Term
| A-11 What is a cumulative record graph? |
|
Definition
record of all the behaviors that occurred over time
- overall number of responses within a time period |
|
|
Term
| A-11 What are pros of a cumulative graphs compared to a noncumulative graph |
|
Definition
- if the total # of responses emitted over time is important
- can see total progress and relative rate by visual inspection
- when progress toward a specific goal can be measured in cumulative units of bx |
|
|
Term
| A-11 What is local response rate? |
|
Definition
| the rate of response during periods smaller that for which an overall rate has been given |
|
|
Term
| A-11 How do you calculate overall response rate? |
|
Definition
| dividing the total # of responses recorded during the period by the # of observation periods indicated on the horizontal axis |
|
|
Term
| A-11 What is an overall response rate? |
|
Definition
| the average rate of response over a given time period (session, phase, condition) |
|
|
Term
| A-11 Give an example using a cumulative record for EAB and ABA. |
|
Definition
EAB- pigeon pecking, rat lever pressing
ABA- correct word spelling, mile trained, progress of reading a book, new words learned, words read |
|
|
Term
| A-11 Draw a cumulative record |
|
Definition
|
|
Term
| A-11 What measure of behavior is used to collect cumulative record data? |
|
Definition
|
|
Term
| A-11 What are some cons of cumulative record? |
|
Definition
- comparisons at high rates
- the # of responses recorded for any given session can be hard to see
- gradual changes in slope can be hard to detect on the graph |
|
|
Term
| A-11 What is the y-axis of the cumulative record? |
|
Definition
| -total # of responses recorded since the beginning of data collection |
|
|
Term
| A-11 Who invented the cumulative record? |
|
Definition
|
|
Term
| A-11 What type of line does a cumulative record graph have? |
|
Definition
| increasing or flat line (no responding), never decreasing |
|
|
Term
| A-11 What does a steep slope on a cumulative record mean? |
|
Definition
steeper the slope of the data path, the greater the response rate.
sharp slope, learning faster |
|
|
Term
| A-11 How do you calculate the cumulative record? |
|
Definition
| adding the number of responses recorded during each observation period to the total number of responses recorded during all previous observation periods |
|
|
Term
| A-11 What does a flat line on a cumulative record mean? |
|
Definition
|
|
Term
| A-11 How would a cumulative record show decrease in responding? |
|
Definition
| Flat line- longer gaps in responding |
|
|
Term
| A-11 What is the slope in a cumulative record ? |
|
Definition
|
|
Term
| A-14 What is a choice measure? |
|
Definition
-a formal evaluation of what items or activities act as reinforcers;
-ways to arrange schedules of reinforcement to determine preference for potential reinforcers |
|
|
Term
| A-14 Give example of choice measures. |
|
Definition
-asking about preferences
-free operant observations
- trial based preference assessment (single stim, MSWO)
-reinforcer assessment (multiple schedule of reinforcement, progressive ratio schedule) |
|
|
Term
| A-14 How do you design and implement choice measures? |
|
Definition
| Can use concurrent schedules which are two or more schedules of reinforcement operating simultaneously and higher rates of behavior will be seen on schedule associated with more potent reinforcer |
|
|
Term
| A-14 Why is it important to use choice? |
|
Definition
| promotes autonomy and dignity, ethical, giving the clients a choice for intervention can lead to intervention being more effective and lead to a decrease in pbx |
|
|
Term
|
Definition
| What you allocate most of your responding to |
|
|
Term
| B-06 What is the changing criterion design? |
|
Definition
| an experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment |
|
|
Term
| B-06 Who are the authors of the changing criterion design? |
|
Definition
|
|
Term
| B-606 What are the advantages of the changing criterion design? |
|
Definition
| does not require withdrawal or reversal, matches pre-existing practices |
|
|
Term
| B-06 What is the goal of the CCD? |
|
Definition
| to gradually increase or decrease some dimension of the target bx until some ultimate behavior goal is eventually reached |
|
|
Term
| B-06 When would you not use CCD? |
|
Definition
-skill acquisition programs,
-bx that aren’t in repertoire comparing intervention |
|
|
Term
| B-06 When would you use the changing criterion design? |
|
Definition
-shaping
-decreasing the number of cigarettes smoked
- increasing the % of correct responding in a DTT class |
|
|
Term
| B-06 What are pragmatic considerations of the CCD? |
|
Definition
| bx must be individual repertoire, demonstrating a strong verification requires some return to lower levels, functional relation may not be demonstrated |
|
|
Term
| B-06 What are ethical considerations of the CCD? |
|
Definition
reinforcement contingencies may constrain improvement
-returning to previous criterion level may be unethical |
|
|
Term
|
Definition
|
|
Term
| B-06 Explain baseline logic for the CCD |
|
Definition
| - prediction (in the absence of intervention, levels will not change from bsl), verification (no change in behavior observed until criterion changes- return to previous criterion results in change in bx in previous presentation of that criterion) Replication (each criterion change, bx change in the same direction- return to previous criterion results in levels of previous presentation of that criterion) |
|
|
Term
| B-06 What type of behavior would you use for CCD? |
|
Definition
- increase hand raising in group setting
-decrease bathroom mands,
- # of math problems completed
-decrease cigarette smoking |
|
|
Term
| B-08 Draw the multiple probe design |
|
Definition
|
|
Term
| B-08 Who invented the multiple probe design? |
|
Definition
|
|
Term
| B-08 What are the advantages of the probe design? |
|
Definition
-can use with skills that cannot be unlearned
-avoids a lot of baseline collection
- saves time and resources |
|
|
Term
| B-08 What are the disadvantages of the probe design? |
|
Definition
even though probing in lower tiers, it can be unethical;
withholding effective treatment in the lower tiers,
may not accurately represent the data since not all instances of behavior are recorded |
|
|
Term
| B-08 Compare and Contrast Multiple Baseline and probe design |
|
Definition
Comparison with MBD- staggered implementation of IV in lower tiers
Contrast- multiple probe design has intermittent probes instead of continuously |
|
|
Term
| B-08 How is the baseline phase in multiple probe design differ from a MB design? |
|
Definition
| only intermittently collect data during the baseline phase |
|
|
Term
| B-06 How do you demonstrate experimental control in a CCD? |
|
Definition
| by the extent the level of responding changes to conform to each new criterion |
|
|
Term
| B-08 Give a behavior that you might use for the probe design? |
|
Definition
| # of correct responses by the target student |
|
|
Term
| B-08 What is the multiple probe design? |
|
Definition
| variation of the MBD that collects baseline data as intermittent probes instead of continuously |
|
|
Term
| B-08 Explain baseline logic in the probe design |
|
Definition
| predict (levels of responding in each tier will not change until IV implemented), verify (when baseline levels of responding remain the same if untreated tiers upon implementation of the effect IV), replication (when level of responding changes in each successive tier only upon implementation of the IV) |
|
|
Term
| B-08 What might a multiple baseline design be across? |
|
Definition
| setting, participants, behavior |
|
|
Term
| B-08 Give an example of the MBD across setting. |
|
Definition
| Using FCT at home, school, group |
|
|
Term
| B-08 What is a benefit of MBD oppose to reversal design? |
|
Definition
| No withdrawal of effective treatment |
|
|
Term
| B-08 What is a a benefit of probe over MBD |
|
Definition
No extra sessions needed
Do not expose person to a dangerous bx multiple times |
|
|
Term
| B-09 Give an example of using a combination of design elements |
|
Definition
| using a MBD across participants and ABAB design within each tier |
|
|
Term
| B-09 What are advantages of using combinations of design elements. |
|
Definition
| may enhance experimental control - multiple ways of showing experimental control |
|
|
Term
| B-09 What is a disadvantage of using combination designs? |
|
Definition
| Carry over effects from both designs |
|
|
Term
| B-10 What is a component analysis? |
|
Definition
-looks at the effect of each part of the treatment package
- analyzes the individual treatments in a package |
|
|
Term
| B-10 Give an example of a component analysis |
|
Definition
Treatment Package with DRA, extinction and token economy. Assess DRA + extinction and DRA only.
OR NCR, DRA + extinction; NCR + DRA, DRA only |
|
|
Term
| B-10 What are variations of a component analysis ? |
|
Definition
| Drop in and Add in Component Analysis |
|
|
Term
| B-10 What is the drop out component analysis? |
|
Definition
| presents the treatment package and then systematically removes components. |
|
|
Term
| B-10 What is the Add in Component Analysis? |
|
Definition
| assess components individually or in combination before the complete treatment package is presented |
|
|
Term
| B-10 How do you interpret the outcomes from a component analysis? |
|
Definition
| whichever combination of components showed highest effectiveness is the one that should be used |
|
|
Term
| B-10 How do you go about running a component analysis? |
|
Definition
| compare responding levels across successive phases in which the intervention is implemented with one or more components left out |
|
|
Term
| B-10 Draw a component analysis |
|
Definition
|
|
Term
| B-11 What is a parametric analysis? |
|
Definition
see what amount of an intervention (IV) is necessary to evoke bx change
vary the independent variable |
|
|
Term
| B-11 What are uses of a parametric analysis? |
|
Definition
| quantity or quality of reinforcer, duration of access to reinforcer, how many trials |
|
|
Term
| B-11 Draw a parametric analysis |
|
Definition
|
|
Term
| B-11 Give a example of a parametric analysis. |
|
Definition
| doses of medication, timeout duration, 1 min vs 5 min on iPad, 1 vs 5 chocolate chips, RIRD 1 demand vs RIRD 5 demands |
|
|
Term
| B-11 How do you interpret the outcome of a parametric analysis? |
|
Definition
| whichever quantity was most effective is the quantity that should be used |
|
|
Term
| B-11 What is a nonparametric analysis? |
|
Definition
| IV is either present or absent during the study |
|
|
Term
| B-11 Give an example of a nonparametric analysis. |
|
Definition
DRA with iPad
DRA without iPad |
|
|
Term
| B-10/11 Compare and Contrast a Component and a Parametric Analysis |
|
Definition
|
|
Term
| B-10 What type of design would you use for a Component Analysis? |
|
Definition
| Reversal or Alternating Treatment Design |
|
|
Term
| C-02 What are the possible unwanted effects of punishment? |
|
Definition
| emotional/aggressive reactions, escape and avoidance, behavioral contrast, punishment may involve modeling of undesirable bx, punishers bx could be negatively reinforced, person administering punishment could be a conditioned aversive |
|
|
Term
| C-02 Plan for the unwanted effects of punishment |
|
Definition
| For emotional reactions/escape- provide a desriable alternative response to avoid punishment and provide reinforcement. For behavioral contrast- punish all instances across all settings. Making the person delivering punishment more reinforcing. |
|
|
Term
| C-02 What is one unwanted effect of punishment and plan for it |
|
Definition
| Behavior contrast- punish all bx in all settings |
|
|
Term
| D-09 What is point to point correspondence? |
|
Definition
| when the beginning, middle, and end of the verbal stimulus match the beginning, middle and end of the response |
|
|
Term
| D-09 What is formal similarity? |
|
Definition
| when the controlling stimulus and the response share the same sense mode (both visual, auditory, or tactical) and physically look the same |
|
|
Term
| D-09 What is verbal behavior and give an example. |
|
Definition
| Behavior that is reinforced through the mediation of another person EX: waving hi to a friend |
|
|
Term
| D-09 What is a verbal operant? |
|
Definition
| a unit of analysis of verbal bx |
|
|
Term
| D-09 What assessment can be used to assess verbal behavior? |
|
Definition
|
|
Term
| D-09 What is the goal of language assessment? |
|
Definition
| identify the nature of the delay or problem, compare to the norm, to provide guidance for intervention |
|
|
Term
| D-09 What are the 6 types of elementary verbal operants? |
|
Definition
EMITTT
Echoic
Mand
Intraverbal
Tact
Textual
Transcription |
|
|
Term
| D-09 What is a verbal operant without formal similarity? |
|
Definition
|
|
Term
| D-09 What is a verbal operant with formal similarity? |
|
Definition
|
|
Term
| D-09 What is a verbal operant that has point to point correspondence? |
|
Definition
|
|
Term
| D-09 What is a verbal operant without point to point correspondence? |
|
Definition
|
|
Term
| D-10/FK 43 What is an echoic? |
|
Definition
| an elementary verbal operant that is evoked by an verbal SD that has point to point correspondence and formal similarities with the response. Followed by GCR . Bring under control of the VERBAL SD. |
|
|
Term
| D-10/FK 43 Give an example of an echoic. |
|
Definition
| A friend says dog and you say dog |
|
|
Term
| D-10/FK 43 What is echoic training? |
|
Definition
| Bring under control of the VERBAL SD. |
|
|
Term
| D-10/FK 43 How do you teach echoics? |
|
Definition
| through shaping, oral motor imitation. Point is to transfer the response to other advanced verbal operant |
|
|
Term
| D-10/FK 43 What is the goal in echoic training? |
|
Definition
| Transfer the response form to other more advanced verbal operants |
|
|
Term
| D-11/FK44 What is a mand? |
|
Definition
| a verbal operant evoked by a motivating operation and followed by specific R+ |
|
|
Term
| D-11/FK44 How might you conduct mand training? |
|
Definition
saying "what do you want" then say item and hold up reinforcer if the kid was trying to grab it
- use echoic prompt to label the item
-stablish MO, wait for child to show interest, use echoic prompt, reinforce closer approx., fade out prompt, complex mand training |
|
|
Term
| D-11/FK44 How do you prompt mands during training? |
|
Definition
|
|
Term
| D-11/FK44 What is mand training? |
|
Definition
| involves brining verbal responses under the functional control of MOs |
|
|
Term
| D-11/FK44 Give an example of a mand |
|
Definition
| saying “drink please” when thirsty and want a drink |
|
|
Term
| D-12/FK45 What is a tact? |
|
Definition
| a elementary verbal operant evoked by a nonverbal SD and followed by generalized conditioned reinforcement |
|
|
Term
| D-12/FK45 What is tact training? |
|
Definition
| bringing the verbal responses under the functional control of nonverbal SDs |
|
|
Term
| D-12/FK45 How do you teach a tact? |
|
Definition
| saying “what is that?” or by interspersing mand training with tact training |
|
|
Term
| D-12/FK45 What are tact prerequisites? |
|
Definition
| echoics, some labeling vocab, some mands |
|
|
Term
| D-12/FK45 What is the goal of tact training? |
|
Definition
| tact without anything in place but the nonverbal SD |
|
|
Term
| D-12/FK45 Give an example of a tact |
|
Definition
| saying "cat" when seeing a cat |
|
|
Term
| D-13/FK46 What is an intraverbal? |
|
Definition
| verbal operant that is evoked by a verbal SD with no point to point correspondence and is followed by GCR |
|
|
Term
| D-13/FK46 What are intraverbal prereqs? |
|
Definition
|
|
Term
| D-13/FK46 How do you teach intraverbals? |
|
Definition
by fading, chaining, learners interests, teach in natural environment
Begin with fill in blanks, WH questions, producing ID |
|
|
Term
| D-13/FK46 What is intraverbal training? |
|
Definition
| bringing verbal responses under the control of verbal SD with no point to point correspondence as the response |
|
|
Term
| D-13/FK46 Give an example of an intraverbal |
|
Definition
| Answering questions - What are the 7 dimensionsof ABA, conversations, animal sounds |
|
|
Term
| D-14 What is listerner training/receptive language? |
|
Definition
| A verbal operant SD that evokes a corresponding nonverbal response due to a history of generalized reinforcement |
|
|
Term
| D-14 Give an example of listener training |
|
Definition
saying “point to fruit” and the listener points to the fruit
Someone says shut the door and the listerner shuts the door |
|
|
Term
| How do you know youre using a mand not a tact |
|
Definition
| Mands have a MO and tacts do not |
|
|
Term
| What makes a mand a mand? |
|
Definition
| EO and the specific reinforcer |
|
|
Term
|
Definition
| said before with the same point to point correspondence and formal similarity |
|
|
Term
| How could you use echoics for language development? |
|
Definition
| Transfer to other verbal operants |
|
|
Term
| Compare and contrast listener responding and intraverbal. |
|
Definition
Both have a verbal SD and followed by GCR
Listener- verbal SD evokes nonverbal response
Intraverbal- verbal SD evokes a verbal response without point to point |
|
|
Term
| Compare and contrast intraverbals and echoics. |
|
Definition
Both have a verbal SD and GCR
Intraverbal has no point to point
Echoics have point to point and formal similarity |
|
|
Term
| Compare and contrast mand and tacts |
|
Definition
Both are verbal operants that are evoked an item possibly.
Mand- evoked by a MO and have a specific reinforcer
Tacts- evoked by a nonverbal SD and has GCR |
|
|
Term
| Compare and contrast echoics and tacts |
|
Definition
Both are followed by GCR
Echoics have point to point correspondence and formal similarity, and a verbal SD
Tacts evoked by NONVERBAL SD and has no formal similarity |
|
|
Term
|
Definition
| a stimulus change that immediately follows a response and decreases future occurrences of that type of bx |
|
|
Term
| D-15 What is a generalized conditioned punisher and give an example. |
|
Definition
a stimulus change that has been paired with numerous forms of unconditioned and conditioned punishers
EX: Reprimands |
|
|
Term
| D-15 What is an unconditioned punisher and give an example. |
|
Definition
| stimulus whose presentation function as punishement without having been paired with any other punishers EX; trauma, shock, odor |
|
|
Term
| D-15 WHat is a conditioned punsiher and give an example. |
|
Definition
stimulus that acquires punishing properties through pairitng with unconditioned or conditioned punishers
EX; tone paired with shock, time out room |
|
|
Term
| D-15 What is a punisher assessment and what does it measure. |
|
Definition
Similar to a reinforcer assessment
measures negative verbalization, avoidance, escape attempts or identify punishers
Used to identify punsiehrs |
|
|
Term
| D-15 How do you select a punisher? |
|
Definition
intrusiveness of punisher
ease of the delivery, consistency and safely |
|
|
Term
| D-15 List punisher assessments |
|
Definition
1. Stimulus Avoidance Assessment
2. Brief Punisher assessment
3. Activity Assessment
4. Choice Assessment |
|
|
Term
| D-15 What is a stimulus avoidance assessment? |
|
Definition
| stimuli delivered noncontingentlyl, measure the escape and avoidance responses and negative vocalization agter delivery of an aversive stimulus |
|
|
Term
| D-15 What is a brief punisher assessment? |
|
Definition
| contingent brief session; behavioral suppression is measured |
|
|
Term
| D-15 What is an activity assessment? |
|
Definition
| measures engagement in activities that are freely avaliable. Required engagement in low-probability activites is a potential punisher |
|
|
Term
| D-15 What is a choice assessment for punishment? |
|
Definition
| measures the preference of staff or client when there are multiple effective punishers |
|
|
Term
| D-15 What are advantages of a punisher assessment? |
|
Definition
| reduces time identify an effective punishment, may indicate the magnitude or intensity of punisher for bx |
|
|
Term
|
Definition
| when a response is followed immedaitely by a stimulus that decreases the future frequency of that type of behavior |
|
|
Term
| D-16 What are ethical considerations of punishment? |
|
Definition
| very restrictive, can lead to aggressive bx, does not teach a bx |
|
|
Term
| D-16 When should punishment be used? |
|
Definition
| If a bx is dangerous and needs to be eliminated immediately |
|
|
Term
| D-16 What is positive punishment? |
|
Definition
| when the presentation of a stimmulus immedaitely following a bx results in a decrease in the future frequency of the bx |
|
|
Term
| D-16 List positive punishment procedures |
|
Definition
| ROSER- Reprimands, Overcorrection, Shock, Exercise, Response Blocking, RIRD |
|
|
Term
| D-16 What is Response interruption and redirection (RIRD)? |
|
Definition
| variation of response blocking, interrupting stereotypic bx at its onset and redirecting the individual to complete high probability bx instead |
|
|
Term
| D-16 What is Response Blocking? |
|
Definition
| physically intervening as soon as the person begings to emit the problem bx to prevent the completion of the response |
|
|
Term
| D-16 What is overcorrection? |
|
Definition
| contingentn on each occurrence of the pbx, the learner is required to engaged in effortful bx that is directly or logically related to the pbx |
|
|
Term
| D-16 What is restituional overcorrection? |
|
Definition
| contingent on the pbx, the learner is required to repair the damage by returning the environment to its orginial state and then additional bx that brings the environment to a condition better than it was prior to the pbx |
|
|
Term
| D-16 What is positive practice overcorrection? |
|
Definition
| contingent on an occurrence of the pbx, the learner is required to repeatedly perform a correct form of the bx for a specified duration of time or responses EX: correct grammar |
|
|
Term
|
Definition
| shock after an individuals bx |
|
|
Term
| D-16 What is contingent exercise? |
|
Definition
| the client is required to perform a response that is not topographically related to the pbx |
|
|
Term
|
Definition
verbal reprimands following occurrence of bx
EX: NO STOP! |
|
|
Term
| D-16 Give an everyday example of positive punishment. |
|
Definition
Grandma scolds for reaching into the cookie jar before dinner
-being late for work and receiving feedback (reprimand) |
|
|
Term
| D-16 What is negative punishment? |
|
Definition
| when the removal of an already present stimulus immediately following a bx results in a decrease in the future frequency of the bx |
|
|
Term
| D-16 List negative punishment procedures |
|
Definition
| Nonexclusionary Time out (planned ignoring, contingent observation, terminate specific reinforcers, partition/select space timeout), exclustionary time out and response cost |
|
|
Term
| D-16 What is planned ignoring and give an example. |
|
Definition
| contingent on pbx, social reinforcers is removed EX: look away |
|
|
Term
| D-16 What is non-exclusionary time out? |
|
Definition
| contingent on the pbx, the participant remains physically within the time in setting but elements of that setting are changed. LESS restrictive than time out |
|
|
Term
| D-16 What is terminate specific reinforcer contact and give an example. |
|
Definition
| each occruence of pbx immediately stops activity EX: music or TV turned down when too loud |
|
|
Term
| D-16 What is contingent observation and give an example. |
|
Definition
| the person is repositioned in the room so they can observe everything but do not partipate. access to reinforcers lost. EX: sit and watch |
|
|
Term
| D-16 What is partition or select space time out? |
|
Definition
| the individual remains in the time in setting, but his view within the setting is restricted by a panel or cubicle or a select space is arranged to serve as the time out area |
|
|
Term
| D-16 WHat is response cost? |
|
Definition
contignet loss of a specific number of positive reinforcers that has the effect of decreasing the future occurrence of similiar responses
- loss of a generalized conditioned reinforcer |
|
|
Term
| D-16 What is a bonus response cost and give an example. |
|
Definition
when you make additional non contingent reinforcer avaliable to the individual and then take those away.
EX: 15 minute of reccess but you give them bonus 15 minutes so you can take away those extra minutes |
|
|
Term
| D-16 What is exclusionary time out? |
|
Definition
| physical separation of the participant from the time in environment |
|
|
Term
| D-16 What are the advantages and disadvantages of time out? |
|
Definition
Adv of Time Out- no reinforcement, student can discriminate the room for it can make the time in setting more reinforcing, lower risk of injury to others
DisAdv- escorting the student can be an emotional outburst, time out can be over used and negatively reinforcing for teachers, not good in the public eye, student can start engaging in self-stim bx |
|
|
Term
| D-16 Compare and Contrast Positive punishment and negative reinforcement |
|
Definition
Both have aversive control
PP- decrease bx, aversive event added
NR- increase bx, aversive event is removed |
|
|
Term
| D-17 What are some parameters of punishment? |
|
Definition
Immediacy,
intensity
Magnitude
quality
variedness
schedule and consistently, reduce of reinforcement, reinforcement for alternative bx |
|
|
Term
| D-17 What is the ideal schedule for punsihment? |
|
Definition
|
|
Term
| D-19 When should you use a combination of reinforcement with punishment or extinction? |
|
Definition
-need to teach a desirable alternative bx
-to avoid escape/avoidance and creating condiitoned aversive
-matching law to provide reinforcement fo r desired bx |
|
|
Term
| D-16 Why would you combine reinforcement with extinction or punishment? |
|
Definition
| extinction and punishment alone have side effects so adding reinforcement can mitigate those side effects |
|
|
Term
| D-19 What are the risks of combining reinforcement with punishment or extinction? |
|
Definition
| might reinforce problem behavior |
|
|
Term
| D-19 What reinforcement procedure is effective with extinction? |
|
Definition
|
|
Term
| D-19 What are the benefits of combining reinforcement with extinctionor punishment? |
|
Definition
- can teach desirable bx
-avoid other topographies of undesired bx |
|
|
Term
| D-16 Give an everyday example of negative punishment |
|
Definition
| speeding ticket, loss of money |
|
|
Term
| D-16 Compare and contrast negative punishmend and extinction |
|
Definition
Both decrease bx in different ways
NP- has the removal of a positive reinforcer contingent on bx to decrease bx
Extinction- withholding reinforcement to gradually decrease bx |
|
|
Term
| E-06 What is stimulus equivalence? |
|
Definition
| The emergence of untrained stimulus-stimulus relations following the training of stimulus-stimulus relations without reinforcement or being taught the untrained |
|
|
Term
| E-06 What parts must a stimulus equivalence have? |
|
Definition
Reflexivity
Symmetry
Transitivity |
|
|
Term
| E-06 What is reflexivity> |
|
Definition
generalized identify matching without direct training A=A
EX: tom brady=tom brady |
|
|
Term
|
Definition
individual can reverse a conditional discrimination without direct training; A=B then B=A
EX: Tom brady= NFL player ; NFL player = Tom brady |
|
|
Term
| E-06 What is transitivity? |
|
Definition
emergence of novel forms of stimulus control in the absence of direct training A=B and B=C then A=C
EX: Tom brady= NFL player, NFL = rich, rich then is tom brady |
|
|
Term
| E-06 Give some example of stimulus equivalence. |
|
Definition
(A), written word baby (B), spoken word baby (C)
A(English word cat), B(gato in Spanish) C(picture of a cat) |
|
|
Term
| E-06 Draw the stimulus equivalence paradigm. |
|
Definition
|
|
Term
| E-06 What is a derived relation? |
|
Definition
A relation between two or more stimuli that is not directly trained and not based on physical properties of the stimuli. If A, B, and C all correspond to the same thing, and only A-B and B-C are directly trained, the relation drawn between A and C is derived.
UNTRAINED STIMULUS RELATIONS |
|
|
Term
| E-06 Why do we care about stimulus equivalence? |
|
Definition
increase independence by making those relations by themselves
develop a response reperotire for more learning
making connections |
|
|
Term
| E-07/ FK38 How do you plan for behavioral contrast regarding punishment? |
|
Definition
consistently punishing all occurrences of the target bx in all relevant setting and stimulus conditions
- alternative desired responses
- train parents at home |
|
|
Term
| E-07/ FK38 What is behavior contrast? |
|
Definition
| a change in one component of a multiple schedule that increase or derease responding rate on that component has a change in the opposite direction of the unaltered component of the schedule |
|
|
Term
| E-07/ FK38 Give an example of behavior contrast. |
|
Definition
punishment for loud vocals at school so decrease at school but increase at home; drinking in the absence of my mom but when moms not around increase
-reinforcement for doing homework at school but not home so dont do it at home |
|
|
Term
| E-07/ FK38 Why might behavior contrast occur in the non-treatment setting in an increasing rate? |
|
Definition
- replaced by an alternative bx in treatment setting by a differnetial reinforcement procedure
-suppressed the treatment setting by a punishment or extinction procedure |
|
|
Term
| E-07/ FK38 What is negative behavior contrast? |
|
Definition
| increase in one schedule (treatment) causes decrease in the other (home) |
|
|
Term
| E-07/ FK38 What is positive behavior contrast? |
|
Definition
| decrease in treatment, increase in unaltered schedule |
|
|
Term
| E-07/ FK38 Give an example of behavior contrast in your own life |
|
Definition
- eating a lot at my moms house vs my house due to a diet
- swear a lot around friends but not parents or coworkers |
|
|
Term
| E-07/ FK38 Explain behavior contrast to a parent |
|
Definition
| increase in one setting that is treatment setting and decrease in other setting or vice versa |
|
|
Term
| E-08/FK 40 What is the matching law and give an example. |
|
Definition
the rate of responding Is proportional to the rate of the reinforcement received from each choice alternative
EX:mom give cookies 3x an hour. Dad gives cookies 1x an hour. If both parents are available, we would expect mom to be asked 3x more than dad
-rat pressing a lever that provides more reinforcement
-slot machine, FR 5, FR 20 more responses go to the one at A FR5 |
|
|
Term
| E-08/FK 40 What does the matching law address? |
|
Definition
| response allocation to choices available with concurrent schedules of reinforcement |
|
|
Term
| E-08/FK 40 How do the matching law influence choice? |
|
Definition
| The organism “chooses” the schedule that yields higher rates of reinforcement, more behavior on the schedule with higher rates of reinforcement |
|
|
Term
| E-08/FK 40 How does the matching law improve treatment outcomes and give an example. |
|
Definition
| Manipulating the amount of reinforcement available for various behaviors such that the desired response receives the most reinforcement which should lead to a higher rate of behavior on those schedule EX; prompted response gets one token, independent responses get two tokens so rate of bx higher in 2 token so more independent responses |
|
|
Term
| E-08/FK 40 How does the matching law effect ratio or interval schedules ? |
|
Definition
| you will see responding but more allocated to the denser reinforcement schedule on the denser reinforcement schedule |
|
|
Term
| E-08/FK 40 Give an everday example of the matching law. |
|
Definition
| slot machine, FR 5, FR 20 more responses go to the one at A FR5 |
|
|
Term
| E-08/FK 40 with respect to matching law, the value of the reinforcer could refer to |
|
Definition
|
|
Term
| E-08/FK 40 What are the factors that influence choice? |
|
Definition
- other competing schedules of reinforcement other than programmed ones
-MOs for the reinforcers associated with the scheudle
-Delay to R+ |
|
|
Term
| E-08/FK 40 GIve a parent an example of the matching law. |
|
Definition
| -FCR, recevie reinforcement for response at school but not at home so more likely to have FCR at school |
|
|
Term
| E-08/FK 40 Give an everyday example of the matching law |
|
Definition
| Apps- more likely to use instagram becasue you get 300 likes per picture opposed to 2 likes on facebook |
|
|
Term
| E-09 What is behavioral momentum? |
|
Definition
| a bx resistance to change following an alternation in R+ conditions |
|
|
Term
| E-09 What is the high-probability request sequence and give an example. |
|
Definition
| an antecedent intervention which you deliver high probabilitity tasks (i.e. GMIs) in a rapid succession then deliver a low-prob task (hard task) EX: touch nose, touch arm, touch leg, stomp feet, put on your shoes . FIRST EASY THEN HARD |
|
|
Term
| E-09 What is the rationale for high-p sequence? |
|
Definition
| gains compliance to make responding to low-p bx |
|
|
Term
| E-09 How can you use high-p sequence effectively? |
|
Definition
| select high-p from current repertoire, present requests rapidly, acknowledge compliance , use potent reinforcers immediately following compliance |
|
|
Term
| E-10 What is the Premack Principle and give an example. |
|
Definition
engaging in a high prob. bx is contingent on completion of a low prob. bx (FIRST, THEN)
EX: first brush tetth then you can eat cookies, first study for the BCBA exam then you can go on vacation. FIRST HARD THEN EASY |
|
|
Term
| E-09 Give an everday example of high p sequence for you |
|
Definition
| Telemarketers; hi, are you a helpful person, would you like to take this survery? |
|
|
Term
| Compare and contrast a parametric and component analysis |
|
Definition
Both look at the independent variable (intervention) to determine what is effective on behavior
Parametric- looks at how much of IV is effective
Component- looks at what part is effective in the treatment package |
|
|
Term
| E-09/10 Describe the puprose of premack principle and high-p sequence to a parent |
|
Definition
| To increase the compliance of doing the low-p task |
|
|
Term
| F-03 What is Direct Instruction? |
|
Definition
| instructional method that uses designed curriculum, teaches in small groups, scrips, signals, choral responding, to prevent or reduce errors |
|
|
Term
| F-03 What are the components of DI? |
|
Definition
| Placement tests, homogenous grouping, scripted lessons, choral responding, signaling, modeling, mastery progression, reinforcement, error correction |
|
|
Term
|
Definition
|
|
Term
| F-03 What is project follow through? |
|
Definition
| large scale study that compared educational methods to teaching disadvantaged kids. DI beat out all the other educational methods |
|
|
Term
| F-03 What does DI begin with? |
|
Definition
|
|
Term
| F-03 What are some benefits of choral responding? |
|
Definition
- more frequent opportunities to respond
-keeps kids focused
- allows teacher to check in on all the kids whenever a question is posed |
|
|
Term
| F-04 What is precision teaching? |
|
Definition
| method for learning and practicing skills until they are fluent. SCC chart- proportional, easy to compare |
|
|
Term
| F-04 Who founded precision teaching? |
|
Definition
|
|
Term
| F-04 What are the guiding practices of precision teaching? |
|
Definition
Standard Celeration Chart
Measure frequency/rate
Observable bx only
Fluency |
|
|
Term
| F-05 What is the personalized systems of instruction? |
|
Definition
| a system of instruction that is self-paced and focuses on mastery of the skill |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| F-05 What are the components of Fox's PSI? |
|
Definition
1. Peer Tutors
2. Unit Mastery
3. On-demand course content
4. Flexible pacing
5. Immediate feedback |
|
|
Term
| F-05 What are the components of Keller's PSI? |
|
Definition
Kellers Plan- PULSE
1. Proctors
2. Unit Mastery
3. Lectures for motivation
4. Self-pacing
5. Emphasis on the written word |
|
|
Term
| How do you identify a punishing stimulus and how do you know its effective? |
|
Definition
Punisher Assessment
If it decreases behavior |
|
|
Term
| F-05 Give an example of a PSI |
|
Definition
Foxylearning- relational frames
Methods 1 class |
|
|
Term
| What happens if you do not add reinforcement to punisher/extinction procedure? |
|
Definition
emergene of new bx
response generalization/variability |
|
|
Term
| F-03 What are some benefits of DI? |
|
Definition
| effective at teaching skills it coveres |
|
|
Term
| F-04 Why is a nonproportional chart like the SCC good? |
|
Definition
| can show many numners, 0.5 to 1000 in one graph , better at showing a change in bx |
|
|
Term
| F-04 What type of behaviors are precision teaching good for? |
|
Definition
- bx for increase
- bx you need rate for |
|
|
Term
| F-03/05 Why would you use DI over PSI? |
|
Definition
DI is for the classroom
PSI is for independent, different skill level, self paced, on your own |
|
|
Term
| F-03 Give an exampple of a DI program |
|
Definition
| Language for Writing, Reading Milestones, SRA Spelling/Decoding |
|
|
Term
| F-03/5 Why would you use PSI over DI? |
|
Definition
| If the kid likes to learn independently |
|
|
Term
| F-03 How do you develop groups in DI? |
|
Definition
|
|
Term
| F-04 Components of Precision teaching? |
|
Definition
| Fluency, time based mastery, chart performance |
|
|
Term
| F-04/05 compare and contrast DI and Precision teaching |
|
Definition
Both increase learning and are effective
DI in classroom
PT- individual timed fluency and accuracy measures |
|
|
Term
| F-04/5 compare and contrast PSI and Precision teaching |
|
Definition
Both individualized
PSI- self paced, unit mastery
PT- timed, fluency, charting |
|
|
Term
| Give an example of transitivity |
|
Definition
french fries = unhealthy A=B
unhealthy= gain weight B=C
french fries = gain weight C=A |
|
|
Term
| G-01 Why is it important to review records and available data at the onset of a case? |
|
Definition
- DO prior to intervention as part of the indirect assessment
-review school records, mediacal records, attendance, data, graphs |
|
|
Term
| G-02 Why is it important to consider biological/medical variables that may be affecting the client? Give an example |
|
Definition
- good to rule out medical causes of bx
- if medical variables are affecting the bx, then there may no need for bx analytic services
EX: toothache, headache =SIB |
|
|
Term
| G-03 What is a descriptive assessment? |
|
Definition
| methods of assessment that gain information regarding bx and skills without using experimentation for the purpose of determining a possible function of the bx |
|
|
Term
| G-04 Why should we speak to people outside of our field in non-technical language? |
|
Definition
| - to make sure they are understandign what we are saying |
|
|
Term
| G-07 What should you do if you encounter a client that you cannot treat? |
|
Definition
- only practice in your area of competence.
If you dont have the skill- refer case to an expert, consult the literautre, consult an expert |
|
|
Term
| G-08 What are environmental changes that can reduce the need for behavioral services? |
|
Definition
- providing choices
-establishing a highly reinforcing environment
-chagning seating assignment, noise level, furniture
-social stories
-modeling approproiate bx |
|
|
Term
| H-05 What is within-session analysis? |
|
Definition
| analyzing bx data as it occurs within the session |
|
|
Term
| H-05 Under what condiitions are with session data valuable? |
|
Definition
- determining the behavior function
-within session trends
-safeguards the risk of prolonged session exposure
-clarifications of response patterns |
|
|
Term
| H-05 What is between session analysis? |
|
Definition
| - analyzing bx data between some unit of time and visually inspecting point by point |
|
|
Term
| I-04 What is a Functional Behavior Assessment? |
|
Definition
| methods for obtaining information regarding variables surrounding a behavior to determine its function |
|
|
Term
| I-04 What is a descriptive (direct) assessment? and provide an example |
|
Definition
| involving direct observation in the target behavior in the environment n which it normally occurs EX: ABC, Scatterplot, direct observation |
|
|
Term
| I-04 How do you conduct a FBA? |
|
Definition
1. gather information with indirect and descrptive assessment
2. interpret info and formulate hypothesis about the purpose of pbx
3. test hypothesis
4. develop intervention options based on the function of pbx |
|
|
Term
| I-04 What is a functional analysis? |
|
Definition
| systematic manipulation of consequences following a behavior to determine which variables are functioning to maintain the bx |
|
|
Term
| I-04 what is the rationale of running an FA? |
|
Definition
| Identifying function of a behavior so function based treatment can be designed |
|
|
Term
| I-04 What are the advantages and disadvantages of an FA? |
|
Definition
Adv- yields a clear demonstration of teh variables that influence pbx
have to evoke pbx, reinforce bx, some bx may not respond during an FA, time consuming, contrived setting may not detect variables in natural environment (idiosyncratic v.) |
|
|
Term
| I-04 What is an analog FA? |
|
Definition
classic Iwata study with multiple conditions and repeated measures in each condition
measures frequency in each condition |
|
|
Term
|
Definition
| 1 5-minute test session for each condition, disconnected data points, good for time constraints or the severity of pbx may restrict the number of sessions that can be conducted |
|
|
Term
| I-04 What is the precursor FA? |
|
Definition
| FA on precursor of the same response class as target behavior, shaping down the bx, topography different than target bx, precedes the occurrence of target bx, For high risk bx , determine throu conditional probability |
|
|
Term
| I-04 What is the pair-wise FA? |
|
Definition
| when 1 function hypothesized, altering test and control (NCR) in multi-element fashion |
|
|
Term
| I-04 What is the latency FA? |
|
Definition
| for high-risk behaviors, deliver the consequence for 1st response and terminate session, If no response during session, terminate session at session max. Latency to occurrence of 1st response |
|
|
Term
| I-04 What is the extended alone FA? |
|
Definition
| rules out automatic reinforcement, alone conditions is presented multiple consecutive sessions to rule out automatic function, if the target bx does not occur during the extended alone conditions, other test and control conditions are introduced |
|
|
Term
| I-04 What is the synthsized FA? |
|
Definition
| during open-ended FAI and direct observation, potential controlling variables are identified. Test two functions at one time. Use when you hypothesize multiple control |
|
|
Term
| I-04 What is the protective equipment FA? |
|
Definition
| for high risk bx, compares FA conditions with participants wearing protective equipment to reduce injury of SIB |
|
|
Term
| I-04 What is the trial-based FA? |
|
Definition
| test and control conditions targeting a specific function and run during each trial; trial is 30 minutes control and 30”, discrete trials to present FA conditions (attention, control is a pleasant convo, test is near student, ignore attention for pbx) |
|
|
Term
| I-04 What are the FA variations? |
|
Definition
APPLES BTP
analog
brief
precursor
latency
pair-wise
trial-based
synthesized
protective equipment
extended alone |
|
|
Term
| I-04 What are the conditions of a FA? |
|
Definition
play (control)
attention
escape
tangible
alone |
|
|
Term
| I-04 How do you interpret the outcomes of an FA? |
|
Definition
| controlling variabl eis usually the condition in which rates of bx are highest |
|
|
Term
| I-04 What are the functions of behavior? |
|
Definition
| attention, tangible, automatic positve/negative, escape |
|
|
Term
| I-04 what is the difference between a structioanl analysis and a FA. |
|
Definition
SA- manipulates environmental antecedents
FA- manipulate consequence variables |
|
|
Term
| I-04 WHat are indirect functional assessments? |
|
Definition
| methods to obtain information from those who are familiar with the person exhibiting the pbx to identify possible conditions or events in the natural environment that correlate with the pbx |
|
|
Term
| I-04 What are the indirect functional assessments? |
|
Definition
interviews
checklists
rating scales
questionnaires
ancedotal reports
FAST
MAS- motivation assessment scale |
|
|
Term
| I-04 What are advantages and disadvantages of indirect FBA? |
|
Definition
| pro: more objective assessment, convenient, contributes to hypothesis Cons: MAS and QABF can be unreliable |
|
|
Term
| I-04 What are behavior rating scales? |
|
Definition
- estimate the extent to which a bx occurs under specified conditions
-likert scale
-hypotheses about function based on scores associated with each condition |
|
|
Term
| I-04 What are behavioral interviews? |
|
Definition
| -obtain clear and objective information about pbx, antecedents and consequences |
|
|
Term
| I-04 What is ABC Narrative Recording and Continous Recording? |
|
Definition
Continous ABC- observer records occurrence of the bx and selected environmental events in the natural routine during a period of time
Narrative- open-ended recordings only when bx occur |
|
|
Term
| I-04 What are limitations and advantages of ABC continous recording? |
|
Definition
Adv- precise measure, does not require disruption in a person routine
Disadv- if A and C do not reliably preced and follow the bx |
|
|
Term
| I-04 What is a scatterplot recording? |
|
Definition
- recording the extent to which a target bx occurs more often at particular times than others
- divided days into blocks |
|
|
Term
| I-04 What is a limitaiton of narrative recording? |
|
Definition
- need adequate training
-subjective
-may not be accurate |
|
|
Term
| I-04 What are advantages and limations of scatterplots? |
|
Definition
Adv- identify times periods during which pbx occurs
disadv- unclear whether temporal patterns are routinely evident, accurate data may be difficult |
|
|
Term
| I-04 Why is a full range FBA important? |
|
Definition
| full hypothesis of behavior to inform a FA |
|
|
Term
| I-04 Give an example of a indirect assessment |
|
Definition
|
|
Term
| I-04 Why might you use a FBA over a FA? |
|
Definition
| - time constraints, idisyncratic variables |
|
|
Term
| When do you use high-p at work? |
|
Definition
| GMI to get a kid to put on his shoe |
|
|
Term
| What is an environmental change you could use to not need behavioral servies anymore? |
|
Definition
| Loud vocals- change classrooms |
|
|
Term
| H-05 What is a temportal realtion? |
|
Definition
to see if the events are closely related in time
Use IRT, duration latency |
|
|
Term
| H-05 How long should the time between task completion and reinforcement need to be? |
|
Definition
|
|
Term
| J-03 Why would you select intervention based on task analysis? |
|
Definition
| - to teach complex skills that are difficult to teach as a whole unit, but can be broken into smaller teachable units and chained together |
|
|
Term
| J-06 What should you do prior to selecting intervention strategies based on supporting environments? |
|
Definition
- analyze the environment to ensure the resources are avalible to implement and maintain the intervention
-pick easy interventions |
|
|
Term
| J-06 Give an example of selecting intervention strategies based on supporting environments? |
|
Definition
| - you wouldnt have a parent record frequency, maybe used MTS |
|
|
Term
| J-07 What are environmental or resources constraints that you would consider for selecting intervention strategies? |
|
Definition
- people who might threaten treatment integrity
- funding availability
-legal constraints
- no ipads for everyone
-overnight vs day staff
-resources for reinforcers |
|
|
Term
| J-08 What is social validity? |
|
Definition
| the extent to which target bx are apppropriate, intervention is acceptable and significant changes in bx are produced |
|
|
Term
| J-08 What are the 3 factor of social validity? |
|
Definition
1. Social significance of goals
2. Social appropriateness of the procedures
3. Social importance of the effects (outcomes) |
|
|
Term
| J-08 How do you determine social valdity? |
|
Definition
| OBJECTIVELY( compare individual to the norm- pretreatment and post treatment data) OR SUBJECTIVELY ( ask consumer to rate social validity-questionaries, interview, treatment acceptability rating scale), ask expert to evaluate individuals performance, use standard assessment |
|
|
Term
| J-08 Give an example when social valdity was a problem. |
|
Definition
| The usage of the timeout room |
|
|
Term
| J-06 Give an example of a behavior you would use for a TA |
|
Definition
|
|
Term
| J-03 What is a behavior you would not use for A TA. |
|
Definition
| something your changign the topography- mask wearing |
|
|
Term
| J-08 How do we get social validity data at Simmons? |
|
Definition
| End of the semester satistifcation surveys |
|
|
Term
| J-08 How might you get social validity from a client? |
|
Definition
|
|
Term
| J-08 How might you get social validity data from a staff member? |
|
Definition
|
|
Term
| J-08 How do you select an intervention based on social validity responses. |
|
Definition
| Do not pick a intervnetion with low social valdity |
|
|
Term
| J-08 What do you do if parents do not agree with intervention? |
|
Definition
| listen to them, talk to them and probably do not run the intervention |
|
|
Term
| Compare and constrast listener and intraverbal |
|
Definition
Both have verbal SD and GCR
Listener- nonverbal response to verbsal SD
Intraverbal- verbal response most likely |
|
|
Term
| J-08 what are benefits of selecting an intervention based on its social validity |
|
Definition
| it involves the client and family and helps identify acceptable procedures which can improve adherence |
|
|
Term
| J-11 What is response generalization? Provide and example |
|
Definition
| the learner emits untrained responses that are functionally equivalent to a trained target response EX: respond to hi with being trained saying hi but then begins responding hi, hey, hi-yea but not taught. Learned to tie shoes one way but began to tie shoe other ways that were effective |
|
|
Term
| J-11 What is stimulus generalization and give an example. |
|
Definition
| responding in the presence of stimuli sharing common features as the trained stimuli EX: calling all men with beard dad, different size/colors/breeds of dog, “DOG” |
|
|
Term
| J-11 What is generalization? |
|
Definition
| behavior change that occurs outside the learning environment |
|
|
Term
| J-11 What are ways to promote generalization? |
|
Definition
Cleming
Common stimuli
Loosely train
exemplars
mediation
indiscriminable contingencies
negative teaching examples
general case analysis |
|
|
Term
| J-11 How do you plan for generalization? |
|
Definition
- select target bx that will meet natural contingencies of reinforcement
- specify all desired variation of the bx and situation in which it should and should not occur after instruction has ended |
|
|
Term
| J-11 What is program common stimuli? And provide an example |
|
Definition
ensuring the Sd exists in both the instructional and generalization setting
similarities between the generalized setting and the instructional setting EX: school store and community store; mock and real exams |
|
|
Term
| J-11 What is teaching loosely and give an example. |
|
Definition
| varying noncritical aspects of the antecedent stimuli and setting EX: asking how are you in different tones, touch _, give me _, find _, asking how are you in different tones of voice |
|
|
Term
| J-11 What is multiple exemplar training? Give an example. |
|
Definition
| using a wide variety of stimuli or response examples during training to promote generalization EX: pictures of many dog breeds |
|
|
Term
| J-11 What is mediation and give an example. |
|
Definition
| instruct others who will help maintain and generalize the new bx EX: ensure greetings to others is practiced on a daily basis |
|
|
Term
| J-11 What is indiscriminable contingencies and give an example. |
|
Definition
| contingency in which individual is not able to discriminate when their responses will be reinforced EX: INT R+ for greetings CREATED BY INT R+ and delayed rewards |
|
|
Term
| J-11 What is teaching nonexamples and give an example. |
|
Definition
| instructing individuals regarding settings, times, and conditions in which it is not appropriate to display a certain bx EX: its okay to curse around friends but not with coworkers |
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Term
| J-11 What is general case analysis and give an example. |
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Definition
| ensuring that you are teaching all different stimulus variations and response variation so the person can encounter generalization in the post-intervention environment EX: learning to use a phone on different phones (pay phone) |
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Term
| J-11 What is overgeneralized and provide an example. |
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Definition
emitting a response appropriate to some contexts in an inappropritate context
Ex; calling all men dad |
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Term
| J-11 How do you create indiscriminable contingencies? |
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Definition
- intermittent reinforcement
-delayed rewards- unclear what stimuli will produce reinforcement |
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Term
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Definition
| the extent to which the learner continues to perform a response/bx after intervention has been terminated |
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Term
| J-12 How do you program for maintenance? |
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Definition
| Switch to intermittent reinforcement, use natural contingencies to maintain the behavior |
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Term
| J-11 Why do we program of generalization? |
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Definition
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Term
| J-11 What is generalization vs maintenance? |
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Definition
Generalization- bx spreading even outside of intervention
Maintenace- running less and less and bx stays in repertoire |
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Term
| J-11 Give an example of poor generalization/over generalization. |
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Definition
| Saying please for everything or more |
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Term
| J-14 What is generative learning? Provide and example. |
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Definition
| when previous acquired skills enable or accelerate the acquisition of other skills without dependence of direct teaching or history of reinforcement EX: using zipper on jacket will allow learner to use zipper on their pants and pencil bag |
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Term
| J-14 How do you promote generative learning? |
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Definition
| providing opportunities to learn, stimulus equivalence, enhance comprehension of new material based on learned material, teaching pivotal bx and behavioral cusps |
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Term
| J-14 How do we achieve gnerative learning? |
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Definition
- teaching material to ensure that the client is fluent with that material
- through teaching the client behavior cusps and pivotal bx |
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Term
| K-02 How might you identitfy the contingencies governing the bx of staff? |
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Definition
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Term
| K-03 What is competency based training? And give an example |
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Definition
| training focusing on mastery of a skill, including verbal and nonverbal components. EX; CALM-P |
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Term
| K-03 What are the steps of CBT? |
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Definition
| description of skill, written, model, roleplay, rehearsal, immediate feedback, pre- and post-tests |
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Term
| K-03 What are the components of CBT? |
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Definition
| pre- and post-assessment, verba l and non-verbal training, behavioral objectives, performance criteria |
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Term
| K-04 What is performance monitorting? How do you do it? |
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Definition
monitor progress during training and to track maintenance
collect IOA and PI data reguarly
create systemsm to montior progress during training |
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Term
| K-04 How do you measure staffs performance? |
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Definition
| brief observation, evaluate data collection, permanent product (video recording) |
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Term
| K-04 What is performance feedback? |
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Definition
| providign differential feedback on performance throughout training |
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Term
| K-04 What does systematic performance monitoring accomplish? |
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Definition
-evaluate staff performance and program implementation
- exhibits programs effect on bx |
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Term
| K-02 How might you increase the motivation of staff? |
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Definition
| reinforcement contingencies- raffles, tickets, picking schedules |
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Term
| K-05 What is procedural integrity? |
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Definition
| the extent to which the independent variable is implemented as written |
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Term
| K-05 How do you interpret the results from a treatment fiedlity assessment? |
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Definition
| high (good); low (improve performance, improve training) |
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Term
| K-05 What is treatment drift and why is it a threat to PI? |
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Definition
| when the application of the Independent variable differs from the way it was applied at the studys onset |
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Term
| K-05 How can you avoid low PI? |
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Definition
| precise definition, simple bx plans, training, feedback, CBT |
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Term
| K-05 What are ways to assess procedural integrity? |
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Definition
use Ta of steps of intervention
use checklists |
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Term
| K-06 What is the rationale for providing supervision for behavior change agents? |
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Definition
- provides knowledge
- increase motivation and PI
-reduce errors of data collection |
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Term
| K-08 How might you establish support of indirect or direct consumers? |
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Definition
- collaborate
- assess and treat pbx with the family that matches the values, and their needs |
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Term
| K-09 How can you secure the supportof other to maintain the clients behavioral repertoires in their natural environments? |
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Definition
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Term
| K-10 What are the criteria for terminating service? |
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Definition
- no longer needs the service
- is not benefitting from the service
-being harmed by continued service
-when the client request discontination |
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Term
| K-10 How can you arrange for orderly termination of services when they are no longer require? |
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Definition
| have a termination criteria |
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Term
| FK-25 What does multiple functions of a single stimulus mean? And provide an example |
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Definition
the same stimulus may serve multiple functions depending on the context; could be respondent or operant
EX: magazine training, food dispenser is SD for food availability because of pairing it is also a conditioned stimulus |
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Term
| FK 25 What is divergent control and provide an example |
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Definition
the strengthening of more than one response by a single variable
“cat” -> “meow” “collar” “paws” |
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Term
| FK 25 what is convergent control and provide an example |
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Definition
the control of a single response by more than one variable
4 legs” “tail” “fur” -> “cat” |
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Term
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Definition
| motivation operation whose value altering effect dependent on a learning history |
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Term
| FK- 27 What are the 3 CMOs? |
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Definition
| transitive, reflexive, surrogate motivating operations |
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Term
| FK-28 What is a CMO-T and give an example. |
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Definition
| environmental variable that establishes the reinforcing effectiveness of another stimulus and evokes behavior that has been reinforced by that other stimulus. EX: having to open a locked door is a CMO-T which makes keys more effective as a reinforcer. Missing a knife to make a Pb& J sandwich |
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Term
| FK- 28 What is a a CMO-S and give an example. |
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Definition
| a previously neutral stimulus that acquires its MO effects by being paired with a UMO. EX: pairing Burger King with food deprivation, eventually BK alone will take on the effects that come with food deprivation (wanting to eat). Seeing a Krispy Kreme sign and then wanting to eat, DUNKIN SIGN AND BEGIN CRAVING DUNKIN |
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Term
| FK-28 What is a CMO-R and give an example. |
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Definition
| precedes some form of worsening or improvement. It’s own offset is reinforcement. EX: math worksheet signals that math is about to begin and makes escape from math more valuable; head starts pounding signals worsening conditions, takes medication |
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Term
| FK- 28 Give an everyday example of a CMO-S |
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Definition
| a person looks out the window and sees snow, which evokes behaviors associated with an increase in temperature (getting sweater, get scarg, get blanket) even though the temperature inside would not evoke such behaviors. Since snow is paired with decreases temperatures, the sight of snow will evoke responding to increase the current temperature, even if it is not cold. |
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Term
| FK-34 What is conditional discrimination and give an example. |
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Definition
| reinforcement of responding during a stimulus depends on, or is conditional upon other stimuli EX: okay to hi-five at a party but not a funeral; match to sample; peace sign is appropriate in the US but other countries it might mean different things , MATCH TO SAMPLE, WHAT IS AN ANIMAL THAT IS GREEN |
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Term
| FK-34 What is the four-term contingency? |
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Definition
| conditional stimuli-> antecedent stimuli-> response -> consequence |
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Term
| FK-28 Describe a CMO to a friend |
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Definition
| what we have been taught through our hisotry of development to find reinforcingn or what we like |
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Term
| FK-28 Explain a CMO-S in your daily life |
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Definition
| Look outside window and its snowing so bundle up in the house even though its 76 in the house |
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Term
| FK-28 How might you train a mand? |
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Definition
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Term
| FK-28 Give a CMO-R in daily life |
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Definition
| When teaching is about to call on a student in class, getting called on is a CMO-R |
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Term
| FK-28 How are CMOs learned? |
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Definition
| stimulus-stimulus pairing over learning hisotry |
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Term
| FK-28 What is an example of a CMO-T in my life |
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Definition
| phone dying, charger is reinforcing |
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Term
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Definition
| To ensure intervention is beign ran correctly |
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Term
| How do you evaluate staff performance |
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Definition
| data collection, observation, staff morale , monitoring performance |
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Term
| What does reinforcement systems look like? |
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Definition
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Term
| How would you monitor staff bx in 3 ways? |
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Definition
| Permenant product, when they are not looking, data collection , brief observations |
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Term
| What are the behavioral principles of performance feedback ? |
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Definition
| Reinforcement, Punishment, antecedent variables |
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Term
| Explain conditional discrimination vs simple discrimination? |
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Definition
Simple- 1 stim touch dog
Conditional- 2 or more stimuli , touch dog in an array of 3 |
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Term
| What is a reinforcer assessment? Purpose? |
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Definition
| identifies a reinforcers and what functions as reinforcers |
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Term
| What is a prefernece assessment? Purpose? |
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Definition
| to identify potential reinforers |
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Term
|
Definition
PA - potential reinforcers
RA- effectivness of a reinforcer on the rate of responding |
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Term
|
Definition
|
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Term
|
Definition
| the extent to which two or more independent observers agree on an observed event |
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Term
| What are the benefits of IOA |
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Definition
| determines competences, detects observer drift, increase confidence |
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Term
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Definition
| Simplest indicator of IOA for event recording data. (smaller count/larger count) X 100 |
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Term
| What is mean count per interval IOA? |
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Definition
The average percentage of agreement between the counts reported by two observers in a measurement period comprised of a series of smaller counting times; more conservative measure than total count IOA.
(Int 1 IOA + Int 2 IOA + Int N IOA/n intervals) X 100 |
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Term
| What is exact count per interval IOA? |
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Definition
The most stringent description for IOA for event recording. The percentage of total intervals in which two observers recorded the same count.
(number of intervals of 100% IOA/n intervals) X 100 |
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Term
| What is trial by trial IOA? |
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Definition
Agreement between two observers who measured occurence and nonoccurrence for which the count for each trial can only be 0 or 1. Used for discrete trial data.
(number of trials agreement/total number of trials) X 100 |
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Term
| WHat is total duration IOA? |
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Definition
Used for timing data; appropriate when total duration is being recorded and analyzed as a dependent variable.
(shorter duration/longer duration) X 100 |
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Term
| What is mean duration per occurrence IOA? |
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Definition
Should be calculated for duration per occurence data, and is more conservative and more meaningful assessment of IOA for total duration data.
(Dur IOA R1 + Dur IOA R2 + Dur IOA Rn/n responses with Dur IOA) X 100 |
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Term
| What is interval by interval IOA? |
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Definition
| Commonly used for interval/time sampling data; can overestimate the actual agreement. |
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Term
| What is scored interval IOA? |
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Definition
| Commonly used for interval/time sampling data; ONLY those INTERVALS in which either or both observers recorded the OCCURRENCE of the target behavior are considered in the formula. (agreement of occurrence/agreement + disagreement) X 100 LOW FREQ |
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Term
| What is unscored interval IOA? |
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Definition
| Commonly used for interval/time sampling data: ONLY INTERVALS in which either or both observers recorded the NONOCCURRENCE of the target behavior are considered in the formula. (agreement/agreement+disagreement) X 100 HIGH FREQ |
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