Motivating Operation

An environmental variable that alters the reinforcing or punishing effectiveness of some stinulus, object, or event;

and alters the current frequency of all behavior that has been reinforced or punished by that stimulus, object, or event

Estabilishing Operation (EO)

A motiviating operation that establishes the effectiveness of some stimulus, object, or event as a consequence (reinforcer or punisher)

Abolishing Operation (AO)

A motivating operation that decreases the effectiveness of a stimulus, object or event as a consequence

(reinforcer or punisher)

Evocative Effect

An increase in the momentary frequency of behavior

Abative Effect

An decrease in the momentary frequency of behavior

Phylogenic Provenance

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

Ontogenic Provenance

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

MO^SR

MO related to reinforcement

MO^SP

MO related to punishment

EO^SR

EO related to reinforcement

EO^SP

EO related to punishment

AO^SR

AO related to reinforcement

AO^SP

AO related to punishment

EO^SR+

EO related to posititve reinforcement

EO^SR-

EO related to negative reinforcement

EO^SP+

EO related to positive punishment

EO^SP-

EO related to negative punishment

AO^SR+

AO related to positive reinforcement

AO^SR-

AO related to negative reinforcement

AO^SP+

AO related to positive punishment

AO^SP-

AO related to negative Punishment

UEO^SR+

UEO related to positive reinforcement

CEO^Sr+

CEO related to positive reinforcement

Condition Motivating Operation

A motivating operation whose value-altering effect depends on a learning history

Surrogate CEO

Acquire the properties of an EO through

contingent pairing with UEOs in much the same

way that stimuli become S's through pairing

Surrogate CAO

Aquire properties of an AO through

contingent pairing with UAOs

in much the same way that

stimuli become S's through pairing.

Transitive CEO

An event that establishes another stimulus as a 

necessary condition the complete the

response that the first event evokes, and thus establishes that second stimulus as a reinforcer

Transitive CAO

Decrease in the effectiveness of a stimulus

as a reinforcer and abate behavior which is maintained

by the reinforcer whose value

has been lowered (decreased)

Reflexive CEO

Establishes its own termination as an 

effective form of negative reinforcement

or punishment

Reflexive CAO

Abolishes its own termination as an effective

form of negative reinforcement or punishment

Threat CEO-R

An EO for negative reinforcement;

evokes avoidance behavior and

evokes behavior that has resulted in

its own termination in the past

Threat CAO-R

An AO for negative reinforcement; abates

avoidance behavior and abated behavior that 

has resulted in its own termination 

in the past

Promise CEO-R

An EO for negative punishment;

abates behavior that has resulted

in its own termination in the past

Promise CAO-R

An AO for negative punishment;

evokes behavior that has resulted

in its own termination in the past

Escape

Behavior that terminated an aversive stimulus

Avoidence 

Terminates a "warning" stimulus;

prevents r delays the onset

of the aversive stimulus

Signaled Avoidence

A response terminates a warning stimulus

Warning Stimulus

A conditioned aversive stimulus whose

presence is correleated with the

upcoming onset of an unconditioned 

aversive stimulus

Unsignaled Avoidance

No clear warning stimulus,

but a response can still delay

or prevent the occurrence

of the aversive event.

Negative Reinforcement

The onset of painful stimulation establishes

the reduction or offset of this stimulation

as an effective form of reinforcement and evokes behavior that acheived such reduction or offset

ABA Practice

The application of the principles of

operant and respondent learning derived

from the expirimental analysis of behavior

and the application of methods and procedures

validated by ABA reserchers to assess

and improve socially important human behaviors

Outcomes

Life changes that represent a person's

apirations, dreams, and broad prefereences

Leads to Outcomes

Behavior and behavior change

Adaptive Behavior

Those skills or abilities that enable the

individual to meet standards of

personal independence and responsibility

that would be expected of

his or her age and social group

Target Behavior

Any defined, observable, and

measurable behavior which is

the focus of assessment,

analysis, and intervention

Types of Problems with Behavior

skill deficits

problems with strength of behavior

problems with performance

problems with stimulus control

problems with generality

behavior excess

Reasons for selecting Target Behavior

helps individual achieve outcomes

deficit makes individual too dependent on others

behavior is harmful, dangerous, or illegal

behavior is controlled by meds or restraints

behavior excludes individual from social situations

behavior interferes with independent functioning

Social Validity

The treatment goals and the achieved outcomees

are acceptable, socially relevent, and

usful to the individual recieving services

and to those who care about the individual

Characteristics of a good

Response Definition

Objective

Clear

Complete

Preliminary Assessment

The practioner gathers basic information about the case, determines if behavioral services are appropriate,

and if he/she is the appropriate provider of those services

Steps of Preliminary Assessment

1.Determine who has authority to give consent for services

2.Determine whether or not you have permission,the skills, time and resources to begin assessment

3.Complete intake paperwork (may be done by cleric)

4.Review records and available data

5.Meet client and begin observations

6.Document

Data

The quantitative results of deliberate, planned,

and usually controlled observation

Datum

Singular form of the term 'data'

Continusous Response Measures

Directly Measure a dimensional quanitity of behavior

(Direct)

Discontinuous Response Measures

Do not measure behavior directly

(indirect)

Dimensional Quatities of Continuous Response Measures

(Types of Direct Measurement)

Event

Latency

Duration

IRT

Steps of

Event Recording

Record Time Observation Began

Count the Responses

Record Time Observation Ended

Divide: Count/Unit of time

Report as Rate per Unit of Time

Steps of

Event Recording of Restricted Operants

Record Time Observation Began

Record Each Antecendt 

Record Each Response

Record Time Observation Ended 

Report as (Responses/Antecedents)/Unit of Time

Duration Per Session

Total amount of time an individual engages in an activity

Duration Per Occurence

Amount of time a target behavior occupies

Latency Recording

Specify when to start recording

(at the onset or the offset of the stimulus)

Specify when to stop recording

(at the begining or end of the response cycle)

Inter-Response Time Recording

(IRT Recording)

START timing at the END of the response cycle

STOP timing at the BEGINING of the next reponse cycle

Estimating IRT's

When given the rate, provided that the variability

is not too great, or that there are no outliers

Dimensionless Quatities of Discontinuous Response Measures

(Types of Indirect Measurement)

Precent Occurance 

Trials to Criterion

Discrete Categorization

Partial Interval Recording

Whole Interval Redcording

Momentary Time Sampling

PLACHECK

Percent Occurance

Similar to event recording of a restricted or discriminated operant which has been converted into a percent

Trials to Criterion

The number of consecutive opportunities

to respond required to achieve a

performance standard.

Record each opportunity to respond until

the performance standard is met.

Trials to Criterion Steps

1.Determine what one trial will be

2.Decide how to report

(number of trials or number of block trials)

3. Record count as the measure

4. Present Data

Discrete Categorization

A method for classifying responses into discrete categories

Partial Interval Recording

A discontinuous response measure

in which a recording session is

broken into short intervals of time;

occurance is recorded if a response happens

during any part of the interval

Whole Interval Recording

A discontinuous response measure

in which a recording session is

broken into short intervals of time;

occurance is recorded if the behavior

occurs for the whole interval

Momentary Time Sampling 

A discontinuous response measure in which

a response is recorded as occuring only if it

occurs at the point in time which an interval ends

PLACHECK

A group of individuals is observed at the end of an interval 

Count how many individuals are engaging in the target behavior(s)

Compare with the total number of individuals

Recorded as percent of individuals engaging in behavior(s)

Factors to Consider when selecting a Response Measure

The dimensional quantity if interest.

The estimated rate of the behavior.

Whether to measure responses or episodes.

Permanent Products

Measuring the results of behavior through tanigible items or environmental effects that result from behavior

Example:Written Academic Work

Reliability

The consistency of measurement

 Interobserver Agreement

(IOA)

The coefficient of agreement between two or more independent observers.

Ususally calculated as a percentage by dividing the number of agreeements plus disagreements, then multiplying by 100

Uses for IOA

-Competence of new observers

-Detecting observer drift

-Validate collection methods

-Increase confidence that interventions

are responsible for behavior change

IV Integrity

The degree to which an intervention is

implememnted as described/designated

The Two main methods of IOA

Total Count

Percent Agreement

Mean Count Per Interval

                    Total   Agreement       X 100

                    Number of Intervals     

Exact Count Per Interval

 # of intervals with 100% agreement    x 100

                       Number of intervals

IOA should be at or above ____%

80%

IOA should be collected and scored

for a minimum of ____%_ of observations

33%

Visual Data Analysis

A systematic form of data examination,

characterized by visual inspection of

graphical displays of those data

Types of Data Display

1.Embeded in Text

2. Data may be presented in summary form, usually as a structured data table (a numerical presentation of data)

3. Data may be presented in Graphical Form (a visual representation of data)

Graph

A relatively simple visual format for displaying data

Types of Graphical Displays used in ABA

Equal Interval Line Graph

Cumulative Records

Bar Graph

Semi Logarithmic Graphs

Equal Interval Line Graph

Based on a Cartesian plane,

a two-dimensional area formed by the

intersection of two perpendicular lines

(one verticle, one horizontal)

Simple Line Graph

Any point within the plane of the chart

represents a specific relationship

betweeen the two variables (dimensions)

measured along each of the axis lines

Common Uses of Line graphs

Most commonly used format for charting ABA data

Used to evaluate treatment effectiveness

Used in functional analyses

Parts of an Equal Interval Line Graph

The horzontal X-axis

The verticle Y-axis

Data Points

The Data Path

Condition and Phase Change Lines

Condition and Phase Change Labels

Figure Legend

Horizontal Axis

X-Axis

The Abscissa

Represents the Passage of Time

Vertical Axis

Y-Axis

The Ordinate

Represents the range of values

of the dependent variable

X-Axis Units

Can be marked according to the needs of the behavior analyst, to promote the most useful analysis.

Can be marked as any specified recorded observation periods over a period of Time

Y-Axis Units 

Equal movements up the Y-Axis represent

equal increases in the behavior

The behavior should be expressed in whole time units

Y-Axis Range

Runs from 0 up to some number which is chosen by the creator of the graph

Data Points

An individually measured value of the

target behavior (the DV) at a given point in time

Data Path

A Series of straight lines connecting successive data points within phase or condition

It represents the relationship between the IV and the DV

Phase Changes

Major changes occur in the independent variable

A MAJOR (usually permanent) change in the environment

Phase Change Lines

A (solid) Line documenting phase changes placed at a point along the X-axis indicating the point in time when the phase change occured

For a clear visual seperation between the data charted before the phase change, and

the data collected after the phase change

Condition Change Lines

A (dotted) Line documenting condition changes placed at a point along the X-axis indicating the point in time when the condition change occured

For a clear visual seperation between the data charted before the condition change, and 

the data collected after the condition change

Condition Changes

Minor Changes occur in the independent variable

A MINOR (usually temporary)

change in the environment