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BEHP5013 UNITS 1-9 > UNITS 1-9 > Flashcards

UNITS 1-9 Flashcards

1
Q

Reasons for selecting target behavior x2

A

Helps individuals achieve outcomes

Behavior deficit makes the person too dependent on others

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2
Q

Problems with behavior x5

A

Can’t do: Skill deficit
Problem with strength
Won’t do
Does, but only under limited circumstances
Does at the wrong time or in the wrong place

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3
Q

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group

A

Adaptive Behavior

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4
Q

Tasks fo which the person has met the performance criteria set for the specific task within specific conditions

A

Mastered tasks

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5
Q

Examples of Assessments used to identify skills to target for acquisition

A

VB-MAPP
Essentials for Living
The MOVE Curriculum

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6
Q

Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or appropriate response

A

Discriminative Stimulus

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7
Q

SD

A

Discriminative Stimulus

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8
Q

Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer and evoke behavior that has resulted in that reinforcer previously

A

Motivating Operations

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9
Q

MO

A

Motivating Operation

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10
Q

Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sd that will eventually control behavior

A

Prompts

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11
Q

Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently

A

Artificial consequences and schedules

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12
Q

The presentation or removal of a stimulus following a response, that increases (or maintains) the future frequency of that response

A

Reinforcement

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13
Q

Reinforcement should be used to x3

A

Get behavior going
Strengthen a dimension of an already acquired skill
Keep behavior going (maintenance)

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14
Q

Using Positive Reinforcement x4

A

Identify appetitive stimuli (potential reinforcers)
Collect baseline data
Deliver the appetitive stimulus contingent upon the target response
Continue to collect data

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15
Q

Using Negative Reinforcement x4

A

Identify aversive stimuli/condition
Collect baseline data
Remove the aversive condition contingent upon the target response
Continue to collect data

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16
Q

Consequence delivered after every response. Typically used to build or strengthen a skill

A

Continuous Schedules (FR1)

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17
Q

Consequence delivered after some number of responses, time or interval. Typically used to maintain behavior over time

A

Variable Schedules

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18
Q

Patterns of behavior produced on fixed schedules

A

Unsteady responding (pause and burst)

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19
Q

Pattern of behavior produced on variable schedules

A

Steady responding

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20
Q

Produce higher rates of responding

A

Ratio Schedules

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21
Q

Very high rates of responding

A

Fixed Ratio

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22
Q

Scalloped responding

A

Fixed Interval

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23
Q

High steady rates

A

Variable Ratio

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24
Q

Low to moderate steady rates of responding

A

Variable Interval

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25
Q

Prompts may be given when x2

A

Before a response begins to occur or during a response cycle to aid the performance of the behavior

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26
Q

Prompts are used x4

A

In skill acquisition programs
To evoke a low-probability behavior
To evoke a chain of behavior by prompting the first step (response priming)
To prompt behaviors incompatible with an inappropriate behavior

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27
Q

Operate directly on the response (type of prompt)

A

Response Prompts

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28
Q

Types of response prompts

A

Verbal
Modelling
Physical

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29
Q

Operate directly o the antecedent task stimuli to cue a correct response in conjunction with the critical SD

A

Stimulus prompts

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30
Q

Item being taught placed closer to the student

A

Position Cue

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31
Q

Pointing to, tapping, touching, looking at item being taught

A

Movement Cue

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32
Q

One or more stimulus/response dimension paired with correct choice

A

Redundancy of antecedent stimuli

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33
Q

Response prompt if the prompt operates on the response and stimulus prompt if the prompt operates on an antecedent stimulus

A

Gestural Prompt

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34
Q

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli (prompts) to naturally occurring EO’s and/or discriminative stimuli

A

Fading

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35
Q

Procedures fo fading response prompts

A

Most to least prompts(fading out)
Least to most prompts (fading in)
Time delay (constant or progressive)
Graduated Guidance

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36
Q

Hand over hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt

A

Graduated Guidance

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37
Q

A single movement can be taught without breaking it down into smaller steps

A

Single Response Skill

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38
Q

Requires breaking down the skill into multiple steps or responses to effectively teach it

A

Multiple Response Skill

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39
Q

Providing a reinforcer when the correct or an appropriate response occurs and not doing so when it does not occur or another response occurs

A

Differential Reinforcement

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40
Q

When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement

A

Prompt Fading

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41
Q

Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occurs

A

Shaping

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42
Q

Highlighting a physical dimension (e.g. color, size, position) of a stimulus to increase the likelihood of a correct response

A

Stimulus Fading

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43
Q

Functions as an abolishing operation and abates problem behavior. Evokes appropriate behavior

A

Effects of stimulus fading on a problem behavior

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44
Q

Use an initial stimulus shape that will prompt a correct response

A

Stimulus Shape Transformations

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45
Q

Breaking down a chain into its component responses

A

Task Analysis

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46
Q

Developing a TA x3

A

Perform the task or watch someone perform the task
Write down each individual step in sequence
Perform or have someone perform a task according to the steps listed

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47
Q

Types of Chaining Procedures x4

A

Backward Chaining
Backward Chaining with leaps ahead
Forward Chaining
Total Task Chaining

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48
Q

The responses in the chain are taught, one at a time, in the same order as they naturally occur

A

Forward Chaining

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49
Q

The responses in the chain are taught, one at a time, but beginning with the last step in the chain

A

Backward Chaining

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50
Q

Advantages of backward chaining

A

The learner contacts the natural reinforcement contingencies in every learning trial

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51
Q

Same as backward chaining except some steps are skipped and probed instead

A

Backward Chaining with leaps ahead

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52
Q

Advantages of backward chaining with leaps ahead

A

May reduce training time

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53
Q

All steps are trained in a learning trial

A

Total Task Chaining

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54
Q

Total task chaining seems to work best with learners with an:

A

Imitative Repertoire

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55
Q

Procedures for teaching response chains x4

A

Chaining
Modelling
Instructions (oral/written)
Behavioral Skills Training

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56
Q

Process that consists of reinforcement and extinction that may result in either differentiation or discrimination

A

Differential Reinforcement

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57
Q

Two Operations of Differential Reinforcement

A

Reinforcement

Extinction

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58
Q

Results when differential reinforcement consists of reinforcing one response while placing a second response on extinction

A

Differentiation

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59
Q

Results when differential reinforcement consists of reinforcing a response when certain stimuli are present and not reinforcing the same response when those stimuli are not present

A

Discrimination

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60
Q

Both the SD and the Sdelta stimulus conditions are presented to the learner at the same time

A

Simultaneous Discrimination Training

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61
Q

Only one antecedent (Sd or Sdelta) is presented to the learner in a given trial

A

Successive Discrimination Training

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62
Q

Reinforce a response in the presence of a stimulus, but not in the absence of that stimulus

A

Discrimination Training

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63
Q

A situation in which the frequency, latency, duration or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus

A

Stimulus Control

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64
Q

Discrimination training results in:

A

Stimulus Control

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65
Q

An antecedent stimulus that evokes the imitative behavior

A

Model

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66
Q

Prearranged antecedent stimuli that facilitate new skills

A

Planned models

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67
Q

All antecedent stimuli with the capacity to evoke imitation

A

Unplanned models

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68
Q

Teaching the learner to imitate or do exactly what the person providing the model is doing

A

Imitation Training

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69
Q

Types of imitation x3

A

Fine motor
Gross motor
Object imitation

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70
Q

An antecedent manipulation in which 2-5 easy/known tasks are presented in quick succession immediately prior to a difficult/high effort task or a response that is relatively infrequent

A

High Probability Request Sequence

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71
Q

Following directions or complying with requests of others

A

Listener Responding

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72
Q

The parts of items and description of items

A

Feature

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73
Q

The actions that typically . go with the items or what one does with the items and classes

A

Function

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74
Q

The group(s) the items belong to

A

Class

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75
Q

Procedure in which the prompt is provided right away

A

Errorless Learning

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76
Q

Different reinforcers are provided in a discrimination task each of which is correlated with a given stimulus

A

Differential Outcomes Procedure

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77
Q

Differential outcomes can be effective in:

A

Difficult discrimination tasks

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78
Q

Antecedents are presented; teacher waits for the learner to respond, learner responds, and teacher provides consequence contingent on the learner’s response

A

Discrete Trial Teaching

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79
Q

An antecedent stimulus that sets the occasion for the learner’s response
A response by the learner
A teacher provided consequence for the learner’s response

A

Components of a Discrete Trial

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80
Q

Programming mastered items or tasks in between acquisition trials during discrete trial instruction

A

Task Interspersal

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81
Q

One or more cues occur or motivating operations are captured in a naturally occurring situation. Naturally occurring consequences are delivered contingent on learner’s response

A

Incidental Teaching

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82
Q

Taking advantage of a teaching situation that arises without warning in the natural setting

A

Capturing

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83
Q

Setting up a pre-arranged teaching opportunity

A

Contriving

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84
Q

DTT often results in:

A

Rapid rate of acquisition

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85
Q

IT/NET often results in:

A

Stimulus generalization and induction

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86
Q

Two effective behavioral approaches to measure education:

A

Direct Instruction

University of Kansas behavior analysis program

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87
Q

Total number of school days and hours

A

Available time

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88
Q

Amount of time scheduled for instruction

A

Allocated time

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89
Q

Number of minutes instruction is delivered

A

Instructional time

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90
Q

Time spent attending to ongoing instruction

A

Engaged (on task) time

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91
Q

The time that students actually spend learning

A

Academic Learning Time

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92
Q

The role of behavior analysis in education x5

A

Principles of Learning
The operant as the basic unit
Interactive not passive
Measurement and evaluation of educational outcomes
Developed and validated an effective technology of instructional design and instructional delivery

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93
Q

Principles of Learning
The operant as the basic unit
Interactive not passive
Measurement and evaluation of educational outcomes
Developed and validated an effective technology of instructional design and instructional delivery

A

The role of behavior analysis in education

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94
Q

The challenges of behavior analysis in education x7

A

Be clear about what is taught
Tech first things first
Stop making all students advance at the same rate
Program the subject matter
Reconsider ABA instructional technology
Determine how to cause more durable and extensive behavior change
Develop methods that teachers can and will actually use

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95
Q

Be clear about what is taught
Tech first things first
Stop making all students advance at the same rate
Program the subject matter
Reconsider ABA instructional technology
Determine how to cause more durable and extensive behavior change
Develop methods that teachers can and will actually use

A

The challenges of behavior analysis in education

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96
Q

Elements of the ABA approach to education 3 of 11

A

Clearly specified and behaviorally stated instructional objectives
Well designed curricular materials
Assessment of learner’s entry skills

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97
Q

Elements of the ABA approach to education 6 of 11

A

Ongoing frequent direct measurement of skills
Focus on mastery
Highly Structured

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98
Q

Elements of the ABA approach to education 9 of 11

A

Fast paced
Systematic use of positive and corrective feedback
Supported by empirical research

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99
Q

Elements of the ABA approach to education 11 of 11

A

Extensively field tested and revised based on data

Considered how realistic the procedures are for classroom practice

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100
Q

A statement of actions a student should perform after completing one or more instructional components

A

Behaviorally stated instructional objectives

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101
Q

Reasons for writing behaviorally stated instructional objectives x3

A

Guide the instructional content and tasks
Communicate to students on what they will be evaluated
Specify the standards for evaluating ongoing and terminal performance

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102
Q

Guide the instructional content and tasks
Communicate to students on what they will be evaluated
Specify the standards for evaluating ongoing and terminal performance

A

Reasons for writing behaviorally stated instructional objectives

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103
Q

Level of performance that meets accuracy and fluency criteria

A

Mastery

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104
Q

Correctness of the response

A

Accuracy

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105
Q

Short latency; high rate of correct responses

A

Fluency

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106
Q

Maintains across time even after instruction ends

A

Durable

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107
Q

Free of pause and false starts

A

Smooth

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108
Q

Can apply to the real world

A

Useful

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109
Q

Contextually meaningful

A

Socially Valid

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110
Q

Performance consistent even when there are environmental distractions

A

Resistant to distractions

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111
Q

The results of other students has no effect on one’s score

A

Criterion-based evaluations

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112
Q

Student scores are based on and compared with peers’ performance

A

Normed-referenced evaluation

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113
Q

A general pattern of responding that produces effective responding to many untrained relations

A

Generative Learning / Adduction

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114
Q

Teaching procedures which lead to adduction

A

Generative Instructions

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115
Q

Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following reinforcement of responses to some stimulus-stimulus relations

A

Stimulus Equivalence

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116
Q

Types of stimulus equivalence x3

A

Reflexivity
Symmetry
Transitivity

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117
Q

In the absence of training and reinforcement, a learner selects a stimulus that is matched to itself (A=A)

A

Reflexivity

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118
Q

After learning that A=B , the learner demonstrates that B=A without direct training on that relationship

A

Symmetry

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119
Q

After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship

A

Transitivity

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120
Q

That smallest divisible unit of teaching; incorporates interlocking three term contingencies for both the teacher and the student

A

Learn Unit

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121
Q

Stages of Learning x3

A

Acquisition Stage
Fluency Stage
Application Stage

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122
Q

Establishing a new behavior, skill, or repertoire

A

Acquisition stage

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123
Q

Student practices acquired skill to increase the number of correct responses per unit of time

A

Fluency stage

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124
Q

Using learned material in new, concrete, and real-life situations

A

Application stage

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125
Q

Influences on the number of learn units x4

A

Wait time
Response latency
Feedback delay
Intertrial interval

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126
Q

Student variables that can influence the number of learn units delivered in a lesson

A

Response latency and IRT

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127
Q

Frequency of detectable responses that a student emits during ongoing instruction

A

Active Student Responding (ASR)

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128
Q

Passive Responding x3

A

Pays attention
Listens to teacher
Watches others respond

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129
Q

ASRs are correlated with x3

A

Increased academic behavior
Improved test scores
Reduced disruptive behavior

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130
Q

High ASR approached to Instructional Activity x5

A 
Programmed Instruction (PI)
Personalized System of Instruction (PSI)
Direction Instruction (DI)
Precision Teaching (PT)
Morningside Model
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131
Q

Cards, signs, or items that are held up simultaneously by all students to display their response to a question, item, or problem presented by a teacher

A

Response Cards

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132
Q

Types of response cards x3

A

Preprinted selection based response cards
Preprinted selection based “pincher” response cardss
Write on response cards

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133
Q

Students respond orally in unison

A

Choral responding

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134
Q

Guided notes 3 of 5

A

Teacher prepared handout that:
Organize content
Guides the learner with standard cues for the learner to record key facts, concepts, and relationships
Provides the learner with a means of actively responding to lecture content

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135
Q

Guided notes 5 of 5

A

Teacher prepared handout that:
Provides a take home product for study
Keeps teacher on task during lecture

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136
Q

Involves the presentation of small frames of information, which requires a discriminated response

A

Programmed Instruction

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137
Q

Students achieve standards at their own pace

A

Personalized System of Instruction (PSI)

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138
Q

Follows a logical analysis of concepts and procedures as it presents examples and non-examples in an instructional sequence that fosters rapid concept learning

A

Direct Instruction

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139
Q

Focuses on learner’s performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart

A

Precision Teaching

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140
Q

SAFMEDS

A 
Say
All
Fast
Minute
Every
Day
Shuffle
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141
Q

Pre requisite skills x5

A 
Pre-attending skills
Instructional control
Verbal behavior
Generalized imitation
Derived relational responding
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142
Q

The tendency of behavior patterns to persist once established

A

Behavior Momentum

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143
Q

A procedure in which a person presents a series of easy to follow requests with which the behaver has a history of compliance in a sequence and then finishes with the target request

A

High - P Request Sequence

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144
Q

When to use high-p request sequence: x3

A

Tendency to become overly prompt dependent
Too big to manage physically
Extremely sensitive to being touched

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145
Q

A behavior change that has consequences for the organism beyond the change itself, some of which may be considered important

A

Behavior Cusps

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146
Q

Behavior, that once learned, produces corresponding modification or co-variations in other adaptive untrained behaviors

A

Pivotal Behavior

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147
Q

Specify contingencies

Tell the listener what to do to gain or avoid certain consequences

A

Rules

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148
Q

The verbal antecedent stimulus or rule actually alters the function of other stimuli, such as a previously neutral stimulus may function as a discriminate stimulus or a reinforcer

A

Contingency Specifying Stimuli

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149
Q

Behavior controlled by a verbal description of a contingency

A

Rule-governed behavior

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150
Q

The learner emits behavior which is topographically identical or very similar to the antecedent stimuli, which consists of someone else performing a behavior, which is then imitated by the learner

A

Imitation

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151
Q

Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled

A

Generalized Imitation

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152
Q

Presenting a model that sets the occasion for a specific response

A

Imitation Training

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153
Q

Providing response prompts as needed, so the learner emits the imitative response within a designated interval

A

Imitation Training

154
Q

Reinforcing the imitative response

A

Imitation Training

155
Q

Uses an individual’s imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low

A

Modeling (procedure)

156
Q

Variables influencing the effectiveness of modeling x8

A
  1. Whether or not the model’s behavior is reinforced
  2. The similarity between the model and the imitator
  3. The physical attractiveness and prestige of the model
  4. The model’s emphasis of critical aspects of target behavior
  5. Difficulty of the modeled behavior
  6. Whether a “mastery” model is presented or a “coping” model
  7. Strength of the learner’s imitative repertoire
  8. Motivating operations in effect with respect to the form of reinforcement available for imitating the modeled behavior
157
Q

A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skill

A

Behavior Skills Training (BST)

158
Q

Four components of BST

A

Instructions
Modeling
Rehearsal
Feedback

159
Q

Vocal presentation of rationale and description of jobs

A

Verbal Instructions

160
Q

One of the most common procedures in staff training

A

Vocal Instructions

161
Q

Instructions provided in writing

A

Written Instructions

162
Q

Role-playing with trainers/trainees

163
Q

Often involves simulated work setting

A

Modeling in BST

164
Q

Trainee rehearses skills to be learned

165
Q

Information provided to staff regarding their performance

166
Q

Usually comes after the skill has been demonstrated

A

Feedback in BST

167
Q

How to program models/feedback

A

Performance based training

168
Q

Performance based training is effective with: x3

A

Single client program and/or simulated clients
Actual clients
Multiple client program

169
Q

Stokes and Baer Suggest

A

to program for generality

170
Q

Provide broad range of program exemplars with which they are likely to interact “sample the instructional universe” for all skills needed

A

General case conditions

171
Q

BST has been effective to teach: x7

A 
Guided compliance
Discrete trial training
PECS
Functional analysis
Guarding and ambulation
Gun safety skills
Abduction prevention
172
Q

Ways to conduct rehearsal/feedback: x3

A

Correct at the error, instruct the model and have the trainee rehearse steps correctly
At the end of the sequence, provide correction on which steps were incorrect and then instruct, model, and have trainee rehearse sequence
Correct at error or at end without rehearsal of the sequence

173
Q

How to create instructions: x3

A

Choose the skill you want to teach
Create a task analysis of the skill
Turn those steps into a checklist

174
Q

Read instructions to the trainee
Present instructions verbally
Print out and hand instructions for trainee to read

A

Instruction Training

175
Q

Two or more schedules operating simultaneously but independently of each other, each for a different response

A

Concurrent Schedules

176
Q

The emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations

A

Stimulus Equivalence

177
Q

Types of stimulus equivalence

A

Reflexivity
Symmetry
Transitivity

178
Q

The allocation of responses to choices available on concurrent schedules of reinforcement

A

Matching Law

179
Q

Rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice-alternative

A

Matching Law

180
Q

In the absence of training and reinforcement, a response will select a stimulus that is matched to itself

A

Reflexivity

181
Q

A=A

A

Reflexivitiy

182
Q

After learning that A=B, the learner demonstrates that B=A without direct training on that relationship

183
Q

B=A

184
Q

After learning that A=B and B=C, the learner demonstrates that A=C that emerges without direct training on that relationship

A

Transitivity

185
Q

If A=B, B=C, then A=C

A

Transitivity

186
Q

An explicitly behavioral account of human language and cognition
Provides a functional account of the structure of verbal knowledge and cognition

A

Relational Frame Theory (RFT)

187
Q

Learned relational responding that can come under the control of arbitrary contextual cues, NOT solely the formal properties of relata nor direct experiences with them

A

Arbitrarily Applicable Relational Responding (AARR)

188
Q

Characterizations of AARR: x3

A

Mutual entailment
Combinatorial mutual entailment
Transformation of stimulus functions

189
Q

When in a given context, A is related in a characteristic way to B, and as a result, B is now related in another characteristic way to A

A

Mutual entailment

190
Q

When two mutually entailed relations combine

A

Combinatorial mutual entailment

191
Q

Establish what relations exists between stimuli

A

Contextual Cues

192
Q

Relational Context

193
Q

Functional Context

194
Q

Qualify/quantify the specifics of a relation between stimuli

195
Q

When stimuli are brought into relations - any change to stimuli then changes all others in the network

A

Stimulus transformers

196
Q

Specific classes of AARR that show contextually controlled properties of mutual and combinatorial entailment and the transformation of stimulus functions, not due solely to formal properties or to direct training with the stimuli involved, but due to a history of such relational responding and the presence of contextual cues that evoke this pattern of responding

A

Relational Frames

197
Q

Relating stimuli in a specifc way

198
Q

Kinds of relational frames: x7

A 
Coordination
Opposition
Distinction 
Comparison
Hierarchical relations
Deictic relations
Temporal relations
199
Q

Uses of RFT x13

A
  1. Reinforcer ID
  2. Observational learning
  3. Joint Attention
  4. Establishing mand/tact repertoires
  5. Instructional Control
  6. Naming
  7. Reading/Spelling
  8. Math
  9. Syntax and grammar
  10. Analogical reasoning
  11. Perspective taking
  12. Empathy
  13. Self-directed rules
200
Q

Teaching self-rules x3

A

Pliance
Tracking
Augmenting

201
Q

Following rules because of socially-mediated reinforcement for rule-following

202
Q

Following rules due to a history of correspondence between the rule and the contingencies actually encountered

203
Q

Rules that change the function of a consequence

A

Augmenting

204
Q

Skills to teach self rules x5

A 
Coordination
Comparative
Temporal
Causal relational framing
Perspective taking
205
Q

A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times

A

Differential Reinforcement of other Behavior (DRO)

206
Q

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior

A

Differential Reinforcement of Alternative Behavior (DRA)

207
Q

A systematic method of assessment for obtaining information about the purpose a problem behavior serves for a person

A

Functional Behavior Assessment

208
Q

An antecedent intervention in which an appropriate communicative behavior is taught as replacement behavior for problem behavior usually evokes by an establishing operation

A

Functional Communication Training

209
Q

Behavior whose reinforcement is mediated by a listener

A

Verbal Behavior

210
Q

Someone who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, and so on

211
Q

Someone who provides reinforcement for verbal behavior

212
Q

Verbal Operants x6

A 
Mand
Tact
Echoic
Intraverbal
Codic
Duplic
213
Q

Non-verbal Operants x2

A 
Manded Stimulus Selection
Manded Compliance (listener responses)
214
Q

An elementary verbal operant that is evoked by an MO and followed by a specific reinforcement

215
Q

An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement

216
Q

An elementary verbal operant that is evoked by a verbal discriminative stimulus that does not have point-to-point correspondence with that verbal stimulus

A

Intraverbal

217
Q

An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence, but not formal similarity, between the stimulus, behavior, and consequence

A

Codic: textual

218
Q

An elementary verbal operant involving a spoken verbal stimulus that evokes a written, typed, or finger-spelled response

A

Codic: Transcription

219
Q

An elementary verbal operant involving a response that is evoked by verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response

A

Duplic: echoic

220
Q

An elementary verbal operant that is evoked by a nonvocal verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the corresponding response

A

Duplic: Copying Words

221
Q

Verbal discriminative stimulus in the form of signs

A

Duplic: Imitating signs

222
Q

Single verbal response is a function of more than one variable and what is said has more than one antecedent source of control

A

Multiply Controlled Operant

223
Q

A secondary verbal operant in which some aspect of a speaker’s own verbal behavior functions as an SD or an MO for additional speaker verbal behavior

A

Autoclitic

224
Q

Selecting a named item or following a direction to complete a task

A

Manded Stimulus Selection

225
Q

When a response form occurs reliably as one specific operant, gradually introduce the antecedent and consequence conditions of a new operant and fade the conditions of the original operant until this same response form occurs as the new operant

A

Transferring stimulus control from one operant to another

226
Q

Topography-based response forms x4

A

Saying words
Forming gestures or signs
Writing words
Making distinctive sounds

227
Q

Selection based response forms: x7

A
  1. Pointing to pictures, symbols, or words on a board or an electronic device without voice output
  2. Selecting pictures, symbols, or words and handing these pictures to another person
  3. Touching pictures, symbols, or words on an electronic device with voice output
  4. Activating a switch which selects pictures, symbols, or words on an electronic device with voice output
  5. Typing letters and words
  6. Making Braille patterns with a Braille writer
  7. Pointing to or touching items
228
Q

Learners will be able to acquire more skills and communicate a greater variety of messages with more detail to a smaller audience with:

229
Q

Learners will be able to acquire fewer skills and communicate fewer and less detailed messages, but to a larger audience with:

A

Picture Selection

230
Q

A document that specifies a contingent relationship between the completion of a specified behavior or task and access to a specific reward

A

Contingency Contract

231
Q

Contracts are Not used for:

A

Skill acquisition

232
Q

Contracts are used for:

A

Permanent products

233
Q

The individual’s verbal repertoire must be sufficiently advanced so that his/her behavior comes under the control of the contract

234
Q

Necessary elements of a contract: x4

A

Task
Signatures
Reward
Data collection

235
Q

Should monitor progress of contract and provide interim rewards

A

Progress Record

236
Q

The opportunity to engage in a high probability behavior contingent upon the occurrence of a low probability behavior will reinforce the low probability behavior

A

The Premack Principle

237
Q

Contracting Rules: x8

A
  1. Payoff should be immediate
  2. Initially reward small approximations
  3. Reward frequently with small amounts
  4. Reward accomplishments, not obedience
  5. Reward performance after it occurs
  6. The contract must be fair, honest, and positive
  7. The terms of the contract must be clear
  8. Contracting methods used systematially
238
Q

DeRisi Model (x5)

A 
Date contract begins
Behavior
Amount and kind of reward
Signatures of all involved
Schedule for review of progress
239
Q

Contracting Guide: x10

A
  1. Involve the individual in some or all aspects of developing the contract
  2. Select behavior - negotiate
  3. Describe behavior, must be observable and measurable
  4. Identify rewards
  5. Identify mediator, collect data, and reward
  6. Write understandable contract
  7. Collect data
  8. Troubleshoot the system if no improvement
  9. Rewrite contract
  10. Monitor, troubleshoot, rewrite for improvement
240
Q

A contingency in which reinforcement for all members of a group is dependent on the behavior of the person within the group, a select of group members within the larger group, or each member of the group meeting a performance criterion

A

Group Contingency

241
Q

Consider using group contingencies when: x4

A

Groups of persons share certain problem
Unrealistic to set up individual programs
Difficult to identify the person responsible for the behavior
Singling out one person to reward may cause problems with peers

242
Q

Types of Group Contingencies: x3

A

Independent
Dependent
Interdependent

243
Q

A contingency in which reinforcement for each member of a group is dependent on that person’s meeting a performance criterion which is in effect for all members of the group

A

Independent Group Contingency

244
Q

A contingency in which reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of a select member within the large group

A

Dependent Group Contingency

245
Q

Dependent group contingency is also known as:

A

Hero procedure
or
Consequence Sharing

246
Q

A contingency in which reinforcement for all group members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group

A

Interdependent Group Contingency

247
Q

Advantage of Group Average

A

Group members may continue to work hard to meet criterion even when they see peers failing to meet the criterion

248
Q

Disadvantage of Group Average

A

Some group members may become “free riders”

249
Q

Advantage of random selection with group contingencies

A

As it is uncertain who will be selected as the person to be evaluated, all members may work harder and try to meet the criterion

250
Q

Advantages of Group Contingencies: x6

A
  1. May save time as do not need to design multiple programs
  2. May be easier to implement than individualized programs
  3. May work quickly
  4. Takes advantage of natural peer-to-peer influence
  5. Group members may encourage “hero” or all other peers
  6. Groups members may discontinue reinforcing undesirable behavior of “hero” or all other peers
251
Q

Disadvantages of Group Contingencies: x4

A
  1. Peers may put too much pressure on the “here” or other peers
  2. If the “hero” does not earn the reward or if some peers lose the reward for the group, other may retaliate
  3. Can be tricky to implement successfully depending on the makeup of the group
  4. May have other undesirable effects
252
Q

Guidelines for implementing group contingencies: x6

A
  1. Choose powerful rewards
  2. Determine the behavior to be strengthened or weakened
  3. Set appropriate performance criteria
  4. Combine with other procedures when appropriate
  5. Select the most appropriate group contingency
  6. Monitor individual and group performance
253
Q

Indiscriminable group contingency: x3

A
  1. Can be used with independent, dependent, or interdependent group contingencies
  2. Members cannot predict which group members, target behavior, settings, and/or times on which the reward will be contingent
  3. Can be a powerful strategy for promoting generalization and maintenance
254
Q

A system whereby participants earn generalised conditioned reinforcers as an immediate consequence for specific behaviors

A

Token Economy

255
Q

System development for token economies: x3

A

Administrative issues
Ethical issues
Legal issues

256
Q

Components of token economies:

A

What do we want the individual to do?
What kind of token?
What will help motivate the individual?

257
Q

Steps in designing a token economy: x6

A
  1. Select tokens
  2. Identify target behaviors
  3. Select back up items that can be exchanged for tokens
  4. Establish the ratio of earning and exchanging
  5. Develop procedures
  6. Field testing and training
258
Q

When selecting tokens consider:

A
  1. Client characteristics
  2. Safety of the token
  3. Difficulty to bootleg
  4. Durability
  5. Cost
  6. Ease of delivery
259
Q

Identify target behaviors

A 
Mostly behaviors to accelerate
Observable
Measurable
Clearly defined
Criteria for earning token
260
Q

Select back up items that can be exchanged for tokens

A

Try natural occurring activities/events before using contrived reinforcers
If individuals can get back up reinforcers for “Free”, tokens wont be as effective
Can be tangibles, activities or privileges

261
Q

Back up reinforcers as MOs

A

Highly preferred back up reinforcers function as an EO for positive reinforcement
They increase the effectiveness of tokens as reinforcement
Non-preferred back up reinforcers function as an abolishing operation

262
Q

Establish the ratio of earning

A

Approximately how often will you deliver tokens or each behavior

263
Q

Establish exchange ratio and system

A

How many tokens are needed before they can exchange tokens

264
Q

Develop procedures regarding

A

when to deliver tokens
When to exchange tokens
What happens when criteria is not met
Data collection system

265
Q

Delivering tokens/praise

A

Immediately after behavior

Use specific descriptive phrase

266
Q

Field testing

A

Covertly record when tokens would have been delivered

267
Q

Training with tokens

A

Train staff and participants

268
Q

Advantages of token economy system: x6

A
  1. Powerful behavior change system
  2. Immediate delivery of reinforcement
  3. Does not interrupt task or activity
  4. Depth and individualization
  5. Facilitate money exchange
  6. Facilitates data collection
269
Q

Disadvantages of token economy systems: x5

A
  1. Complex and cumbersome
  2. Staff intensive
  3. Requires constant monitoring
  4. May be unnatural or intrusive
  5. System eventually requires fading
270
Q

How to phase out token economy system: x7

A
  1. Always pair tokens with praise
  2. Gradually increase earning criteria
  3. Increase cost of items
  4. Switch to natural back up reinforcers
  5. Fade out physical tokens
  6. Reduce amount of time in effect
  7. Use self monitoring and level system
271
Q

A component of some token economy systems in which participants advance up or down throughout a succession of levels contingent on their behavior at the current level

A

Level System

272
Q

Best to use level systems when: x4

A
  1. Multiple behavior change targets
  2. Behaviorally similar population
  3. Similar target environment
  4. Target behavior’s population is controlled, somewhat, by delayed or mediated contingencies
273
Q

Advantages of level system: x4

A
  1. Simplifies staff training
  2. Provides systematic guidelines for decisions
  3. Can offset the individual differences that control decisions
  4. May be used to fade out a token economy program
274
Q

Disadvantages of level system: x3

A
  1. Can become punitive
  2. Easily misused
  3. Relying on level system too much
275
Q

The personal application of behavior change tactics that produces a desired change in behavior

A

Self-manangement

276
Q

Self-management strategies: x6

A
  1. Identify target behavior
  2. Self-monitor
  3. Identify discriminative stimuli and EOs
  4. Arrange contingencies to suppose self-management
  5. Identify immediate and delayed positive and negative consequences for engaging in the target behavior
  6. Get an accountability partner
277
Q

Self-management strategies for problem behavior: x2

A
  1. Identify and display alternative responses that compete with and/or are incompatible with the target behavior
  2. Identify private and public precursor
278
Q

Ways to self-manage: x4

A
  1. Providing prompts
  2. Performing the initial steps of a behavior chain
  3. Removing necessary items
  4. Restricting stimulus conditions
279
Q

Advantages of Self-management: x5

A
  1. Can lead to a lasting change
  2. Skills may contribute to a more efficient classroom, workplace, or home
  3. Some people perform better under self-selected goals and standards
  4. One of the ultimate goals of education
  5. “feels good”
280
Q

A procedure whereby a person systematically observes his behavior and records the occurrence or nonoccurrence of a target behavior

A

Self-monitoring

281
Q

How to self-monitor: x3

A
  1. Recording when the target behavior occurs
  2. Data are collected as behavior occurs
  3. Need to make sure monitoring is accurate
282
Q

Self monitoring is likely to be more effective if: x3

A
  1. The behavior is recorded immediately after it occurs
  2. Effective prompts cue the person to observe and record regularly
  3. Permanent product of the behavior or a record of its occurrence is made for evaluation
283
Q

Elements of teaching self-management: x5

A
  1. Self-selection and definition of the target behavior to be managed
  2. Self-observation and recording
  3. Specification of the procedures for changing the target behavior
  4. Implementation of the self management strategy
  5. Evaluation of the self management program
284
Q

The effect of a stimulus on a specific response may be innate, due to the evolutionary history of that species

A

Phylogenic Provenance

285
Q

The effect of the stimulus on a specific response may be learned, due to the experiential history of the individual organism in the environment

A

Ontogenic Provenance

286
Q

A rule specifies a contingency.

It may evoke or abate behavior without the behavior having to directly experience the contingency

A

Rule goverance

287
Q

A sub discipline of ABA which is the application of the science of behavior

A

Organizational Behavior Management (OBM)

288
Q

Guided by a single theory of human behavior and has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance

289
Q

Components of OBM : x4

A

Performance management (PM)
Behavior systems analysis (BSA)
Behavior based safety (BBS)
Pay for performance

290
Q

The management of an individual employee or a group of employees through the application of behavior principles

A

Performance management

291
Q

Interventions used in PM: x5

A 
Goal setting
Feedback
Job aids
Token systems
Lottery systems
292
Q

Anything a living organism does

293
Q

What is left after a behavior

294
Q

Implementing behavior plans, collecting data, implementing emergency procedures

A

Clinical tasks

295
Q

Variables affecting performance: x4

A

Antecednets
Equipment and processes
Knowledge and skills
Consequences

296
Q

Performance monitoring: x2

A 
Procedural integrity(IV)
Monitoring effectiveness of behavior plan (DV integrity)
297
Q

Problems with conducting monitoring: x4

A

Monitoring is hidden
Staff don’t know why they are being monitored
Monitoring is done impolitely
Results of monitoring are not shared

298
Q

What to do with data: x3

A

Reinforcement and corrective feedback for the staff member
Minimum of 4:1 instances of reinforcement to corrective feedback
Reinforcement every chance

299
Q

Why data collection doesn’t sustain: x8

A
  1. Problematic definitions
  2. Unclear roles
  3. Insufficient materials
  4. Insufficient training
  5. Complexity of intervention
  6. Failure to generalize
  7. Competing contingencies
  8. Staff dissatisfaction
300
Q

Types of integrity: x3

A

Observation
Permanent product
Self report

301
Q

Steps to effective performance monitoring: x5

A
  1. Pinpoint - specify what it is the staff are supposed to be doing
  2. Develop a tool that contains each component
  3. The observer collects data as the staff implements a behavior plan
  4. Determine if the staff meets a specified level of criteria
  5. Often the target behavior can be collected simultaneously
302
Q

Pinpoints: x3

A

Observable
Measurable
Reliable

303
Q

Develop a tool:

A

Create a data sheet
Designate space for identifying information
List the key components for successful implementation and make room to note
Have a space to take notes

304
Q

How often to monitor:

A

80% of agreement

At least once per week

305
Q

Increase monitoring if:

A

Data is being collected on a vital/dangerous problem behavior
New plan
Problems are noticed

306
Q

When collecting data on deceleration:

A

Arrange observations when problem behavior is most likely
More worried about low agreement
Integrity is more important in some procedures as opposed to others

307
Q

A change in behavior when being observed

A

Reactivity

308
Q

Reducing reactivity: x5

A
  1. Monitor frequently
  2. Self-monitoring
  3. Monitoring results
  4. Covert monitoring
  5. Using reactivity to your advantage
309
Q

Identifying pinpoints: x3

A
  1. Identify the biggest opportunity
  2. Select a few behaviors that will have the greatest impact
  3. don’t overwhelm with pinpoints
310
Q

Operational definitions: x4

A
  1. Observable
  2. Measurable
  3. Reliable
  4. Two or more people should be able to agree on whether or not the targets are occurring
311
Q

Measurement dimensions: x4

A

Quantity
Quality
Cost
Timeliness

312
Q

How much of something

313
Q

How well something is done

314
Q

How much something costs

315
Q

How long something takes to complete

A

Timeliness

316
Q

Identifying quality: x3

A
  1. Begin by asking managers and employees “What makes someone good at X”
  2. Engage in narrative recording while interviewing management and staff members
  3. Look for recurring themes, especially between managers and employees
317
Q

Quality Assessment: x3

A

Examine industry standards
Observe the behavior
Surverys

318
Q

Anchors behavior to scores. The more behavior that an individual engages in, the higher the score.

A

Behaviorally anchored rating scale (BARS)

319
Q

Benefits of BARS: x3

A
  1. Allows for easy goal setting
  2. Allows for objective evaluation
  3. Negates the need for other forms of performance review
320
Q

Training:

A

Important for direct care staff
Should be implemented for new staff, when new plans are introduced, or when there is a skill deficit in existing staff members
Antecedent manipulation

321
Q

Re-training:

A

Decide is the staff “can’t do” or “wont do”

Task clarification

322
Q

How to train: x5

A
  1. Provision of written description
  2. Brief explanation with questions
  3. Classroom training
  4. Performance and competnecy based training
  5. Behavioral Skills training (BST)
323
Q

Steps for staff training: x6

A
  1. Verbally describe skills and give a rationale
  2. Provide a written description
  3. Demonstrate how to perform the skills
  4. Observe trainee practice the skill
  5. Provide feedback on performance
  6. Repeat steps 3-5 until proficiency is reached
324
Q

(step 1) Verbally describe the skills and give a rationale:

A

A rationale explains why the staff will be responsible for implementing the plan.
The verbal description should be succinct but clearly explain the steps of the plan.

325
Q

(step 2) Provide a written description:

A

Gives a permanent reference
Do not provide additional information outside of what has to be implemented
Consider a checklist

326
Q

(step 3) Demonstrate how to perform the skills:

A

Demonstrate the skills while the employee watches
Demonstrate the skills in the natural environment when possible
It is critical to have a competent trainer in steps 3-5

327
Q

(step 4) Observe trainee practice the skill:

A

Have the staff perform all aspects of the new skill in the natural environment
If not possible, consider role-playing
The trainer must observe the trainee as he/she demonstrates the skill
The trainer notes correct implementation and any mistakes

328
Q

(step 5) Provide feedback on performance:

A

Provide immediate feedback following performance
Describe what was done correctly and incorrectly
Explain how to fix the incorrect elements
Answer questions

Repeat steps 3-5 until proficiency is reached:
Continue the process until the trainee can perform the skill without corrective feedback
Consider more stringent mastery criteria

329
Q

Considerations when using classroom training

A

Set very clear learning objectives
Consider pre-test
Provide rationale

330
Q

Using classroom training

A

Provide instruction using lecture, watching videos, internet broadcasting
Avoid passive attendance by using active student responding (ASR)

331
Q

Role Playing:

A

Some skills can be acted out
One employee engages in a scripted behavior and another one completes a skill as taught
Provide feedback either during or immediately after the performance
Always have a mastery criteria

332
Q

Video modelling x7

A
  1. Some skills are difficult to role play, or you have a large group of trainees
  2. Evaluate video models performing behavior
  3. Employees evaluate correct and incorrect elements of a performance
  4. While watching the videos employees evaluate the performance with assessment tools
  5. Typical tools include checklists or other evaluation tools used on the job
  6. Provide feedback on the accuracy of recording
  7. Vary the scenarios
333
Q

What to teach staff: x3

A
  1. industry specific mandated information
  2. Data collection and behavior plan implementation
  3. ABA basics
  4. Population information
334
Q

Consists of manipulations before the behavior occurs

A

Antecedent based intervention

335
Q

When to use antecedent based interventions

A

Role problem
Competing contingencies
Failure to generalize

336
Q

Types of antecedent based interventions: x3

A
  1. Job description
  2. Supervisor presence
  3. Job aides
337
Q

Proper evaluation of pinpoints
Clarification of management dutires
Clarification of roles

A

Job description

338
Q

May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement

A

Supervisor presence

339
Q

Can be used when formal training is not warranted

340
Q

Antecedent interventions: x4

A
  1. Task clarifications
  2. Checklists
  3. Conduct a task analysis of a job duty
  4. Place the tasks in order of occurrence
341
Q

Highly detailed set of instructions of what is expected

A

Task clarifications

342
Q

A list of activities in sequential order that need to be completed

A

Checklists

343
Q

Why reinforcement fails: x7

A
  1. Insincere
  2. Too thin
  3. Assumption of value
  4. Too delayed
  5. Too general
  6. Non-contingent
  7. Reaction from employee
344
Q

Use for negative reinforcement: x3

A

Can get behavior started

Should transfer to positive reinforcement as soon as poinpoint begins to occur

345
Q

Performance feedback:

A

Positive and constructive feedback

346
Q

Provide immediate, specific, contingent, sincere statement

A

Positive feedback

347
Q

Deliver fairly and equally, based upon data. Spend time pairing yourself with reinforcement. Be sensitive to public versus private priase.

A

Positive Feedback

348
Q

Characteristics of good constructive feedback: x5

A
  1. Done in private
  2. Soon after the behavior
  3. Talk specifically about behavior, nothing else
  4. Use “I statements”
  5. Deliver when calm
349
Q

Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback)

A

Staff information

350
Q

An antecedent that describes a terminal level of performance to be obtained

351
Q

Good goals:

A

Difficult are achievable
Under performer control
Specific

352
Q

Setting goals: x3

A
  1. Set the goal and mark it on the graph
  2. Obtain employee input for the goal
  3. Consider sub-goals if significant improvement is required
353
Q

Outcome management: x7

A
  1. Identify outcome behavior
  2. Specify target behavior for staff
  3. Provide training
  4. Monitor staff performance
  5. Provide data based reinforcement for correct performance
  6. Provide corrective feedback for insufficient performance
  7. Evaluate the effects of supervisory procedures
354
Q

Guidlines: x10

A
  1. Don’t threaten punishment, just implement
  2. Punish the behavior, not the person
  3. Punish immediately
  4. Punish everytime
  5. Make it clear what is expected and reinforce the occurrence
  6. Continue to deliver reinforcement for appropriate behavior
  7. Punish in private
  8. Be consistent
  9. Don’t mix punishment and reinforcement
  10. Use an intense punisher
355
Q

Make sure the reinforcement procedures stay in effect and align with personnel policy. Also, obtain upper management support. Supervisors should persevere.

A

Disciplinary action

356
Q

Goals of Education

A

To create new individuals who are capable of doing new things, not simply repeating what other generations have done.
Individuals who are creative, inventive, and discoverers.

357
Q

Importance of Generalization

A

Most students with autism and severe disabilities have difficulty generalizing the skills they learn.
An effective teacher has students perform targeted skills with different instructors, cues, and materials before concluding with confidence that the student has acquired and generalized a skill

358
Q

Continued importance of generalization

A

Adulthood is expressed through self-sufficiency

359
Q

The occurrence of relevant behavior under different conditions without the scheduling of the same events in those conditions as had been scheduled in the training conditions

A

Generalization

360
Q

The extent to which performance of the target behavior is improved in environments different than the original training environment

A

Stimulus Generality

361
Q

The extent to which the learner performs a variety of functional responses in addition to the trained response

A

Response Generality

362
Q

The extent to which the learner continues to perform the target behavior after a portion or all of the intervention has been terminated

A

Maintenance

363
Q

The changes in behavior of untreated persons as a function of the treatment contingencies that are applied to the client

A

Generalization across participants

364
Q

Techniques for programming the generality of behavior change: x7

A
  1. Introduce to natural contingencies
  2. Train sufficient exemplars
  3. Train loosely
  4. Use indiscriminable contingencies
  5. Program common stimuli
  6. Mediate generalization
  7. Train to “generalize”
365
Q

Introduce to natural reinforcement contingencies:

A

Transfer control from the trainer to stable, natural contingencies.
Accomplished by choosing behaviors to teach that will meet maintaining reinforcement contingencies after training.

366
Q

Train suffcient exemplars: x3

A
  1. Train in multiple settings
  2. Use multiple trainers
  3. Train with multiple stimuli
367
Q

Training is conducted with relatively little control over the stimuli presented and the correct responses allowed, so as to maximize sampling to relevant dimensions to transfer to other situation and other forms of behavior

A

Train loosely

368
Q

Use variable reinforcement schedules
Delay reinforcement
Hide

A

Use indiscriminable contingencies

369
Q

Used to teach new skills

Use until the data show stable responding for several days

A

Continuous reinforcement

370
Q

Used to sustain/maintain intervention effects
Used after stable responding has been achieved
Can use a variable schedule to systematically fade reinforcement from continuous to intermittent

A

Intermittent Reinforcement

371
Q 
Focusing training yields focused effects
Diverse training yields diverse effects
Use sufficient stimulus exemplars
Vary dimensions of antecedents
Make contingencies indiscriminable
A

Training Diversely

372
Q

Establish a response as part of the new learning that is likely to be used with other problems as well.
Language is the most common mediator

A

Mediate generalization

373
Q

Reinforce generalization

Use instructions to facilitate generalization

A

Train to generalize

374
Q

Programming for generalization: x3

A
  1. Gradually approximate the antecedent stimulus conditions of the target environment by fading in natural distracters within the training environment
  2. Select antecedent stimuli for the training environments that can be altered to gradually approximate the stimuli in the target environment
  3. Gradually change the nature of the consequent stimulus conditions from contrived to natural reinforcers and punishing stimuli
375
Q

If a behavior has been maintained in two or more contexts, and a procedure that decreases the behavior (eg: DRO or extinction) is introduced in one of these contexts, the behavior may increase in the other contexts despite no changes in the contingencies in these other contexts.

A

Behavioral Contrast

376
Q

The individuals we are paid to serve

A

Direct consumers

377
Q

Other individuals who benefit from behavior change in clients

A

Indirect consumers

378
Q

Terminating services: x3

A

Never abandon clients
Don’t leave suddenly without adequately preparing
Start planning ahead of time and collaborate with other professionals

379
Q

Criteria for terminating: x4

A

They don’t need services
Client is not benefiting
Client is harmed by your service
The environment is unsafe

380
Q

Risk-benefit analysis

A

The potential gain must be weighed against the risk of continuing
This is done when deciding to take a case, continue with a case, and terminate a case

381
Q

Steps in a risk benefit analysis: x4

A
  1. Assess risk of behavioral intervention
  2. Assess the benefits
  3. Discuss the analysis with involved parties
  4. Decision

BEHP5013 UNITS 1-9 (1 decks)

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