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Behavioral Modification > Unit 4 > Flashcards

Unit 4 Flashcards

1
Q

Four Types of Functions

A

Social Positive Reinforcement
Social Negative Reinforcement
Automatic Positive Reinforcement
Automatic Negative Reinforcement

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2
Q

ABC Observation

A

A Functional Assessment method involving Direct Observation of the antecedents, the target behavior, and the consequences of the behavior.
Typically conducted in the natural environment where the target behavior occurs

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3
Q

Automatic Negative Reinforcement

A

Occurs when the target behavior automatically reduces or eliminates an aversive stimulus as a consequence of the behavior and the behavior is strengthened

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4
Q

Automatic Positive Reinforcement

A

When the behavior produces a positively reinforcing consequence automatically, and the behavior is strengthened

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5
Q

Control Condition

A

A Functional Analysis condition in which you present the Abolishing Operation for the behavior and do not provide the reinforcer for the behavior if it occurs

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6
Q

Direct Assessment

A

Behavioral Assessment involving Direct Observation and recording of the behavior as it occurs.
May also refer to Direct Observation and recording of the antecedents and consequences of the behavior

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7
Q

FA Conditions

A

Contingent Attention
Contingent Escape (Demand)
Alone (Ignore)
Play (Control)

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8
Q

Exploratory Functional Analysis

A

A type of Functional Analysis in which the behavior analyst may not have a hypothesis about the reinforcing consequence maintaining the problem behavior and is exploring a range of possibilities in the Functional Analysis.
Typically includes 3-4 test conditions where the analyst presents an EO and a possible reinforcer for the problem behavior, and a control where an AO is presented and all possible reinforcers are withheld

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9
Q

Functional Analysis

A

A Functional Assessment method in which environmental events (antecedents and consequences of the behavior) are manipulated to demonstrate a functional relationship between the environmental events and the behavior

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10
Q

Functional Assessment

A

The process of generating information on the events preceding and following the behavior in an attempt to determine which antecedents and consequences are reliably associated with the occurrence of the behavior.

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11
Q

Functional Interventions

A

Interventions (Extinction, Differential, and Antecedent Control) that decrease problem behaviors without the use of punishment by modifying the antecedents and consequences that control behaviors

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12
Q

Functional Relationship

A

A relationship between a behavior and an environmental event(s) in which the occurrence of the behavior is controlled by the occurrence of the environmental event.
Demonstrated in a research design by manipulating the environmental event and showing that the behavior changes if and only if the environmental event occurs

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13
Q

Hypothesis-Testing Functional Analysis

A

A type of Functional Analysis in which the goal is not to evaluate all possible functions, but to confirm or disconfirm the hypothesis.
One condition presents the hypothesized EO, and when the problem occurs, presents the Hypothesized Reinforcer. The other condition (control) presents the hypothesized AO , and if the problem behavior occurs, does not provide the hypothesized reinforcer

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14
Q

Indirect Assessment

A

Assessment that relies on information from others. The information on the problem behaviors, antecedents, and consequences is not derived from direct observation, but from retrospective report in interviews and questionnaires

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15
Q

Scatter Plot

A

A type of Functional Assessment procedure in which you record each half hour whether the behavior occurred in the preceding half hour.
Used to establish the temporal pattern in the behavior

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16
Q

Social Negative Reinforcement

A

When another person terminates an aversive interaction, task, or activity after the occurrence of a target behavior, and as a result, the behavior is more likely to occur

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17
Q

Social Positive Reinforcement

A

When a positively reinforcing consequence is delivered by another person after the target behavior, and as a result the behavior is more likely to occur

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18
Q

Test Condition

A

A Functional Analysis condition in which you provide the EO for the behavior and provide the reinforcer for the behavior if it occurs

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19
Q

Escape Extinction

A

Extinction for behaviors maintained by Negative Reinforcement.
In Negative Reinforcement, a behavior results in escape from an aversive stimulus. Escape Extinction involves no longer allowing escape following the problem behavior

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20
Q

6 Steps to Using Extinction

A

Define problem behaviors and implement data collection
Conduct a Functional Assessment to identify the reinforcer for the problem behavior
Eliminate the Reinforcer for the problem behavior
Consider the Schedule of reinforcement prior to extinction
Continuous Vs. Intermittent
Reinforce Alternative Behaviors
Reinforce an alternative behavior to replace the problem behavior
Take Steps to promote generalization and maintenance
Use Extinction in all relevant circumstances
Have everyone use extinction, all the time
Continue to use extinction over time long after the problem behavior has decreased

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21
Q

Treatment Fidelity

A

Implementing a procedure exactly as planned.

Also called Treatment Integrity or Implementation Fidelity

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22
Q

Differential Reinforcement of Alternative Behavior (DRA)

A

A procedure for decreasing a problem behavior by reinforcing a functionally equivalent alternative behavior (Competing Behavior) to replace the problem behavior

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23
Q

Differential Reinforcement of Communication (DRC)

A

A type of DRA procedure in which a communication response is reinforced to replace the problem behavior
A.K.A. Functional Communication Training (FCT)

24
Q

Differential Reinforcement of an Incompatible Behavior (DRI)

A

A type of DRA procedure in which a physically incompatible behavior is reinforced to replace the problem behavior

25
Q

Differential Reinforcement of Low Rates of Responding (DRL)

A

A procedure in which a lower rate of a particular behavior is reinforced to decrease the rate of the behavior
Used when the goal is to decrease but not necessarily to eliminate a target behavior

26
Q

Differential Reinforcement of Other Behavior (DRO)

A

A procedure in which the reinforcer is delivered after intervals of time in which the problem behavior does not occur
Involves reinforcing the absence of the problem behavior

27
Q

Full-Session DRL

A

A Differential Reinforcement of low rates of responding (DRL) procedure in which the reinforcer is delivered if fewer than a specified number of responses occur in a specific period (the session).
Used to decrease the rate of a behavior

28
Q

Interresponse Time (IRT)

A

The time between the occurrence of consecutive responses

29
Q

Interval DRL

A

A type of Differential Reinforcement of low rates of responding (DRL) procedure that involves dividing a session into consecutive intervals or time and providing the reinforcer if no more than one response occurred in each interval

30
Q

Momentary DRO

A

A type of Differential Reinforcement of other behavior (DRO) procedure in which the reinforcer is delivered if the person is refraining from the problem behavior at the end of the DRO interval.
Problem behavior does not have to be absent throughout the entire interval for the reinforcer to be delivered
Momentary DRO typically is not effective unless it follows the use of a Whole-Interval DRO procedure

31
Q

Multiple Stimulus Assessment

A

An array of potential reinforcers is presented to the individual and the researcher records which potential reinforcer the individual approaches or chooses first.
This stimulus is then removed from the array and the researcher records which stimulus the individual chooses next.
That stimulus in turn, is then removed from the array and the process continues until the individual has approached or chosen all stimuli.
The array of stimuli is presented a number of times (with the stimuli in different locations on the table each time) to identify the order in which the stimuli are chosen
Multiple Stimulus Without Replacement (MSWO

32
Q

Paired Stimulus Assessment

A

Two potential reinforcers (from an array of potential reinforcers) are presented to the individual and the researcher records which stimulus the individual and the researcher records which stimulus the individual approaches.
Each stimulus is presented with every other stimulus multiple times and the researcher calculates the percentage of times that the individual approaches each stimulus, including which stimuli are likely to be reinforcers

33
Q

Preference Assessment

A

A process of identifying reinforcers for an individual that involves presenting potential reinforcers and measuring whether the individual approaches, manipulates, or consumes the item.
Preference assessments can be conducted in at least three different ways; single stimulus assessment, and multiple stimulus assessment

34
Q

Reinforcer Assessment

A

A process in which an item from a preference assessment is delivered contingent on a behavior to see if the behavior increases.
If the behavior increases, the item functions as a reinforcer

35
Q

Spaced-Responding DRL

A

A type of differential reinforcement of low rates of responding (DRL) procedure in which the reinforcer is delivered when the response occurs before the interval has ended, the reinforcer is not delivered and the interval is reset. The interval between responses is called the Interresponse time

36
Q

Stereotypic Behavior

A

Repetitive behaviors that do not serve any social function for the individual. They are often called self-stimulatory behaviors because they function to produce some form of sensory stimulation for the individual

37
Q

Single Stimulus Assessment

A

Each potential reinforcer (from an array of potential reinforcers) is presented, one at a time, to see whether the individual approaches the stimulus or not.
After each stimulus is presented of times that the individual approached each stimulus to indicate which stimuli are likely to be reinforcers

38
Q

Whole-Interval DRO

A

A type of differential reinforcement of other behavior (DRO) procedure in which the problem behavior must be absent throughout the entire interval of time for the reinforcer to be delivered.
Most DRO procedures involve Whole-Interval DRO

39
Q

Antecedent Control Procedure

A

A procedure in which antecedents are manipulated to influence the target behavior.
May involve manipulating a discriminative stimulus (S^D) or cues, establishing operations, or response effort for the target behavior or alternative behaviors

40
Q

Functional Interventions

A

Interventions (extinction, differential reinforcement, and antecedent control) that decrease problem behaviors without the use of punishment by modifying the antecedents and consequences that control the behaviors

41
Q

In an indirect FBA information is gathered by:

In a direct FBA information is gathered by:

A
  • Asking, interviews, questionnaires

- Watching the behavior

42
Q

Name the type of FBA: directly manipulate possible variables controlling behavior variables controlling behavior

A

Functional Analysis (FA)

43
Q

Problem behavior is maintained by escape from demands, this is:

A

Social Negative Reinforcement

44
Q

What are some strengths and weaknesses of the following: -Indirect FBA

  • Direct FBA
  • FA
A

Indirect- less accurate but easy to administer
Direct- only hypothesize function but actually see the behavior
FA- need to be trained but shows function

45
Q 
What do the following stand for:
–DRA
–DRI
–FCT
–DRO
–DRL
A

DRA- differential reinforcement of alternative bx
DRI- differential reinforcement of incompatible bx
FCT- functional communication training
DRO- differential reinforcement of other bx
DRL- differential reinforcement of lower rate bx

46
Q

Sally talks a lot of her friends during class time. I want her to talk less to her friends but not stop want her to talk less to her friends but not stop completely. What can I do? How should I implement completely. What can I do? How should I implement it?

A

DRL, deliver a reinforcer when sally talks out only less than a certain amount in class

47
Q

Prior to implementing extinction one must know what is ______ the problem behavior

A

Reinforcing

48
Q

Sally screams and her teacher says “stop that”. An FA shows Sally’s screaming is maintained by attention. shows Sally’s screaming is maintained by attention. How would we implement extinction?

A

No attention for screaming

49
Q

Sally hits her head. An FA shows this is maintained by automatic reinforcement. How can you implement extinction?

A

helmet

50
Q

You want to stop buying chocolate so you do not walk by the vending machine What antecedent control procedure occurred?

A

Removing SD

51
Q

Sally wants to attend more classes next semester. She schedules classes that are only a 4 minute walk from her dorm. from her dorm. What antecedent control procedure?

A

Decrease response effort

52
Q

You want to start drinking less soda. You have your significant other tell you all the bad things soda does to
you. You also put the soda in the back of your pantry.
What procedures are going on?

A

Reduce EO, increase response effort

53
Q

I am sleep training a child to sleep through the night. I keep the child up all day during this time. I did this in order to….

A

Increase the EO

54
Q

Access to tangible items is what type of reinforcement?

A

Social positive

55
Q

Give me an example of a behavior maintained by social negative reinforcement. How can I implement extinction?

A

Pinching to remove a person

Have the person stay there

56
Q

During a FA we want to _________ problem behavior in order to find the _______

A

reinforce

function

Behavioral Modification (2 decks)

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