Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

BEHP 5003 (FIT BCBA) > Unit 4 > Flashcards

Unit 4 Flashcards

Unit 4 covers standard measurement and celeration.

1
Q

Response

movement cycle

A

An instance or occurrence of a target behavior that has a distinct beginning and end.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

permanent products

A

a change in the environment produced by a behavior that lasts long enough for a measurement to take place.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

continuous (direct) response measures

A

directly measure a dimensional quantity of behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

discontinuous (indirect) response measures

A

measure a dimensionless quantity of behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

types of continuous response measures

A
  • event recording (frequency recording)
  • latency recording
  • duration recording (per occurrence or total)
  • IRT recording
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

event recording (frequency recording)

A

a continuous (direct) response measure which measures rate.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

latency recording

A

a continuous (direct) response measure which measures latency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

duration recording

A

a continuous (direct) response measure which measures duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

types of duration recording

A
  • duration per occurrence

- total duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

IRT recording

A

a continuous (direct) response measure which measures IRT.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

types of discontinuous response measures

A
  • Percent occurrence (and % correct)
  • Trials to criterion
  • Discrete categorization (coding)
  • Partial interval recording
  • Whole interval recording
  • Momentary time sampling
  • PLACHECK
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

percent occurrence

A

a discontinuous (indirect) response measure which measures the percentage of times a target behavior occurs when an opportunity is presented for its occurrence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

trials to criterion

A

a discontinuous (indirect) response measure which measures the number of consecutive opportunities to respond, required to achieve a performance standard.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

discrete categorization (coding)

A

a discontinuous (indirect) response measure in which responses are classified into discrete categories (e.g., severity codes, duration codes, independence codes, etc.) and a percentage of these response categories is obtained.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

partial interval recording

A

a discontinuous (indirect) response measure which measures the percentage of intervals in which a target bx occurred at any time during an interval.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

whole interval recording

A

a discontinuous (indirect) response measure which measures the percentage of intervals in which a target response occurred for the total duration of an interval.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

momentary time sampling

A

a discontinuous (indirect) response measure which measures the percentage of intervals in which a target response was occurring a the end of an interval.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

PLACHECK (planned activity check)

A

a discontinuous (indirect) response measure which measures the percentage of individuals that were engaged in a target response at the end of an interval of time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

considerations in selecting response measures

A
  • which dimensions are you interested in?
  • what are the logistics involved in collecting data? (where is the data going to be collected, who is going to collect data, etc.)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

inter-observer agreement (IOA)

A

the coefficient of agreement between two or more independent observers.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

formulas to calculate inter-observer agreement

A

(smaller/larger) x 100

(agreements/agreements + disagreements) x 100

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

how to establish adequate inter-observer agreement

A
  • good response definitions
  • train observers
  • test observer agreement
  • frequent observer evaluation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

property

A

a fundamental quality of a phenomenon

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

dimensional quantity

A

a quantifiable aspect of a property

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

fundamental properties of behavior

A
  • temporal locus
  • temporal extent
  • repeatability
  • the combination of temporal locus and temporal extent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

dimensional quantities of bx

A
  • latency
  • duration
  • countability
  • inter-response time
  • rate
  • celeration (acceleration or deceleration)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

temporal locus

A

a response occurs at a certain point in time in relation to a preceding environmental event

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

temporal extent

A

a response occupies time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

latency

A

the amount of time between a stimulus and a response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

repeatability

A

a response can reoccur

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

duration

A

the amount of time between the beginning and the end of the response cycle

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

countability (frequency)

A

the number of responses or the number of cycles of the response class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

inter-response time (IRT)

A

the time between 2 successive responses; usually, the time elapsed between the end of a response cycle and the beginning of the next response cycle.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

rate

A

the ratio of the number of responses over some period of time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

celeration

A

changes in rate over time. usually, increases (acceleration) or decreases (deceleration) in rate over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

reliability

A

the consistency of measurement

37
Q

validity

A

the extent to which data obtained from measurement are directly relevant to the target bx of interest and to the reason(s) for measuring it.

38
Q

accuracy

A

the correspondence between observed instances and “true” values

39
Q

graph

A

relatively simple visual formats for displaying data

40
Q

types of graphic displays

A
  • bar graph (histogram)
  • cumulative record
  • equal-interval line graph
  • semi-logarithmic graph
41
Q

bar graph (histogram)

A

used for summarizing and comparing data for different groups of subjects and/or different conditions.

used to compare sets of data which are not related to one another by a common underlying dimension by which the horizontal axis can be scaled. that is, the data are discrete.

42
Q

cumulative record

A

a type of graph on which the cumulative number of responses emitted is represented on the vertical axis; the steeper the slope of the data path, the greater the response rate.

43
Q

cumulative recorder

A

a device that automatically draws cumulative records (graphs) that show the rate of response in real time; each time a response is emitted, a pen moves upward across paper that continuously moves at a constant speed.

44
Q

equal-interval line graph

A

a type of graph based on a cartesian plane… any point within the plane represents a specific relation between the two dimensions described by the intersecting lines. it is the most common graphic format for displaying data in ABA.

45
Q

semi-logarithmic graph

A

a 2-d graph with a logarithmic scaled y axis so that equal distances on the vertical axis represent changes in bx that are of equal proportions

46
Q

uses of equal-interval line graphs

A
  • track client’s progress
  • evaluate effectiveness of interventions
  • present results of functional analyses
47
Q

interpreting graphs

A
  • did a significant change in one of the dimensions of the target bx occur between one phase/condition and the next?
  • was the change due to the manipulation? how certain are we?
48
Q

considerations during visual analysis of data

A
  • number of data points
  • level and mean shift (in level)
  • variability
  • trend
49
Q

level

A

the value on the vertical axis scale around which a set of behavioral measures converge (mean or median)

50
Q

trend

A

the overall direction taken by the data path

51
Q

variability

A

the extent to which measures of bx under the same environmental conditions diverge form one another

52
Q

scatter plot

A

a data collection form for problem bx and the intervals of time bxs occurred. it provides a graphic display of data in a grid format. it is used to identify patterns of responding in natural settings

53
Q

bounce

A

variability

54
Q

the standard celeration chart

A

“A multiply-divide chart with six base- 10 (or x10, ÷10) cycles n the vertical axis that can accommodate response rates as low as 1 per 24 hours (0.000695 per minute) to as high as 1,000 per minute. It enables the standardized charting of celeration, a factor by which rate of behavior multiplies or divides per unit of time.”

55
Q

precision teaching

A

instructional decision-making system predicated on the position that:

  • learning is best measured as a change in response rate
  • learning most often occurs through proportional changes in behavior
  • past changes in performance can project future learning.
56
Q

true value

A

a measure obtained by procedures that are independent of and different from procedures that produced the data being evaluated and for which the researcher has taken “special or extraordinary precautions to insure that all possible sources of error have been avoided or removed.”

57
Q

The problem with percent measures is that they

A

remove the dimensions of number of responses and time

58
Q

What should be the standard response measure?

A

rate

59
Q

reliability is a measure of

A

agreement

60
Q

a measure of accuracy requires

A

comparison with “true” values

61
Q

the vertical axis on an equal-interval line graph uses an

A

add-subtract scale

62
Q

what type of graph is most used in the field of ABA?

A

equal interval line graph

63
Q

the vertical axis located on the left of the standard celebration chart represents

A

the range of possible responses per day

64
Q

True or False? when using an equal-interval line graph, the way you calibrate your axes will have an effect on how your data is displayed

A

true

65
Q

True or false? in an equal-interval line graph, the steeper the slope, the higher the rate

A

false

66
Q

on the standard celeration chart, every seventh vertical line is thicker than the rest. this thick vertical line represents:

A

sundays

67
Q

what term is used in precision teaching to refer to variability?

A

bounce

68
Q

on the standard celeration chart, the right vertical axis represents _____, while the left vertical axis represents ______.

A

units of time, rate

69
Q

the range of responses on a standard celeration chart goes from _____ per day to ______ per minute.

A

one, 1000

70
Q

the vertical axis on the standard celeration chart is based on an

A

multiple/divide scale

71
Q

how many days are displayed on a standard celeration chart?

A

140

72
Q

a record floor is

A

a straight horizontal line that represents the duration of the observation period

73
Q

on the standard celeration chart rate increases by going ____, while duration increases by going ____ the chart.

A

up, down

74
Q

what is the minimum number of data points you need in order to draw a celeration line on the standard celeration chart?

A

six

75
Q

where is a zero frequency plotted on the standard celeration chart?

A

just below the “floor”

76
Q

bar graphs often display…

A

summary data

77
Q

in applied settings, cumulative graphs are used to display

A

emerging repertoires

78
Q

measures of inter observer agreement result in…

A

increased believability

79
Q

what response measure is most commonly used (even by bx analysts) to indicate the amount of correct responding by an individual?

A

percent

80
Q

an unbiased, essentially “true value” is necessary to achieve a measure of…

A

accuracy

81
Q

measures of inter observer reliability are actually measures of

A

agreement

82
Q

what response measure is defined as “the number of brief time intervals during which a response occurs at least once”

A

partial interval recording

83
Q

what is the most common continuous multiple occurrence response measure, which is based on dimensional quantities of bx?

A

frequency (rate)

84
Q

percent is a derivative response measure which results in a loss of…

A

number correct, number incorrect, and the recording interval.

85
Q

a movement cycle defines

A

the beginning and end of an occurrence of a specific target bx

86
Q

temporal locus is to latency as temporal extent is to ______

A

duration

87
Q

standard celeration charts are most often used in this instructional technology…

A

precision teaching

88
Q

there are 140 vertical lines in the standard celeration chart, these lines are also called…

A

day lines

BEHP 5003 (FIT BCBA) (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions