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Vocab & Practice Exam Q/A Flashcards

1
Q

Having two different relationships with one client

A

Multiple Relationships

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2
Q

What should you do if you are arrested for a minor marijuana charge?

A

Report to your BCBA within 30 days

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3
Q

Which antecedent increases or decreases the value of a consequence?

A

Motivating Operation

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4
Q

You are recording the time it takes from the presentation of the demand (Sd) to the first instance of behavior. What are you measuring?

A

Latency

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5
Q

How long the behavior occurs refers to what measurement dimension?

A

Duration

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6
Q

Real or concrete objects or outcomes that result from a behavior; does not actually have to observe the behavior for it to occur and be tracked

A

Permanent Product

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7
Q

What are the 4 functions of behavior?

A

Escape, attention, tangible, sensory

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8
Q

Determined by ABC Data

A

Function

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9
Q

The breakdown of a task into its individual components and steps.

A

Task Analysis

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10
Q

Signals that reinforcement is available.

A

Sd

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11
Q

Type of reinforcement; examples are food, water, sex, sleep; no prior learning

A

Primary Reinforcement

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12
Q

Type of reinforcement; examples are money and tokens; paired

A

Secondary Reinforcement

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13
Q

_______ increases the future likelihood of a behavior.

A

Reinforcement

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14
Q

Adding a stimulus which increases the future likelihood of behavior.

A

Positive Reinforcement

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15
Q

Verbal behavior with point-to-point correspondence; the listener repeats the speaker

A

Echoic

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16
Q

Removing a stimulus which decreases the future likelihood of behavior.

A

Negative Punishment

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17
Q

Reinforcement is delivered on the average of every 2 minutes in which the behaviors occur.

A

VI-2

Variable Interval

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18
Q

Verbal behavior of requesting

A

Mand

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19
Q

What occurs before the behavior?

A

Antecedent

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20
Q

What occurs after the behavior?

A

Consequences

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21
Q

Start with most intrusive prompt

manual guidance, gesture, modeling, no prompt

A

Most to least prompting

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22
Q

Teaching a task analysis by teaching the first step first.

A

Forward Chaining

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23
Q

Start with least intrusive prompt

Ex: no prompt, model, gesture, physical

A

Least to most prompting

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24
Q

Teaching the entire task analysis at once

A

Total Task Presentation

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25
Q

Reinforcement provided on the average of every 5 correct responses

A

VR-5

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26
Q

Reinforcement provided every 2 minutes in which behavior occurred.

A

FI-2

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27
Q

Reinforcement provided every 10 minutes that behavior occurs.

A

FI-10

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28
Q

MSWO

A

Multiple stimulus without replacement

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29
Q

FBA

A

Functional behavior assessment

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30
Q

You provide reinforcement to your client for clapping, and ignore him when he hits.

A

Differential reinforcement of incompatible behavior

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31
Q

Withholding reinforcement for a target response

A

Extinction

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32
Q

Time between two successive responses.

A

Inter-response time

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33
Q

Record a + if behavior occurred at any point during the interval.

A

Partial Interval Recording

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34
Q

When attempting to assess the function of a client’s behavior, what is often considered the “gold standard” for experimentally identifying function?

A

Conducting an analog or naturalistic functional analysis is usually considered the best way to identify function

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35
Q

Providing greater reinforcement for better approximations of a target behavior, and placing other behaviors on extinction or on a less desirable reinforcement schedule.

A

Differential Reinforcement

36
Q

Naming something in the environment

Ex: A little boy is playing with his toys in his room. Holding one of his stuffed animal dolls, he looks at it and says “Zebra!” Which elementary verbal operant does this scenario most likely describe?

37
Q

Count every time it happens (mode)

38
Q

How long (length) of behavior

39
Q

Instruction to response

Ex: Takes you 10 seconds to get out of bed

40
Q

End of one behavior and start to another behavior

A

Increment Response Time (IRT)

41
Q

Differential response; conversation

A

Intraverbal

42
Q

Over exposure, less effective; decrease in behavior

43
Q

Limited exposure, more effective; increase in behavior

A

Deprivation

44
Q

An environmental event that alters the effect of a reinforcer; alters the frequency of a behavior

A

Motivating Operation

45
Q

MO decreases

A

Abolishing Operations

46
Q

MO increases

A

Establishing operations

47
Q

Teaching interaction by the child

Ex: child initiates interest in an item, teacher requests collaboration, child responds, teacher provides access

A

Incidental Teaching

48
Q

Teacher blocks item/activity so the child can initiate for it

A

Contriving

49
Q

Structural ABA teaching; setting is at a table

A

Discrete Trial Teaching

50
Q

Anything you do to help the client respond correctly

51
Q

Response based

52
Q

Time based

53
Q

Pleasant, add

54
Q

Unpleasant, take away

55
Q

Weakens behavior

A

Punishment

56
Q

Enough detail so anyone can

A

Technological

57
Q

Reinforcing gradual changes in behavior

58
Q

Something in the environment that either evokes or abates behavior and a signal that reinforcement is available

A

Discrimination Stimulus

59
Q

Why is this behavior happening?

A

Functional

60
Q

What client prefers

A

Preference

61
Q

Groups of similar values

A

Systematically

62
Q

Ask the client/observe

A

Informally

63
Q

Interval time; has to occur the whole time

64
Q

Moment in time

A

Momentarily

65
Q

Help client all the way through except the last step

A

Backward Chaining

66
Q

Control environment

A

Stimulus Control Transfer

67
Q

Reinforce alternative behavior, extinction of bad behavior

A

Differential Reinforcement Alternative (DRA)

68
Q

Reinforcing something else; replace

A

Differential Reinforcement of Other Behavior (DRO)

69
Q

Reinforces incompatible behavior

Ex: Sing instead of scripting

A

Differential Reinforcement of Incompatible behavior (DRI)

70
Q

Technician will record all instances of a behavior

A

Continuous Measurement

71
Q

Technician will only record some instances of behavior as the occur through a certain time sample.

A

Discontinuous Measurement

72
Q

Type of discontinuous measurement

A

Time Sampling

73
Q

What are the three types of measurement procedures?

A
  1. Continuous
  2. Discontinuous
  3. Permanent Product
74
Q

What are the discontinuous measurement procedures? (3)

A
  1. Whole
  2. Partial
  3. Momentary time sampling
75
Q

What is an example of permanent product?

A

Doing your homework

76
Q

Determine the cause of challenging behaviors, the develop interventions for those behaviors

A

Functional Assessment

77
Q

A structured way of determining what items or actions would be highly motivating for a child.

A

Preference Assessment

78
Q

What are the 5 essential components of a skill acquisition plan?

S.M.P.C.M.P

A
  1. Skill being taught
  2. Materials needed
  3. Prompting/teaching
  4. Consequences for response
  5. Mastery criteria
  6. Plan for generalization and maintenance
79
Q

When and how reinforcement is delivered

A

Contingencies of Reinforcement

80
Q

Reinforcement delivered for “free”, _________ ____________ because nothing has to occur for the reinforcement to be delivered.

A

Noncontingent reinforcement

81
Q

Refers to reinforcement that gets its value by being paired with another reinforcer, like a token board

A

Conditioned Reinforcement

82
Q

Refers to a reinforcer that doesn’t need to be paired to be valuable, such as food

A

Unconditioned Reinforcement

83
Q

This is when a skill is broken into small, ordered steps, and is taught step-by-step

A

Task Analysis

84
Q

The child is first given the opportunity to response with no prompts from the technician

A

Cold Probe

85
Q

What are the 5 steps in the behavior reduction plan?

D.A.C.R.F

A
  1. Define
  2. Antecent Modification
  3. Consequence
  4. Replace behavior
  5. Function of behavior

RBT Exam (1 decks)

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