic treatment of problem bx mostly focused on manipulating…

A

consequences

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26
Q

a central thesis of ABA is that operant bx is mostly controlled by

A

consequences

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27
Q

aba research on antecedents is (currently) far from being

A

conceptually systematic

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28
Q

applied, behavioral, conceptually systematic, and technological are four of the

A

dimensions of ABA

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29
Q

A term used by Skinner, in relation to antecedents,

A

discriminative stimulus

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30
Q

A term used by Kantor, in relation to antecedents,

A

setting event

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31
Q

A term used by Jack Michael, in relation to antecedents,

A

motivating operation

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32
Q

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

A

Kantor

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33
Q

Skinner’s conceptualizations of antecedents

A

aversive stimuli
deprivation and satiation
discriminative stimuli
NOT reinforcing stimuli

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34
Q

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:

A

contextual variable

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35
Q

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:

A

setting event

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36
Q

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)

A

contextual variable

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37
Q

what effect does an SD have on bx?

A

it evokes bx

38
Q

what effect does an Sdelta have on bx?

A

it abates behavior

39
Q

the increase reinforcer value produced by an EO is its

A

establishing effect

40
Q

what effect does an EO related to reinforcement have on behavior?

A

evokes a bx

41
Q

the decrease in reinforcer value produced by an AO is its

A

abolishing effect

42
Q

what effect does an AO related to reinforcement have on bx

A

abates a bx

43
Q

In the “Story of Kathy” described in the lecture, what was the SD for jumping?

A

dad being home

44
Q

In the “Story of Kathy” described in the lecture, what was the SΔ for jumping?

A

being home alone

45
Q

In the “Story of Kathy” described in the lecture, what was the EO for jumping?

A

dad busy working

46
Q

In the “Story of Kathy” described in the lecture, what was the AO for jumping?

A

dad talking to her for 1 hour

47
Q

Exert control over behavior in the “here-and-now”.

A

antecedents

48
Q

what effect should antecedent manipulations have on desirable bx?

A

evoke desirable bx

49
Q

what effect should antecedent manipulations have on problem bx?

A

abate problem bx

50
Q

what effect should consequence manipulations have on desirable bx?

A

increase rate of desirable bx

51
Q

what effect should consequence manipulations have on problem bx?

A

decrease rate of problem behavior

52
Q

What schedule is it? - During a session, Ben gives Jerry a bite of ice cream every 5 minutes regardless of what Jerry is doing:

A

fixed time schedule

53
Q

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:

A

fixed interval schedule

54
Q

terms for time based schedules

A

fixed time schedule
non-contingent reinforcement
response-independent reinforcement
NOT fixed interval schedule

55
Q

which is the BEST term for time-based schedules?

A

non-contingent stimulus presentation

56
Q

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):

A

AO for negative reinforcement

57
Q

if a bx maintained by attention is abated by provident frequent non-contingent attention the frequent attention is likely to function as an

A

AO for positive reinforcement

58
Q

besides the AO effect of time-based schedules, another mechanism that may account for the weakening of problem bx is

A

contingency-breaking effect

59
Q

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:

A

EO

60
Q

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:

A

AO

61
Q

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:

A

SD

62
Q

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:

A

behavioral momentum

63
Q

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):

A

EO

64
Q

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):

A

AO

65
Q

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):

A

Negative reinforcement

66
Q

What are appropriate antecedent manipulations for bx maintained by escape?

A

build bx momentum
stimulus demand fade-in
give choices
NOT provide non-contingent attention

67
Q

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:

A

EO

68
Q

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:

A

EO

69
Q

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

A

AO

70
Q

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:

A

SD

71
Q

for negative punishment to occur…

A

an antecedent appetitive condition must exist whose removal would be punishing

72
Q

in order for a “time-out” to occur, there must be a

A

time in

73
Q

“time-in” as it relates to “time-out” might be best defined as

A

an appetitive condition

74
Q

forms of exclusionary time out:

A

time-out behind a partition
hallway time out
open door (separate room) time out
locked door time out with continuous observation

75
Q

true forms of punishment may include

A 
non-exclusionary contingent observation
planned ignoring
time-out ribbon
closed-door timeout 
NOT simple ignoring
76
Q

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:

A

simple correction

77
Q

Positive practice overcorrection is a form of X punishment while restitutional overcorrection is a form of Y punishment.

A

both are positive

78
Q

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

A

not a form of punishment

79
Q

these increase the effectiveness of punishment

A

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
Q

when punishment is used effectively, caretakers tend to use it:

A

more often due to negative reinforcement

81
Q

by caretakers being “negatively reinforced for using punishment” we mean that

A

immediate decreases in the target bx negatively reinforce caregivers use of punishment

82
Q

potential side effects of punishment

A

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
Q

prior to using punishment procedures you must determine…

A

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
Q

Specific punishment procedures are selected based on the following:

A

the function of the target bx

the likely effectiveness of the punishing stimulus

85
Q

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

A

Nevin, Mandell, and Atak (1983)

86
Q

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

A

McComas, et al. (1998)

87
Q

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

A

Mace, et al. (1988) exp 1

88
Q

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

A

Mace, et al. (1988) exp 2

89
Q

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

A

Davis, et al. (1994)

90
Q

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

A

Ardain, et al. (1999)

91
Q

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

A

Wehby and Hollahan (2000)

92
Q

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

A

Mace, et al. (1986)

BEHP 5002 (FIT BCBA) (6 decks)

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