Term
| How would a behavior analyst ethically represent themselves and their treatment choices? |
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Definition
| Communicate honestly and correctly |
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Term
| What are the ethical standards used when practicing behavior analysis? |
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Definition
- Practice with clients and interventions that you are competent to work with
- Seek out consultation, supervision and additional training to increase competence
- Make referrals if other clinicians would be more effective |
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Term
How does a behavior analyst maintain competence?
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Definition
Participate in continuing education activities such as:
- Attending approved seminars, workshops
- Attending state or national conferences
- Reading professional journals
- Acquiring experience from other professionals
- Continuing education units |
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Term
| When should behavior change procedures be ethically implemented? |
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Definition
- When there is substantiating written evidence
- When the consumer and behavior analyst agree the need for the change exists
- When the environment can support the program |
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Term
What are the 3 items that are required to obtain consent?
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|
Definition
- Voluntariess
- Information
- Capacity
(VIC) |
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Term
|
Definition
Person giving consent must be:
- Of the age of majority (usually 18 years old)
- Legally competent to make judgments
- Participant must have an adequate mental process or faculty by which he or she acquires knowledge
- The ability to select and express his or her choices
- the ability to engage in a rational process of decision making
Capacity is questioned only if the person "has impaired or limited ability to reason, remember, make choices, see the consequences of actions, and plan for the future. A person is considered mentally incapacitated if a disability affects his or her ability to understand the consequences of his or her actions
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Term
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Definition
| -There can be no pressure to gain consent |
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Term
|
Definition
- Right to refuse services
- Provide information i clear, nontechnical language regarding :
- all important aspects of the planned treatment
-all potential risks and benefits of the planned procedure
-all potential alternative treatments,
- the right to refuse continued treatment at any time
- Right to withdraw without punishment
- Precise explanation of services
- Advantages of services
- Potential dangers
- Dangers and advantages of optional services |
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Term
| What to consider when implementing behavior change procedures? |
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Definition
- Compliance with agreed upon procedures
- Medical & physical concerns attended to before interventions
- Is the behavior analyst skilled in the behavior of concern or should they refer to another bahavior analyst
- Intervention modification should be handled in a timely manner so that the intervention is effective |
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Term
| How does the consumer evaluate services? |
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Definition
| The behavior analyst should give the consumer a dependable and accurate method of appraising the intervention. |
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Term
| When should a behavior analyst decide not to take baseline data? |
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Definition
| When there is considerable likelihood of harm to consumer or others that would result from a delay in treatment. |
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Term
| When should direct measurement of behavior occur? |
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Definition
| From beginning to the end, from baseline through treatment |
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Term
| When should the effectiveness of a treatment plan should be evaluated? |
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Definition
| Continuosly to ensure that the client is not being treated with a plan that is ineffective. |
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Term
| Who should see the information regarding services? |
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Definition
- Under 18 years old - Share information only with client, parents, legal guardians and agencies that have written authorization to view.
- Over 18 years old and competent - only the client or others named by the client with written authorization to view. |
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Term
| How should a behavior analyst discuss their contributions and the contributions of others to behavior analysis? |
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Definition
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Term
| What should a behavior analyst determine if there is no one to give consent? |
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Definition
- Is there impending harm to the client or others
- Confidence that the probability of injury or damage will occur without services
- Will services be helpful and not cause injury or damage to the consumer
- There are protocols to safeguard the rights of client and the behavior analyst.
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Term
| What are the ethical standards for selecting ultimate outcomes? |
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Definition
- Enhance family/friends connections
- Support engagement in the community
- Children should be raised in a family
- Clients should reside, work and play where they choose and with the people the choose |
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Term
| What is the ethical Standard for selecting targets for behavioral change? |
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Definition
- Predominately advantageous to the client
- Is functional
- Leads to socially significant outcomes
- Likely to meet natural reinforcement and be maintained. |
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Term
| Who should select outcomes for behavior change? |
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Definition
| The consumer and or their caretaker, guardian, or parent |
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Term
| What are ethical standards used when gathering information to identify functional relationships (functional relations)? |
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Definition
- Use the least interfering & safest assessment methods
- Obtain only enough information to create a sound hypothesis |
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Term
| Identify and avoid ethical dilemmas that compromise the practitioner client relationship. |
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Definition
- Maintain professional boundaries with clients and caregivers
- Avoid dual relationships
- Read and follow ethical protocol from the behavior analysis certification board |
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Term
| What is the ethical standard for selecting behavior change procedures? |
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Definition
- Client rights are safeguarded
- Client will have access to common goods and services that cannot be withheld unless consent is given
- Use the least interfering, safest assessment methods that will be successful and productive
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Term
| What are the ethical standards used when gathering information to identify functional relationship? |
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Definition
- Use the least Interfering & safest assessment methods
- Obtain only enough information necessary to creat a sound hypothesis |
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Term
| When should you ethically use emergency procedures? |
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Definition
Behavior Analyst should verify:
- Substantiated written evidence to safeguard the client (foremost), others or the environment
- Emergency procedures necessitate a behavior plan assessment
- A plan to minimize or discounting emergency procedures in the future |
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Term
| The choosing of intervention procedures should not be based on |
|
Definition
- Questionable date
- Subjective options
- Absence of confirming data |
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Term
| Underlying Assumptions of Behavior Analysis |
|
Definition
- Philosophy Doubt
- Empiricism
- Determinism
- Scientific Manipulation |
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Term
|
Definition
Deductions from interventions can change. Facts may be discovered that change the original conclusion
- Good scientists maintain a healthy level of skepticism.
"The question is not whether we like the conclusion that emerges out of a train of reasoning, but whether the conclusion follows from the premise or starting point and whether that premise is true". |
|
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Term
|
Definition
- Objective observation of behavior
- Through description of behavior
- Quantification of behavior |
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Term
|
Definition
| The world is a lawful and orderly place. All events occur as a result of other events |
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Term
|
Definition
- When the IV is manipulated to change the DV
- When events that are thought to affect the behavior are manipulated
-To see if an event effects behavior, that event is systematically manipulated and the effects on behavior are noted. |
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Term
| Distinguish between Behaviorism, EAB and ABA |
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Definition
- Behaviorism it the philosophy or world view
- EAB is the basic research
- ABA is the profession or the job
In ABA, behaviors of social significance to the person are investigated
- In experimental, the behavior are of no social significance to the person under investigation.
- Both sets of procedures involved operational definitions of the independent variable, objectively defined dependent variables, systematic manipulations, and data analysis of individual organism. |
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Term
| Applied Behavior Analysis usually does not include.... |
|
Definition
- Continuous observation
- Automated recording
- Controlled environments (Lab - Like)
- BEhaviors that can be quickly repeated |
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Term
|
Definition
- The philosophy of behavior analysis
- The study of behavior
- Scientific approach
- Encompasses verbal behavior, private events
- Behavior results from genetics and experiences
- Not hypothetical constructs
- Behavioral principles are functionally defined
- Behavior can be seen by observers
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Term
| EAB (Experimental Analysis of Behavior) |
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Definition
| A method for studying behavior and the environmental variables based on the philosophy of behaviorism |
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Term
|
Definition
- Continuous observation
- Precise descriptions of behavior and the IV in question
- Well controlled environments
- Automated recording whenever possible
- Behaviors selected for experimentation may have little or no social significance for the participant |
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Term
| ABA Applied Behavior Analysis |
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Definition
Studying behavior of social importance to the persons involved.
- ABA is a science devoted to the understanding and improvement of human behavior.
- ABA focus on objectively defined behaviors of social significance; they intervene to improve the behavior under study while demonstrating a reliable relationship between their interventions and the behavioral improvements; and they use the methods of scientific inquiry- objective description, quantification, and controlled experimentations.
- Is is a science approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantage of those discoveries. |
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Term
|
Definition
| The profession of using behavioral principles to change behavior of significance to the persons involved in their natural environment. |
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Term
Dimensions of Applied Behavior Analysis
Characteristics of ABA |
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Definition
- Applied
- Behavioral
- Analytical
- Technological
- Conceptually Systematic
- Effective
- Generality
(ABAT CEG) |
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Term
|
Definition
Behaviors targeted for change are important to the persons involved and are based on basic principles of ABA
- Focuses on behavior with social significance |
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Term
|
Definition
Behavior is the target for change
- Behavior is the focus, and not some hypothetical entity |
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Term
|
Definition
Functional relationship are explored between behavior and the environment by using a scientific approach.
- Scientifically based experimental desidns are used to assess the effectiveness of the interventions under study |
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Term
|
Definition
Procedures are defined fully and are exact
- Technological - Provides written detail of procedures to permit replication of techniques in other settings
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Term
|
Definition
Procedures are based on and explained in terminology of the principles of behavior.
- Conceptually Systematic - The procedures are tied to the basic principles of behavior |
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Term
|
Definition
- Behavior modifications are economical, productive and important to the persons involved.
- Procedures should promote generalization and maintain changes in behavior
Effective: the ABA attempts to produce large enough affects that have an impact on the person's life. |
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Term
|
Definition
A procedure is generality when it can be applied to:
Numerous individuals
Other settings
Different behaviors
- Generality: Attempts to identify techniques that can be successful with other individuals, with other behavior problems and in other situations (see external validity).
AKA- Exteral Validity |
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Term
|
Definition
| How you are going to measure the response, i.e. frequency, rate, duration, percent of intervals, permanent products etc. |
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Term
| Threats to internal Validity |
|
Definition
Examples include:
- Attrition
- History
- Testing
- Instrumentation
- Sequencing Effects
- Maturation
- Subject or Experimenter Effects |
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Term
|
Definition
| Experience with testing or measuring equipment will caouse a change in the subject's performance |
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Term
|
Definition
| The way the instrument is used or read effects the outcome of the experiment |
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Term
|
Definition
| The order in which the systematic manipulations are applied may effect the results of the study. |
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Term
|
Definition
| Changes in DV over the course of the study due to subject's normal development. |
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Term
|
Definition
| The way the subject thinks they should respond. |
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Term
|
Definition
| The experimenter's expectancy of results, unintended communications, or intended communications can corrupt data |
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Term
|
Definition
| Reduction in the number of subjects over the course of the experiment |
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Term
|
Definition
| Degree to which the behavior analyst can be confident that the change in the dependent variable is due to the changes in the independent variable |
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Term
|
Definition
The target behavior that is being measured
The variable that may change depending on the presence or absence of the independent variable. In the study of behavior, usually a response class |
|
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Term
Independent Variable
(IV) |
|
Definition
The environmental manipulation or the treatment.
The environmental event or events whose presence or absence is manipulated by the researcher in order to determine its effects on the dependent variable. |
|
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Term
|
Definition
| Length of time to observe, measure and record data. I.E. partial intervals, whole intervals, minutes, hours, sessions, and days. |
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Term
|
Definition
| Manipulation of the independent variables (treatment phase) |
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Term
|
Definition
| Data that is gathered before an intervention is in place, or before any variables are manipulated. If using withdrawal or reversal design could also be the period where no intervention is applied. |
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Term
| Functional Relationship AKA Functional Relation |
|
Definition
| During an experiment, the change in IV consistently results in a change in the DV. The change doe snot have to occur every time, but must occur reliably and consistently under the same IV conditions. |
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Term
| Private Behavior or Private Events |
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Definition
In radical behaviorism - individual responding to events that are only accessible to the individual.
Feeling pain, thinking |
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Term
| SECTION # 3 Principles, Processes, and Concepts |
|
Definition
|
|
Term
3 Category classification scheme
Things to consider |
|
Definition
When classifying stimuli under the function altering portion of the chart.
1. First 2 letter - identify conditioned or unconditioned - What is it - UC or CC
2. Second 2 letters - What's it doing - Conditioning another stimuli - CC or Evoking a behavior - CE |
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Term
| 3 category classification scheme |
|
Definition
| Chart created by Dr. Jack Michael to facilitate understanding in Evocative and Function Altering classifications as they relate to the occurrence of behavior. |
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Term
| Methods of choosing Reinforcers. |
|
Definition
- Indirectly: ask client, caregivers or questionnaire
- Watching - see what/who that choose to play/be with
- Sampling: often a sample of possible reinforncers
- Forced Choice - predetermined limited options of reinforcers. |
|
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Term
|
Definition
COmmunication that helps people get what they need or want:
Speaking, signing, pointing, writing, gesturing, touching. Using augmentative devices. |
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Term
| Teleological Explanations of Behavior |
|
Definition
- SOmething that will happen in the future is the reason for the behavior.
Key phrases to describe teleological explanations include:
- In order to get ... Sally hits others
- He expect to ... get a car
- She knows that ... if she fights |
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Term
|
Definition
Circular reasoning for behavior - labels, feelings and diagnoses categories.
- Labels: intelligence, shyness. Does not speak because shy, shy must be why she does not speak.
- Feelings: road rage, anger. Road rage because they are angry, angry is the cause or road rage.
- Diagnostic categories: ODD, ADHD - hits because of ODD, has ODD because he hits. |
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Term
|
Definition
Inadequate explanations of behavior such as labels, feelings, diagnoses, or attitudes. Cannot measure any of these.
Sometimes called circular reasoning.
-The knowledge that is said to account for the rat's performance is an example of explanatory fiction |
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Term
| Explanatory fiction Types |
|
Definition
- Metalisms: circular reasoning for behavior
- Teleological- theorized reason for behavior in the future. |
|
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Term
|
Definition
|
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Term
|
Definition
- The interaction of the body and the environment.
- Dead man theory: if a dead man can do it, it is not behavior.
- that portion of an organism's interaction with its environment characterized by a detectable displacement in space through time of some part of the organism and that results in some change in the environment. A single behavior is called response class.
-Behavior is movement, regardless of scale; hence the phrase displacement in space through time. |
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Term
|
Definition
A single occurrence of behavior
(lifting one's finger is one instance of behavior and lowering one's finger is another instance of behavior.
-Refers to a specific instance of behavior.
-Technical definition: is an "action of an organism's effector. An effector is an organ at the end of an efferent nerve fiber that is specialized for altering its environment mechanically, chemically, or in terms of other energy changes" |
|
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Term
| Functional Response Class |
|
Definition
Two or more topographical different behaviors that result in the same effect.
Yelling, hitting, and biting ll result in getting attention.
- A group of responses with the same function (that is, each response in the group produces the same effect in the environment) is called a response class. |
|
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Term
| Topographical Response Class |
|
Definition
- A group of behavior that look the same but may have different functions.
- (Lifting one's finger an inch an lowering it an inch several times will look the same, but this action could perform many actions - scratching, flipping a light switch or pressing a key on a keyboard.
- Refers to the physical shape or form of behavior |
|
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Term
|
Definition
Any stimuli that can possibly change behavior
- The entire constellation of stimuli (see bellow) that can affect a person. This includes both internal and external stimuli. |
|
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Term
|
Definition
- Sets the occasion for a response to occur and be follow by a specific consequence.
- A stimulus that occur before a behavior.
- refers to environmental conditions or stimulus changes that exist or occur prior to the behavior of interest. |
|
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Term
|
Definition
| A stimulus that occur after a behavior |
|
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Term
|
Definition
Something changed (removed or presented) in the individual's environment that can possibly change
behavior.
- Stimulus events can be described formally (by their physical features), temporally (by when they occur with respect to a behavior of interest) and functionally (by their effects on behavior).
- It is an energy change that detect stimulus changes that affect an organism through its receptor systems that detect stimulus changes occurring outside and inside the body. |
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Term
|
Definition
| It is a stimulus that when presented contingent upon a response will increase the probability of that response or when removed contingent upon a response decrease the probability of that response |
|
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Term
|
Definition
| It is a procedure in which a stimulus is removed or presented contingent upon a response and there is a increase in the probability of that response to occur. |
|
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Term
|
Definition
Procedure in which a stimulus is removed contingent upon a response and there is a increase in the probability of that response.
- Consequence removed following a response, which increase the future frequency or maintains that response |
|
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Term
| For negative reinforcement to occur, what must exist? |
|
Definition
| An irritant or aversive antecedent condition whose removal would be reinforcing |
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Term
|
Definition
- It is a procedure in which a stimulus is removed or presented contingent upon a response and there is a decrease in the probability of that response to occur.
- A consequence, which inmidiately followa a response that decrease the future frequency of that response. |
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Term
|
Definition
- Procedure in which a stimulus is presented contingent upon a response and there is an increase in the probability of that response to occur.
- Stimulus presented immediately after a response.
- Future frequency of behavior increases as a result of stimulus presentation. |
|
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Term
|
Definition
-Procedure in which the stimulus is removed contingent upon a response and there is a decrease in the probability of that response.
- Consequence attenuated or removed following a response. which result in a decrease in the future frequency of that response. |
|
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Term
|
Definition
-Procedure in which a stimulus is presented contingent upon a response and there is a decrease in the probability of that response
- Consequence presented following a response, which results in a decrease in the future frequency of that response. |
|
|
Term
| 2 types a Stimulus a Major concern to Behavior Analysis |
|
Definition
|
|
Term
| Consequence Abbreviations |
|
Definition
- S-R: Unlerned Reinforcement
- S - r: Learned Reinfocement
-S - P: Unlearned Punishment
- S - p: Leaned Punishment
A+ or a - sign may also be present
- +(plus) = Add something = positive
- -(minus) = take something away = negative
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|
Term
|
Definition
It is the relationship between a response and a stimuli that makes that the strength of that response more easy to occur.
- Set the occasion for a response to occur and be follow by a specific consequence.
- The fact that the stimuli control or influence our behavior.
- The degree to which a behavior is altered as a result of adding or taking away an antecedent stimulus |
|
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Term
|
Definition
- if a particular kind of environment event tengs to be present only when a certain behavior is followed by a reforcing event, it comes to serve a sort of signaling function. The presence of that class of antecedent event is called DS, will then make the behavior more likely to occur.
- An antecedent stimulus, which occasions, evokes or suppresses behavior because in the past, the behavior has been reinforced (positively or negatively) in its presence.
- SIgnals availability of reinforcement.
(Seeing a soda machine evokes searching for change behavior)
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|
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Term
| Stimulus control is established |
|
Definition
| through operant conditioning |
|
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Term
|
Definition
- An antecedent stimlus, which decreas behavior because the behavior has been on extinction or has received less reinforcement.
- Signals reinforcement is not available.
(Seeing a soda machine with an out of order sign) |
|
|
Term
Discriminative Stimulus for Punishment
(sDP)
(sP(prmt)) |
|
Definition
An antecedent stimulus, which decrease behavior that has been punished (positively or negatively) in it presence.
- Signals availability or punishment
(seeing the teacher with tests.) |
|
|
Term
| Common terms for discriminative stimuli are ______. |
|
Definition
|
|
Term
Establishing Operation (EO)
AKA Motivation Operation (MO) |
|
Definition
Momentarily changes the value of a reinforcer and makes a stimulus either more or less reinforncing.
- Increases the momentary frequency of a response class that has produced the stimulus in the past.
(eating salty food increases the value of liquids) |
|
|
Term
|
Definition
- A dependent relationship between responses and stimuli.
- An of - then statement |
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Term
| FUnctional Relationship AKA functional Relation |
|
Definition
| Exist when changes in an independent variable (stimulus) consistently changes the dependent variable (behavior) |
|
|
Term
|
Definition
It is a procedure in which you no longer reinforce a previously reinforced response.
- A consequence is withheld to decrease or eliminate a respoinse or behavior |
|
|
Term
|
Definition
| you get it at first, behavior goes up |
|
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Term
|
Definition
- Unexpected appearance of a prior Conditioned Response (CR) following an extinction procedure
or
After a time period where no pairing has occurred.
- Comes back but if no attention then it goes |
|
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Term
|
Definition
A procedure that exports to other procedures, environments, or people.
- Also called external validity |
|
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Term
|
Definition
| The spread of the effect of training to other environment, people, or conditions. |
|
|
Term
|
Definition
| Performing the same response in different stimulus conditions or settings. |
|
|
Term
|
Definition
Performing more responses than those trained in the same stimulus condition or setting.
(learned to wear seatbelt, and now uses turn signals) |
|
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Term
|
Definition
An innate response to a stimulus.
(Eye blink after puff of air)
- non learned
- Provide the organism with a set of built-in responses to specific stimuli.
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|
|
Term
|
Definition
| A previously neutral stimulus that, through conditioning (pairing) elicits a conditioned response. |
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Term
| Unconditioned Stimulus US |
|
Definition
| -A Stimulus that elicits a response without prior conditioning (pairing) |
|
|
Term
| Unconditioned Response UR |
|
Definition
- A response that is elicited by an unconditioned stimulus.
- A response that is the result of the individual's biology (phylogeny)
(No learned) |
|
|
Term
| Conditioning Response (CR) |
|
Definition
Through pairing, a response that is elicited by a conditioned stimulus.
(Learned) |
|
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Term
|
Definition
| A stimulus that does not change the target behavior. |
|
|
Term
|
Definition
- An unconditioned stimulus is paired with a neutral stimulus.
- After many pairing, the neutral stimulus becomes a conditioned stimulus, and elicits the same response as the unconditioned stimulus. |
|
|
Term
| Respondent Conditioning Terms |
|
Definition
US= Unconditioned Stimulus
UR= Unconditioned Response (reflex)
CS= Conditioned Stimulus
CR= Conditioned Respose
NS= Neutral Stimulus |
|
|
Term
| Respondent Conditioning Model |
|
Definition
3 Step Model
US - UR
CS(NS) - US - UR
CS - CR |
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|
Term
| Response Conditioning Examples |
|
Definition
- Present (meat) US and the UR (salivation) follows
- Next, present (bell) NS, then (meat) US and UR (salivation) follows
- Over many pairings, the (bell) NS becomes a CS
- (Bell) CS will now elicit salivation CR |
|
|
Term
| Operant Conditioning Model |
|
Definition
- A change in antecedents or consequences that alters behavior.
- Pairing between an antecedent, a response, and a consequence. |
|
|
Term
| Functioning Altering Effect |
|
Definition
- The relation between the behavior and the stimuli that produces relatively permanent change in the functional relation between environment and behavior.
- Changes the way stimuli affect behavior in the future. |
|
|
Term
|
Definition
| Presenting one stimulus with another stimulus, many times over several trails. |
|
|
Term
|
Definition
- A stimulus which strongly, consistently and reliably calls forth or evokes a behavior.
- Term used only with Respondent Conditioning. |
|
|
Term
|
Definition
| A stimulus effect on a response to immediately and momentarily decrease the frequency if the behavior. |
|
|
Term
|
Definition
- A stimulus that calls forth or brings about a behavior
- Used with Respondent and Operant Conditioning |
|
|
Term
| Contingency Shaped Behavior |
|
Definition
- Behavior acquired through reinforcement contingencies.
- Consequences maintain the behavior if it is maintained. |
|
|
Term
|
Definition
-Exhibiting behavior without contacting immediate reinforcement or contingencies
- Consequences maintain the behavior if it is maintained |
|
|
Term
Evocative Effect
Evocative = Behavior Altering |
|
Definition
| The effect of a stimulus on a response that immediately and momentarily increases the frequency of the behavior. |
|
|
Term
| Scheduled Induced Behavior |
|
Definition
| For humans: aggression, self injured behavior changes in mood. |
|
|
Term
|
Definition
|
|
Term
|
Definition
| Collecting information in a planned and orderly way to facilitate treatment |
|
|
Term
| Behavior Assessment Helps the behavior Analyst to ______ |
|
Definition
- Decide if the behavior is a problem
- Choose specific interventions
- Evaluate progress and outcomes |
|
|
Term
| Characteristics of Behavioral Assessment |
|
Definition
- Behavior is observable & measurable
- Behavior is not just a symptom
- Behavior is situation specific
- Behavior is variable
- Environment is included in assessment
- Behavior assessed throughout treatment |
|
|
Term
| Descriptive Analysis AKA Descriptive Assessment |
|
Definition
An analysis of the information and data collected on:
The behavior
The environment
A hypothesis on the function of behavior
Does not include any systematic manipulation and does not provide exact functional relationship |
|
|
Term
| Behavioral Assessment Includes |
|
Definition
- Description of behavior
- Description of environment |
|
|
Term
| Possible Elements of a Pre-Treatment Behavioral Assessment |
|
Definition
- Read all previously written documentation
- Interview client and caregivers
- Use of questionnaires
- Use of direct observation
- Use of narrative recording
- Use of pattern analysis
- Use of sequence analysis
- Decide upon use of functional analysis
- Summarize all information
|
|
|
Term
| Prior to assessment interwiew |
|
Definition
- Select an assessment instrument
- Decide who to interview
- Decide where & when interview should take place
- Make an appointment |
|
|
Term
| During an assessment interview |
|
Definition
- Build rapport with client and caregivers
- Ask open-ended questions
- Ask follow up questions for more information
- Listen closely and acknowledge answers
- Take good notes |
|
|
Term
| Important Information during assessment interview |
|
Definition
- Possible reinforcers
- Possible functions of behavior
- Behavior specifics (topography, duration, rate)
- possible setting events (meds, lack of sleep)
- When the behavior is more likely and least likely to occur.
- history of the behavior and prior treatment
- Client's method of communication
- Functionally equivalent alternate behaviors |
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|
Term
| Done after behavioral assessment |
|
Definition
- Review notes
- Summarize information
- Make plans for the next step |
|
|
Term
| Two Main Assessment Methods |
|
Definition
- Direct Assessment
- Indirect Assessment |
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Term
|
Definition
- Observing behavior in the environment with your own eyes and ears.
- Direct measurement
- Narrative Recording
- Permanent products |
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Term
|
Definition
- Asking about or reading about behavior, not actually observing it
- Interview client & caregivers
- Questionnaire
- Record Review |
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Term
|
Definition
| Study of behavior of 1 person and generalizing to many |
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Term
|
Definition
| Study of behavior of many people and generalizing to 1 |
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Term
| Uses of a Behavioral Assessment |
|
Definition
- Precise description of behavior
- Precise description of environment
- Collect baseline data
- Determine what maintains behavior (function)
- Choose appropriate goals & outcomes
- Assess progress during treatment |
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Term
| Descriptive Anaylisis (Descriptive Assessment Purpose) |
|
Definition
Provides Information for:
- The behavior
- Decision to treat
- Where to treat
- How to treat
- Describe possible functions of the Behavior
- Recording Data |
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Term
| Typical Steps of Descriptive Analysis AKA Descriptive Assessment |
|
Definition
- Record review/talk to others
- Take data - time/place
- Develop Scatter/Plot. interpret scatter Plot with Pattern Analysis
- Take ABC data
- Sequence Analysis/Narrative
- Determine possible functions
- Determine if systematic manipulations are necessary
- |
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Term
| Characteristics of Systematic Manipulation |
|
Definition
- Inductive or Deductive
- Used when descriptive analysis is not adequate
- Most reliable way to determine a functional relationship
- Avoids ineffective or unnecessary procedures
- Increases generality
- Often not needed to form a correct hypothesis concerning functional relationship |
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Term
|
Definition
| Identifying and manipulating environmental variables (systematic manipulations) while observing and recording data related to the target behavior to determine what is maintaining the behavior. |
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Term
| What methods would you choose and implement to interpret functional analysis data? |
|
Definition
- Withdrawal Reversal designs
- Alternating Treatment designs
- Changing Criteria Designs
- Multiple baseline designs
- ABC data |
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Term
|
Definition
|
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Term
| Multiply Determined Behavior |
|
Definition
- Behavior that is reinforced or maintained by multiple consequences
- Behavior that has one topography, but different functions
(clients hits then gains tangible and also hits then escapes task of doing schoolwork) |
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Term
| Develop a hypothesis concerning the function of behavior |
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Definition
- Socially Mediated Pos Reinf - atten, tangibles, activity
- Socially Mediated Neg Reinf - escape task, person, setting
- Automatic Pos Reinf - pleasurable sensations
- Automatic Neg Reinf - escape pain, discomfort |
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Term
|
Definition
- Grid format divided into time intervals and days of the week
- Tool for data collection by behavior analysts, parents, teachers or staff
- Uses to identify patterns of behavior (possible frequency/EO/setting events) |
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Term
|
Definition
- Interpret data collected using ABC format
- Helps to identify function of behavior
- Contrast with pattern analysis
(A- asked to do homework B- cries screams C- escapes task demand) |
|
|
Term
Narrative REcording
(Anecdotal Observation)
(ABC Recording) |
|
Definition
- During a specific time period an observer writes down everything that is observed, including behavior and all environmental conditions.
- A running narrative of the session |
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Term
| Ways to gather descriptive data |
|
Definition
- Direct or indirect observation
- Interview Client & caregivers
- Read written records
- Use appropriate assessment tools |
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Term
|
Definition
- Used to interpret scatter plot data
- Information may be gained about times and environmental conditions where behavior is exhibited, but it doe snot identify the function of behavior
(TB occurs frequently between 3:30-4:30 M-F(math) sometimes between 1:30-2:30 (english), but never 9:30-10:30 of 11:30-1:30 (lunch, PE, Recess) |
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Term
|
Definition
|
|
Term
| Functional Relationship AKA Functional Relation |
|
Definition
| The IV consistently and reliably evokes the behavior. |
|
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Term
|
Definition
- Usually entails initial baseline, but not always.
- Standard of performance will meet or exceed criteria
- Can be used to increase or decrease behavior |
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Term
| Changing Criteria Design Characteristics |
|
Definition
- Increases criteria to increase behavior/decrease criteria to decrease behavior
- Behavior must already be in the repertoire
- Improved level of performance required for each phase
- Stability required for each phase
- Behavior confirms to changing criteria |
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Term
| Changing Criteria Design Advantages |
|
Definition
- No withdrawal required
- Accepted by parents and others
- Gradually improving design |
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Term
| Changing Criteria Design Disadvantages |
|
Definition
- Not a strong as withdrawal
- Target behavior must be in the repertoire
- Limited to narrow range of IV
- Can impede learning rates
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|
|
Term
Withdrawal Design
or
Reversal Design |
|
Definition
- Repeated/Systematic presentation and removal of an IV while measuring a DV
- Start at baseline, apply IV - look for changes in DV. Withdraw IV - look for return of behavior near or at baseline.
- IV may be applied and removed numerous times |
|
|
Term
| Use withdrawal design when ______ |
|
Definition
- Behavior is reversible
- Withdrawal is not a concern
- Time and order effect are not a concern |
|
|
Term
| Withdrawal Design Characteristics |
|
Definition
- At least 3 consecutive stable phases:
Baseline
Intervention
Baselline
- More ethical to end on a treatment phase |
|
|
Term
| Withdrawal Design advantages |
|
Definition
Most reliable method to demonstrate a functional relation.
- Easy to implement
- Most straighforward |
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Term
| Withdrawal Design Disadvantages |
|
Definition
- Sometimes irreversible effect
- Sometimes unethical to remove IV
- Stability required between phases (lengthy process)
- Order effects (apply/remove/apply/remove) may be the real cause for change instead of the IV |
|
|
Term
| Alternating Treatment Design |
|
Definition
| Characterized by rapid alternation of 2 or more treatments (conditions) while their effects on a target behavior are measured to see which is most effective. |
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Term
| Alternating Treatment Design Advantages |
|
Definition
- Initial baseline not required
- No withdrawal required
- Stability is not required
- Distinct stimulus associated with each condition
- Minimize order effects
- Speed of comparison
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|
Term
| Alternating Treatment Design Disadvantages |
|
Definition
- Not a strong as a reversal design
- Artificial nature of rapid alterations
- Selection limited to distinct treatments
- Limited capacity for number of treatments (3-4 MAX) |
|
|
Term
|
Definition
Sequentially applying an IV across:
- Behaviors, settings or subjects
- To replicate the effect of a procedure |
|
|
Term
| Multiple Baseline Design Procedure Guidelines |
|
Definition
- Select independent but functionally similar baseline (do not pick 2 that could happen together - slap head, head bang)
- Concurrently baseline across behaviors, or settings or subjects
- Intervene on the most stable baseline first
- Vary the length of the multiple baseline significantly |
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|
Term
| Multiple Baseline Design Strengths |
|
Definition
- Straightforward and easy to implement
- No withdrawal required
- Accepted be parents and others
- Compliments multiple behavior changes
- Can be used to assess generalization |
|
|
Term
| Multiple Baseline Design Disadvantages |
|
Definition
- Not solid for controlling internal validity
- Not as strong as a reversal design
- Long time to implement - may not be practical/ethical
- Resource intensive (collecting data) |
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|
Term
| Multiple Baseline Design Across Behaviors |
|
Definition
| Employing the same treatment to 2 or more different behaviors of the same subject/consumer |
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Term
| Multiple Baseline Design Across Settings |
|
Definition
| Employing the same treatment to the same behavior of the same subject/consumer in 2 or more settings. |
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Term
| Multiple Baseline Design Across Subjects |
|
Definition
| mploying the same treatment to to the same behavior of 2 or more subject/consumers. |
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Term
|
Definition
Systematically and repeatedly adding and removing an IV to measure a DV (while holding other variable constant).
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|
Term
| Important Factors when using Systematic Manipulations |
|
Definition
- Informed Consent
- Safety of all
- Staff Support
- Environmental Control
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|
Term
|
Definition
Evaluating the effectiveness of the different parameters of a treatment - (how much - magnitude)
(determining the effectiveness of $5, vs $10 as a reinforcer) |
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|
Term
|
Definition
Evaluating the relative effectiveness of the particular procedures in a treatment by systematically withdrawing and reintroducing each component.
(consumer earns attention, tangible, food - take away attention only, measure, reintroduce, and so on with each variable |
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Term
|
Definition
|
|
Term
| How are optimal durations intervals determined |
|
Definition
- Equal opportunity for the occurrence of behavior
- Consistent conditions across observations
- By research standards |
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|
Term
|
Definition
- Changes in behavior over time, usually increases (acceleration) or decreases (deceleration)
- A continuous direct measure of a dimensional quantity of behavior |
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|
Term
|
Definition
| Correct responses divided by the total number of responses (correct + incorrect) multiplied by 100 = % |
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|
Term
|
Definition
Same as momentary time sampling, except recording for a group of people at the end of an interval
- Reports if behavior occurred at the end of interval.
- Under & Over estimates behavior
- Measure used to increase or decrease behavior
- Not vary time consuming - teachers can use
- Internvals of 1-5 minutes |
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|
Term
| Discrete Categorization (Coding) |
|
Definition
A way to code responses & track behaviors.
For example, codes may look like this:
I= Independent
VP= Verbal Prompt
GP= Gestural Prompt
PP= Physical Prompt
MG= Manual Guidance
Goes to sink - I
Turns n faucet - GP
Wets hands - PP
Picks up soap - MG |
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|
Term
|
Definition
|
|
Term
| What types of data displays are used to show quantitative relationships? |
|
Definition
- Bar graph (histogram)
- Cumulative Record
- Standard Celeration Chart smilogarithmic |
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|
Term
| Standard Celeration Chart |
|
Definition
- Displays behavioral frequencies and celeration changes
- A data point = frequency of behavior
- The slope = celeration
- If the data trend is the width of a pencil or more, ir has doubled halved, and is significant |
|
|
Term
|
Definition
- Use to display group comparison data (averages)
- Has limited use in ABA |
|
|
Term
|
Definition
- Displays the continuous automatic recording of behavior
- Used mostly in EAB (lab)
- Almost always used with frequency data
- Rate is the frequency of responses per unit of time
- Interpreted by degree os slope
- Steeper slope = higher response rate
- Machine developed by Skinner |
|
|
Term
| Equal Interval Line Graph |
|
Definition
- Most commonly used graph in ABA
- Shows the level, trend and variability of a quantifiable measure of a target behavior in relation to a point in time and or environmental variable. |
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|
Term
| Elements of a Equal Interval Line Graph |
|
Definition
- Horizontal Axis
- Vertical Axis
- Phase Change Line
- Condition CHange Line
- Data Points
- Data Path
- Labels
- Figure Legend |
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|
Term
|
Definition
- X Axis
- Equal intervals displaying passage of time (days, weeks, sessions)
- Include scale breaks if necessary
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|
|
Term
|
Definition
- Y axis
- Measurement of DV
- # of target behaviors |
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|
Term
|
Definition
- Major changes in independent variable
- Vertical solid line between baseline, or baseline and treatment |
|
|
Term
|
Definition
- Vertical dotted line
- Minor changes in Iv (10 min timeout/5 min timeout)
- Major unplanned environmental changes |
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|
Term
|
Definition
- Value of the dependent variable
- Measuring one behavior: solid dot
- Measuring multiple behaviors: different geometric symbols
- Industry standard is to only use black ink |
|
|
Term
|
Definition
| Straight line connecting data points within a phase |
|
|
Term
|
Definition
Identifies the:
- X & Y axis
- Phase and or conditions |
|
|
Term
|
Definition
| Summery of what the graph represents |
|
|
Term
|
Definition
- Look at number of data points, level, trend and variability.
- Did a significant change in the DV occur between phases or conditions (doubling if increasing, halving if decreases).
- Certainty that change in DV is due to the IV.
- COnfidence in estimated data path is determined by: adequate data points and stability of data |
|
|
Term
| Do not connect data points across __________. |
|
Definition
- Phase Change Lines
- Condition Change Lines
- Interruption in Data
- No opportunity to Exhibit behavior |
|
|
Term
|
Definition
- Shows the average performance within a phase
- A flat line indicating the value of the data points within a phase
- Mean level used most
- Median Level used if data more variable (outliers) |
|
|
Term
|
Definition
- Direction of the data path
- Straight line draw through data is the trend line
- 3 types of trend - increasing, decreasing, zero trend
- no such thing as variable trend |
|
|
Term
|
Definition
| if 80-90% of data point within a phase or condition fall within a 15% range of the mean level, the data is considered stable. |
|
|
Term
|
Definition
- How much the measured of the DV differ within a phase or condition
- Opposite of stability
- Greater variably -= greater need for additional data |
|
|
Term
Record Floor
Celeration chart |
|
Definition
- Shows how long client was observed
- Most likely the rate - behaviors over time |
|
|
Term
| Some standard celeration chart advantages |
|
Definition
- The full range of a behavior could be show on one chart
- Trends can easily be seen
- Can compare data easily
- Shows duration of observation, not just behaviors. |
|
|
Term
|
Definition
- Y-axis - (left side) count per minute by a power of 10
- Y-axis (right side) observation period - down = durations increase
- X-axis - (across) lines across the chart are days, the bold line is Sunday. |
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|
Term
| Data Displayed on Cumulative Record |
|
Definition
- Uses in automatic recording
- Used mainly in EAB
- Degree of slope - rate of responding
- As subject responds pen moves up
- Pause in responding indicated by flat line
- Pen marks responses to top of paper roll, then drops to bottom of paper and begins upward again |
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|
Term
| What environmental changes might be done to decrease the client's need for behavior analysis |
|
Definition
- Relocate client or peers
- Change physical factors of the area; light, sound, temp
- Rearrange time/location of activities
- Enrich the environment
- Improve staff ratio; non-contingent attention, Give choices when available
- Fade in demands, & interperse tasks
- Create a predictable schedule
- Make sure physical need are met
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|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| GRaph with TRend Line Drawn |
|
Definition
|
|
Term
| Low stable Level of Response |
|
Definition
|
|
Term
|
Definition
|
|
Term
| Gradually Increasing Stable TRend |
|
Definition
|
|
Term
| Zero TRend, HIgh Stability |
|
Definition
|
|
Term
|
Definition
- Trend is the direction of the data path
- A straight line is drown through the data points to determine trend
- Industry Standard = last 3 data points
- 3 types of tend - Increasing, decreasing, zero
- No such thing as variable trend |
|
|
Term
|
Definition
|
|
Term
| Zero TRend, high Variability |
|
Definition
|
|
Term
| Change in Trend Change in Level |
|
Definition
|
|
Term
| No change in trend, but a change in level |
|
Definition
|
|
Term
|
Definition
|
|
Term
| What are some possible unwanted effect of the use of reinforcement |
|
Definition
- Client becomes reliant on unnatural contingencies
- Inadvertent reinforcement of unwanted behaviors
- If negative reinforcement is uses too often, escape/avoidance behaviors may result and emotional/aggressive responses that may result and emotional/aggressive responses that may be directed to parents or teachers.
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|
|
Term
|
Definition
- Level is the arithmetic mean
- Generally a straight/horizontal line drawn through the data points |
|
|
Term
|
Definition
- Where measures of behavior differ from one another
- The greater the variability = more data should be collected |
|
|
Term
| High Variable Level of Response |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
- Used in automatic recording
- Used mainly in EAB
- Degree of the slope = rate
- If pen goes up, subject is responding
- If pen remains level (flat line), no responding |
|
|
Term
|
Definition
Two or more stimuli are interchangeable or mean the same thing
(A client is taught that the letter "A" is the same types on a card, as it is written on paper, as it is on a billboard, as it is on a can of vegetables. ) |
|
|
Term
| Effect of Behavioral Contrast |
|
Definition
| Use of a behavior change procedure under one stimulus condition to reduce or increase a behavior, causes the opposite change in behavior in other stimulus situations where training conditions are not in effect. |
|
|
Term
|
Definition
- Independent - Independent contingencies for all members of a group
- Dependent - Group earns reinforcement (or not) depending on the behavior of one person.
- Independent - all members must meet contingency to earn reinforcement. If one person fils, group fails |
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|
Term
|
Definition
Earning or not earning a reinforcer depends on the behavior of one person in a group, a subgroup within a group, or the whole group
- Saves time
- Effective
- Economical
- Practical |
|
|
Term
|
Definition
| For every behavior treated to decrease , there is a functionally equivalent alternative behavior taught . |
|
|
Term
|
Definition
How a person's lifestyle will be altered relating to:
- Choice
- Access to reinforcers
- Avoiding aversives
- Health and safety
- Relationship
- Being with things and people they choose
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|
|
Term
|
Definition
Statement about what a person wants to achieve in their life, usually an improvement in their life.
- Goal
(I want to marry a person who makes $250.000 a year) |
|
|
Term
| Relationship between behavior and outcomes |
|
Definition
Outcomes are not necessarily behavior change
but
Behavior and behavior change leads to outcomes
(improvement in life is an outcome, not always a behavior change)
|
|
|
Term
|
Definition
- Goals that take a person closer to reaching an ultimate outcome
- MAy work on more than 1 intermediate outcome sequentially or concurrently
(learn social skills, learn to dance) |
|
|
Term
| Response Definitions are______ |
|
Definition
- Objective
- Observable
_DEscriptive
- Specific
- CLear
- Conducive to Measurement
- Conducive to Observer Agreement |
|
|
Term
| General problems with behavior |
|
Definition
- Skill deficit - don't now to do behavior
- Performance problem - behavior demonstrated in past, refusing now
- Behavior Excess - too much behavior
- Stimulus Control problem- behavior in wrong place or time |
|
|
Term
|
Definition
- Statement of when a program will be successful
- Includes specific behaviors
- Should be age appropriate
- Does not have precise criteria or conditions
|
|
|
Term
| Topographical Response Definitions |
|
Definition
DEscribes the Behavior in form - how it looks
(how loud, the magnitude, etc) |
|
|
Term
| Behavioral Objectives should include |
|
Definition
- Topographical response definitions
- Functional response definitions
- Standard of performance
- When it will be successful
- The conditions where/when the behavior will occur |
|
|
Term
| Functional REsponse Definitions |
|
Definition
- Clearly identify the target behavior and associated antecedents and consequences
- ABCs of behavior |
|
|
Term
| General types of behaviors which should be considered for change |
|
Definition
Behavior is potentially
- Harmful
- Destructive to self, others or environment
- Interfering with independent functioning
- Excluding from people or places
- Resulting in seclusion or restraint |
|
|
Term
| Behaviors targeted for change are specified in _____ |
|
Definition
Observable and measurable terms such as response definitions and functional response definitions.
|
|
|
Term
| Create interpersonal relationships using behavior change procedures |
|
Definition
- Look for behaviors that if decreases or increases would get the person included
- Set up contingencies of reinforcement that makes the client a generalized conditioned reinforcer for family, friends, and coworkers
- Get the client involved in activities where others have similar interests
- Program interventions to help take away obstacles for relationships
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|
|
Term
|
Definition
| Presenting a series of high probability requests, followed by a lower probability request, ti increase the likelihood of compliance to the lower probability request. |
|
|
Term
|
Definition
| A formula that states that the amount of response tends to equal the level of reinforcement that is supplied |
|
|
Term
| Multiply Controlled Behavior |
|
Definition
| Behavior could be affected by multiple controls. These controls be differentiated and interventions should be designed accordingly. |
|
|
Term
| Differential Reinforcement of Other Behavior (DRO) Cautions |
|
Definition
- This type of schedule does not directly touch in the behavior to be decreased or omitted
- Use only with high rate of behaviors like SIB
- USe only with a high staff to client ratio
- Use only short DRO intervals
- Use heavy doses of reinforcement frequently
- Use with other more direct procedures |
|
|
Term
| Time Out from Positive Reinforcement |
|
Definition
- Removing a person from positive reinforcement for a period of time - such as tangibles
- Withdrawal of opportunity to earn reinforcement
- Contingent upon the occurrence of a Behavior |
|
|
Term
|
Definition
| Behavior is maintained by positive reinforcement- access to tangibles or attention |
|
|
Term
|
Definition
| Behavior that is maintained by escape |
|
|
Term
|
Definition
- Non Exclusion time out
- Isolation Time out
- Exclusion Time out |
|
|
Term
|
Definition
Client is isolated
- Most restrictive
- Special room where exit is prevented
- Strict specifications on room and exit
- Strict specifications on time |
|
|
Term
|
Definition
Client is excluded
- Hallway time out
- Other room time out |
|
|
Term
|
Definition
Client remains where they are for very short times
- Planned ignoring
- Time out Ribbon
- Contingent Observation
- Time out from specific reinforcer |
|
|
Term
|
Definition
- Response cost procedure
- When tome In - have a ribbon
- When in time Out - ribbon is removed |
|
|
Term
|
Definition
- Behavior maintained by attention or social reinforcement
- Attention is withdrawn for inappropriate behavior and returned for appropriate behavior |
|
|
Term
|
Definition
Remove amount of reinforcers (token, movies) contingent upon occurrence of a specific behavior.
Remove only enough to be effective |
|
|
Term
| Behavior change procedures should be selected based on... |
|
Definition
| Published research and consistent with behavior principles |
|
|
Term
| When more than one procedure is indicated, procedures should be selected based on... |
|
Definition
| Competencies of the behavior analyst running the procedure |
|
|
Term
| Treat behavior maintained by Automatic Positive Reinforcement |
|
Definition
- Enrich the environment
- Use sensory extinction where necessary |
|
|
Term
| Treat behavior maintained by Automatic Negative Reinforcement |
|
Definition
- Treatment of a medical condition
- Train and reinforce ways to signal pain/discomfort
- TRain pain attenuating behavior (message/ take meds)
|
|
|
Term
| TReat behavior maintained by social Negative Reinforcement |
|
Definition
- Do not allow Escape from task demands
- Pair trained with positive reinforcement
- Eliminate warning signal
- GRadually fade in demands
- Use behavioral momentum |
|
|
Term
| Treat Behavior Maintained by Social Positive Reinforcement |
|
Definition
- Non contingent attention - satiate EO/ MO
- Develop and train functionally equivalent alternate behavior
- Develop and train functionally equivalent alternate behavior
- Time out if justified |
|
|
Term
| When behavior is being decelerated, replacement plans should use |
|
Definition
| The least restrictive interventions given the function of the behavior |
|
|
Term
| Functionally Equivalent Alternative Behavior |
|
Definition
- An alternative Behavior that is appropriate and addresses client's wants and needs
- Usually taught while decreasing inappropriate behaviors
(ask for a cookie instead of hitting for a cookie) |
|
|
Term
|
Definition
- Contingent upon occurrence of a specified behavior
- Client must engage in effortful behavior |
|
|
Term
| Restitutional Overcorrection |
|
Definition
- Contingent upon occurrence of a specific behavior
- Client must engage in effortful behavior
- Restore to better than original state
(If a drink is spilled, the client would have to clean up the drink as well as clean up the whole floor. |
|
|
Term
|
Definition
Practice doing the appropriate behavior
(When asked to come here, and client does not 0 he is required to walk over many times to practice the behavior) |
|
|
Term
| Usually, the function of behavior can be described into three categories |
|
Definition
- Get something
- Escape something
- Avoid something |
|
|
Term
|
Definition
- COntinent on occurrence of a specified behavior
- Person removed from activities, but allowed to watch |
|
|
Term
| Ecological strategies to evoke appropriate behaviors |
|
Definition
- Provide choice of task or reinforcer
- Vary task
- Vary task difficulty
- Set up schedules to provide reliable outcomes |
|
|
Term
| Contextual strategies to evoke appropriate behaviors |
|
Definition
- Change room temp
- Add or remove people in room
- Provide various reinforcement
- Change room lighting
- Alter environment |
|
|
Term
|
Definition
- Sometimes called Contextual Events
- Stimuli or conditions that are present or precede specific antecedents or behaviors, but not manipulated as part of an intervention
- May change behavior even though not manipulated
- (something that happened earlier in the day or last week etc) |
|
|
Term
| Contextual (ecological) variables |
|
Definition
- Sometimes called Setting Events
- Stimuli or conditions that are present, but not manipulated as part of an intervention
- My change behavior even though not manipulated
(# staff present, medications, time of day, environment etc.) |
|
|
Term
|
Definition
- Using the natural environment and "incidental" activities to teach specific skills.
- Can be planned or unplanned activities
- (while playing with a child teach - self care, colors, sitting, taking turns) |
|
|
Term
| Functionally Equivalent Alternative Behavior |
|
Definition
An alternative behavior that is appropriate and addresses client's wants and needs
- Usually taught while decreasing inappropriate behaviors
- (ask for a cookie instead of hitting for a cookie |
|
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Term
|
Definition
- 2 or more schedule presented one after another in a random or alternating sequence
- Only 1 presented at a time
- No SD to tell which is in affect
(mult F15' FR 10 - sometimes 1st resp, after 5' sometimes after 10 resp.) |
|
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Term
|
Definition
- 2 or more schedules presented one after another, always in the same order
- Only 1 presented at a time
- SD tells which is in effect
- Reinforcement at the end of the chain
( Mult F15' FR10 - green light w/F15, blue light w/FR10) |
|
|
Term
|
Definition
- 2 or more schedules presented one after another in a random or alternating sequence.
- Only 1 presented at a time
- SD tells which is in effect
- Reinforce at the end of the sequence
( Mult F15' FR10 - sometimes 1st response after 5' sometimes after 10 response) |
|
|
Term
|
Definition
- 2 or more schedules presented one after another in a random or alternating sequence
- Only 1 presented at a time
- SD tells which is in effect
( Mult F15' FR10 - green light w/F15, blue light w/FR10) |
|
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Term
|
Definition
| Gradually decreasing the rate of reinforcement |
|
|
Term
|
Definition
| Rule determining which response(s) will be reinforced, which will not, as well as how often |
|
|
Term
|
Definition
Sometimes associated with superstitious behaviors develop as the client will repeat whatever behavior was occurring at the time of reinforcement.
(FT5 = Clinician waits 5 seconds then reinforces whatever behavior is occurring) |
|
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Term
|
Definition
Sometimes associated with superstitious behaviors develop as the client will repeat whatever behavior was occurring at the time of reinforcement.
(VT1 = Clinician waits 45 seconds then 1.5 min (to average 1 min) then reinforces whatever behavior is occurring) |
|
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Term
| Variable Schedules are used |
|
Definition
| To establish reliable, strong rates of responding |
|
|
Term
| Simple Schedules of Reinforcement |
|
Definition
- Fixed Ratio FR
- Variable Ratio VR
- Fixed Interval FI
- Variable Interval VI
- Fixed TIme FT
- Variable Time VT |
|
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Term
| Response Independent Simple Schedules of Reinforcement |
|
Definition
- Does not require a response for reinforcement to occur, only passage of time
- FIxed Time Ft
- Variable TIme VT |
|
|
Term
| Reinforcement should be delivered |
|
Definition
Immediately following a response
(Usually .5 - .3 seconds) |
|
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Term
| Continuous Reinforcement Schedule (CRF) |
|
Definition
- Each and every correct response will be reinforced
- Generally used to teach a new behavior or strengthen a weak behavior
- This type of schedule is the easiest to extinguish |
|
|
Term
| CRF or FR1 schedules are used when |
|
Definition
- Low rate behaviors are being increased
- New behaviors are being taught |
|
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Term
|
Definition
| Brief pause in responding immediately after reinforcement where the length of the pause is directly related to the ratio size of ratio schedules. |
|
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Term
| If ratio schedules are too large or are thinned too quickly, one gets _______ ______. |
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Definition
|
|
Term
| Variable affecting whether a reinforcer is affective or not are: |
|
Definition
- EO/MO
- Schedule of reinforcement
- Effort involved |
|
|
Term
| Ways to determine of something is reinforcing or punishing |
|
Definition
- Use caution when testing punishers
- Indirect Observation - interviews and scales
- Direct Observation - watching and collecting data
- Reinforcer Sampling - providing a variety of stimuli or activities
- Forced Choice - offering a selection of reinforcers, taking note of client's choice, narrowing down choices to one final choice. |
|
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Term
|
Definition
- Used with interval schedules
- Response has a limited amount of tie to occur
- Increases response rates
- F15' with LH10' response after 5 seconds must occur within 10 seconds after correct response |
|
|
Term
Response Dependent
Simple Schedules of Reinforcement |
|
Definition
- Requires a response for reinforcement to occur
- Fixed Ratio
- Variable Ratio VR
- Fixed Interval FI
- Variable Interval VI |
|
|
Term
| COmplex Schedules of Reinforcement |
|
Definition
- Differential Reinforcement Schedules
(DRO, DRA, DRI etc)
- Sequence Schedules
(Multiple, mixed, chained, tandem etc)
- Simultaneous Schedules
(Conjunctive, alternating etc) |
|
|
Term
| Intermittent schedules are used |
|
Definition
- For maintenance
- increase rate of responding |
|
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Term
| Guidelines for using punishment |
|
Definition
- Deliver punisher immediately - standard of .5 - .3 seconds
- Use conditioned aversive stimuli of possible (the word NO!)
- Use the highest intensity of punisher
- Use a FR1 schedule - (continuous punishment every time the behavior occurs)
- Always increase the number of reinforcing activities or reinforcer with the appropriate stimuli and response) |
|
|
Term
| The most reliable method of determining punishers is also the most reliable method for determining |
|
Definition
| Functional relationship AKA Functional realtions |
|
|
Term
| If a less intense punisher is used decreasing the behavior will be |
|
Definition
| Slower and the client may adapt to the punisher |
|
|
Term
| Side Effect of Punishment |
|
Definition
Avoidance of person delivering punishment Engagement of counter-control
- Evokes emotional responses
- Does not teach new behaviors
- Effects are time limited
- Models punishment for handling similiar situations
- Punishment begets punishment - person delivering punishment may increase use of punishment through negative reinforcement |
|
|
Term
| Extinction Burst short term effects of extinction |
|
Definition
- When behavior is no longer reinforced, sometimes there is an immediate and temporary increase in the frequency, duration and intensity
- See side affects of punishment
- The topography of the behavior may change |
|
|
Term
| Guidelines for Extinction Burst |
|
Definition
- Use extinction with caution
- do not allow behavior to go unchecked so as not to cause harm
- Try not to get into a power struggle
- Intermittent reinforcement makes behavior more resistant to extinction |
|
|
Term
| Extinction Schedule (EXT) |
|
Definition
| Schedule of non - reinforcement where no occurrence of a specific response is reinforced |
|
|
Term
|
Definition
- Sometimes follows extinction
- Sudden reappearance of behavior that was previously extinguished |
|
|
Term
|
Definition
Lack of opportunity to respond
- Passage of time where behavior did not occur |
|
|
Term
|
Definition
| Technical term to describe non reinforcement of behavior that was reinforced in the past |
|
|
Term
| Momentary differential Reinforcement of other Behavior |
|
Definition
- Criterion = no engagement of target behavior for a moment
- Set a timer for predetermined time
- Look to see if behavior is occurring before timer runs out
- Behavior occurring no reinforcement, do not reset timer
- Behavior nor occurring reinforcement, reset timer |
|
|
Term
| Differential Reinforcement Operations |
|
Definition
- Reinforcement
- Extinction |
|
|
Term
| Differential Reinforcement of Other Behavior (DRO) |
|
Definition
- Used to omit a behavior
- Reinforce after a given time and the behavior does not occur
- Any behavior could be occurring other than the target behavior at the end time interval and reinforcement occurs
- Reinforce any behavior other than hitting) |
|
|
Term
| Differential Reinforcement of Alternative Behavior (DRA) |
|
Definition
| Reinforcement of behaviors that are an alternative to the target behavior |
|
|
Term
| Differential Reinforcement of Other Behavior Cautions (DRO) |
|
Definition
- This type of schedule doe snot directly touch on the behavior to be decreased or omitted
- Use only with high rate of behaviors like SIB
- Use only short DRO intervals
- Use heavy doses of reinforcement frequently
- Use with other more direct procedures |
|
|
Term
| Differential Reinforcement of Incompatible Behavior (DRI) |
|
Definition
Reinforcement of behavior that are physically incompatible with target behavior for a fixed amount of time
(when hands are in packets they cannot be hitting) |
|
|
Term
| Differential Reinforcement of Diminishing Rates of Behavior (DRD) |
|
Definition
REinforcement of behaviors that are gradually decreasing, similar to changing criterion and DRL
(reinforce decrease in behavior from 3 times an hour to 2 times) |
|
|
Term
|
Definition
REinforcing one response over another results in: learning certain responses will be reinforced under certain conditions and not under others
(RUn on play ground VS hit on playground) |
|
|
Term
| Differential Reinforcement leads to |
|
Definition
| Differentation or discrimination |
|
|
Term
| Conditioned Aversive Stimuli |
|
Definition
Stimuli that has become aversive due to pairing with an unconditioned aversive stimuli.
|
|
|
Term
|
Definition
- Reinforcing a response in one environment/ stimuli over another
- Same response/behavior with different stimuli
(RUn on playground VS run in classroom |
|
|
Term
|
Definition
- Using less and less of a prompt to get the desired behavior
= Transfers stimulus control from prompt to stimulus |
|
|
Term
| Commonly Used Fading Procedures |
|
Definition
- Least to Most
- Most to Least
- Graduated Guidance
- Time Delay
- Magnitude of Prompt
|
|
|
Term
|
Definition
| Give the least intrusive prompt first |
|
|
Term
|
Definition
| Use the most intrusive prompt first such as manual guidance |
|
|
Term
|
Definition
| Prompt when needed but fade as soon as client begins the behavior |
|
|
Term
|
Definition
- Give the SD and wait for the behavior
- If the behavior does not occur give a prompt until behavior occurs |
|
|
Term
|
Definition
- Change the volume of a verbal prompt
- Also use time delay |
|
|
Term
|
Definition
| Additional antecedents to call forth the behavior, not the initial instruction |
|
|
Term
|
Definition
- Teach new behavior
- Call forth behavior in chain
- Prompt incompatible behavior |
|
|
Term
|
Definition
Response Prompts:
Verbal
Gestural
Modeling
Physical
Manual Guidance
Stimulus Prompt:
Proximity
Writing |
|
|
Term
|
Definition
Stimulus Prompts - Environmental event prompt
- Proximity - movement or position
- Writing - writing over something already there |
|
|
Term
| Rule Governed Behavior Advantage |
|
Definition
| Decrease amount of time to train |
|
|
Term
|
Definition
- Engaging in a novel behavior or a behavior that has not been reinforced
- In the past, rules have been allowed, and reinforcement received
- Follow rules in the future because of history of reinforcement
|
|
|
Term
|
Definition
| Written or verbal antecedent stimuli that evoke a response - telling someone to do or how to do somenthing |
|
|
Term
| Variables Influencing instructions |
|
Definition
- Whether the behavior is in the repertoire
- Whether rule governed behavior should be trained
- Rate that instructions are given
- The DS |
|
|
Term
| Instructions may work better if..... |
|
Definition
They are used with modeling, prompting or rehearsal
|
|
|
Term
|
Definition
- TRainer shows the behavior
- CLient asked to perform behavior
- Behavior is reinforced |
|
|
Term
| If the client does not model |
|
Definition
|
|
Term
|
Definition
| Giving a model for imitation |
|
|
Term
| Variables Affecting Modeling |
|
Definition
- Trainer is prestigious (cooler) to imitator and is similar to them in gender, race, age, etc
- Reinforcement of modeled behavior
- Difficult of behavior to be imitated
- If trainer is paired with reinforcement
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|
|
Term
| Modeling is more effective if |
|
Definition
| Used with other procedures such as instructions, prompting, rehearsal, reinforcement |
|
|
Term
|
Definition
- Fast paced teaching format for a small group of people
- Teacher uses a script validated through research
- Choral responding to questions, short answers
- Teacher gives group feedback to answers
- Frequent quiz - same day or next day |
|
|
Term
|
Definition
- Fluency Based Model
- Drills with SAFMEDS in classroom
- Data Driven - Number correct in specified amount of time
- Graph results in a standard celeration chart
- If expectations met keep going, otherwise keep studying until everyone meets criteria |
|
|
Term
| Personalized System of Instruction (PSI) (Keller Plan/Method) |
|
Definition
- Effective instruction without a techer
- REad a workbook, fill in blanks, may be computer based
- Check for 90% or so accuracy to proceed
- Take a quiz
- Go at your own pace instruction |
|
|
Term
|
Definition
| Simple stimulus, response, consequence. If response is not correct, prompting is provided and faded as the response changes to the correct response |
|
|
Term
Contingency Contract
2 Parts |
|
Definition
Must b complete, accurate and in divided into 2 parts
Task
Who to do task What is task
When task completed How well to be done
Reward
WHo to give What to give
When to give how much to give |
|
|
Term
| Contingency COntract (Behavioral Contract) |
|
Definition
Document between client, behavior analyst, and possibly mediator that specifies a contingent relationship between behavior and reinforcement.
Includes:
Behavior Review Date
Reward Signature
How to monitor Data |
|
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Term
|
Definition
| When a stimulus may take in the same function, or similar topography as another stimulus. |
|
|
Term
Transitive
Conditioned Establishing
Operations
(TCEO) |
|
Definition
- Stimulus that established something else as a reinforcer because that stimulus is required to get something
- To determine a TCEO ask the question, what do I need now
(While walking, come to a river (EO). Need a boat to cross the river - value of the boat increases (TCEO) |
|
|
Term
Conditioned Establishing Operation
(CEO) |
|
Definition
- RCEO - Reflexive Establishing Operation
- SCEO - Surrogate Establishing Operation
- TCEO - Transitive Establishing Operation |
|
|
Term
Reflexive
Conditioned Establishing Operation
(RCEO) |
|
Definition
Stimulus that establishes it's own removal as reinforcing associated with a warming signal of worsening.
(HEar a fire alarm - RCEO, evokes leaving the room increases the value of escape - EO) |
|
|
Term
Surrogate
Conditioned Establishing Operation
(SCEO) |
|
Definition
Stimulus becomes reinforcing through pairing
(In a club drinking a MAi Tai, hear a great song. Later while driving in the car, hear the same song, and now want a Mai Tai) |
|
|
Term
Two most basic Unconditioned Establishing Operation
(UEO) |
|
Definition
- Deprivation
- Satiation
(Eat chips increases the value of liquid) |
|
|
Term
| Establishing Operations AKA Motivating Operations |
|
Definition
- Antecedent with 2 conditions:
- momentarily changes the value of a stimulus as a reinforcer - makes stimulus more or less reinforcing
- Evocative effect - evokes behavior that has been reinforced by that stimulus |
|
|
Term
|
Definition
- DIfferential reinforcement of successive approximations to a target behavior
- Leads to differentiation
- Used to establishing new topographies an dimensions of behavior
- Works better when using a specific discriminative stimulus
|
|
|
Term
| Shaping Across Topographies |
|
Definition
Reinforcing successive approximations of a series of different behaviors which look like the desired behavior
(shaping the look of a person signing for eat) |
|
|
Term
| Shaping Within Topographies |
|
Definition
- Reinforce successive approximations toward another magnitude of a target behavior that the client is already doing
- SImilar to a changing criteria design
(Shape voice from a whisper to a conversational tone) |
|
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Term
|
Definition
- DO task Analysis
- Probe to see what they can do
- Use least to most prompting step by step |
|
|
Term
|
Definition
- Teach all steps at the same time
- Use least to most prompting
- Reinforce at the end of the chain |
|
|
Term
|
Definition
- Teaching a sequence of steps by training the first step in the chain first then reinforcing
- Teach the second step and reinforce after second step and so on |
|
|
Term
|
Definition
TEaching a sequence of steps by training the least step in the chain first then reinforcing
- Teach the next to least step and reinforce after last step and so on. |
|
|
Term
|
Definition
- 1 way to teach complex skills - more than one step
- linking separate skills to perform a single task
(Hand washing - turn on water, put soap on hands, rub hands etc) |
|
|
Term
|
Definition
- Backward
- Forward
- Total Task |
|
|
Term
|
Definition
- Complex task broken down into individual steps
- Start teaching 1 step at a time
- Usually begin by teaching first step they cannot do |
|
|
Term
|
Definition
- Loss of a specific amount of a reinforcer contingent upon occurrence or nonoccurrence of a behavior
- Punishment - decreases the future frequency of the behavior
- In token economies sometimes called a fine
|
|
|
Term
|
Definition
Necessary Components are:
- Rules of the contingency
- Target Behavior
- Generalized COnditioned Reinforcers
- Backup reinforcers
- Tokens
|
|
|
Term
|
Definition
- Reinforcement using token that can be traded for may other reinforcers
- Regularly pair the token with reinforcement or else the procedure will not work
- Criteria to earn may change as client's behavior changes
- Advantage = client chooses reinforcer - saves time, increases reinforcer effectiveness
|
|
|
Term
| There are wide variety of methods to train for a Token Economy including |
|
Definition
- Discrete trials
- Verbal instructions
- Prompting
- Modeling |
|
|
Term
|
Definition
- A reinforcer that is exchanged for or bought with a token
- Used in token economies
(Movies, Free time) |
|
|
Term
| Generalized Conditioned Reinforcer |
|
Definition
- A stimulus/event that has been paired with reinforcement
- Reinforcement that can be exchanged for many backup reinforcers.
(Token, tickets, money) |
|
|
Term
| Components of a token Economy |
|
Definition
- Defined Behaviors
- Backup reinforcers
- Method to swap token for reinforcers
- Rules for when and how tokens are earned
- Rules for not meeting criteria to earn a token
- May include response cost, but it is not required |
|
|
Term
| Set up Self Control System |
|
Definition
- Choose and define a target behavior
- Train client alternative or incompatible behaviors
- Train client to identify precursors to behavior
- Define the target behavior
- Select and implement data collection procedure
- Client provides consequence for behavior
- Client graph data
- May need mediator |
|
|
Term
|
Definition
- Using ABA to change your own behavior
- Self "control" is mainly antecedent manipulations in the environment. |
|
|
Term
|
Definition
|
|
Term
| Promote Stimulus and Response Generalization |
|
Definition
- Use Direct instruction
- Train sufficient examples
- TRain Loosely
- Vary instruments (prosthetics - utensils, bikes)
- Delay and fade reinforcement schedules
- Train with elements of natural environment
- Train in the natural environment
|
|
|
Term
|
Definition
- Natural organizations between behavior, antecedents and consequences that naturally reinforce/punish target behavior.
- Maintains the behavior |
|
|
Term
| Select behaviors to change that will..... |
|
Definition
| Come in contact with natural environment |
|
|
Term
| How to contact natural contingencies and reinforcement |
|
Definition
- Assess environment
- Identify naturally reinforcing events, people and place |
|
|
Term
|
Definition
|
|
Term
| Role of Emergency Procedures |
|
Definition
- Protect people and environment
- Gain control over an emergency situation
- Not meant to be treatment |
|
|
Term
| Crisis Management Procedures |
|
Definition
- Programs approved by the state
- Include procedures for escalation
Example
- Transport restraint
- Verbal de-escalation
- CPI, PCM, ACT, Team, Mandt |
|
|
Term
| Programmatic behavior change procedures used in emergencies |
|
Definition
- Time out
- Mat Wrap
- Restraint
- Prescription Drug
|
|
|
Term
| Types of emergency Procedures |
|
Definition
- Crisis Management Procedures
- Programmatic behavior change procedure used in an emergency
|
|
|
Term
|
Definition
- Must be imminent danger to self, others or property
- Must be unexpected & requires immediate action while an intervention is designed
or
- Expected and low frequency as defined by state or agency |
|
|
Term
| What to do after an Emergency |
|
Definition
- RElax
- Incident Report Form
- Report to state in necessary
- Agency reporting requirement
- Review incident - could anything else have been done
- Evaluate need for assessment and a new treatment |
|
|
Term
| Managing Emergency Procedures |
|
Definition
- Should be a part of active programming strategies
- Assessment - event for low rate emergency behavior
-Emergency behaviors are clearly specified in behavior plan
- Identify precursors to emergency response classes
- Use emergency procedures inly when necessary
- Inform all involved about specific procedures
- COntrol for adequate staff and staff training
- Report, evaluate, and monitor procedures
- Minimize or avoid potential unwanted effects of procedures
|
|
|
Term
|
Definition
|
|
Term
| Performance Monitoring Systems |
|
Definition
- Know what will maintain behavior treatment phase
- Monitor all relevant performance
- Use the same measuring tool throughout- baseline to maintaince
- Be up to date on technology, use the best for the cleint
- Listen to feedback from staff
- Measure staff performance often
|
|
|
Term
| TRain Staff implementing Procedures |
|
Definition
- Determine if staff need to be trained
- Define training goals
- DEfine training procedures
- Provide method of data measurement
- Use classroom or in situ training environment
- Provide feedback after training
- Create and use competency based checklists
- Provide ways of continuing education |
|
|
Term
| How to monitor staff performance |
|
Definition
- Activity schedule - Time for when skills taught
- Interobserver agreement - collect data
- Implementation Checklist - what to do
- Client improving |
|
|
Term
| How to use staff performance management systems |
|
Definition
- Positive consequence for correct staff performance
- TRaining when necessary
- Graphs without names of staff/client data by shifts
- Give staff rewards when a job is done well |
|
|
Term
| 2 major types of competency based training for staff |
|
Definition
- Classroom based training - do in a group saves time, quiet enough to concentrate
- On the job training (coaching model) - provide instructions, show what to do, staff rehearsal or actually do it, feedback |
|
|
Term
| Steps in transfer of technology |
|
Definition
- Give overview of the approach of behavior analysis
- Select and develop competency bases training for staff
- Use the most effective staff performance monitoring systems
- Use an effective method for staff performance |
|
|
Term
|
Definition
|
|
Term
| Select, develop ad use methods that establish support for behavior analysis services from persons not directly involved with these services |
|
Definition
- Use behavior analysis to determine treatment that support applied behavior analysis in general
- KNow persons critical to implementation, and provide necessary information for informed decisions
- Display data in a way that the intended audience will understand
- DEtermine issues sensitive to the local community
- Determine who receive sensitive data regarding treatment |
|
|
Term
| Procedure support of essential persons to identify, implement, and maintain support and services needed for maintenance in the client's natural settings |
|
Definition
- Determine what the client's support system can provide to maintain behaviors
- Establish which professionals and paraprofessionals can assist
- Cooperate with other professionals and paraprofessionals relevant to build a support network to maintain services and support for the client |
|
|
Term
| Establishing relationships that support the use of behavior analysis services |
|
Definition
- Use behavior analysis well to win support from others
- Know persons critical to implementation, and provide them with necessary information for informed decisions
- Properly communicate results to participants and determine satisfaction of results
- Determine who needs to know critical information (administrator, supervisor, funding) |
|
|
Term
| Support for behavior analysis services |
|
Definition
- Establish rapport with people critical to treatment
- Be ethical during treatment
- Build relationship with other professionals and paraprofessionals to maintain support during and after treatment |
|
|
Term
|
Definition
|
|
Term
| Operant Conditioning Paradigm |
|
Definition
| - The correlation is not between two stimuli as in respondent. Conditioning, but between a response and a consequence, or perhaps between an antecedent, a response, and a consequence. Thus some extent of occurrence of a response class ... |
|
|
Term
| 1: ETHICAL CONSIDERATIONS |
|
Definition
|
|
Term
|
Definition
Refers to behaviors, practices, and decisions that address three basic and fundamental questions: What is the right thing to do? what is worth doing? what is worth doing? what does it mean to be a good behavior analyst?
Personal and professional practices are conducted for the principal purpose of helping others to improve their physical, social, psychological, familiar, or personal condition. |
|
|
Term
| What is the right thing to do? |
|
Definition
Addressing the question of what is the right thing to do leads to an examination of several areas of influence:
- our personal histories
- the context of practice |
|
|
Term
|
Definition
| All applied behavior analyst are influenced by their personal histories of making decisions in similar situations. |
|
|
Term
|
Definition
| Applied behavior analyst work in schools, homes, community settings, job sites, and other natural environments. Rues within these environments cover a host of behaviors. Included in the rules are policy statements that are designed to help practitioners differentiate between legal issues and ethical issues. |
|
|
Term
| Ethical Codes of Behavior |
|
Definition
| The Association for Behavior Analysis has adopted the American Psychological Association's Code of Ethics. |
|
|
Term
|
Definition
Questions related to what is worth doing directly address the goal and objectives of practice.
-What are we trying to accomplish?
-How are we trying to accomplish it?
Clearly, social validity, cost-benefit ratio, and existing exigencies enter into decision making about what is worth doing. |
|
|
Term
|
Definition
- Are the goals acceptable for the planned behavior change intervention??
- Are the procedures acceptable and are they aligned with best treatment practices?
- Do the results show meaningful, significant, and sustainable change?
- Should it be accomplished?
- And is it worth doing? |
|
|
Term
|
Definition
Cost-benefit ratio decisions are contextual and involve a balance among planning, implementing, and evaluating a treatment or intervention (the cost side) and projecting future potential gain by the person (the benefit side)
- Does the potentiacl benefit to the individual justify the short and long term cost for providing the service?
- To address the thorny issue of cost versus benefit: decisions should be made by committee, and that the perspective of those with the highest stake in the outcome be given the greatest consideration. It is recommended that a hierarchy of opinions and inputs be sought to gain the widest possible viewpoint. |
|
|
Term
|
Definition
Some behaviors challenge practitioners to find effective solutions quickly.
- Behaviors that are more serious warrant intervention consideration before behaviors that are less problematic.
- Important questions relative to effectiveness, intrusiveness, possible deleterious side effects of potential treatments, and independence also must be considered, even if that means delaying an intervention temporarily. |
|
|
Term
|
Definition
|
|
Term
| Guidelines for Responsible Conduct for Behavior Analyst |
|
Definition
| The Behavior Analyst Certification Board's Guidelines for Responsible COnduct for Behavior Analysts describes specific expectations for professional practice and ethical conduct under 10 major areas (page 666) |
|
|
Term
|
Definition
-It means that the potential recipient of services or participant in a research study gives his or her explicit permission before any assessment or treatment is provided.
- Informed consent requires more than obtaining permission.
- Permission must come after full disclosure and information is provided to the participant.
- Informed consent must be given when restrictive procedures (those that involve suspending some basic rights) are used. Consent can be given by the client, if she/he is competent, or by the parent/guardian. To give informed consent, the person must be:
- "informed" or appraised of the cost/benefits of the procedure and alternatives
- Capable of giving consent (understands the pros and cons)
- Voluntarily giving consent (the person can no be coerced). The person must also have the opportunity to withdraw his/her consent at any time.
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Term
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Definition
- When a person is deemed incapacitated, informed consent may be obtained either through a surrogate or a guardian
- It is a legal process by which another individual -the surrogate- is authorized to make decisions for a person deemed incompetent based on the knowledge of what the incapacitated person would have wanted.
- Family members or close friends most often serve as surrogates |
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Term
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Definition
It is obtained through a guardian, a person whom a court appoints as a legal custodian of an individual. Guardianship is a complex legal issue that caries from state to state.
- The greater the degree of guardianship, the less legal control a person has over his or her own life. |
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Term
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Definition
Any information regarding an individual receiving or having received services may not be discussed with, or otherwise made available to any third party, unless that individual has provided explicit authorization for release of that information
- Paloma ; this refers to the attempt to keep a client's personal information away from public view. Thus, program data, film, and files should be kept private, and should be released only with consent by the client or guardian. |
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Term
| Protecting the Client's Dignity, Health, and Safety |
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Definition
Dignity, health, and safety issues often center on the contingencies and physical structures present in the environments in which people live and work.
-The behavior analysis should be acutely aware of these issues.
- Dignity can be examined by addressing the following question:
DO I honor the person's choices?
Do I look beyond the person's disability and treat the person with respect?
- Choice is a central principle in the delivery of ethical behavioral services.
- A client must have alternatives, must be able to perform each alternative, and must be able to experience the natural consequences of the chosen alternative. |
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Term
| Helping the Client Select Outcomes and Behavior Change Targets |
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Definition
| The term outcomes refers to the lifestyle changes a client has identified as the ultimate goals of behavior analysis services. |
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Term
| Advocating for the Client |
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Definition
Providing Necessary and Needed Services:
Prior to initiating services, a behavior analyst has the responsibility to validate that a referral warrants further action.
- This poses the first ethical challenge to the practitioner : deciding whether to accept or reject the case.
1. It the presenting problem amenable to behavioral intervention?
2. Is the proposed intervention likely to be successful. |
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Term
| Is the Problem Amenable to Behavior Treatment? |
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Definition
- Has the problem emerged suddenly?
a. might the problem have a medical cause?
b. Has a medical evaluation been done?
-Is the problem with the client or with someone else?
-Have other interventions been tired?
-Does the problem actually exist?
- Can the problem be solved simply or informally?
- Might the problem be better addressed by another discipline?
- Is the behavioral problem considered an emergency? |
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Term
| Is the Proposed Intervention Likely to be Successful |
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Definition
- Is the client willing to participate?
-Are the caregivers been surrounding the client willing or able to participate
- Has the behavior been successfully treated in the research literature?
- Is public support likely?
-Does the behavior analyst have the appropriate experience to deal with the problem?
-Will those most likely to be involved in implementing the program have adequate control of the critical environmental contingencies?
If the answer to all these questions is yes, then the behavior analyst can act. |
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Term
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Definition
a conflict of interest occurs when a principal party, alone or in connection with family, friends, or associates, has a vested interest in the outcome of the interaction.
- Conflict arise when a person acting as a therapist enters into another type of relationship with the client, a family memeber, or a close associate of the client, or promises to enter onto such a relationship in the future. These relationship may be financial, personal, professional, or otherwise beneficial to the therapist in some way. |
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Term
| Standards of professional Practice for Applied Behavior Analysis |
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Definition
What are professional Standards?
Professional standards are writeen guidelines or rules of practice that provide direction for conducting the practices associated with an organization.
-Professional societies and certification or licensing boards develop, refine, and revise the standards that govern their profession to provide members with parameters for appropriate behavior in a dynamic and changing environment. |
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Term
| Five complementary and interrelated documents describe standards of professional conduct and ethical practice for applied behavior analyst: |
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Definition
- Ethical Principles of Psychologist and Code of Conduct (American Psychological Association 2002)
- The Right to Effective Behavioral Treatment (association for behavior analyst 1989)
-The right to effective education (association for behavior anlysis, 1990)
- Guidelines for responsible conduct for behavior analysts (Behavior Analyst Certification Board, 2001)
- The BCBA and BCABA Behavior Analyst Task List- Third EDition (Behavior Analyst Certification Board, 2005) |
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Term
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Definition
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Term
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Definition
| For restrictive programs, informed consent should be obtained where appropriate; informed consent may be circumvented if the client is in serious danger, if the treatment has a reasonable chance of success, and if there are procedural safeguards in place. Approval should also be obtained by a CBA or BPRC chair, as specified in HRSM 160-4 |
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Term
| Bill of Rights of the Retarded & other basic rights |
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Definition
| DEvelopmentally disabled individuals should be afforded basic rights, including the right to medical care, privacy, central file, habilitation plan, personal belongings, due process, freedom from unnecessary restrains or cruel and unusual punishment, etc. |
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Term
| Program REview Process - LRC, PRC, HRAC, |
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Definition
- The LRC is the Local Review Committee, which reviews and approves restrictive behavior programs in its DCF district.
- The PRC (Peer REview Committee), which comprises several experts in the field, provides technical assistance and advice to facilities in the state, as well as to the Developmental Services Program Office in Tallahassee.
- THe HRAC (Human Rights Advocacy Committee) serves in an advisory capacity, and attempts to ensure that basic client rights are protected.
HRAC members usually sit on the LRC |
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Term
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Definition
A behavioral programmer should consider the following issues in selecting a procedure:
Use the least restrictive procedure; use the most normal procedure; are staff trained to implement procedure; is there a competent behavior analyst to supervise; and is there support for the procedure by significant others. |
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Term
| Least Restrictive Treatment |
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Definition
| When considering a treatment for a behavior problem, one should attempt to use the "least restrictive treatment" that has a reasonable chance of success. "Least restrictive" means the treatment that minimizes suspension of basic rights or freedoms. |
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Term
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Definition
| The principle of normalization holds that living environments and treatment procedures should be used that are most like those applied to normal population (single family dwellings are more "normal" than large institutional settings - thus, many developmentally disabled people now live in group homes that approximate normal family arrangements). |
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Term
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Definition
- The procedure should be consistent with principles of behavior and published research
- The procedures should be such that they can be implemented by the staff
- The intervention is reasonable given the available resources.
- The intervention should involve choice whenever possible
- The intervention must be liked to the assessment |
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Term
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Definition
| It refers to whether goals, procedures, and outcomes are acceptable. For example, to examine the validity of goals and task analysis, you may ask experts or competent individuals to rate the goal (ask a fireman whether the fire safety skills are appropriate). To exmine the validity of the procedures, you may ask community members, parents, and the client whether a timeout procedure that you are using are acceptable. To examine the outcome validity, you may ask parents or the client if the behavior changes in their child are important and worthwhile. |
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Term
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Definition
| The intervention should be consistent with 65B |
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Term
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Definition
| If there are troublesome lifestyle problems, those should be addressed before a plan is implemented. Such problems include poor curricula in a classroom, boring jobs, and unpleasant living arrangements. |
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Term
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Definition
| These should be addressed prior to, or concomitant with, behavioral interventions |
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Term
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Definition
Emergency situations are those that present a risk to the client (SIB) or to others (aggression). In the BCBA task list, there are 3 kinds of situations:
- A problem behavior that is totally unexpected
- A problem behavior that is low frequency
- A problem behavior that must be managed until a program is in place |
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Term
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Definition
| There are two essential emergency procedures - immediate restraint or immediate isolation. They are designed to protect the person, others, or environment from immediate harm. They are not designed necessarily as therapeutic interventions. |
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Term
| Components and limitations: |
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Definition
-Should be accompanied by active programming strategies
-Use only when absolutely necessary
-Behaviors and precursors should be clearly defined
- Train staff in how to implement - consider logistical programs (what to do at the dance)
- Ensure adequate staff
- Ensure reporting, monitoring, and evaluation
-Avoid or minimize negative side effects - avoid dangerous confrontations when possible
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Term
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Definition
| The Behavior Management Guidelines maintained by Developmental Services of HRS. HRSM 160-4 specifies the range of aversive procedures that can be used, and approval requirements thereof. Now superseded by 65B |
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Term
| 2 : DEFINITION AND CHARACTERISTICS |
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Definition
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Term
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Definition
It exists when a well controlled experiment reveals that a specific change in on event (the dependent variable) can reliably be produced by specific manipulations of another event (the independent variable), and that the change in the dependent variable was unlikely to be the result of other extraneous factors (confounding variables).
- However, it is important to understand that functional relations are also correlations |
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Term
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Definition
| When systematic covariation between two events is found, this relationship -termed a correlation- can be used to predict the relative probability that one event will occur, based on the presence of the other event. |
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Term
| There are several characteristics of ABA |
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Definition
- Effective: the ABA attempts to produce large enough affects that have an impact on the person's life.
- Technological - Provides written detail of procedures to permit replication of techniques in other settings
- Conceptually Systematic - The procedures are tied to the basic principles of behavior
- Generality: Attempts to identify techniques that can be successful with other individuals, with other behavior problems and in other situations (see external validity).
- Analytic: scientifically based experimental designs are used to assess the effectiveness of the interventions under study.
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Term
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Definition
| The collection of procedures that have arisen from EAB and ABA research, and are then applied to practical problems by practitioners and non-behavioral service providers, For example, behavioral momentum procedures have been developed by several researchers , and this set of procedures (technologies) is now implemented by many services providers in clinics, schools, and homes. |
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Term
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Definition
| Is a carefully conducted comparison of some measure of the phenomenon of interest (the DV) under two or more different conditions in which only one factor at a time (the IV) differs from one condition to another. Experimental ANalysis is one of the philosophical assumptions of behavior analysis. factors under investigations are systematically controlled while effects on the dependent variable are measured. |
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Term
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Definition
| The repeating of experiments (as well as repeating independent variable conditions within experiments) |
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Term
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Definition
Requires that all simple, logical explanations for the phenomenon under investigation be ruled out, experimentally or conceptually, before more complex or abstract explanations are considered.
- Consists only of those elements that are necessary and sufficient to explain the phenomenon at hand. |
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Term
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Definition
| when possible, the simplest explanation of behavior should be provided, all else being equal. |
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Term
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Definition
| It is a systematic approach to the understanding of natural phenomena - as evidenced by description, prediction, and control,- that relies on determinism as its fundamental assumption, empiricism as its prime directive, experimentation as its basic strategy, replication as its neccessary requirement for believability, parsimony as its conservative value, and philosophic doubt as its guiding conscience. |
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Term
| A Brief History of the Development of Behavior Analysis |
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Definition
ABA consist of three major branches:
- Behaviorism: is the philosophy of the science of behavior, basic research is the province of the experimental analysis of behavior EAB, and developing a technology for improving behavior is the concern of ABA |
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Term
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Definition
| It is a philosophy of behavior that assumes behavior is a function of current and past environment, as well as genetics. Other inadequate explanations of behavior are rejected. |
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Term
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Definition
| If given perfect experimental control, you would always get exact same results. This lawfulness (or consistency) in nature support the assumption that behavioral phenomena (like many other phenomena) are orderly and predictable. If/then statements of contingencies in nature; statements of the relation between behavior and natural event. |
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Term
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Definition
| Continually questions what us regarded as fact. |
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Term
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Definition
| Interoceptive: carries stimulus from organs, related to internal economy. - Proprioceptive: carries stimulus from joint, tendons, muscles, etc. necessary for posture and movement. - Exteroceptive: related to hearing, seeing, feeling (on the skin), smelling, tasting. |
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Term
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Definition
| Maturation: changes within the individual that occur during the experiment. -Setting Confounds: uncontrolled aspects of the natural environment. - Testing: repeated testing. - Procedural (treatment) integrity: treatment not being as planned implemented as planned; including procedural drift, which occurs when implementation of procedure deteriorates over time. - LOSS os Subject: participants drop out (attrition). - Multiple intervention interference: interaction of multiple treatments. - Instability: variability in behavior. Intervening when behavior change: coincidence. Instrumentation: inaccurate measurement by devices or human observers |
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Term
| Some additional Characteristics of ABA |
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Definition
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Term
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Definition
| Everything about ABA is visible and public, explicit and straightforward... |
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Term
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Definition
| the person who is implementing the program found effective in many ABA studies. |
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Term
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Definition
| ABA gives practitioners real tools that work. |
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Term
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Definition
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Term
| Inadequate explanations of behavior |
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Definition
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Term
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Definition
| Attempting to explain a behavior by merely naming or classifying it ("That person is pica"! to explain eating inedible objects.) |
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Term
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Definition
| Explaining behavior by appealing to future, unexperienced events ("I am going to class to get a BCABA certificate"). |
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Term
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Definition
| Explaining behavior by appealing to a non-existent entity (Ego, Superego, The self) |
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Term
| Explanatory Fiction/circular reasoning |
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Definition
| Explaining behavior by appealing to some entity, the evidence for which lies in the behavior itself (DAve os aggressive because he has an aggressive trait". How do you know he has an aggressive trait? "because he has aggressive behavior" Thus, the only evidence of the trait is the presence of the behavior.) |
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Term
| Mentalistic Explanations of Behavior |
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Definition
| Explanations that appeal to mental, unobservable processes, For example, " he was aggressive because his thought progresses led him to an inevitable conclusion that aggression was required" or "the child become depressed due to his frustration with school". |
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Term
| Role of private events in behavior analysis |
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Definition
| Private events involve behavior and/or stimuli that can only be observed by the person. Theses include private stimuli such as headaches, or behavior such as operant or conditioned seeing. These behavior and stimuli still must be explained by appealing to a history of environmental contingencies (see operant seeing) or biological processes (as in headaches). Skinner proposed ways that we come to respond to our own private stimuli. |
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Term
| Chapter 3 Principles, Processes, ad Concepts |
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Definition
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Term
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Definition
ABA use this terms in at least two ways:
- It is sometimes used to refer to all of the behavior that a person can do.
- The term denotes a set or collection of knowledge and skills a person has learned that are relevant to particular settings or tasks. |
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Term
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Definition
| - Are sense organs that detect external stimuli and enable vision, hearing, olfaction, taste, and cutaneous touch. |
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Term
| Two types of sense organs sensitive to stimulus changes within the body are: |
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Definition
Interoceptors: which are sensitive to stimuli originating in the viscera (feeling a stomach ache)
- Proprioceptors: which enable the kinesthetic and vestibular senses of movement and balance |
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Term
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Definition
- To refers to any group of stimuli sharing a predetermined set of common elements in one or more of these dimensions.
- a collection of stimuli with common characteristic, For example, a stimulus class could be any stimulus that evokes tantrums. Or, a class could be any stimulus of a certain wavelength (550 nm). |
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Term
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Definition
The response component of the stimulus - response reflex.
- It is defined as behavior that is elicited by antecedent stimuli.
- Respondent behavior is induced, or brought out, by a stimulus that precedes the behavior; nothing else is required for the response to occur. |
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Term
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Definition
- New stimuli can acquire the ability to elicit respondents.
- A kind of learning in which one stimulus is paired with a second stimulus, and as a result, the first comes to elicit the same or similar response that the second elicits
- It is most effective when the Neutral Stimulus is resented immediately before or simultaneous with the Unconditioned stimulus. And after many repetition of the same procedure the NS become a Conditioned Stimulus and a conditioned reflex was established. |
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Term
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Definition
| The procedure of repeatedly presenting a conditioned stimulus without the condinditioned stimulus until the conditioned stimulus no longer elicits the conditioned response. |
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Term
| Higher Order (or secondary) Conditioning |
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Definition
| Conditioned reflex can also be established by stimulus-stimulus pairing of an NS with a CS. |
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Term
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Definition
| - A graph that shows the frequency of a behavior stimulus conditions, one of which is the "training" situation and then other similar but untrained situations (test situation). The behavior occurs most frequently in the training situation, and then drops off as the test situations become more and more different compared to the training situation. |
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Term
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Definition
- It is any behavior whose future frequency is determined primarily by its history of consequences. Unlike respondent behavior, which is elicited, shaped, and maintained by the consequences that have followed it in the past.
- Inluke respondent behavior, whose topography and basic functions are predetermined, operant behaviors can take a virtually unlimited range of forms. The form and function of respondent behavior are constant and can be identified by their topography (the basic form and function of salivation is always the same). By comparison, how ever, the "meaning" of operant behavior cannot be determined by its topography. Operant are defined functionally, by their effects. |
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Term
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Definition
A kind of learning in which behavior is modified by changing its consequences. The behavior may be increased, or brought under stimulus control
a. Antecedent - an event that occurs before a behavior. Antecedents will include discriminative Stimulus and motivational operations
-b. Behavior- the action of the muscle groups and/or glands.
- c. Consequence - An event that occurs after a behavior. |
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Term
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Definition
| (also called a functional class, or behavior class)- a collection of responses with a common effect on the environment. For example, a kid may do a variety of things to obtain attention, such as tell jokes, raise his hand, and curse. |
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Term
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Definition
- a dependency among behavior and stimuli, or among stimuli. A contingency can be expresses as an IF-THEN statement. For example, " If Darcy has a tantrum, she will lose her car ride" . Or "when you deliver food, always deliver praise". Or "If steve completes 10 earrings, he will earn a soda" Or, among (entre) stimuli might be "When the light comes on, there will be a loud bang".
-Dependency of a particular consequence on the occurrence of the behavior.
-When a reinforcer (or punisher) is said to be contingent on a particular behavior, the behavior must be emitted for the consequence to occur. |
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Term
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Definition
| - An operant behavior that can occur at anytime, given some motivation. For example, a client my have a temper tantrum at anytime to produce attention; in other words, the behavior is not "opportunity-based" such as following directions. In following directions, there must first be a direction to follow before there can be compliance or non-compliance. This latter kind of behavior os called a discriminated operant. |
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Term
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Definition
- An operant that requires some "opportunity" or punctuate antecedent to occur. for example, compliance is a discriminated operant because such behavior first requires a direction to be follows (see discrete trials bellow)
- A behavior that occurs more frequently under some antecedent conditions than it does in others.
Stimulus Control- Because a discriminated operant occurs at a higher frequency in the presence of a given stimulus that it does in the absence of that stimulus . |
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Term
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Definition
| An instructional method wherein the client is presented with a formal opportunity to perform some behavior, and a consequence is provided depending on the performance. Prompts may be provided depending on whether the response is correct or incorrect. Percentage correct data are often collected. |
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Term
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Definition
- A description of a response that os in objective and observable term.
a. Functional response definition - A response definition that includes a description of the form, or topography, of the response, as well as a description of the behavior's functional antecedents and/or consequences.
- Topographical response definition - a response definition that includes only a descriptions of the form, or topography, of the response. |
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Term
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Definition
| - A theory of learning that posits learning occurs as a result of observations that are subsequently affect the person through cognitive mediational processes. For example, child may see another child receive tokens for one-task behavior, and as a result. engage in similar o-task behavior. Presumably, the child engaged in some cognitive processes that allow this effect to occur. |
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Term
| Fundamental Characteristics of behavior |
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Definition
1. Occurs in time
2. Repeatability
3. Occurs i time and repeatability |
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Term
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Definition
| A behavior cycle specifies when a behavior begins and when it ends (a tantrum beguns when the person cries and ends when the person stops crying for 1 minute) |
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Term
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Definition
| Measures of behaviors other than the primary target behaviors. For example, when attempting to decrease aggression, an observer would record instances of aggression, but perhaps also negative self-statements, use of free time, change in the behavior of other individuals or in the supervisors, etc. |
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Term
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Definition
- A reinforcer that is effective without previous experience (food, drinks)
- A stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement. |
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Term
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Definition
| - It is a stimulus change that can decrease the future frequency of any behavior that precedes it without prior pairing with any other form of punishment. (cold, loud noise,..) |
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Term
| Conditioned Reinforcer (Punisher) |
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Definition
| A consequence that increases (or decreases) the rate of behavior because it has been paired with another reinforcer (punisher) |
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Term
| Avoidance/Escape Behavior |
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Definition
| Avoidance behaviors is behavior that is reinforced by the postponement or avoidance of an aversive stimulus (negative reinforcer). Escape behavior is behavior that is reinforced by escaping from an aversive stimulus (negative reinforcer). |
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Term
| Adventitious Reinforcement |
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Definition
| A term that refers to "accidental" reinforcement. For example, a baseball pitcher may war some colorful socks and the pitch an excellent game. Wearing the socks may then become "accidentally" reinforced (the socks had nothing to do with pitching the excellent game), and the pitcher suddenly must wear the socks on every time out. Such behavior is called superstitious behavior. |
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Term
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Definition
| The extent to which behavior occurs when an antecedent stimulus is presented. A stimulus has "stimulus control" over a behavior when the behavior tends to occur only when the stimulus is present. |
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Term
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Definition
| - The withholding od a stimulus that normally occurs after a begavior, resulting in a decrease in the rate of the behavior. There are several kinds of extinction, including sensory, escape, and social |
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Term
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Definition
| following an extintion session, a temporary re-appearance of the behavior in the beginning of the next extinction session. It is thouth that the re-appearence is due to the relative novelty of the "beginning of the session" that was only briefly experienced in the previous session. |
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Term
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Definition
| The extent to which behavior persist, and in what patter, when the maintaining reinforcer is withheld. Typically, behavior under continuous reinfrocement will extinguish much faster than under intermittent reinforcement. |
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Term
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Definition
| Extinction of a negatively reinforced behavior. withholding escape. |
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Term
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Definition
| Extinction of a behavior maintained by social reinforcers. Withholding social reinforcement. |
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Term
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Definition
| Extinction of behavior maintained by sensory reinforcers. |
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Term
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Definition
| bursting, emotional behavior, aggression, increase in variety of topographies, increase in intensity of behavior. |
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Term
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Definition
- Stimulus Generalization is when the effects of some contingency spread to stimuli that have not yet been associated with the contingency
- response Generalization is when the eefects of some contingency spread to responses that have not yet been associated with the contingency. The ways to program generalization are found bellow. |
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Term
Motivative Operation
(2 effects) |
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Definition
1. Changes the reinforcing effectiveness of some stimulus
2. Changes the strength of behavior that has produced that stimulus in the past (food deprivation makes food more reinforcing, and evokes food-seeking behavior). (in the past, this was an estrablishing operation or EO) |
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Term
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Definition
1. Increase the reinforcing effectivenes of some stimulus
2. increase the strength of behavior that has produced that stimulus in the past. |
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Term
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Definition
1. Decrease the reinforcing effectiveness of some stimulus
2. Decreases the strength of behavior that has produced that stimulus in the past |
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Term
| Conditioned Motivative Operations |
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Definition
| CMOs have the same effects that MOs have, but they are due to a conditioning history. |
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Term
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Definition
1. Surrugate-have their effects because of a history of pairing with MO, and these effects mimic those of the MO
2. Reflexive: haver their effects because their presence signals a "worsening" or "improvement" of conditions. In the former, their offset is reinforcing. In the latter, their offset is punishing
3. Transitive: change the reinforcing value os fome other stimulus, and change the strength of behavior that has produced that stimulus in the past. |
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Term
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Definition
| - The absence of a reinforcer for a period of time, thereby makingthat event more reinforcing. |
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Term
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Definition
| A decrease in responding due to the reduced effectiveness of the reinforcer, because the person has received too much of it. |
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Term
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Definition
| - it refers to a change un observed behavior when antecedent stimuli are changed. Discriminations are gereally trained througth differential reinforcement. |
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Term
| Stimulus Descrimination SD |
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Definition
A stimulus that:
1. evokes a behavior
2. because the behavior has been reinforced in the presence of the stimulus |
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Term
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Definition
| - A stimulus that decrease or suppresses a behavior because that behavior has been punished in the presence of the stimulus. |
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Term
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Definition
| A stimulus that suppresses a behavior because that behavior extinguished in the presence of the stimulus |
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Term
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Definition
| A stimulus that suppresses a behavior because that behavior extinguished in the presence of the stimulus |
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Term
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Definition
| Reinforcing a behavior in the presence of some antecedent, and extinguising (or punishing) the behavior in the absence of the antecedent. (reinforcing standing up when you say "stand up" and not reinforcing standing up when you do not say "stand up") |
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Term
| Skinner's Verbal Behavior |
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Definition
| A system of language the classifies verbal behavior according to its function. - It is defined as behavior that is "reinforced through the mediation of other persons". |
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Term
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Definition
| Verbal Behavior under the antecedent control or a prior verbal stimulus, and with point-to-point correspondence between the antecedent stimulus and the response ("imitative" behavior) |
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Term
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Definition
| Verbal Behavior that specifies its reinforcer and is evoked by some establishing operations (asking for) |
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Term
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Definition
Verbal Behavior that is evoked by some non-verbal environment stimulus ("naming")
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Term
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Definition
| Verbal Behavior that is evoked by some written stimulus, and with come point-to-point correspondence. |
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Term
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Definition
| VB evoked by some antecedent verbal stimulus, but without point-to-point correspondence ("red, white, and___") |
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Term
| Relus and Rule-governed Behavior |
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Definition
| Rules are "contingency-specifying stimuli" that describe relations between stimuli (when the light goes on, you will shoked) or between stimuli and behavior (when you get home, make your bed and we can go out). The behavior resulting from these rules is "rulegoverned". Rules engender behavior without direct exposure to the contingencies that they describe. Thus, they can shorten training time, because long, draw-out expisure to contingencies may not be necessary. It is said by some that rules, in effect, alter the function of stimuli (rules create new CSs, SDs, conditioned reinforcers, etc) (see contingengy-shaped behavior) |
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Term
| Contigency-shaped behavior |
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Definition
| Beh that occurs because it has resulted from direct exposure to contingencies. For example, you may learn to assemble a small engine by doing it, and being exposed to the natural contingecies involved in the process. Such behavior is contrasted with rule-governed behavior. which results from direct exposure to rules, not exposure to contingencies. (see rules) |
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Term
Content Area 4
Behavioral Assessment |
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Definition
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Term
| Behavioral Assessment Definition |
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Definition
- Involve a series of norm-and/or criterion referenced standardized test to determine a person's strengths and weaknesses within cognitive, academic, social, and/or psychomotor domains.
- An assessment that examines the person's entire life. Includin medical conditions, nutrition, sleep patterns, behavioral records, family life, ABC record, test scores, etc. The goal is to identify potential causes of the behavior in question, whether the behavior results from a medical conditions, task difficulty, family tragedy, or some environmental variable. There are two kind of assessments: descriptice assess and functional analysis |
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Term
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Definition
- Records view - look for patterns, causes
-interview client and significan others - look for patterns, potential causes of behavior (quantify in a MAS or FAST)
- Direct Observation - ABC data pattern analysis, narrative account, response rates, latencies, IRTs etc.
-Goal: to identify patterns of behavior, topographies, and frequencies. When a descriptive assessment is conducted, the practitioner will then be able to develop an hypothesis. |
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Term
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Definition
-Refers to the effects of an assessment procedure on the behavior being assessed.
- Reactivity is most likely when observation is obstrusive - that is, th eperson being pbserved is aware of the observer's presence and purpose. |
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Term
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Definition
| - It means that a target behavior should be selected only when it can be determined that the behavior is likely to produce reinforcement in the person's daily life. |
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Term
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Definition
A behavior that has consequence beyond the change it-self, some of which may be considered important...
-THe behavior must meet one or more of five criteria:
1. access to new reinforcer, contingencies, and environments.
2. social validity
3. generativeness
4. Competition with inappropriate responses
5. Number and the relative importance of people affected. |
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Term
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Definition
| - It is a behavior that, once learned, produces corresponding modifications or co-variations in other adaptive untrained behavior. |
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Term
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Definition
- Refers to the use of progressively more typical environments, expectations, and procedures "to establish and/or maintain personal behaviors which are as culturally normal as possible"
-Normalization is not a single technique, but a philosophical position that holds the goal of achieving the greatest possible physical and social integration of people with disabilities into the mainstream of society. |
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Term
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Definition
1. Mult-component manipulations - arranging for particular contingencies to occur and measuring the behavior therein (task, alone, toys present)
2. Test Hypothesis - formulate a hypothesis and formulate a design to test (if the behavior is thought to occur for attention, arrange for situations with low attention vs. high attention and record frequencies in each)
3. Goal: to confirm hypotheses in the descriptive assessment stage. Functional Analysis is more precise and provides more convincing evidence that a functional relation exists between problem behavior and some independent variable. |
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Term
| Two Types of Target Behavior Definitions |
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Definition
| Target behavior can be defined functionally or topographically |
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Term
| Function-Based DEfinition |
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Definition
| It designtes responses as members of the target response class solely by their common affect on the environment. |
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Term
| Topography-Bases DEfinition |
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Definition
Identifies instances of the target behavior by the shape or form of the behavior.
- Topography-based definition should be uses when the behavior analyst:
1. does not have direct, reliable, or easy access to the functional outcome of the target behavior.
2. Cannot rely on the function of the target behavior because each instance of the behavior does not produce the relevant outcome in the natural environment or the outcome might be produced by other events. |
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Term
| Contextual Variables or Setting Events |
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Definition
| These are variables that are more generally present stimuli that are not necessarily manipulated as part of a behavior change program. Such variables include the number of staff and clients present, room temperature, lighting, medical status of the person, task variation (see bellow), choice availability (see above), curriculum, schedules, overall appearance of the environment, and ambient noise. These variables may indeed influence the efficacy of behavioral procedures. Note that contextual variables is a generic term that may actually refers to the effects of other variables such as motivate operations. |
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Term
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Definition
| Identifying events that typically precede and follow a target behavior. A sequence analysis (also called ABA analysis) will provide hypotheses of the functional antecedents and consequences for the behavior. |
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Term
| Simple, direct solutions to behavior problems |
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Definition
| Solutions to solving behavior problems that do not involve formal behavior programs that teach new behaviors. Rather, the solution involves rectifying and underlying medical condition that caused the behavior, removing an antecedent stimulus that evoked the behavior, changing a schedule of activities, changing some feature of the physical environment (lighting, temperature) etc. |
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Term
| Pattern Analysis - Looking for patterns of behavior |
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Definition
| This involves noting any kind of correlation of behavior and some other factors. This other factor could be time of day, diet, curriculum, staff etc. A commonly used pattern analysis technique is the scatterplot that shows which time of day behavior occur. |
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Term
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Definition
| A pre-intervention assessment that is used to refine recording procedures, design the intervention, and provide data with which to compare intervention data when evaluating intervention effects. there can be different kinds of baseline, such as simply recording behavior in its natural condition, graduated guidance baseline, and positive reinforcement baselines. |
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Term
| Multi-component manipulations |
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Definition
| This kind of assessment, first systematized by Brian Iwata (Iniv. of Florida), involves placing the client in several different situations such as in task alone, i an enriched environment, and with no attention. Then potential reinforces are provided for problem behavior, and data from each situation are then compared. Marked differences are noted. If behaviors seem to collect in task, then there is a possibility that the behaviors are escape-maintained. Of, however, the behavior occur in the contingent attention conditions, then it is likely that they are maintained by attention. |
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Term
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Definition
| Hypothesis are generated from other assessment data, such as ABC, interviews, or direct observation. For examle, if ABC data suggest that the behavior occurs in task, then the client may be tested in twi situations: one in which they are put in a task, and the second in which they are put in free time. Or perhaps, the client may be exposed to two kinds of tasks, one that is difficult and one that is easy. If the assessment data suggest that the behavior is maintained by attention, then you might arrange for two situations, one in which the behavior receives lost of reprimands, etc. and second in which the behavior is ignored. |
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Term
| Kinds of intervention that follow from assessment |
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Definition
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Term
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Definition
| Changing schedules, staffing patterns activities, diet, medical status. |
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Term
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Definition
| Adding or removing antecedents that evoke behaviors |
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Term
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Definition
| Teaching new skills that replace maladaptive skills ansdobtain the same reinforcer. |
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Term
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Definition
| Emergency procedures are used for relatively low frequency behaviors that require some intervention to prevent injury or harm, but do not require a formal behavioral program that involves a programmed punishment procedure. |
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Term
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Definition
1. Increasing or decreasing the value of a reinforcer
2. Evoking or suppressing behavior that in the past has obtained the reinforcer
example: food deprivation increases value of food, and evokes food-seeking behavior |
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Term
| Complete Behavioral Support Plan |
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Definition
| Program designer should consider elements of 4 components: motivational operations, discriminative control, replacement behaviors, consequence manipulations. |
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Term
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Definition
| Are sense organs that detect external stimuli and enable vision, bearing, olfaction, taste, and cutaneous touch. |
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Term
| Two types of sense organs sensitive to stimulus changes within the body: |
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Definition
- Interoceptors: which are sensitive to stimuli originating in the viscera (feeling a stomach ache).
- Proprioceptors: which enable the kinesthetic and vestibular senses of movement and balance. |
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Term
Establishing Operations
Principles, Processes, and Concepts |
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Definition
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Term
| Defining Characteristics of a EO |
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Definition
| Function - Altering and Function - Evocative |
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Term
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Definition
- ALternation in reinforcing effectiveness.
- Effect on a behavior when a stimulus is made contingent upon it.
- Each time the behavior is reinforced, the EO is diminished (attention deprivation is reduced each time the child receives attention. Given enough attention the EO could be eliminated)
-Either enhancing or diminish - is a reference to the effectiveness a reinforcer or punisher as a function of the EO |
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Term
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Definition
| To demostrate an alternation in reinforncing effectiveness (function-alterning effect), there has to be change in the fruquency of the behavior in the presence versus the absence of the EO, when a reinforcer is contingent upon that behavior. This will enable evaluation of reinforcing effectiveness given the EO. |
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Term
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Definition
Evocative properties. To show an evocative effect, there has to be a behavior change differential from when the EO is in effect to when is is not in effect.
-The evocative effect of an EO is demostrated when the EO is in place and the behavior occurs at a higher rate compared to when the EO is not in place.
-Momentary influence on the frequency of a behavior. "momentary suggest immediate, without regard to the diminish effect reinforcement has on the EO |
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Term
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Definition
_is evidence by an increase/decrease in the future responding under similar conditions; thus demonstrating that reinforcement/punishment occurred.
-also note that "future" refers to responding after a significant time has past; as contrasted with "current" or momentary", used to describe the evocative effect. |
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Term
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Definition
| Due to satiation from multiple presentations of the reinforcer , the value of the reinforcer is diminishing because the EO is diminishing. |
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Term
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Definition
- Is evidenced by a diminished rate of responding due to a property of a stimulus varying from the original discriminative stimulus.
- And stimulus change decrement are similar concepts. They occur when a decrease in responding is due to a change in the SD.
- The generalization gradient refers to the diminishing rate of responding as the SD increasingly varies from the original SD. |
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Term
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Definition
Is defined as behavior that is "reinforced through the mediation of other persons"
- Unlike language and speech, it is not defined by its structure or form. |
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Term
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Definition
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Term
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Definition
Refers to learning that results from an organism's interaction with his environment.
-Generally, operant behavior is due to ontogenic history. |
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Term
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Definition
REfers to behavior that is inherited genetically.
-Generally, respondent behavior is due to phylogenic history |
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Term
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Definition
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Term
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Definition
- Questions are mands for verbal actions.
-Unlike the form of echoics that are specified by the SD, the form of mands are not determined by the SD. ex: cookie, please, I want something sweet, may all be consequated with the delivery of a cookie. The Se (nor the EO) determine the form of the response. However, the SD may influence it. ex: if the person to whom the mand is directed is a signer, the person manding is more likely to sign; but he may sign a veriety of words, all of which are characteristically reinforced with the delivery of a cookie. |
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Term
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Definition
Superstitious Mand: the reinforcing event has been incidental; a collateral event; not a consequence of a mand, but a coincidence.
- Magical MAnd: describing the current state of deprivation or aversive stimulation; in lay terms - wishful thinking
-Mand in Literature: characters in a story making requests. |
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Term
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Definition
| Are primarily under the control of EOs. That is, if an EO is not in effect (with or without an SD), the mand will not occur. Hunger is the EO and the cookie jar and parents make up the SD. If the child is not hungry (EO is not in effect) he would not mand for the cookie. If the cookie jar and the parents are not present, manding still would not likely to occur because there would not be anyone from which to request the cookie. |
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Term
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Definition
| Specify their reinforcer. That is, what is requested is what is to be delivered. In other words, mands are reinforced by delivery of the item/event manded. |
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Term
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Definition
| Mands do no occur without a state of deprivation or aversive stimulation. They may occur without an SD. Although mands are maintained by receipt of the item or event manded, this occur after the behavior. So a particular mand response is not dependent upon the consequence that follows it. Another way to look at it is that reinforcement on previous occasions have given control to the EO on the current occasion. Similarly, that same history of reinforcement gives control to an SD on the current occasion. However, the SD is a secondary source of control - the response may occur in the absence of a SD, but not the EO. |
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Term
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Definition
Tacting is primarily controlled by a nonverbal object, event, relation, or property in the immediate environment. Ex: you are shown a ball (a nonverbal object) and say ball. The speaker's reinforcement for tacting is generalized conditioned reinforcement (thanks for telling me it is a ball) - Note that this is contrast with manding where reinforcement is the form of the object/event manded.
-Tacts refers to the environment.
-Tacting in maintained through generalized conditioned reinforcement. |
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Term
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Definition
A tact is not labeling, denoting, describing, indicating, or otherwise. Such a manner of speaking inserts an unnecessary element into the explanation. It is more accurate to say that the behavior of calling, say, a red truck, is a function of a property of the truck - that the presence of the red truck increases the probability of saying red.
- Point out that the response (tact) is controlled by the stimulus (the thing tacted) |
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Term
| Direct Acting Contingency |
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Definition
| Effective; immediate; rule-governed behavior os not involve |
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Term
| Indirect-Acting Contingencies |
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Definition
Effective; delayed; rule-governed behavior is involved
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Term
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Definition
| delayed; may be effective (indirect acting) or ineffective. |
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Term
| According to Malott, Whaley, and Malott |
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Definition
A rule is an establishing operation that established rule-breaking as an aversive motivating conditions. ex: stating the rule: i will study one hour each day on the certification exam:, results in an establishing operation.
-It increases the value of having studied. The consequence of studying is perhaps. positive self-statement and elimination of the EO. Not following the rule to study results in guilt and anxiety |
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Term
| According to Malott, Whaley, and Malott |
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Definition
| Theorize that our behavior is controlled by delayed outcomes that are probable and sizable, but not when they are small and cumulative, or are improbable. |
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Term
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Definition
| -Theories of rule-governed behavior follow logically from basic principles and Skinner's analysis of verbal behavior. However, at this time, it does not enjoy much empirical support. |
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Term
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Definition
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Term
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Definition
| - They are antecedent stimulus events or context. They include social, physical, and biological that may exert general control over behavior. A social setting event is exemplified by the presence of a disliked individual, crowding, classroom social structure, social activities, teasing, and teacher-student interaction. BIological setting events include, ear infection, urinal tract infection, constipation, allergies, and menstrual discomfort. Physical setting events include room temperature, transportation routes, lighting, humidity, odors, noise, and places where one has been emotionally traumatized. |
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Term
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Definition
| For all the following instructional variables, the former resulted in fewer problem behaviors that the latter: student Vs teacher selected activities; a variety of tasks Vs. a single task; activities that result in immediate natural reinforcement vs. contrived reinforcements; easy vs. difficult tasks; preferred vs. non preferred task; predictability vs unpredictability of schedule; short vs. long intertrial intervals. |
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Term
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Definition
| Relevant to training should be considered when conducting a functional analysis/assessment of problem ehavior. The identification of relevant variables achieve either by an experimental (analog) analysis, descriptive analysis, or indirect assessment could result in the most parsimonious intervention. ex: learning that teacher presented task precede problem behaviors could lead to an intervention in which the student select the task. |
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Term
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Definition
- Information on previous attempts to address the behavior
- Are often used to glean information about the topography of the behavior ( which enables development of an operational definition and subsequent data collection), times, activities, and social factors that may influence behavior. It can be used to determine potential reinforcers and communication skills.
-I is the only one well suited to identify setting events (medications, family issues) that could influence behavior. |
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Term
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Definition
-Question in a rating scale ask for opinions of behavior in the natural setting. There are not arranged conditions.
- One of the advantages of rating scales is that they are simple to administer and quantifiable. However, their reliability is often in doubt and they do not yield a function between assessment conditions and behavior. |
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Term
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Definition
| Asking - A description of the Topography of the behavior is usually determined via interview (at least initially) |
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Term
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Definition
| Recording data on a grid that reflects the time of the occurrence |
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Term
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Definition
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Term
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Definition
| Involve acquiring information without direct observing the behavior. - Rating the scales and interviews would be indirect methods. Ex: Rating scales are the Motivation Assessment Scale (MAS), Motivation Analysis Rating Scale, Functional Analysis Screening Tool (FAST), Question About Behavioral FUnction (QABF), and Problem Behavior Questionnaire (PBQ). |
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Term
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Definition
| Means employment of experimental methods and demonstration of a functional relation between behavior and experimental conditions. |
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Term
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Definition
| Refers to observing and recording behavior in the natural environment. Two common methods are antecedent, behavior, consequence (ABC) data collection and scatter plot data collection. Another methods is lag sequential analysis, which involves recording either occurrence or duration data on a variety of behaviors and events which may influence behavior. Conditional probability between events and behavior are calculated, thus revealing correlations that may indicate functions. |
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Term
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Definition
| A calculation on the probability that a particular behavior will follow an antecedent on that a particular consequence will follow a behavior. |
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Term
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Definition
| (demonstration of a functional relation) requires systematic manipulation of the environment and application of methodology. It requires a repeated demonstration of a change in the environment corresponding to a change in behavior. |
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Term
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Definition
may yield only correlations. One can not assert experimental control without employing systematic manipulation.
- But not a functional relation |
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Term
| Brief Functional Analysis |
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Definition
Brief Functional Analysis analog conditions minimize the number of target behavior/reinforcement pairing, thus reducing the chance that the inappropriate behavior would be strengthened, which is particularly important if analog conditions are conducted by parents, teachers, or other care givers.
-It begins with descriptive data collection used to develop a preliminary hypothesis |
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Term
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Definition
| Are the developed to test the hypothesis. Sessions are usually 5-10 minutes duration. |
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Term
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Definition
| Sessions are 5-10 minutes in duration and employ a multielement design. |
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Term
| Brief Functional Analysis |
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Definition
Sequence of Phases:
-Phase 1: descriptive assessment (including interview, scatterplot, ABC data)
-Phase 2: structural analysis (which is an experimental evaluation focusing on antecedent conditions)
-Phase 3: functional analysis (which is an experimental evaluation focusing on controlling consequences - function) |
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Term
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Definition
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Term
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Definition
| The therapist provides toys but no structure; attends to subject only contingent upon self injury. Makes statements of concern (do not hurt your self) |
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Term
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Definition
| This is the control condition. It is an enriched environment with lots of attention available, no demands, and no attention for self-injury. |
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Term
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Definition
| Periodic prompts are given to work. Self-injury results in termination of demand to do the task. |
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Term
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Definition
| Subject is alone and observer surreptitiously |
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Term
Multielement Design
or
Alternating treatment
or
Multiple Schedule Design |
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Definition
| -Involves repid alternation between two or more conditions. ex: a demand session followed by an attention session, followed by a play session, etc,. repeated over several sessions until rates of the target behavior are consistently higher in one or two type sos sessions-For functional analysis this method is used the most often. - It is an efficient design that does not require lengthy exposure to a single experimental condition. |
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Term
REversal Design
ABAB design |
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Definition
-A condition is in place until stable responding occurs, followed by baseline, then another condition, etc.
-It is better suited for when conditions are not easily discriminated. That is, lengthy exposure to the experimental conditions fosters discrimination more do than does altering conditions each session. |
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Term
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Definition
| Exert experimental control over typical variables that account for behavior. However, sometimes behavior is controlled by variables that are omitted from the analogue setting. |
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Term
| Analyze FUnctional Analysis Data |
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Definition
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Term
| Extendend Alone COndition |
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Definition
| (a series of alone sessions without any other intervening condition sessions). If the behavior remains high, you can be more reasonably assured that it is maintained by automatic reinforcement. If it decrease during the extenden alone perios, if suggest an extinction process, in which it seems likely that the behavior was maintained by social variables and that a discrimination was not made between conditions. |
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Term
| 5. Experimental Evaluation of Intervention |
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Definition
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Term
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Definition
| Systematic observations that ca be quantified and classified. |
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Term
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Definition
| two events vary consistently. ex when one event occurs, we are likely to see the other; but one does not necessarily cause the other |
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Term
| Control (Functional Relation) |
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Definition
| Experimental demonstration that manipulating one event results in another event. |
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Term
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Definition
| (simultaneous treatment, multielement, multiple schedule) rapid alternation between two or more treatments. - The experimental condition change every day, every session, or even within a session. As long as the intervention is powerful enough to cause a consistent separation of data paths reflecting the two interventions (or intervention and baseline condition). then the experimental control is demonstrated. |
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Term
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Definition
| Staggered implementation of the intervention in a step-wise fashion across subjects, settings, or behaviors. |
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Term
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Definition
| Alternation between baseline and a particular intervention. |
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Term
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Definition
| (concurrent schedule) two or more concurrently operating contingencies; in effect, subject "choose" the intervention. |
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Term
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Definition
| An intervention is compared to a baseline condition or other interventions. |
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Term
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Definition
| The rapid alternation of conditions characterized by the alternating treatment design controls for several treats to validity. THese include maturation (changes that occur in the subject during the experiment), data instability (variability obscures effect due to overlapping data points), sequence effects (a condition run for several sessions influences the next conditions), an to some degree, attrition (loss of subjects) |
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Term
| FUnctional Relation evidence |
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Definition
Is evidenced by a consistent separation between the two series.
- It is said to be present when an independent variable lawfully affect a dependent variable. In behavior analysis a function relation between behavior and intervention occurs when that intervention systematically affects the behavior. |
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Term
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Definition
| Behavior should be of different response classes (independent). It is preferable that stble responding be achieved for all target behaviors before intervening. Minimally, you should intervene on the most stable behavior first. Use only one interventions. Provide differences in the length of the multiple beaseline. Intervene on the next target when stable responding has occurred on the previous target. |
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Term
| Functional Relation Requires, with a multiple baseline design |
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Definition
a. a behavior change only with the onset of the intervention
b. a replication of behavior change across at least three behaviors, persons, or settings
c. staggered implementation of intervention. |
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Term
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Definition
| If criterion changes are uneven (some large, some small, with o patter), or if a change is counter to the general trend, behavior changes that correspond to theses contingencies are less likely to be coincidental that if the criterion changes were consistent. If the latter cannot be achieved, use uneven criterion changes |
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Term
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Definition
| THe criteria that are changed involve a dimension (usually rate) of an existing bevavior. Th changing criterion design is not amanable to evaluating skill acquisition programs, it is not appropriate for behaviors for which there is very little tolerance, and it has nothing to do with generalization |
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Term
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Definition
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Term
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Definition
| It is the risk of injury during the reversal phase |
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Term
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Definition
It is an extended baseline
-one of the disadvantages of a multiple baseline design is withholding treatment. You must determine how you will maintain safety during the extended baseline. |
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Term
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Definition
| It is a determination of the effective range of value of an independent variable. Ex: various doss of a medication may be given until the lowest nd highest effective doses are found. Different levels of reinforcement and punishment are other examples. |
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Term
| Conduct a component analysis to : |
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Definition
| When a treatment package is demonstrated effective, we do not know what element of that package have helped, hindered, or had no influence on the behavior change, unless we are done a component analysis. By doing so, we learn more and could adjust our interventions accordingly. |
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Term
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Definition
| Having access to reinforcement independent of the experimental contingencies. |
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Term
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Definition
| It is a determination of the effective range of value of an independent variable. For example, various doses of medication may be given until the lowest and highest effective doses are found. |
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Term
| 6. Measurement of Behavior |
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Definition
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Term
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Definition
| is a count of behavior per unit of time. That is, each behavior occurrence is recorded. The frequency is the sum of this events. - A frequency measure is simply a report of the numbers of occurrence. Therefore, the length of the observation and opportunities to respond must remain constant |
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Term
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Definition
| Is count derived by time. Therefore, observation sessions could be a varying lengths. - Number of responses per unit of time (responses/min. responses/hr). |
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Term
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Definition
| Begins a timer when a stimulus is presented and stop the timer when the behavior begins. The elapsed time is the frequency. - the time from the presentations of a stimulus to the onset of the response. - The duration of time between a stimulus and the beginning of a response. |
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Term
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Definition
time between the onset and cessation of the behavior.
-Total duration is the sum of the durations of each instance of behavior. Average duration per occurrence is calculated by dividing the total duration by the number of occurrence of the behavior. - The time between the beginning of a response and the end of that response. |
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Term
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Definition
| The time between the cessation of one response and the onset of another response. - The time between the end of a response and the beginning of another response. |
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Term
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Definition
| Is well suited for behaviors that are too rapid to count.-Behavior occurs at any time during the interval |
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Term
| The Three Criteria for Defining Behavior |
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Definition
- Objectivity: observable characteristics of the behavior or environment.
- Clarity: unambiguous. Clear definition is one that when read by different observers, each one can describe the same beh. and would be talking about the same thing.
- Completeness: explanations of the boundaries or parameters; delineations of what is included and excluded. |
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Term
| Functional Definition of a Behavior |
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Definition
| DEscribes the behavior in terms of the function it serves - its consequences. ex: "food stealing" can be functionally defined as "obtain food that belong to someone else". |
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Term
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Definition
| Is one that defines the behavior according to its form. ex: reaching across the table and taking the food of a peer" |
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Term
| Whole-Interval- Recording |
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Definition
Behavior occur during the entire interval
-Use whole interval recording with behaviors for which the duration is important. Examples include participation in a game and attending to a task. |
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Term
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Definition
| Behavior is occurring at the moment of observation at the end of an interval. - Requires that the occurrence/nonoccurrence of a behavior be recorded at the moment of observation at the ent of an interval. |
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Term
| Discontinuous Measurement Procedure |
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Definition
| Involve recording the occurrence of behavior if it occurs during part or the entire interval, or if it occurs at a specific moment at the end of an interval. - Time- Sampling and Whole Interval procedure. - it is a means of recording the behavior when it occurs any time during an interval (partial), during the entire interval (whole), or at a partial moment at the end of the interval(time sampling) |
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Term
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Definition
| Involves recording all occurrences of behavior for either a certain interval of time or for the entire tim that the behavior has an opportunity to occur. |
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Term
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Definition
| Use with discriminative operants that have a limited opportunity to occur. |
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Term
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Definition
| The number of trials of criterion could not be determined unless one records each opportunity to record. Trials to criterion is calculated by adding the number of learning trials to achieve criterion. - The number of trials required for a behavior to meet some criterion. ex: you may count how many trials it takes a kid to complete a task without errors. |
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Term
| Evaluate Outcomes of Measurement Proced |
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Definition
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Term
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Definition
| The extent to which a measure reflects the true value. - It is assumed to be present when there is agreement between 2 trained observers. However, this may not necessarily be the case. A more consistent assay of accuracy is comparing an observer's data with "true values" |
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Term
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Definition
| Repeated measurement of the same event yields the same result. - The extent to which a given measurement result will be obtained to the same sample of behavior. This is measured by having an observer repeatedly score the same sample of behavior, and compare the data. A measure of correlation can be generated as an index of reliability. |
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Term
| Interobserver Agreement IOA |
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Definition
| The extent to which two observers agree. - The extent to which two observer's data agree. Ex: if observer #1 records 5 behaviors, and observer #2 records 10 behaviors, the index of agreement would be 50% (5/10 the multiply by 100). For time-sampling recording, IOA would be the # of agreement/# total intervals then multiply by 100. |
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Term
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Definition
| a variable measures what it purports to measure. Accurate data will be reliable, but reliable data are not necessarily accurate. |
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Term
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Definition
| The presence of an observer influences behavior. - The extent to which the very act of recording influences behavior, Ex: many people behave differently when they know that they are being observed, as compared to when they do not know that they are being observed. |
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Term
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Definition
| Over time observers modify operational definitions. - The tendency for an observer's recording to gradually changed across time. Can e caused by subtle changes in the response definitions (the definition may become more stringent, or less stringent). Observer drift can be pinpointed to the time when a observer's score begin to diverge from those of a 2nd observer. |
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Term
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Definition
| COmplex data collection systems (number of behavior, number of individuals) are prone to unreliable data collection. |
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Term
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Definition
| bias due to preconceived notions and information given. |
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Term
| A strategy for obtaining accurate interobserver agreement is that observers should: |
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Definition
| Marking each interval helps observers keep a rhythm and provides a visual stimulus to where to record next. |
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Term
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Definition
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Term
| Occurrence Agreement should be reported when |
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Definition
| A high response rate ( over 75% of the intervals) warrants reporting nonoccurrence agreement. A low to moderate rate (less than 75% of the intervals) warrants reporting occurrence agreement |
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Term
| Interval - by - interval Agreement |
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Definition
| Is likely to be high if the behavior is very high or low. Observers may record consistent with what behavior usually occurs, rather than record based on careful observation. In other words, they "get in the habit" os scoring a certain way. |
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Term
| Calculate Interobserver agreement on frequency measures |
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Definition
| DIvide the # recorded by one observer who recorded the fewest by the number recorded by the other observer who recorded the most (x100) |
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Term
| Nonoccurrence (unscored interval) calculation of interobservers |
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Definition
| COnsiders only the intervals in which one or both observers recorded a nonoccurrece. Divide the # of agreement by the number of intervals in which one or both observers recorded a nonoccurrence. |
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Term
| Interval - by - interval interobserver agreement |
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Definition
| Divide the # of intervals in which both observers recorded an agreement by the total of interval (x100) |
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Term
| Occurrence (scored interval) calculation |
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Definition
| Considers only the interals in which one or both observers recorder an occurrence. DIvide the # of agreement by the number of intervals in which one pr both observers recorded an occurrence. |
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Term
| Frequency-within- interval calculation |
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Definition
| Increases the probability that agreements are based on both recorders observing the same behavior. the calculation id percent agreement for each interval averaged across all intervals. |
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Term
| Antecedent Control Strategies Include: |
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Definition
| -Manipulating EOs for desired behavior. - Presenting SD for desired Behavior. - Reduce response effort for desired behavior. - Removing EOs for undesired behavior. - Increase response effort for undesired behavior. |
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Term
| Ecological Behavior CHange Strategies involve: |
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Definition
| -Antecedent Manipulations such as setting up the environment or altering routines to promote the desired behavior change. These may include reducing noise levels, increasing response effort, enriching the environment with toys or activities, and changing schedules. I does not include consequent strategies such as reinforcement and punishment. |
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Term
| ANtecedent-Based Interventions |
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Definition
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Term
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Definition
| A stimulus in the presence of which a behavior has been previously reinforced |
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Term
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Definition
| Setting events; exert general control over antecedent-behavior. |
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Term
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Definition
| Follows a response and increases the future probability of that response. |
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Term
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Definition
| ALters the value of an event as a reinforcer and evokes behavior that has previously resulted in that event. |
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Term
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Definition
| Is breaking down a behavior chain into its component behaviors. -TO include the discriminative stimulus. |
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Term
| When evaluating behavior analysis services, analyze contingencies that operate on: |
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Definition
| Consider de contingencies that influence everyone who either directly in indirectly affects implementation. For example, in most instances, it is futile to attempt to implement an intervention that does not enjoy support from implementers and his/her superios |
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Term
| When developing a behavior program, consider: |
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Definition
| COnsider how significant others will support the new skills (including ecological manipulation, prompts), how significant other will be reinforced for doing so, and what reinforcers will control the new behaviors after programming has been reduced or discontinued. |
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Term
| REcommendations Regarding Target Outcome |
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Definition
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Term
| An environment that is responsive to individual needs |
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Definition
| Being responsive to individual need means providing comfort and interesting thing to look at and do. It also means a focus on age appropriate activities, and teaching functional skills. Full inclusions is the philosophy that the only appropriate placement for handicapped children is a regular education classroom. |
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Term
| The restrictiveness of an environment |
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Definition
| Is largely a function of limitations put on the individual and the number of preferred activities to which he has access. The least restrictive environment ensure safety and development of functional skills. Access to the regular curriculum and the number of regular education students may be relevant for some individual, but not for all. |
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Term
| Social Validity of outcomes |
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Definition
| Social validity of outcomes refers to de magnitude (or significance of) behavio change on the individuals for whom it has been applied. Reducing aggression by 10% is not likely to be considered a change of significant value. Reducing it by 50% is more likely to be considered a socially valid outcome. A reduction in dangerous behavior must be very high to be socially valid. |
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Term
| Social Validity of intervention |
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Definition
| Is influenced by factors such as the severity of the behavior, the number of previously unsuccessful alternative treatments, who applies it, how it is implemented, and whether they had input in planning the treatment. |
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Term
| Clinical Valid Outcome (or clinical significance) |
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Definition
| Can be achieved by asking observers or the client if they the change is significant. A second method is comparing treatments and non-treatments groups. One common type of comparison is with a "normal" population. The third method is examining social impact measures (collateral or side-effects), as evidenced by a drop in suicide or injuries, reports to the principle, or improved grades. |
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Term
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Definition
| refers to the relevance of the target behavior to everyday life. |
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Term
| Social Validity of Interventions |
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Definition
| Refers to the acceptability of a behavior change procedure. - It is influenced by factors such as the severity of the behavior, the number of previously unsuccessful alternatives treatments, who applies it, how it is implemented, and whether they had input in planning the treatment. |
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Term
| Social Validity of Outcomes |
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Definition
| Refers to the magnitude of behavior change. |
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Term
| Functional Equivalent Behavior |
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Definition
| (results in the same reinforcement as another behavior) may be an incompatible behavior )cannot be exhibited at the same time as another behavior). by strengthening the functionally equivalent behavior, the problem behavior is weakened. The functionally equivalent behavior may result in reinforcement directly (getting water) or indirectly. by communicating with a mediator (asking for water). |
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Term
| Elements of a Behavioral Objective |
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Definition
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Term
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Definition
| A description of the stimulus conditions under which the behavior occurs. |
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Term
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Definition
Behavioral dimension (frequency, latency,..., topography, duration, accuracy)
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Term
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Definition
no aggression for three consecutive days, bushed teeth for five consecutive days without being asked.
-Degree of the behavior. |
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Term
| 7. Displaying and Interpreting Behavioral Data |
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Definition
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Term
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Definition
| Use for continuous measure of behavior over time |
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Term
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Definition
Use for displaying summery data. - Graphs used to show average # of behavior or other measures such as the number of males vs females in a classroom. They are not appropriate for showing daily frequencies in real time.
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Term
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Definition
| Use for continuous measure of behavior over time. -A graph, of sorts, that shows the cumulative number of responses over tiime. The rate of response at any given time is represented by the slope of the cumulative record. |
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Term
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Definition
| Use for continuous measure of behavior over time and when variant scales of nonstandard display to not impede data interpretation |
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Term
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Definition
| Use to show proportion of a total or to divide one into parts. |
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Term
| Standard Celeration Chart |
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Definition
| Best accommodates an analysis of variability at very high and very low rates. |
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Term
| The ordinate on a cumulative record would indicate the |
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Definition
Reflects the cumulative number of responses over several sessions. Unlike a frequency graph in which the data point for each sessions reflect the number for that sessions, point on a cumulative graph reflect the number of responses for that session ADDED to the number of responses from the previous session (hence, the term cumulativE). Recording only reverts to the bottom of the ordinate when the top of the ordinate is reached. Note that the steeper the slope of the line, the higher the rate of responding. A flat line indicates no responding.
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Term
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Definition
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Term
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Definition
| It is appropriate to use a scale break on the horizontal axis when there are long periods with no data collected. - In the vertical axis to reflect discontinuity in the dependent variable. Use scale breaks in the horizontal axis to represent discontinuity of time. |
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Term
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Definition
| Should be approximately 5/8 the length of the horizontal axis. Dependent measure. Use scale breaks in the vertical axis when necessary to represent variability that is of social significance. ex" a difference of 1 and 7 aggressive acts per day is significant. If this behavior reached 100 on a few days, a scale break between 10 and 100 should be used so that the variability of low rates is reflected. |
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Term
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Definition
| Time periods ( min, years) or response opportunities (sessions) |
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Term
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Definition
| It is the slope or direction of the data path. I is usually described as increasing, decreasing, or zero. It is called celeration on standard Celeration Chart. Other descriptions are improving/deteriorating, therapeutic/countertherapeutic. and accelerating/decelerating. The stright line representing the trend is called the trend line or line progress. A flat line means no responding. A steep line means rapid responding. A line that change in slope indicates a variable rate. |
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Term
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Definition
| It is analyzed within a phase (to compare parts of a single phases) or across phases (to compare two or more phases). It is the value on the vertical axis that reflects the central tendency of the data. It is common to use the mean or median to describe the level. however, if there is a high degree of variability, a description of the data should include the range. In such cases, presenting only the level is misleading, because it represents few, if any, data point. |
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Term
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Definition
| The average levels is the arithmetic mean of the values of the dependent variable. It is the sum of the value of the dependent variable divided byt he number of value. Levels is indicated with a horizontal line. |
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Term
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Definition
| Is determined for each half of the data series. They are the middle point of the first and second halves of the series. If there are an even number of data point, divide between the middle two point. If there are an odd number of data point, make the division at the middle data point. |
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Term
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Definition
THe first step is to divide the data series into two equal halves.
-A mid date is determined for each half on the data series. They are the middle points (left to right) of the first and second halves of the series. If there are an odd number of data points, make the division at the middle data point. |
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Term
| Quartely-Intersect line of progress: |
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Definition
| To draw this line connect the two mid-date/mid-rate point of interaction. |
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Term
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Definition
| Are the middle values (on the ordinate or Y axis) foe each half of the data series. If there are an even number of data points on each half, use the mean of the two middle-most points as the mid-rate |
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Term
| Behavior Change Procedure |
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Definition
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Term
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Definition
| Involves presenting two items at a time. Over multiple trials, each items is presented with each other so that relative preference could be determined. To ensure that the student is not responding to location cues, the left/right position of the items presented should be rendomized |
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Term
| One way to determine whether stimuli are reinforcers is to: |
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Definition
| An empirical strategy is most reliable and valid. One strategy is to compare the rates of the target behavior when the potential reinforcing event is provided contingent upon the behavior vs. non-contingent. A high rate in the former condition verifies that the event is reinforcer. |
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Term
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Definition
| Is providing the individual an opportunity to sample or try out an item. It is often the case that the item is then made contingent to evaluate whether it will increase the behavior |
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Term
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Definition
| Present one item at a time |
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Term
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Definition
| Three or more options are presented simultaneous. |
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Term
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Definition
| Invovles watching the student in the natural environment, collecting data on high probability behaviors and reactions to the environment. |
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Term
| Use Reinforcement: Appropriate Parameter |
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Definition
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Term
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Definition
High, steady ate of responding, but with a post-reinforcement pause
- Reinforcement after a fixed number of responses.
-The learner tends to respond at a high rate until reinforcement is achieved, take a break, and then continue again. |
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Term
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Definition
A steady, high rata
-Reinforcement after an average of a certain number of responses |
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Term
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Definition
Increasing rate as the end of the interval approached and a post-reinforcement pause
-Reinforcement is provided with the first response after an interval
-FR1: Schedule provides a higher density of reinforcement than a FR 2 schedule |
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Term
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Definition
A constant, stable rate,
-Reinforcement is provided with the first response after an interval. The duration of the interval caries around a specific average. |
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Term
| Variables that influence the efficacy of reinforcement |
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Definition
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Term
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Definition
| Often reinforcement need to be immediate |
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Term
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Definition
| Reinforcement is delivered according to an established schedule, not random. |
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Term
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Definition
| A brownie is probably more reinforcing that a cracker |
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Term
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Definition
| Reinforce generously, but do no satiate |
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Term
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Definition
| Vary reinforces to avoid satiation |
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Term
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Definition
| Event that alters effectiveness of a reinforcer. |
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Term
| complex Schedule of reinforcement |
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Definition
| Include simultaneous schedules with one response or two response, differential schedule (DRO, DRH,SRL) and sequences of simple schedule. |
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Term
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Definition
| TO obtain reinforcement, a response must be made within a certain amount of time following the end of an interval |
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Term
| Noncotingent Reinforcement (NCR) |
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Definition
The reinforcer must produce the same reinforcement as the target behavior.
-Alters the establishing operation (in this case, decreases the value of a reinforcement), so that the individual does not have to engage in the target behavior that historically resulted in reinforcement. ex: giving noncontingent attention reduces the need to engage in attention maintained self-injury. |
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Term
| Identify Side Effects of Reinforcement |
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Definition
| One undesirable side effect of reward is that it may reduce a target behavior by straightening behavior incompatible with it. |
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Term
| Approaching the Agent of Reinforcement |
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Definition
| If excessive, could result in missed learning opportunities and it could be socially inappropriate. ex The teacher show his student the answer to each question on an assignment as the student completes them. This will slow assignment completion and it is socially inappropriate. Furthermore, THis behavior could interfere with relationships with peers. |
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Term
| The side Effects of REward |
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Definition
| Are elicited or Emotional effects - aggression/ritualistic behavior - Suppression of the target response, approach to the reinforcing agent, operant effects, generalization and discrimination, response induction, transient effect, and imitation. |
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Term
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Definition
| Refers to the frequency of behaviors in a response class being a function of their relative rate if reinforcement. This means that of two equal effort behaviors get the same reinforcing consequence, say on a FR 3 schedule, the frequency of each behavior will be about the same. If one of the behavior starts getting reinforced on an FR2 schedule and the other remains on an FR3 schedule, the frequency on the first behavior will increase and the frequency of the second one will decrease |
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Term
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Definition
| The concern about imitation is that it will not be imitated correctly. Proper use of reward is not simple and can be either unintentionally misapplied or applied for the benefit of the implementer only |
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Term
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Definition
| Schedule induced, or adjuntive behavior is mosrt likely to occur between training trials. Ways to address this are to reduce the inter-trial interval and reinforce hand folding between trials. |
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Term
| Reward Program is terminated |
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Definition
| Undesirable emotional behavior may result (anger). Consider strategies such as fading reinforcement and assuring that natural reinforcers will maintain the behavior. |
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Term
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Definition
| Makes the opportunity to engage in a high probability behavior contingent upon a low probability behavior. So the reinforcer is an activity -not a tangible. |
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Term
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Definition
| To "yield the same reinfrocer as the target behavior" and "being part of the same response class as the target behavior" means the same. Consider response induction as the recognition that all behaviors in a response class may increase in strength when any member of the response class begins to be reinforced. Ex, you offer someone a potato chip for the first time. They then say, "Another chip please". You give them another one. Behaviors that also may be seen are grabbing chips ad demand chips from people. |
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Term
| Generalization and Discrimination |
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Definition
| With respect to reward as a side effect, it is a lack of generalization (or too much discrimination) that is at issue. Treatment affects tend to only persist while the reinforcer (treatment) is being provided. In other words, the individual discriminates between when the reinforcing contingency is and is not in effect. |
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Term
| A functional non-aversive procedure |
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Definition
| For addressing a problem behavior involves identifying the function (maintaining reinforcer) removing the function (or withhoding the reinforcer), and developing appropiate behavior that serve the same function. Ex, consider aggression that serves an attention function. The intervention should include not providing attention contingent upon aggression and teaching an appropriate alternative behavior. (come here please) |
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Term
| Disadvantages of Punishment |
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Definition
| Emotional responses, escape/avoidance, agression, modeling, perpetuation of punishment (continued use of an ineffective procedure due to negative reinforcement offered the caregiver), individuals becoming conditioned punishers, no establishment of alternative behavior, need for the presence of the punishment agent, presumed punisher is actually a reinforcer, and withdrawal. |
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Term
| Non-Contingent Reinforcement NCR |
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Definition
| Should be used with extinction and other supporting interventions. It is the delivery of the maintaining reinforcer in a schedule (either variable or fixed) independent of the behavior. As such, reinforcement delivery mat coincidentally follow the problem behavior. This adventitious reinforcement could be an unintentional and unfortunate outcome of NCR. -NCR may result from a reduction of the EO(motivation) for aproblem behavior by providing its maintaining reinforcer at predetermined intervals independent of beh. ex. a chilf engages in attention-maintained yelling. a NRC procedure might stipulate giving attention to the child every 2 min. |
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Term
| Independent Schedules os Reinforcement |
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Definition
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Term
| DRI Incompatible Behavior |
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Definition
| Reinforcement is contingent upon behavior that cannot be done at the same time as the problem behavior |
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Term
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Definition
| Reinforcement only after responding bellow a predetermined rate |
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Term
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Definition
| Reinforcement id provident contingent upon the non-occurrence of behavior |
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Term
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Definition
| Reinforcement of behavior that are appropriate alternative to the target behavior |
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Term
| DRC COmmunicative Behavior |
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Definition
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Term
| Differential Reinforcement |
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Definition
| Refers to responding that meets a particular criterion gets reinforced while responding that does not meet that criterion does not get reinforced. Do not confuse "differential reinforcement" with specific types of differential reinforcement. |
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Term
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Definition
-FULL Session (limited responding) DRL: reinforcement is contingent upon responding the session being at or bellow a specific rate. A cirterion of zero occurrence is often set.
-INTERVAL DRL: The session is divided into equal intervals; reinforcement is contingent upon responding during the session being at or bellow a specific criterion; responding above the criterion rate resets the interval.
- SPACE-RESPONDING DRL: reinforcement is provided after a specified IRT is achieved.The target behavior must occur at the end of the IRT for reinforcement to be provided |
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Term
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Definition
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Term
| TEaching Concepts is fostered by: |
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Definition
| Teaching a concept is bringing responding under ONLY the broad set of stimuli that define the concept. Ex: someone looks at the PC and calls it a typewriter. To teach the concept of PC, the individual needs to be reinforced for selecting the one with the hard drive, operating system, processor, and is attached to a monitors. Put on extinction or punish selections of the one you put paper in and the letters appear on the paper as you type. |
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Term
| To establish discrimination |
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Definition
| Discrimination Training results from differential reinforcement. Reinforcement is provided in the presence of an SD and not in its absence or in the presence of an S-Delta. |
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Term
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Definition
Stimulus Generalization Within a Stimulus Class: window has several properties (size, frame, type of glass etc) which, if varied, doesn't change the fact that it is a window.
Discrimination Between Stimulus Classes: Dogs share some properties with wolves (size, fur), but those extraneous stimuli do not define the stimulus classes. Both of the above are necessary to define concept/ |
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Term
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Definition
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Term
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Definition
Prompts increase the likelihood of a correct response.
-Gestural: prompts are movements (pointing) directing the learner to the SD. -Model: prompt are movements that are the same as the correct response. ex: you show how to mop the floor. -Verbal: prompts are anything said or read that increases the likelihood of a correct response. Ex: include instructions, the hints. |
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Term
| Rather than conceptualizing prompts as response prompts, within-stimulus, and extra-stimulus, they could also be conceptualized as: |
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Definition
| Movements Cues (touching, pointing to, or tapping the correct choice). -Position Cues (placing the correct selection closest to the student), and - Redundancy Cues: (pairing one or more dimensions of shape, color, size, or position with the correct selection (the correct selection is always digger than incorrect selections) |
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Term
| TRansfer of Stimulus COntrol |
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Definition
| Is movement of control by artificial antecedent stimulus (prompt) to the SD, which the learner will come in contact with inn the natural environment. |
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Term
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Definition
| Is a means of transferring stimulus control from the prompt to the SD |
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Term
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Definition
| Initial complete physical guidance through the entire performance; progressive fading of the prompt follows after every few sessions. |
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Term
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Definition
| Initial opportunity to respond independently; no response within, ex, 5 sec. or an error results in immediate low level assistance; higher levels assistance follows subsequent errors. |
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Term
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Definition
| Full guidance is provided initially, but faded immediately contingent upon correct responding. |
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Term
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Definition
| The delay interval always begins at 0 and (after several trials or a few sessions) jumps to a predetermined maximum delay (usually about 4-7 seconds) |
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Term
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Definition
| Involves transferring stimulus control by inserting a delay between the presentation of a stimulus (potential SD) and a controlling prompt (prompt that reliably occasions the correct response. |
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Term
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Definition
| Is following the movements of the learner's behavior in close proximity. Shadowing serves as a visual guide, but it does not involve touching the learner. Shadowing is part of graduates guidance. When the shadowing is not exerting control over behavior, touch, partial, or full physical is used. The teacher changes prompting methods moment to moment, depending on the student's performance. The teacher continuously uses the least prompt necessary to get the student to respond with as few errors as possible. |
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Term
| Elements os a time delay protocol |
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Definition
| For the initial sessions(s), the protocol is SD->immediate prompt (0 sec delay) -> correct response-> reinforcement. - For subsequent sessions, the protocol is SD->delay-> prompt ->correct response -> reinforcement. |
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Term
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Definition
| Shadowing and Spatial fading are part of graduates guidance. Shadowing involves the teacher moving her hand near, but not touching, the learner. This enables the teacher to quickly interrupt an error ans may serve as a visual guide for the learner. Similarly, spatial fading refers to where the shadowing prompts is provided. Ex: initially it may need to be to be at the hand, later at the wrist, then elbow, then shoulder. |
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Term
| Instructions and Rules, Modeling and Imitation |
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Definition
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Term
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Definition
| Involves someone performing the correct behavior, the learner observing that performance, and then the learner being given the opportunity to imitate that performance. |
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Term
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Definition
| Factors that influence the effectiveness of instructions are: other behaviors under instructional control; the rate at which instructions are presented; the credibility of the person presenting the instructions the addition of other strategies such as modeling, prompting, and rehearsal. - SHould be understandable, clear, and faded out if you want natural contingencies to control behavior. They should also describe probable and significant outcomes, as well as, consequences for being followed or not followed. Rules should be delivered politely and complex rules should be broken down into small, easy steps. Rules should specify deadline by which time the task is to be completed. |
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Term
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Definition
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Term
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Definition
| Is the first topography you will reinforce. This topography may be dissimilar to the target behavior. Ex: your goal may be for the learner to say "help, please" but your starting behavior may be any sound. you will begin by differentially reinforcing this topography. |
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Term
| Shaping a behavior within a response class |
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Definition
| Means that differential reinforcement os applied with respect to a dimension of the response. (intensity, duration, frequency) |
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Term
| Differential reinforcement across response class |
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Definition
| The criterion is changed along different topographies (percent correct across steps, each of which represents a different topography) |
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Term
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Definition
| Is a sequence of behavior in which the reinforcer for each step is the opportunity to do the next step and each step and the SD for each step is the preceding step. Rules and verbal prompt may be part of teaching behavior chains., but they do not maintain them. (as stated, it is the preceding and subsequent step which are the SDs and reinforcer) |
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Term
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Definition
| The trainer initially exhibits all of the steps except the las one. When the student attains criterion, the next to the last behavior is added, and so on until the entire chain is exhibited to criterion. |
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Term
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Definition
| Is primarily used to teach communication skills. The environment is usually arranged to set the occasion for the mands and tacts from the learner. ex; the student is given a task, but not enough materials, thus setting the occasion for a request of materials. Once the student initiates, the teacher responds by applying whatever systematic protocol has been determined. Thus, the teacher has Direc an EO. Once the student initiates, the teacher responds by applying whatever systematic protocol has been determined. |
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Term
| Excessive errors can be addressed by |
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Definition
| Try a new prompt, deliver an additional prompt (add a physical prompt to the original verbal prompt), employ a prompt hierarchy, or select an easier communication response. |
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Term
| With an incident teaching procedure, responses are reinforced. |
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Definition
| Reinforce all correct response with the item/event request on a continuous schedule, regardless of whether the response are prompted. |
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Term
| Prompted errors and no responses can sometimes be addressed by: |
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Definition
| Address unprompted errors by presenting the prompt. Address prompted errors by presenting the prompt again, implementing an eroor correction procedure (tell the student what he should have done instead) using a different prompt, or ignoring the error and walking away. |
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Term
| There are two types of errors |
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Definition
| UNPROMPTED ERROS: occur when the student responds incorrectly without being prompted. PROMPTED ERROR occur when the teacher prompt the correct response, but the student still makes an error; thus indicating that a different prompt should be considered. |
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Term
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Definition
| It is a highly structured teaching technology, which has lead to development of curricula with a strong empirical foundation. Features include scripted lessons plans, small group instruction, fast-paced instruction, grouping (and regrouping) based on achievement, frequent assessment (about every 10 lessons), and coaches/facilitators to support implementation. Although the extensive research project : Project follow through" found DI to be the most effective methodology, it has not been widely adopted. |
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Term
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Definition
| Particularly relative to a traditional lecture format with occasional questions to individuals, choral responding promotes group cohesion. It enables teachers to frequently monitor the performance of each student and provides them with a high rate of practicing the correct behavior. |
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Term
| During DI instruction, teachers ask questions |
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Definition
| Asking questions guidelines: 1. get attention of the group. 2. ask question before selecting student to answer. 3. do not rephrase responses. 4. before selecting, get 50% raised hands or eye contact 5. do not ask students who you think will not answer correctly. 6. Repeat questions or give hints when given an incorrect answer. Asking the question first fosters attention because nobody knows if they will be asked to answer. |
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Term
| Sequence that Best characterizes the progression of a DI lesson |
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Definition
| First, explain to the student what they will be learning. Second, model it for them. Third, lead them through the task. Fourth, have them do it without your assistance. FIfth, correct errors immediately. Sixth, provide closure by tying it all together. Finally, assign independent work to provide additional practice, as needed. |
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Term
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Definition
| Was the largest education study ever conducted. It was completed in the 1970's at a cost of over $600 million. Results indicated that DI was superior to all other programs. Despite these data, DI has not been widely adopted. |
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Term
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Definition
| A brief placement test is used to determine placement. Appropriate placement in groups is necessary to ensure that students are not frustrated and begin learning quickly. |
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Term
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Definition
| Are given after about every 10 lessons. This is done to ensure all students are learning and identify areas that need attention |
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Term
| With DI, one strategy for fostering maintenance is to |
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Definition
| Maintenance can be fostered by teaching the skill until the learner is fluent and by providing ongoing frequent review (by including the material in subsequent lessons) |
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Term
| DI teaching is characterized by: |
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Definition
| Particularly relative to a traditional lecture format with occasional questions to students who raise their hands, choral responding using scripts provided by the curriculum fosters group cohesion, enables teachers to frequently monitors the performance of each student may times each lesson, and provides them with a high rate of practicing the correct behavior. |
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Term
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Definition
| Are carefully designed and empirically validated to ensure efficient and effective learning. Therefore, they are to be closely followed. Special needs and circumstances are addresses by the precise presentation of SDs followed by responding the leads to rapid learning. |
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Term
Personalized System of Instruction
(Keller Plan) |
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Definition
| Was developed by FRed Keller in the 1960s. It was initially devised as a college teaching method, but has since been applied to a variety of subjects and levels. |
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Term
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Definition
| One of the main features of PSI is that students go at their own pace, this reducing frustration. Include questions that delineate what the learner should know when s.he has finished the program |
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Term
| PSI, proctors are used primarily to: |
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Definition
| Immediately score tests and give feedback |
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Term
| PSI, failure to achieve mastery results in requiring the learner to. |
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Definition
| Failing to achieve mastery results in the learner having to do it again. Motivational letures are sometimes used in PSI, primarily as a means of motivation and demonstration - no as a consequence for failure to meet objective. Proctors are used to monitor test administration. Requires more administration and record keeping. Lectures are used less for teaching and more for motivation and demonstration. |
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Term
| PSI program require learners to |
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Definition
| learners Must achieve a certain level of mastery before advancing to the next level. This criterion is determined for the curriculum. It is not determined for each individual. The personalized part of PSI is that the student learns at his own pace. |
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Term
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Definition
| Involves the repeated presentation of discriminative stimuli and predetermined consequences (good for correct response and corrective feedback for incorrect responses). Prompting and fading procedures may also be used. |
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Term
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Definition
| Numerous consecutive trials are presented in a massed practice format. At a least initially, all trials should be reinforced. However, too much reinforcement in a short period can diminish the EO, thus resulting in satiation. |
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Term
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Definition
| It is the time from the end of the consequence to the presentation of the SD. Generally, it should be about 103 seconds. That is, it should be long enough to be distinguishable from the last trail, but short enough so that interfering behaviors do not begin. |
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Term
| Essential component of a contingency contract include: |
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Definition
| Task description in observable terms; when the task will be accomplished, task completion criteria. When and how well; reward description and when it is delivered; how much reward is delivered; reward is delivered after the task is completed; reward amount is appropriate for the task. |
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Term
| Advantages of Contingency Contracts |
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Definition
- It is more likely to follow a contract if they have had part in creating it.
- the contractee is likely to negotiate a less aversive consequence. - The contract often has a renegotiating proviso. - A contract makes the contingencies explicit. - A contract structures the relationship among the parties (define the types of interaction that are acceptable) - contracts increase the likelihood that reinforcement will actually be delivered. |
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Term
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Definition
| - Contracts can be used with individuals who do not have the request cognitive skill. - An imbalance of authority may compromise the contractee's sense of ownership. - Research does not exist to support contingency contracts over imposed contingencies. |
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Term
| Contingency Contracting or Behavior Contracting |
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Definition
| Refers either to the negotiated goals and procedures of a behavior analysis program or to a document that specifies a contingent relationship between the completion of a specified behavior and access to, or delivery of, a specific reward. |
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Term
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Definition
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Term
| Field testing a token system |
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Definition
| Include keeping track of tokens that would be earned if the system were actually implemented. In addition, one should assess skill deficiencies, whether some students are not earning tokens, and skill acquisition of target behavior. Adjustments to the system are then made accordingly prior to implementation. |
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Term
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Definition
| Could be enhanced by increasing the number of luxury items, decreasing the value of tokens, and increasing the cost of backup reinforces. Another strategy is to auction backup reinforcers. |
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Term
| Token economies could be removed or faded by |
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Definition
| After criterion level of performance has been attained, effort should be made to fade out the token economy. Guidelines for doing so include pairing token presentation with praise, increasing the number of responses needed to earn tokens, decreasing the amount of time during the day in which the token economy is operative, increasing the number os activities and privileges used as reinforces, increasing the cost of luxury reinforcers, and fading physical evidence of the token. Also, a token system could be replaced by a (less intrusive) level system. |
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Term
| Advantages of Token Economy |
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Definition
| They are potential reinforcers; they can bridge the delay between target responses and delivery of a backup reinforcer; they are resistant to satiation; delivery does not interrupt behavior; the same reinforcer (tokens) can be delivered to individuals with different target behavior; they enable large events (outings, expensive tangibles) to be used as backup reinforcers; response cost is easier to implement; it teaches delay of gratification. |
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Term
| Dependent GOC (Hero Preasure or Consequence Sharing) |
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Definition
| Reinforcement for the group is contingent upon the behavior of one or a few individuals. |
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Term
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Definition
| The same contingency applies to all members of the group, but reinforcement for each individuals is contingent upon his/her behavior. |
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Term
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Definition
| Reinforcement for the group is contingent upon the behavior is contingent upon the behavior of the group as a whole. |
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Term
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Definition
| Group member's probability of winning the single reinforcer is a function of the number of behavior-contingent tickets acquired. |
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Term
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Definition
| The group is divided into two or more teams; the highest performing (or fewest problem behavior) wins; sometimes both teams win if criterion is reach. |
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Term
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Definition
| Group Oriented Contingency |
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Term
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Definition
| Occurs when the rate of two behaviors changes as a function of a change in the schedule of reinforcement for one of the behaviors. Ex: a child teases two peers to get their attention. One of the peers begins to ignore this behavior. Teasing of this peer decrease while teasing of the other peer increases. Behavior contrast effect may be short- or long term. |
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Term
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Definition
| Implies that two antecedent stimuli occasion the same response. Therefore, one stimulus could be substituted for another stimulus. All three must be demonstrated: reflexivity, symmetry, transitivity. |
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Term
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Definition
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Term
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Definition
| Learner selects an identical stimulus |
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Term
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Definition
| Learner is taught to select B given A, but can also select A given B. |
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Term
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Definition
| Learner is taught to select B given A, and to select C given A, but he could also select B given C. |
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Term
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Definition
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Term
| To establish rapport initially |
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Definition
| You do not want to give any demands or interrupt ongoing reinforcing activities. you want to be paired with noncontingent delivery of reinforcers. |
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Term
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Definition
| The first step of the VB approach is to establish your self with other unconditioned or conditioned reinforcers. |
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Term
| A child in VB training says "cookie". To determine the type of operant it is, you need to know |
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Definition
| Mands are under the control of a state of deprivation (EO) for the item manded. Tacs are under the control of the item being tacted. TEaching cookie under both conditioned is essential to achieving functional use of cookie. |
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Term
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Definition
| It is one that is under the exclusive control of the EO, such as hunger, or given ice-cream, but no spoon. |
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Term
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Definition
| re descriptions of sensory input. They result in generalized reinforcement - not the object that is tacted. Tacts are generally taught after acquiring 5 to 10 mands, echoic skills, and imitation skills. |
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Term
| One reason for teaching receptive skills by function, feature, and class (RFFC) is to |
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Definition
| Traditional receptive training tends to limit the SDs to which the individual is exposed. A focus on expanding stimulus condition in RFFC training more closely approximates the range of stimulus conditions found in the natural environment. |
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Term
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Definition
| Is a verbal label controlled exclusive by an object event or event in the absence of a verbal stimulus. |
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Term
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Definition
| You could say part of a song or rhyme and have the student finish it. |
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Term
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Definition
| Refers to identifying a object given a description of what you could do with (read it, clean with it, keep warm with it, takes you to school). Receptive by feature refers to identifying an object given a description or characteristic that two object have in common (round, purple, long, has wheels). Receptive by class refers to identifying and object given a general category to which the object could be included (writing implements, vehicles, boats, furniture, dogs) |
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Term
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Definition
| Is part of the SD. I a sense, it carries the target word. Ex "give me the _______" would be a carrier phrase. TO promote stimulus generalization, you should alter the carrier phrase. Ex: sometimes ask "hand me the _____" and at other tomes say "point the ____". Stimulus generalization is essential in the natural environment where people use a variety of phrases. |
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Term
| Intraverbal Behaviors are: |
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Definition
| Verbal Beh. under the control of verbal antecedents stimuli in which there is no formal correspondence between the antecedent and the response. Contrast this to echoic behavior in which the antecedent stimulus and the response are the same. Ex: How are you? (antecedent) and I'm fine, thank you! (intraverbal response)' also,, "Live free or" (antecedent) and "die" (intraverbal). Intraverbal skills are essential for carrying on a conversation. |
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Term
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Definition
| Stimulus is verbal and the learner response in nonverbal. |
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Term
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Definition
| stimulus is nonverbal and the learner response in verbal |
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Term
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Definition
| Stimulus and response are verbal. |
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Term
| With a behavioral momentum procedure getting compliance with several high probability requests: |
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Definition
| The individual is asked to do three or four things about 10 seconds apart that he is likely to do (high probability request), followed by a request that he is not likely to do (low probability request). Compliance with the high probability request increases the likelihood that the low probability request will be followed. |
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Term
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Definition
| The environment conditions change in the sense that different request are being made. That is, the individual is asked to do three or four things about 10 seconds apart that s/he is likely to do (high probability request) followed by a request that s/he is not likely to do (low probability request) Compliance with the high probability request increases the likelihood that the low probability request will be followed. |
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Term
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Definition
| Tend to quickly learn vocal imitation and expressive language, and may acquire language indistinguishable from non-handicapped peers. |
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Term
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Definition
| Have difficult expressing themselves clearly and may need to rely on PECS and other visual-based forms of communication. |
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Term
| The matching law pertains to schedules of reinforcement |
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Definition
| The schedules os reinforcement must be running concurrently (at the same time). Consider a child who could ask mom or dar for a cookie because they are both available. The matching law would predict that because mom gives cookies five times more often than dad, the child is going to ask mom five times for every one time he ask dad. The matching law doesn't pertain if only one parent is available to ask. |
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Term
| The matching law stipulates that in a concurrent situation: |
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Definition
| The response rate for a behavior is proportional to the rate of reinforcement for that behavior relative ti the rate of reinforcement for other behaviors. This means that is one behavior gets reinforced on a FI 2 schedule and another behavior gets reinforced on a FI 6 schedule, one could expect that the first behavior will occur at the three times the rate of the second behavior (FI 2 gets reinforced three times more often than an FI 6). this assumes a concurrent situation and variables such as response effort and immediacy, magnitude, and quality of reinforcement remain constant. |
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Term
| Which skills would b the best initial receptive language skills to teach |
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Definition
| Effective communication requires that fine distinctions be made between sounds. However, initially instructions should be easily distinguishable (ball and airplane). Eventually the student must learn to make fine-grained distinction. |
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Term
| With respect to teaching two part instructions |
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Definition
| Combine instructions already learned. |
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Term
| The first two phases of vocal imitation training are: |
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Definition
-Phase 1: increasing vocalizations
-Phase 2: temporal control; Note that these do not need to be taught in order. Temporal control means that the student's vocalization follows your vocalization (he listens before responding) |
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Term
| Particularly for students who don't point, the first receptive responses to teach should be these that involve |
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Definition
| Receptive skills that involve object manipulation are more easily learned because they include visual cues and motors movements are easier for the teacher to prompt |
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Term
| Phase 3 - imitation sounds - specific vocal sounds can sometimes be prompted by: |
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Definition
| Remember that in phase three you want SPECIFIC sounds to be imitated. You can sometimes prompt sounds by naming objects such as pictures of animals, or letters or numbers, and people. Observe the child to determine stimuli that tend to occasion specific sounds. Begin with sounds that can be prompted, that the student tends to make, and which are heard in the environment, particularly by typically developing children. Begins with sounds that can be prompted, that the student tends to make, and which are heard in the environment, particularly by typically developing children. |
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Term
| Phase 5 - imitation of words - use |
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Definition
| First try shaping - reinforce closer and closer approximations of the word. If the student fails to approximate the SDs break the word down into its component sounds and use chaining to combine them, as in phase 3. |
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Term
| Phase 2 - bringing vocalizations under temporal control - reinforce |
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Definition
| In Phase 2, you are differentially reinforcing vocalizations that are in response to your vocalizations and putting all other vocalizations on extinction. The initial criterion for reinforcement is vocalizing within 5 seconds of the SD. You should reduce this to 1-2 seconds. |
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Term
| Phase 6 - Imitations of simple phrases and sentences |
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Definition
| It may be a means of prompting correct responses |
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Term
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Definition
| Are repetitions of the same sound (da and da) |
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Term
|
Definition
| Have different sounding combinations (mo and me) |
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Term
| Phase 4 -teach consonant -vowel combinations |
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Definition
| Use shaping and chaining. Chaining may be needed to teach the student to put the sounds together to form a word or word-fragment. |
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Term
| Ways to address echolalia |
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Definition
| 1. whisper the question and say loudly the prompt. 2. Teach the student to say, "I do not know" in response ti unfamiliar questions. |
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Term
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Definition
| REinforcing only responses that are sufficiently loud will put on extinction the faded responses. Sudden terminations of prompts and reducing their length removes the stimulus controlling the inappropriate verbalization. |
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Term
| After achieving criterion on loud and quiet words, conduct |
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Definition
| Conduct intermiex sessions - trials that include both loud and quiet words - to ensure that the loud and quiet volume is under the control of your voice volume and not the words. |
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Term
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Definition
|
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Term
|
Definition
| Making a commitment - a personal declaration that is is important to change your behavior and that you will do so - is a necessary component to an effective self-management strategy, along with contingencies and ecological changes |
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Term
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Definition
| Could be caused by an inadequately defined target behavior (does "study time" include bathrrom breaks, phone calls, and e-mails to and from classmates?); the target behavior or single goal being set too far into the future (completion of your disseration, getting certified) focusinf o too manu behavior at once (it is usually best to start with one or two priority behavior), a lack of rewards for the desired behavior or for not exhibiting the undesired behavior, and finally, small, cumulative effects of exhibiting the undesired behavior (cheating on a diet) or not exhibiting the desired behavior (no flossing) |
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Term
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Definition
| If the individual is managing his delivery of reinforcement, he may acquire it without behaving "earned" it. Of course, this undermined the effectiveness of the self-management contingency. |
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Term
| The "train and hope" method of promoting generalization |
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Definition
| MEans that you do not program for generalization. Although sometimes this method works, it is usually the case that generalization must be programmed. |
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Term
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Definition
| Implementation of procedure sequentially across setting |
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Term
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Definition
| Apply the procedure using one example,, probe, apply to another example, probe, etc. until generalization is evident |
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Term
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Definition
| Conduct an analysis of the range of stimuli to be learned and teach to those stimulus conditions |
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Term
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Definition
| Bringing stimuli from generalization to the natural setting |
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Term
| Natural Contingencies of Reinforcement |
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Definition
| Selecting target behaviors that get reinforced i the natural environment |
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Term
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Definition
| varying non-critical propertied of the antecedent stimuli |
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Term
| Indiscriminable Contingencies |
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Definition
| Varying schedules and immediacy of reinforcement |
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Term
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Definition
| Conduct an analysis of the range of stimuli to be learned and theach those stimulus conditions. In this item, your analysis would indicate that the critical properties that make something an A are - 1. a line tilting right. 2. a line tilting left. 3. the tilting lines connected by a horizontal line. |
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Term
| For self control work, th individual must: |
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Definition
| 1. be able to identify the target behavior. 2. understand reinforcement and/or punishment. 3. understand bootleg reinforcement. 4. be able to identify effective reinforces. 5. Be able to set appropriate criteria for the consequences. 6. Be able to consequate the behavior. |
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Term
| Maintenance and Generalization |
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Definition
|
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Term
|
Definition
| are arrangement between behavior, antecedent, and consequent events that occur in the environment in which the behavior of interest it to maintained (the target environment). |
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Term
| Maintenance of Operant Behavior |
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Definition
| Is the continuance of the treatment effect after part or all of the intervention has been terminated. Maintenance of any operant behavior is going to require continued (most likely naturally occurring) reinforcement (with the possible exception of those instances in which behavior is resistant to extinction) |
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Term
|
Definition
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Term
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Definition
| Multiple relations occur when one is in a professional relationship with an individual and at the same tie in a different kind of relationship with that person or a closely related person; or they promise to enter into an extra-professional relationship with the person or relative. Such relationship are unethical if they impair objetivity, competence, or hinder effectiveness of the professional relationship. |
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Term
| In a therapeutic relation, as soon as is feasible |
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Definition
| inform the client of the anticipated course of therapy or objectives to be achieved, involvement of third parties, your fees, and limits of confidentiality. Also provide opportunities to answer questions. |
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Term
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Definition
| nature of procedure, benefits, risks, and alternative approaches. |
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Term
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Definition
| Informing of the right to refuse consent may be withdrawn without penalty, no duress or coercion. |
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Term
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Definition
| Reaching the age of majority |
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Term
| A goal is likely to be appropriate if it |
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Definition
| Beat, Wolf, Risley (1968) maintained that behaviors should be targeted that are socially relevant. All of the options would be socially significant |
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Term
| Wyatt V. Stickney 1972 Ruled |
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Definition
| Right to food, privacy, and basic activities do not have to earned |
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Term
| Van Hountenet Al (1988) Executive Council of the Association for Behavior Analysis |
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Definition
| AMong others, a therapeutic environment and teaching functional skill are the rights of individuals receiving behavior change services. Includes the right to: - therapeutic environment. - Services that focus on the welfare of the client. - Treatment by a competent behavior analysis. - Ongoing evaluation and behavioral assessment, and - The most effective interventions available. |
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Term
| Individual With Disabilities Education Act (IDEA) |
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Definition
| A free, appropriate education is the right of all children. |
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Term
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Definition
| Limits the duration and places conditions on the use of timeout |
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Term
|
Definition
| Is a value of behavior analysts. It is fostered by teaching certain skills and, at times, it may require that safeguards and restrictions be put into place. |
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Term
| Rights and prerogatives of clients include: |
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Definition
| a) support under the law; b) documentation of behavior analyst's credentials; c) electronic recording of interviews kept secure and confidential; d) accurate credential of behavior analyst; e) procedures for complaining about behavior analysts, and f) being informed of one's rights. However, rights are not unlimited. Ex: os support under the law would be that a client would have the right sue if he has been damaged or the right to an attorney if accused of a crime. |
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Term
| 2. DEFINITION AND CHARACTERISTICS |
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Definition
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Term
|
Definition
| Description is the level of investigation in science that involves the collection of information to suggest hypotheses or questions for additional research |
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Term
|
Definition
| Prediction is the level of investigation in science in which correlations can be demonstrated or when one event occurs, another event is likely to occur or not occur. Prediction also enables preparation. |
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Term
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Definition
| Control is the only level of investigation in science that provides an understanding of functional relations. Control is considered the highest level of scientific understanding for this reason |
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Term
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Definition
| Parsimony is one of the scientific attitudes that involves ruling out simple, logical explanations first before moving on to more complex or abstract explanations. Parsimony helps scientists fit findings within a field's existing knowledge bas |
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Term
| Maintenace and Generalization |
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Definition
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Term
| Indiscriminable COntingencies |
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Definition
| Varying schedule and immediacy of reinforcement |
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Term
| 3. Principles, Processes, and Concepts |
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Definition
|
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Term
|
Definition
| an experimental validated relation between the independent variable and the independent variable and a dependent variable. |
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Term
|
Definition
| An experimentally validated demonstration that only the independent variable could bring about the change in the dependent variable. |
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Term
| If experimental data indicates that an antecedent stimulus consistently evokes a behavior. |
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Definition
| If an antecedent stimulus consistently evokes a behavior, it provides support a functional relationship, stimulus control, and establishing operation. |
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Term
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Definition
| RElation between a behavior and its determining variable, showing that "the DV is a function of the IV and nothing else" or " an event can be made to happen by the manipulation of other events. |
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Term
| If experimental evaluation indicates that a consequence event consistently alters behavior |
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Definition
| Stimulus control and response behavior involve antecedent events. A functional relationship exist when experimental data indicate that changes in an antecedent or consequent stimulus class consistently alter a dimension of a response class |
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Term
| Principles, Processes, and Concepts |
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Definition
|
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Term
|
Definition
| Involves withholding reinforcement when the behavior occurs. |
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Term
| Stimulus Change Decrement or Generalization Gradient |
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Definition
| Occurs when a decrease in responding is due to a change in the SD. The difference is the stimulus change decrement. - It is most evident when responding decreases as a function of a change in the stimulus conditions. |
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Term
|
Definition
|
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Term
| REsponse Class Theory and Research |
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Definition
| Suggest that interventions should address the entire response class. If high - and low - frequency behavior are of the same response class, they are controlled by the same variables and should be similarly evaluated and treated. Ex, aggressive gestures should be treated the same as aggressive acts. Therefore, it follows that assessment procedure should focus on all members of the response class. Compare to analyzing high intensity behavior only, this facilitates the assessment by having additional instances to evaluate. To compared to analyzing high intensity behavior only, this facilitates the assessment by having additional instances to evaluate. More importantly treating all members of the response class decreases the likelihood of an increase in the behavior that does not get treated. |
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Term
|
Definition
| Focuses on variables that affect relative response rates. |
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Term
| 5. Experimental Evaluation of Interventions |
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Definition
|
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Term
|
Definition
| Uncontrolled variables or events that influence the outcome of a experiment. Such variables often accompany the independent variable, and thus are indistinguishable from same. For example, a change in medication (confound) ay accompanu a new treatment program (intervention(, and therefore, any observed changes may not be confidently attributed to the intervention. |
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Term
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Definition
| The extent to which an intervention can be successfully applied to other people, other situations, or other behaviors. Also, may be termed "generality" |
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Term
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Definition
| Whether the change i behavior can be attributed to the intervention. ABAB designs have a high degree on internal validity. While AB design do not. There are many threats to internal validity (actually, threats are really potential confounds), which bring into question whether the changes in behavior resulted from the treatment. Threats include maturation of the subject, inaccurate or biased recording, poor implementation of the treatment, and unplanned, subtle environmental change. |
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Term
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Definition
| A sequence of conditions that permit conclusions about whether the changes in behavior resulted from the intervention. |
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Term
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Definition
| A design in which baseline conditions are alternated with intervention conditions. The minimum of alternations are ABA (baseline, intervention, baseline) or BAB (intervention, baseline, intervention). |
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Term
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Definition
| A design in which an intervention is applied to a behavior, then withdrawal from that behavior and applied to another behavior, and then withdrawn from that behavior ad re applied to the first behavior (in a DRO and DRI control) |
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Term
| c. Alternating Treatment (multi-element) design |
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Definition
| A design wherein two or more treatment, each with its own distinctive signal, alternate across time. Typically, all treatments are presented each day, but in a random order. |
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Term
| e. Component Analysis -an be |
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Definition
| Taking Treatment apart and identifying wich component is the effective component. This can be accomplished by slowly taking each element out, one-by-one, or by starting with a single component, and slowly adding each element, one by one. |
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Term
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Definition
| Studying different values or "levels" f a treatment. Ex: you might test the suppressive effect of different timeout durations, or the accelerative effects of FR 1, FR5, FR 10 schedules of reinforcement. Parametric analyses can be accomplished by 1.) randomly presenting the different value in a ABCDEF design that is varied across participants or 2.) presenting the value in an ascending/descending series in a ABCDEDCBA design. |
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Term
| g. Multiple baseline (3 kinds) |
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Definition
| A design in which baseline data are collected on two or more behaviors (or situations or subjects), and then intervention is applied to the first, and then the first and second, first, second, third, etc. |
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Term
| h. Changing Criterion DEsign |
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Definition
| A design in which the criterion for reinforcement is systematically changed. Experimental control is shown when changes in behavior "shadow" changes in criterion. |
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Term
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Definition
| Essentially a multiple baseline design, but untreated behaviors are not assessed every session, but only occasionally (these are called probes) until they receive the intervention. |
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Term
| j. Withdrawal with probe design |
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Definition
| A standard ABAB design, except the return to the B condition is very brief, constituting a probe. Probes may be as brief as 1 session. |
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Term
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Definition
| When two events co-vary. One may cause the second, the second may cause the first, or be caused by a third variable. |
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Term
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Definition
| DIrect replication refers to repeating the exact same experiment with the same or similar subjects. Direct replication, when done with the same subject, speaks to interval validity. Systematic replication refers to purposefully changing elements of the experiment, and then repeating the new experiment. Elements that might be changed include the species used, settings, or procedures. Systematic replications speaks to external validity. |
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Term
| Integrity of the independent variable. |
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Definition
| REfers to the extent to which the treatment is implemented as intended. |
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Term
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Definition
| TEsting a hypothesis bu collecting data in a systematic manipulation format. Ex: you may guess that a behavior occurs for attention. To test this hypothesis, you could observe the behavior in high attention vs. low attention conditions. |
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Term
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Definition
| Generating a hypothesis from data that has already been collected. Ex: say that you have no idea about why a behavior occurs. yOu then just work with the persons, collect some data, and the hypotheses emerge. This hypothesis may then be tested using deductive processes. (see above) |
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Term
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Definition
| The extent to which the results of functional relations will be observed if the experiment is changed in some way (using different populations of subjects, setting, or procedures). |
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Term
| Practical issues with designs |
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Definition
| a. W/D and reversal - requires counter therapeutic change; not appropriate for irreversible change; SIB can make this design dangerous. b.) MB requires untreated behavior, participants, settings which could cause concern. Internal validity can be unclear when generalization occurs. c.) ATD - effects of one Tx can be seen in other Tx conditions due to rapid alternation. TX procedures may not be discriminable, and therefore differences between the Tx may not be evident in the data. d.) Changing criterion - not all Tx can be studied with this design. There may not be a parameter that can be varied. |
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Term
6. Measurement of Behavior
Percent Correct |
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Definition
| The number os correct responses divided by the total number of responses (correct+incorrect) multiplied by 100. |
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Term
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Definition
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Term
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Definition
| The force of the behavior, which could be measured in decibels (loudness or #lbs/sq.in. (pressure). |
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Term
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Definition
| A measure of the change in behavior over time. If behavior occurs 10/min, 20/min, and 40/min over 3 consecutive weeks, then the behavior is "doubling" or is increasing at a"x2". If the behavior occurs 10/min, 1/min, and 1/min over 3 weeks, then it is decreasing at a divided 10 |
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Term
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Definition
| Methods for recording behavior that produce data transposable into a measure. Ex: event and duration recording can generate data that can be converted into a rate measure. |
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Term
| a. Partial Interval Recording |
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Definition
| A recording procedure in which a time period is divided into "bins" or smaller intervals, and then a "+" is recorded in each bin if a behavior occurs at all during the bin. Otherwise, a "-" is recorded, meaning the behavior did not occur at all during that bin. The dependent variable is the percentage of intervals in which the behavior occured. This measure tends of overestimate actual rates, and is therefore used for reduction targets. |
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Term
| b. Whole interval Recording |
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Definition
| A recording procedure in which a time period is divided into "bins" or smaller intervals, and a "+" is recorded if a behavior occurred during the entire bin. Otherwise a "-" is recorded, meaning the behavior did not occur during the entire bin. The dependent Variable is the percentage of intervals in which the behavior occurred for the entire interval. This recording procedure tends to underestimate the occurrence of behavior, and is therefore often used with acquisition targets. |
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Term
| c. Momentary Time Sampling |
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Definition
| A recording procedure in which a time period is divided into "bins" or smaller intervals, and a "+" is recorded if a behavior occurred at the end of the bin. Otherwise, a "-" is recorded, meaning the behavior did not occur at the end of the bin. The dependent variable is the percentage of intervals in which the behavior occurred for the entire interval. There is no systematic bias of this measure. |
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Term
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Definition
| A recording procedure in which the number of occurrence of a response are recorded. |
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Term
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Definition
| Using some timing device, recording the duration of time (seconds, minutes). |
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Term
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Definition
| Recording antecedent - behavior - consequence streams. Such recording is used to identify potential functional antecedents, as well as reinforcers and punishers that may be affecting the behavior. |
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Term
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Definition
| Observing behavior directly, instead of assessing behavior indirectly through testing (indirect, observation). |
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Term
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Definition
| An on-line description of behavior and accompanying antecedents/consequences as they occur, which can be converted in ABC data. The writing style is usually in prose. |
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Term
| i. Permanent Product Recording |
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Definition
| The recording of the effect of behavior, not the behavior itself. Ex: recording whether or not a bed is made property, rather than observing the person actually making the bed. |
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Term
| j. Continuous vs. sample recording |
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Definition
| Continuous recording is when recording occurs uninterrupted - or, the person's behavior is being observed continuously. In sample recoding, the person's behavior is being observed only occasionally or for short periods of time. |
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Term
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Definition
| Re-training an observer to increase accuracy. Used to decrease or correct observer drift. |
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Term
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Definition
| Observers can be trained through many ways, among them explanations, modeling, viewing video tapes, and providing feedback for recording behavior (tell the observer when he/she has correctly recorded behavior). Observers can be "calibrated" by having them record samples of behavior in which the frequencies of behavior are already known (on a prepared video tape). |
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Term
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Definition
| Data in which extraordinary measures have been taken to eliminate sources of error. Ex: true value can be obtained by taking video tapes of a sample of behavior and have observers repeatedly score the sample. These scores should approximate the true measures of the behavior in the sample. |
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Term
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Definition
| Behavior should be defined in observable and measurable terms. For ex: "frustration" is not observable measurable. However, striking another person with a closed fist is observable, and you could count the number of times that his occurred. It is therefore measurable. |
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Term
| Observation times for high rate |
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Definition
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Term
| Observation times for lower rate: |
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Definition
| Must be longer duration to catch the behavior. |
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Term
| 7. Displaying and Interpreting Behavior Data |
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Definition
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Term
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Definition
| A visual display of data, using two intersection axes, that shows trends and variability over time. A graph is used for a visual display of data, for decision making, and for comparisons of different treatments. |
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Term
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Definition
| A day wherein the behavior did have a chance to occur, but no data were collected, thus, the previous data point and the one following are connected. |
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Term
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Definition
| A day wherein the behavior could not occur (no training trials were conducted), thus, the previous data point and the one following are not connected. |
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Term
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Definition
| A solid vertical line in a graph that indicates when a change in treatment conditions occurred (separating baseline from interventions). A vertical dashed line is used to indicate unplanned environment changes (changes in staff). |
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