Brainscape's Knowledge GenomeTM

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


See full index

BEHP5015 UNITS 1-6 > Units 1-6 > Flashcards

Units 1-6 Flashcards

1
Q

Type of work conducted in early behavior analysis

A

Topography based behavior modification/management

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

Populations served in early behavior analysis

A

Prisoners, severe autism, mental retardation, schizophrenia

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

Conducted the early applications of behavior analysis

A

Behavioral experimental psychology graduates

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

Used by ABA pioneers to evaluate effectiveness in the real world

A

Early applications of EAB

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

Year ABA was formalized

A

1968

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Caused the drift to behavior modification and management

A

Institutional need for “behavior modifiers”

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

Approach used by behavior modifiers

A

“Topography based” behavior reduction

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

Focuses only on problem behavior

A

Behavior management

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

4 characteristics of behavior modification/management

A
  1. Cook-book approach
  2. Topography-based
  3. Technologist
  4. Procedures at the core
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

4 characteristics of behavior analysis

A
  1. Individualized
  2. Function-based
  3. Analysts
  4. Basic principles at the core
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

4 characteristics of problem behavior

A
  1. Minimizes achieving meaningful outcomes
  2. Minimizes access to reinforcers
  3. Maximizes contact with punishers
  4. May result in restricted access to community
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

5 parameters of problem behavior

A
  1. Rate (too high)
  2. IRT (too short)
  3. Duration (too long)
  4. Severity/intensity (too high)
  5. Wrong place, situation, or . time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Model for treating problem behavior based on form of the behavior

A

Topography-based treatment model

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

3 characteristics of topography-based treatment procedures

A
  1. Delivered aversive and restrictive punishers
  2. Used artificial and arbitrary reinforcers
  3. Used thinned reinforcement schedules
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

“One-size fits all” approach

A

Cook-book approach

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

Taught non-functional incompatible behavior

A

Topography-based DRI

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

Alternative behavior benefited caregivers and not client

A

Topography-based DRA

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

3 limitations of the topography-based treatment model

A
  1. Contingent relations not broken
  2. Behavior did not maintain or generalize
  3. Problem behavior hidden under tight stimulus control
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Model for treating problem behavior based on the function

A

Function-based treatment model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

An appropriate form of communication is taught to replace problem behavior

A

Functional Communication Training (FCT)

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

FCT-stage 1

A

Conduct a functional assessment or analysis

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

FCT-stage 2

A

Train and differentially reinforce communicative response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

FCT-stage 3

A

Transfer control to real-life settings and persons

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

More specific words taught and results in a larger speaker repertoire

A

Mand training

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

3 strategies for promoting generalization in FCT

A
  1. Incorporate multiple trainers and settings
  2. Include all stimuli
  3. Sequential modification
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Is our subject matter behavior alone?

A

No; includes operants, respondents, contingencies, functional relations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Are the “functions of behavior” only “attention, tangibles, escape and automatic reinforcement”?

A

No; typical statements about function are oversimplifications

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

Should antecedents have only a first name?

A

No; antecedents only exist in relation to consequences (last name)

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

Can we neglect context?

A

No; behavior changes in relation to context

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

Are we effective if we only change behavior?

A

No; change real-world contingencies to achieve meaningful outcomes

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

Manipulation of a stimulus produces a reliable and predictable change in a response

A

Functional relation

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

4 characteristics of functional relations

A
  1. Probabilisitic
  2. Nonlinear
  3. Complex
  4. Allows for predictions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Not cause and effect or deterministic

A

Functional relations are probabilistic

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

Compared to non-linear equations in calculus

A

Functional relations are non-linear

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

Functional relations change with respect to context

A

Functional relations are complex

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

What an organism “does” and “why’

A

Everyday usage of the term function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

A mathematical relation between stimulus classes and response classes

A

Scientific usage of the term function

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Problem with using the “everyday definition of function”

A

Practitioners use teleological explanations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

One event depends on another

A

Contingency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Derive effects on behavior from a past history of differential availability with a consequence

A

Discriminative Stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Derive effects on behavior from their value altering effect on consequences

A

Motivating operations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Consequence leads to the development of that discriminative stimulus

A

Last name of discriminative stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

The consequence whose value is being altered

A

Last name of motivating operations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

2 or more simultaneous, but independent schedules for different responses

A

Concurrent Schedules

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Distribution of bx on concurrent schedules of SR+ to predict response allocation

A

The matching law

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

4 other variables influencing response allocation (choice)

A
  1. Response effort
  2. Response quality
  3. Reinforcer delay
  4. Reinforcer magnitude/duration
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Amount of effort to complete a response

A

Response effort

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Time it takes to deliver a reinforcer

A

Reinforcer delay

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Overall value of a reinforcer

A

Reinforcer quality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Amount of reinforcer provided

A

Reinforcer magnitude

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Length of access to a reinforcer

A

Reinforcer duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

A previously reinforced behavior no longer produces reinforcement

A

Operant Extinction (EXT)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Contingency between the response and reinforcer is broken

A

Underlying mechanism of extinction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Withhold all attention following the response

A

Extinction procedure for behavior maintained by attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Deny access to item following the response

A

Extinction procedure for behavior maintained by access to tangibles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Mask the sensory consequences of the response

A

Extinction procedure for behavior maintained by sensory effects (automatic)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

Continue the demand following the response until task is completed

A

Extinction procedures for behavior maintained by escape

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Unwanted effects of extinctions x4

A
  1. Extinction burst
  2. Extinction-induced aggression
  3. Behavioral contrast
  4. Spontaneous recovery
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Brief increase in response variabilitiy following extinction

A

Extinction burst

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

Violent acts directed at the previous source of reinforcement

A

Extinction-induced aggression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

Increase responding in settings uncorrelated with EXT

A

Behavioral contrast

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Random reoccurrence of previously reinforced behavior

A

Spontaneous recovery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

3 strategies for minimizing the unwanted effects of EXT

A
  1. Combine with other procedures
  2. Switch to CRF schedule for problem behavior
  3. Identify response class hierarchies
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

3 strategies for mitigating unwanted effects of EXT:

A
  1. Inform caregivers of unwanted effects
  2. Provide caregivers with procedures
  3. Withhold reinforcer if spontaneous recovery occures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

3 other factors to consider when using EXT

A
  1. Length of reinforcement history
  2. Baseline schedule of reinforcement
  3. Baseline parameters of reinforcement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

Two effects of differential reinforcement

A
  1. Differentiation

2. Discrimination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q 
R1 = SR
R2 = EXT
A

Differentiation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

S1 - R1 = SR

S2 - R1 = EXT

A

Discrimination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

Reinforcement is delivered at the end of a time interval for absence of target behavior

A

DRO

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

DRO Interval Criterion

A

50% to 80% below the average baseline IRT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

3 general types of DRO schedules

A
  1. Interval DRO
  2. Momentary DRO
  3. Progressive DRO
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

Reinforcement is delivered at the end of the interval if no target behavior at that exact moment

A

Momentary DRO

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

Reinforcement is delivered at the end of the interval contingent on zero occurrences of the target problem behavior during the entire interval

A

Interval DRO

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

Progressively greater amount of reinforcement is delivered for each interval criterion met

A

Progressive DRO or DRO-P

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

9 common DRO mistakes

A
  1. DRO for low rate of behavior
  2. DRO interval above average IRT
  3. Failing to reset timer if problem behavior occurs
  4. Inconsistent and extra criteria for problem behavior
  5. Accidentally reinforcing other problem behavior
  6. Reinforcing “dead person’s” behavior
  7. Failing to select a competing reinforcer
  8. Using the same reinforcer to satiation
  9. Failing to use EXT for problem behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

Reinforcement is delivered for a response physically incompatible with the target behavior

A

DRI

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

6 common mistakes of DRI

A
  1. Select the wrong incompatible behavior
  2. Failing to select a competing reinforcer
  3. Using wrong reinforcement schedule
  4. Reinforcing a chain of problem behavior
  5. Failing to also reinforce alternative behavior
  6. Failing to use EXT for problem behavior
78
Q

Reinforcement is delivered for a response that competes with the target behavior

79
Q

4 common mistakes of DRA

A
  1. Select the wrong alternative behavior
  2. Failing to select a competing reinforcer
  3. Using wrong reinforcement schedule
  4. Reinforcing a chain of problem behavior
80
Q

Reinforcement delivered if target behavior is at or below the maximum responses in a given time period

81
Q

3 types of DRL schedules:

A
  1. Full session DRL
  2. Interval DRL
  3. DRL-T (spaced responding)
82
Q

Reinforcement delivered at the end of the entire session if target behavior meets criterion

A

Full session DRL

83
Q

Reinforcement delivered at te end of each interval in session if target behavior meets criterion

A

Interval DRL

84
Q

Reinforcement delivered if a minimum amount of time has passed since last response

A

DRL-T (spaced responding)

85
Q

Types of target behavior to select when using DRL

A

Minor problem behavior

86
Q

2 common DRL mistakes

A
  1. Using DRL for severe problem behavior

2. Using full session/interval DRL with naive learners

87
Q

Reinforcement delivered if target behavior progressively meets the changing criterion

88
Q

Reinforcement delivered if target behavior occurs between a specified minimum and maximum rate/IRT

89
Q

Manipulation of environmental events prior to the occurrence of target behavior

A

Antecedent interventions

90
Q

2 categories of antecedent interventions

A

Generic and function based

91
Q

Used irrespective of the maintaining contingency

A

Generic antecedent interventions (default interventions)

92
Q

Used to manipulate part of the contingency maintaining target behavior

A

Function-based interventions

93
Q

4 underlying mechanisms of antecedent interventions:

A
  1. MO effects
  2. Discriminative effects
  3. Contingency-breaking effects
  4. Restrict ability to engage in behavior
94
Q

Alter the consequence effectiveness to evoke or abate bx

A

MO effects

95
Q

Alter the discriminative control over bx

A

Discriminative effects

96
Q

Break/weaken the contingent relation between problem bx and reinforcer

A

Contingency-breaking effects

97
Q

Make it difficult or impossible to engage in problem bx

A

Restrict ability to engage in bx

98
Q

Antecedent effect on bx

A

Momentary effect

99
Q

3 considerations of antecedent interventions:

A
  1. Only use as a component of a treatment plan
  2. Combine with reinforcement procedures
  3. Include EXT/Punishment procedures if needed
100
Q

4 common mistakes of antecedent interventions

A
  1. Use of structural terms
  2. Use of non-conceptually systematic terms
  3. Failure to identify underlying mechanisms
  4. Failure to use generalizable effects
101
Q

2 solutions to antecedent mistakes:

A
  1. Use functional rather than structural terms

2. Tie procedures to specific principles of bx

102
Q

Defined by effects on bx, other stimuli, and role in functional relations

A

Functional terms

103
Q

Defined by their features; not tied to principles of bx

A

Structural terms

104
Q

2types of structural terms:

A
  1. Setting events

2. Ecological variables

105
Q

A temporally remote, or extended, compound event

A

Setting event

106
Q

Non-discrete stimuli overlap discrete antecedent-behavior relationships

A

Ecological variables

107
Q

8 generic antecedent interventions:

A
  1. Discriminative control strategies
  2. Environmental enrichment
  3. Antecedent exercise
  4. Relaxation exercise
  5. Cushion antecedent predictors
  6. No not mention bad behavior
  7. Medical treatment
  8. Non-contingent restraints
108
Q

Alter discriminative control over bx

A

Discriminative stimulus control strategies

109
Q

4 types of discriminative control strategies:

A
  1. DevelopSD for prosocial x
  2. SDs for problem bx intoSDs for prosocial bx and S deltas for problem bx
  3. EOs for problem bx into SDs for prosocial bx
  4. Transfer of discriminative control
110
Q

Non-contingent access to attention, items, and activities, etc. in a target setting

A

Environmental enrichment

111
Q

Non-contingently engaged in systematic exercise program

A

Antecedent exercise

112
Q

Progressive relaxation

Behavioral relaxation

A

Relaxation exercises

113
Q

Identify the event evoking problem bx and modify it to abate to bx

A

Cushion antecedent predictors

114
Q

Do not talk as if the person is not there

A

Do no mention bad behavior

115
Q

Use for health-related issues and often treated by a physician

A

Medical treatment

116
Q

Non-contingent addition of highly restrictive protective equipment

A

Non-contingent restraints

117
Q

Preferred stimulus delivered at point in time without response requirement

A

Time-based schedules

118
Q

2 types of time-based schedules:

A
  1. Fixed time

2. Variable time

119
Q

3 advantages of time-based schedules

A
  1. breaks contingency and abates problem bx
  2. Easy to use
  3. More robust effects than DRO or EXT
120
Q

Disadvantage of time-based schedules

A

Does not necessarily increase prosocial replacement bx

121
Q

7 antecedent interventions for problem bx maintained by social negative reinforcement

A
  1. Stimulus fading in
  2. Graduated exposure/desensitization
  3. Altering demands (many variations)
  4. Provide choice
  5. Time contingent escape
  6. Relocate client/others
  7. Move local of activities
122
Q

Gradual changes of the antecedent stimulus while the response stays the same

A

Stimulus fading in

123
Q

Create stimulus hierarchy and gradually introduce stimuli from least to most likely to evoke/elicit

A

Graduate exposure/desensitization

124
Q

4 ways to alter demands:

A
  1. alter timing
  2. embed demands
  3. provide assistance
  4. increase predictability
125
Q

Deliver demands when an individual is not engaged in a preferred activity

A

Altering timing

126
Q

Place demands in context with SDs for SR+

A

Embed demands

127
Q

Help the individual engage in difficult/non-preferred tasks

A

Provide assistance

128
Q

Establish a routine or schedule to inform the individual of what is next

A

Increase predictability

129
Q

3 instructional modifications for escape maintained bx

A
  1. Modify features of the task
  2. Redesign curriculum
  3. Use DI, PT, etc.
130
Q

Options of activities or tasks: order, time of day, who with, how to do it

A

Providing choice

131
Q

Provide frequent breaks on a time-contingent schedule

A

Time-contingent escape

132
Q

Move the client, others, and or/task

A

Relocate client/move locale of activities

133
Q

2 antecedent interventions for problem bx maintained by attention:

A
  1. Time-contingent attention

2. Discriminative stimulus control strategies

134
Q

Provide attention on a time-contingent schedule

A

Time-contingent attention

135
Q

Salient stimulus introduced to signal increased availability of attention, then faded to natural cues

A

Discriminative stimulus control strategies

136
Q

Time-contingent access to tangible items/activities

A

Antecedent intervention for problem bx maintained by access to tangibles

137
Q

Provide access to materials/activities on a time-contingent schedule

A

Time-contingent access to tangible items/activities

138
Q

3 antecedent interventions for problem bx maintained by automatic reinforcement

A
  1. Time-contingent delivery of competing stimuli
  2. Time-contingent delivery of drugs/drug substitutes
  3. Transfer of appetitive features of restraints
139
Q

Deliver competing stimuli on a time-contingent schedule

A

Time-contingent delivery of competing stimuli

140
Q

Deliver prescribed drugs and drug substitutes on a time-contingent schedule

A

Time-contingent delivery of drugs/drug substitutes

141
Q

Gradually reduce some preferred feature of the restrained through fading

A

Transfer of appetitive features of restraints

142
Q

3 treatments for bx maintained by social positive reinforcement (SR+)

A
  1. EXT
  2. Differential reinforcement
  3. NCR
143
Q

Withholding attention or tangible item contingent on problem bx

A

EXT procedure for bx maintained by social SR+

144
Q

EXT as a process

A

Decrease in a response by discontinuing response-reinforcer contingency

145
Q

EXT as a procedure

A

Withholding a specific reinforcer following problem bx

146
Q

Reinforcing one response while withholding reinforcers for another

A

Differential reinforcement

147
Q

Response-independent or time-based delivery of reinforcer

A

Non-contingent reinforcement (NCR)

148
Q

3 treatments for bx maintained by Social negative reinforcement (SR-)

A
  1. EXT
  2. Differential reinforcement
  3. Antecedent-based interventions
149
Q

EXT procedure for bx maintained by social SR-

A

Withholding escape of an aversive stimulus contingent on problem bx

150
Q

Provide escape contingent on the absence of problem bx for a period of time

151
Q

Provide escape from aversive stimuli contingent on appropriate alternative response

152
Q

3 antecedent based interventions for bx maintained by social SR-

A
  1. Non contingent escape
  2. Demand fading
  3. Curricular (instructional) revision
153
Q

3 treatments for bx maintained by automatic reinforcement

A
  1. EXT
  2. Differential reinforcement
  3. Competing Stimuli
154
Q

A product of the response itself reinforces the response

A

Automatic reinforcement

155
Q

EXT procedure for bx maintained by automatic reinforcement

A

Masking reinforcing sensory stimulation contingent on problem bx

156
Q

Non contingent delivery of items found to compete with response products

A

Competing stimuli

157
Q

Method for identifying items that compete with the response product

A

Competing stimulus assessment

158
Q

Why EXT may be impractical

A

Difficult or not feasible to implement EXT in natural environment

159
Q

Increase duration of time in which bx must be absent

A

DRO schedule thinning procedure

160
Q

3 DRA schedule thinning procedures

A
  1. Increase time between response and reinforcer
  2. Increase number of responses required for reinforcer access
  3. Dense to lean fixed-interval schedule
161
Q

Increase the passage of time required for delivery the reinforcer

A

NCR schedule thinning procedure

162
Q

3 considerations for selecting a functional communication topography

A
  1. Audience
  2. Response effort
  3. Behavioral repertoire
163
Q

Relied upon by untrained people due to its quick effects of decreasing in bx

A

Punishment is a default technology

164
Q

When the use of punishment may be warranted

A

Topographies of bx likely to cause harm to one’s self/others

165
Q

5 common ethical concerns of punishment

A
  1. Data collection (long term effects)
  2. Appropriate procedure for the function
  3. Legality of procedures
  4. Supportive environment
  5. Review and approval
166
Q

6 positive punishment procedures

A
  1. Reprimands
  2. Response blocking
  3. Contingent exercise
  4. Overcorrection
  5. Contingent electric stimulation
  6. Presentation of other aversive stimuli
167
Q

A statement of social disapproval is delivered following problem bx

A

Reprimands

168
Q

Require to perform a response topographically different from the problem bx

A

Contingent exercise

169
Q

Required to exert effort contingent upon problem bx

A

Overcorrection

170
Q

2 types of overcorrection

A
  1. Restitutional overcorrection

2. Positive practice

171
Q

Required to restore the environment beyond its original state

A

Restitutional overcorrection

172
Q

Required to repeatedly practice the behavior in the correct way

A

Positive practice

173
Q

Required to restore the environment back to its original state

A

Simple restitution

174
Q

Brief electrical stimulus delivered following a problem bx

A

Contingent electric stimulation

175
Q

Aversive stimuli delivered contingent on problem bx

A

Presentation of aversive stimuli

176
Q

Physically intervening to prevent the completion of the response

A

Response blocking

177
Q

3 negative punishment procedures

A
  1. Time out
  2. Response cost
  3. Fines/penalties
178
Q

Unable to earn SR+ for a specified time period contingent on problem bx

A

Time out from positive reinforcement

179
Q

2 main types of time out

A
  1. Non-exclusionary

2. Exclusionary

180
Q

Time out procedure where the individual remains in the environment

A

Non-exclusionary time out

181
Q

Time out procedure where the individual is removed from the environment

A

Exclusionary time out

182
Q

4 types of non-exclusionary time out

A
  1. Planned ignoring
  2. Time out ribbon
  3. Contingent observation
  4. Withdrawal of a specific reinforcer
183
Q

3 types of exclusionary time out

A
  1. Partition or barrier
  2. Hallway
  3. Other room
184
Q

Loss of a specific amount of SR+ contingent on problem bx

A

Response cost

185
Q

5 variables affecting punishment effectiveness

A
  1. Intensity
  2. Behavior chains
  3. Schedule of delivery
  4. Conflicting rules
  5. Delay of delivery
186
Q

Deliver punishment at a high intensity

A

Intensity of punishment

187
Q

Deliver punishers at the beginning of a chain

A

Behavior chains and punishment

188
Q

Deliver punishment every time problem bx occurs

A

Punishment delivery schedule

189
Q

Deliver punishment immediately following an instance of problem bx

A

Delay of punishment delivery

190
Q

Present a neutral stimulus along with a punisher following problem bx

A

Conditioned punisher

191
Q

5 considerations for punishment procedures

A
  1. Include procedures to replace bx
  2. Program for reinforcement
  3. Use minimal intrusiveness
  4. Use based on literature and competencies
  5. Vary punishers when feasible

BEHP5015 UNITS 1-6 (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions