DRIFT PM.LC

Duration, rate, IRT, frequency, trials to criterion, percentage, magnitude, latency, celeration

DRIFT PM.LC

Duration, rate, IRT, frequency, trials to criterion, percentage, magnitude, latency, celeration

count per observation

ex: Spitting frequency was 126 instances/frequency

the measure of time between the onset of a stimulus and the initiation of a response.

ex: You present the intraverbal target "You play with.." and the learner takes 6 seconds to respond.

both establish behaviors

shaping:

• differentially reinforcing SUCCESSIVE approximations to the terminal behavior.
• different topography of the bx.
• place the previous step on extinction 

chaining

• reinforcing a specific step in the chain.
• don't place steps on extinction. 

BATCAGE

Behavioral- behaviors are observable and measurable

Applied- improves social significant behaviors

Technological- definitions are clear and concise and replicable

Conceptually Systematic- procedures are derived from basic principles of behavior analysis

Analytic- show a functional relationship

Genearlity- behavior extends across people, time, setting

Effective- improves bx in a practical manner

1. Independent Group Contingency: the group contingency is presented to all but earned by only those who meet the criterion

2. Dependent group contingency: the reward for the whole group is based on the performance of either an individual or collection of individuals in a group. AKA as hero procedure when they earn a reward for the whole group. 

3. Interdependent group contingency: all members of the group must meet the criterion before any member receives the consequence. AKA all or none procedure.

Soccer team

1. Independent Group Contingency: Individual player scores and gets stats and their 15th goal of the season. Individual stats. 

2. Dependent Group Contingency: dependent on one person to score the goal and win the game

3. Interdependent Contingency: performance on the team as a whole. All dependent on each other to score and win. One play at the end of the game is dependent. The whole game is interdependent. Everyone has to contribute. 

Both differential reinforcement procedures

DRO are time based

DRA are response based

An introduction/addition of a stimulus that increases the likelihood of the behavior occurring in the future

Ex: I am sitting in my room quietly and my dad makes me food. That increases my frequency of sitting quietly in my room

removal of an aversive stimulus that increases the likelihood of that behavior occurring in the future

ex: I get into the car and hear the beeping noise for the seatbelt. I put on my seatbelt to get rid of the sound. This increases my frequency of wearing my seatbelt. 

 They both used to decrease problem bx

Extinction: No longer providing reinforcement that was previously reinforcement

Negative Punishment: termination of an already present stimulus immediately following that bx that decreases the frequency of that bx.

Extinction burst, spontaneous recovery,resurgence, 

(back up: extinction induced aggression) 

Mitatage side effects: Select an alternative bx that has the same function as the problem bx and you reinforce on a dense schedule. 

Example:Student screaming for attention. Teach them to tap shoulder, wave, say name and reinforce that on a dense schedule. 

Satiation, Behavioral Contrast and Health Issues

Plan for generalization, fade reinforcement, or vary reinforcement by conducting preference assessments 

*draw it out

FI- scalloped effects, responding increases before reinforcement or punishment occurs.

Post reinforcement pause for FR schedule of reinforcement.

What is a prompt and what is a way you can use with stimulus prompts to teach receptive sight word?

What are some errorless learning procedures?

Superimposition, stimulus fading, stimulus shaping, and time delay

TSSS

prompt: supplementary antecedent stimulus that is used to occasion a correct response.

SUPERIMPOSITION: involves pairing two stimuli in which one of the stimuli will invoke the correct response, and then gradually fading away one of the stimuli. 

The picture of a pencil may by paired with the verbal instruction, "get a pencil" in order to evoke the behavior of retrieving a pencil. The picture of the pencil can be slowly faded while still minimizing learner error.

DTT you have the SD being controlled by the teacher and therefore the rate of reinforcement you are able to receive. 

Free operant, you still have SD’s the place and the amount of reinforcement accessed is led by the student. Look around the room and tell me everything in your office that is “blue”. You are waiting for an additional sd to get access to reinforcement. 

DTT are teacher led and FREE OPERANT the learner is in  control

NCR: a procedure in which stimuli with known reinforcing properties are presented on a FT or VT schedule completely independent of behavior; often used as an antecedent intervention to reduce problem bx.

A rationale, why we can anticipate, Johnny is no longer going to engage in aggression bc he is actually going to get attention and praise and now no motivation for attention. Reinforce whether the student is engaging in problem behavior or not. Tying that into rationale.

both occur before the behavior (antecedent)

both have evocative functions (bring about behavior)

Sd signals when reinforcement is available 

MO is an environmental variable altering the effectiveness of a reinforcer.

Set up an array with an sd and a s-delta (identify that there is SD and s-delta in your array)

When I give the direction for touch the one thats a heart and the star is the s-delta and will not provide reinforcement for the star. 

a NS that has acquired the capabilities to function as a reinforcer through stimulus-stimulus pairing with one or more unconditioned or conditioned reinforcers

ex: money

I work full time because I get money to buy food, coffee, pay for my subscriptions. 

Whole, Partial, and Momentary

time sampling

My dad told my brother and I to always pay our parking bill immediately. Pay them or you will be towed. Both of us followed this rule to this day. I followed this rule after I got my car towed. Can you explain why they both have the same behavior.

Key thing to identify, one person has come into contact with the contingency. Talking about contingency and rule governed behavior. This person came into contact and now it shaped the contingency. (Contingency Shaped Behavior)

Mentalistic way might be today johnny hit me because he was so sad and was crying bc he was so sad

Behaviorally: Johnny hit me, I removed his toy. He started to cry, in the past when he cries, he gets his tangible back. Based on environmental variables and history of reinforcement.

a group of responses VARYING topographically that have the same effect on the environment. 

Ex: Turning on light, turn, flick up, slide up

What are the six attitudes of science?

Explain them all

Determinism: the universe is lawful; every event has an identifiable cause

Empiricism: objectively observe the phenomenon of interest

Experimentation: repeatedly measure an event in the presence and absence of a variable.

Replication: repeating experimentations to determine reliability of findings and the usefulness of findings

Parsimony: all simple and logical explanations are ruled out before considering complex explanations

Philosophic Doubt: is having healthy skepticism and a critical eye about the results of the study. continuously questioning what is regarded as FACT.

7th one Pragmatism- assessing theories on the effects of bx. 

1. Tran and hope

2. Teach full range of stimulus conditions and response requirements

• MULTIPLE EXEMPLAR TRAINING
• TEACH SUFFICIENT STIMULUS EXAMPLES. Teach more than one stimulus example, then probe generalization with novel stimuli.

3. Make instructional setting similar to generalization setting

• TEACHING LOOSELY
• randomly vary non-critical elements when teaching
• Ex: different colors of cups, different sizes of cups, different types of cups

4. Maximize contract with reinforcement in the generalization environment

• Teach the bx to sufficient levels to contact natural reinforcement
• Program common stimuli
• Indiscriminable contingencies
• Teach learner to solicit reinforcement

5. Mediate generalization

6. Train to generalize

Embedding learning opportunities in ongoing everyday activities with a focus on the child's interest and initiations

1)Identify current language targets based on assessment.

2) Structure the environment to contrive a motivating operation related to those targets.

3) Wait for the learner to demonstrate that the MO is present.

4) Prompt the correct response.

5) Wait for the learner to emit the correct response.

6) Reinforce the mand with the requested stimulus.

Consequence that has no learning history but will decrease the frequency of that bx.

Ex: food deprivation, sleep deprivation

An antecedent intervention in which an appropriate communication bx is taught as a replacement bx for problem behavior  usually evoked by an EO; usually involves DRA

Matches the function. Functional equivalent behavior. 

Start off with an easy response. 

Ex:

Both have post reinforcement pause

Ratio= a number of occurrence of the target bx have to occur before one response produces reinforcement

Interval=specific amount of time eslase[es before a single correct response produces reinforcement

Both change bx gradually

Shaping by changing response requirements

Fading by changing antecedent stimuli

Both called aversive control bc aversive events are associated with both

Positive (aversive added) punishment decreases and Negative (aversive removed) reinforcement increases behavior

• Bar graph to display the time of the day bx was occurring. Your x-axis is hours of the day.

1. Socially significant

2. Ethical considerations

3. Aligned with parent goals

4. Cultural values

5. Appropriate is it something socially significant. Increase communication, self help skills. 

6. Teaching bx to increase achieve the same function as the behavior you are trying to replace. 

7. Match the behavior to decrease

8. Aggressive behavior (attention maintained behavior), replacement bx (manding for attention) 

SMART 

Specific, measurable, attainable, realistic, timebound

Specific bx, Johnny will raise his hand 3x per day, Johnny has never raised his hand and it is realistic for the learner to do, time bound is end of November. 

• Staying current on research.
• BABAT. All about diversity and telehealth
• Attending CEUS

• You can verbally ask preference. 
• Pair each of the interventions and compare effectiveness. And what the learner has preference for. 
• Preferences assessment comparing different interventions
• Approve response cost intervention with token economy (restrictive) and you dont need approval with regular token economy
• Component Analysis→ I do FCT and DRO. In the name of being parsimonious and practical, compare them to each other. Multi element graph and compare my treatment package.

Reinforcement or punishment that occur as a direct result of the behavior, no social mediation. 

Ex: I sing in the shower, when no one is around. That increases my bx of singing in the shower. 

response opportunities to achieve a level of performance. 

Ex: Learner will give a correct response 90% of the time to achieve mastery. You must be able to review data and determine if the learner has achieved mastery based on data.

degree to which 2 or more observers report back on the same observed bxs over a specified time

We collect over to...

1. Detects observer drift

2. Determines the competence of new observers

3. Increases or decreases the confidence of the definition of the target bx

4. Gives confidence that the variability in data is not a function of which observer were on duty.

1. Check your operational definition

2. Observe your client again

3. Retrain on your definitions. Retrain your staff

• Withdrawing an intervention
• Make sure its not a problem behavior that would cause harm
• Showing a functional relation 
• PRACTICAL→ you can't use it for irreversible behaviors. 

1. PRO-> dont need eyes on the bx the entire time. 

2. CONS→ it can over estimate or under estimate 

no longer proving reinforcement for a previously reinforced behavior

extinction burst, spontaneous recovery, extinction induced aggression

Both increase future frequency

Positive is addition of a desirable or pleasant stimulus

Negative is removal of an aversive stimulus

Supplementary antecedent stimuli that is used to occasion a correct response.

Systematically faded out as soon as the student is able to respond to

Baseline data and observe the client doing the skills, white up a TA and take baseline data.. From your baseline data.. You are going to look at where they are most independent. If your student can do some of the steps in the beginning do forward chaining…. etc.

You initially teach the first step. Once that teaching step is mastered, you would move on to the next step and teach that step and have expectations that those steps continue to be independent. 

Both differential reinforcement of bx

Alternative bx are not necessarily incompatible with target bx

DRA→ functionally equivalent behavior you are selecting. 

1. Presession pairing
2. Errorless instruction
3. Premack/principle
4. Interspersed trials
5. Task variation
6. Behavioral momentum. 

NCR, Task Variation, Behavioral Momentum

Have to pair with multiple backup reinforcers. It has to have a variety. Food activities, break from work. Many different things you can pair it with. Once it was established as a generalized conditioned reinforcer when its paired with a variety of reinforcers. 

when the frequency/rate, duration, latency or amplitude of a response is altered in the presence of an antecedent stimulus. 

ex: police car

a group of responses varying in topography and have the same effect on the environment. 

ex: waving, head nods, smile

What is stimulus generalization and give me an example. 

What is response generalization and give me an example? 

when a response is evoked by a stimulus with the same features or properties as the trained controlling antecedent stimulus. an example of this the little girl calling a tall man with a beard "dad"

when an untrained response is emitted that is functionally equivalent to the trained target bx. ex: woman has a weed tool and was taught to use that and discovered without any learning she can do it with her hands. 

Explain sensory extinction for vocal stereotypy

Explain escape extinction, tangible extinction. 

Response interruption redirection. Kid about to engage in vocal stereotypy and you go up and say “hey whats your name” “tell me your age” 

Intereuppting vocal streorty for them to engage in other vocal behavior. Its sensory extinction. 

So if normally i call out and my teacher reprimand.

Practically this day you are calling out and she's been yelling at me and the effectiveness.

Reinforcement or punishment that occur as a direct result of the behavior, not mediated by others

I’m alone, im by myself and no one is around, I engage in this behavior that increases this bx.

Ex: Singing in the shower, no one is around, increases the future frequency in the shower.

Formulate a hypothesis as to the function of the bx is. 

If you have an hypothesis of a function, function based intervention identified as best practice on changes in bx. Otherwise you are just doing behavior modification. 

MO- temporary and has value altering effects

Reinforcer- repertoire altering effects and increases frequency of behavior.

Fixed Interval DRO: a procedure in which reinforcement is available at the end of intervals of fixed duration and delivered contingency on the absence of the problem behavior during each interval

Fixed-Momentary DRO: reinforcement is available at specific moments of time, which are separated by a fixed amount of time and delivered contingent on problem not occurring at those moments.

Both forms of behaviorism

Radical= private events

Methodological behaviorism= publicly observable behavior

IM. QR

Immediacy, Magnitude, Quality, and Rate

Stimulus Class: A group of stimuli that share a common formal, temporal, or functional property

Response Class: A group of responses that share a common effect on the environment

Response Class: John says Hey, Hello, and Hi in response to a hello from a peer.

Stimulus Class: John says hello in response to Hey, Hello, and Hi from a peer.

Response Class: Peter opens the door by turning the knob with his right hand, left hand, and both hands

Stimulus Class: Peter opens the door when someone turns the knob, ask “please open this” or knocks

Doing all of the reading before class.

a)     R:  Your professor says they may give pop quizzes in class

b)     C:  You’ve taken a pop quiz without having done the reading and failed

Getting the flu-shot.

a)      R: Your coworkers tell you they got the flu shot last year and didn’t get sick.

b)     C: You got the flu-shot last year and didn’t get sick.

A behavior that has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself bc it exposes the person to new environments, reinforcers, contingencies, responses, and stimulus controls. 

Discrimination is making the number of stimuli that evoke a particular response fewer and for generalization, making the number of stimuli that evoke a particular response MORE. 

Also there is tight stimulus control for discrimination and loose stimulus control for generalization. 

Stimulus generalization = new antecedent stimulus, same response

Ex: When Johnny sees any animal with a tail he says, "kitty"

Response generalization= new response, same consequence (same outcome)

Ex: Learner learns to zip their jacket up and now able to zip up their backpack, shirt, pants.

A written document that outlines the desired behavior and the reward that will be received contingent responding that way. 

BRD

1. When the behavior occurs at high rates

2. Behavior does not have discrete beginning and end

3. Duration may be more appropriate

Internal validity: the extent to which the changes in the DV can be attributed to changes in the IV

External Validity: the generality of the procedures & findings of an experiment and other settings, behaviors, and subjects.

Measurement Validity: the measurement system matches the objective

Social Validity: the extent to which the goals and procedures are socially significant

Functional relation may not be

demonstrated, Verification is

weaker than in reversal design

AO - Abolishing operation - a

value altering effect that

decreases the reinforcing

effectiveness of some stimulus

EO- Establishing operation a

value altering effect that

increases the reinforcing

effectiveness of some stimulus

What function behavior is the

most challenging to put on

extinction? Explain?

Automatically reinforced

behaviors, as we are not in

control of the reinforcement.

Provide an example of a

behavioral contingency

Every time my phone rings I

answer it because when I

answer it, I am reinforced by

someone talking to me.

NCR creates a state of satiation on the reinforcer, creating an abolishing operation and decreasing the probability the client will engage in unwanted behaviors to gain the

reinforcer.

What are the ways you

calculate time sampling IOA?

Interval-by-interval, Scored-

Interval, Unscored-interval

Pragmatism is assessing theories by observing the effect on behavior.

Example: Not expecting a person to know how to speak Greek if they have never been exposed to it.  

Provide an example of

methodological behaviorism

they are both selections

phylogeny focuses on evolution and the natural selection

ontogeny focuses on an individual's lifetime

Define stimulus class.

How are environment, stimuli and stimulus class related?

Stimulus class: a group of stimuli that share a common element along FORMAL, TEMPORAL, and FUNCTIONAL DIMENSIONS

They all evoke the same response

Compare and Contrast unconditioned reinforcer and conditioned reinforcer

both INCREASES the future frequency of a behavior

UNCONDITIONED= unlearned and has no prior pairing

CONDITIONED= prior pairing with a reinforcer

Compare and contrast conditioned and unconditioned punisher

both DECREASE future frequency of bx

Unconditioned= no prior pairing

Conditioned= pared with punisher

CMO-S: takes on properties of the MO it was paired with and begins to act like the original MO.

CMO-R: A stimulus continuously paired with an aversive stimulus begins to take on the aversive qualities of that stimulus.

CMO-T: When one stimulus makes another stimulus reinforcing.

taking away the ipad when the kid has been on it all day

Give an example of a MO (EO) of punishment

may alter (increase or decrease) the punishing effectiveness or a stimulus and the frequency of behavior that have been punished by that stimulus

Describe an EO for a reinforcer and punisher

EO for food if you are hungry

EO for a punisher is shock being more effective as a punisher if you are wet.

How are contingency and temporal contiguity related? 

Explain contiguity 

To make a consequence more effective, there needs to be a close temporal. To build contingency, time between needs to be short.

explain: 

superstitious pigeon; bird think it was reinforced for turning around since that was the closest thing to reinforcement

Give some examples of tactics to use to promote generalization

Follow up:

What is multiple exemplar training?

CLEMING

1. program for common stimuli: programming for common stimuli involves ensuring the same sd exist in both the instructional and generalization setting. 

2. Train Loosely: teaching upstairs, downstairs, different room, hair up

3. Multiple Exemplar Training: more examples utilized when teaching, the better. individual has more opportunities to respond correctly to multiple examples of antecedent stimuli. 

4. Mediation

5. Indiscriminable Contingencies

6. Negative Teaching

7. General Case Analysis: ensuring you are teaching all the different stimulus variations and response variations

discriminative avoidance is when a stimulus signals an aversive stimulus

free operant avoidance is avoiding a button that has a shock

providing escape from demands after a time period "You can take a break". Abolishes/cancel the EO for attention

if a student flips his desk because of escape maintained behavior, you can set a time and try to get rid of the EO for escape by providing a break every 10 minutes. 

escape from demands

NCR for attention for students who likes attention

What is differential reinforcement and list and explain DRA, DRI, DRO, DRL, DRH.

Follow up: give me an example of DRI

Differential Reinforcement: Reinforcement provided for responses that share a common property and withheld for responses which lack that property

DRA: Reinforcement provided for a functionally equivalent response and withheld for the target

DRA Hand raises are reinforced with attention while calling out is ignored

DRI: Reinforcement provided for a topographically incompatible response and withheld for the target

DRI Whispering to himself is reinforced with attention while calling out is ignored

DRI Keeping both hands flat on the table is reinforced with a break while slapping a teacher is followed by more trials

DRO: Reinforcement provided for a scheduled elapse of time during which the target is not emitted

DRO Provided that 15 minutes elapse without any callouts, conversation time is provided

DRO As long as no slapping occurs during a 5 minute period, a break is offered

DRL: Reinforcement provided when responding is below a set criterion or separated by a long IRT

DRL Provided that fewer than 4 callouts are emitted per class, conversation time is provided

DRH: Reinforcement provided when responding is above a set criterion or separated by a short IRT

DRH As long as 10 trials are completed within the session, a break follows the session

Ex: Positive Punishment

Alex hits George on the playground --> Teacher gives reprimand "NO HITTING"--> Hitting begins to DECREASES over subsequent days

Ex: Negative Punishment

Child refuses to go to bed--> parents take away TV for next night --> child refusal DECREASES

BOTH DECREASE BX

POS (presentation of stimulus)

NEG (termination of already present stimulus)

What are the direct effects of punishment. What are some applied examples of punishment?

may reduce bx faster than extinction, saitiation, differential reinforcement

may be effective even after unsuccessful attempts with less intrusive procedures.

Some applied examples: contingent shock, water mist, reprimands, response blocking, overcorrection, time out, response cost

ratio and interval are response dependent

response time is response independent (NCR)

Antecedents refer to things that occur before the identified behavior or skill.

Modifying antecedents refers to making changes in the client’s environment prior to the client working on a specific skill or displaying a specific behavior.

For instance, when looking at behavior reduction, modifying antecedents would involve making changes that will help decrease the likelihood that the behavior will occur.

Antecedent strategies are a good strategy for teachers and caregivers/parents alike. This is because you are able to use these strategies to prevent the problem behavior from happening rather than waiting until the problem behavior occurs and then trying to react effectively.

Simple discrimination- Any difference in responding in the presence of different stimuli; in a more restricted usage, a difference resulting from differential consequences of responding in the presence of different stimuli. 3 term contingency

• 1 stimulus condition evoking 1 response

What is a rule, rule governed behavior and give me an example. 

Follow up: What is a pivotal behavior?

A rule is a verbal description of a behavioral contingency. It is a statement telling us that in a certain setting, if we perform a certain behavior, then a certain response will follow.

Rule governed behavior: Behavior that is controlled by a verbal description of contingencies allowing for indirect control of an unlikely or temporally distant contingency. 

Pivotal Behavior: I'll define a pivotal behavior as one that, when learned, causes other changes in different behavior WITHOUT additional teaching.

Conditioned Reinforcement: when a previously NS acquired the ability to function as a reinforcer through stimulus-stimulus pairing with 1 or more unconditioned or conditioned reinforcers.

• Learning history is required
• CR are products of ontogeny

Generalized conditioned reinforcer: a type of conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers.

Does not depend on a MO for its effectiveness

Ex: $$, token systems, social attention and praise.

What are advantages and disadvantages of errorless learning?

Advantage is minimizing errors

Disadvantage- prompt dependency

Give an example of errorless learning

MTL to touch head

What is constant time delay?

the amount of time between the sd and the prompt does not change across sessions

Give an example of stimulus shape transformation

animation of a car --> word car

Give an example of a time delay

therapist points to the correct stimulus as she names it. Gradually she waits longer before pointing

What is a stimulus superimposition. Give an example of stimulus superimposition.

an extra stimulus that currently control responding is introduced and then gradually removed. the word blue is written on a picture of blue card

what are errorless learning procedures

stimulus prompts (superimposition, stimulus fading, stimulus shape transformation) time delay, MTL

1. Identity MTS

2. Symbolic Matching to Sample

Self-Management- The personal application of behavior-change tactics that produce a desired change in behavior. Involves applying ABA principles to create a plan that’s designed to encourage self- management and self-regulation among ASD learners. This allows a learner to become an active participant in their own behavior plans.

The objectives of a self-management plan are to teach learners specific skills as well as the concept of self-regulation.

Action steps:

• Identify a goal
• Modify the environment to increase the likelihood that those goal can be reached
• Maintain a log of the behavior
• Implement positive reinforcement when those goals are met

Self-Monitoring- Procedure whereby a person observes their behavior systematically and records the occurrence or nonoccurrence of target behavior

Self-Evaluation- Comparison of person's performance by themselves with a predetermined goal or standard

Self-Instruction- Self-generated verbal response, covert or overt, that function as response prompts for a desired behavior.

Embedding learning opportunities in ongoing everyday activities with a focus on the child's interest and initiations

In incidental teaching, the teacher or parent follows the lead of the child in selecting the activity or situation in which the learning opportunities will occur. Once the teacher identifies a naturally occurring situation that a child is expressing interest in, strategies are then used to encourage the child’s responses. Incidental teaching strategies are designed to promote motivation and facilitate generalization.

1) Identify current language targets based on assessment.

2) Structure the environment to contrive a motivating operation related to those targets.

3) Wait for the learner to demonstrate that the MO is present.

4) Prompt the correct response.

5) Wait for the learner to emit the correct response.

6) Reinforce the mand with the requested stimulus.

Example: Molly is a young child who is being taught to mand. Knowing that Molly loves to play with a specific doll, her therapist puts the doll into a sealed clear container that Molly cannot open independently. Molly sees the doll in the container and wants it, prompting her to ask her therapist for the doll based on her intrinsic desire for the doll. This created a natural situation in which Molly manded for what she wanted without a direct prompt.

May be utilized to help them communicate in other ways.

Ex: Picture Exchange Communication System (PECS) or a speech-generating device (SGD).

Both will have task completion with the low probability

Premack- first hard (low probability) then easy (high probability)

Behavior Momentum- easy then hard (high probability)

RAPID FIRE QUESTIONS 

Give me an example of behavioral momentum

ex: touch leg, touch angle, touch floor, "put your shoes on"

What does behavioral momentum increase?

COMPLIANCE

What is a premack principle?

a high probability behavior made contingent on engaging in a less preferred behavior (low probability) FIRST/THEN

What is behavioral momentum?

high rate of responding resistance to change.

What is high probability request sequence

antecedent manipulation to do easy task (high probability) then hard task (low probability)

Stimulus Fading: A feature of the stimulus is highlighted or exaggerated, and then gradually reduced until the natural stimulus controls responding.

Stimulus Shape Transformation: The topography of the stimulus is altered such that the product controls responding. Gradually, the form is altered until the original stimulus controls responding.

Stimulus Superimposition: An extra stimulus that currently controls responding is introduced, and then gradually removed.

Time Delay: Initially the prompt is provided immediately.

Progressive: The amount of time between the SD and the prompt increases across sessions.

Constant: The amount of time between the SD and the prompt does not change across sessions.

John is learning to identify store department names.

1) Superimposition. Initially, pictures of food from the department are placed above the sight word.

2) Fading. The correct answer is placed very close to John and gradually moved back to the array.

3) Time Delay. The therapist points to the correct stimulus as she names it. Gradually, she waits longer before pointing.

4) Shape Transformation. The aisle names are made to look like the food found within them. Gradually, the names are altered until printed in normal ink.

1. Conduct an indirect assessment: via interviews, rating scales, screening forms.

2. Functional Behavior Assessment (FBA)

3. Observations of the individual

4. Review of existing data

Functional Assessments- determining cause and effect relationship between environment and behavior and altering either the antecedent or consequence or teaching a replacement behavior.

Descriptive Assessment- direct observation of behavior under naturally occurring conditions.

Functional Analysis - arranging antecedents and consequences so that their separate effect on a problem behavior can be observed and the function can be determined.

Repeatability (also called countability)- instances of a behavior can occur repeatedly through time (the behavior can be counted)

• CRC: Count, rate, celeration

Temporal extent- Every instance of behavior occurs during some amount of time

• Duration

Temporal locus- Every instance of behavior occurs at a certain point in time with respect to other events (when behavior occurs can be measured)

• Latency and IRT

Topography- the physical form or shape of behavior

Magnitude- force or intensity of a response

What is a line graph, bar graph, scatter plot, and cumulative record.

Follow up: What is level, trend, variability

Line graphs- use for continuous measure of behavior over time. Most common form of graphing for behavior analysis because it communicates data and its changes over time (e.g. level, trend, variability).

Bar graphs- most effective in summarizing data sets when conditions or individuals are not related to each other (i.e. preference assessment)

Scatterplots- effectively relate the target behavior to the environmental conditions. Scatterplots make the data easy to read and detect possible conditions in which behavior is more likely to occur.

Cumulative record- a line graph that shows the cumulative instances of behavior (i.e., skill acquisition targets mastered)

Level- The level of the data relates to the “position” of the data set taken from the Y-axis. Look at the graphs below; in the first graph if the plotted data points fell into the top section they would have a “high level”, if they fell into the middle section they would have a “moderate level” and if they were in the bottom section they would have a “low level”.

Trend- The trend in the data is the “direction” it is going. For example, in the graph below, the first data set shows an “increasing trend” as the data points are “going up”. The second data set show a “decreasing trend” as the data points are “going down”. Finally, the third data set shows a “zero trend” because the data are not going up or down.

Variability- The variability of data relates to how different or “spread out” the scores are from each other. Take the two graphs below that show hypothetical data of the percentage of correct scores on a spelling test over 10 days for 2 children, Jane and Matt.

Descriptive assessment methods include methods such as event recording (e.g., contingency event recording, continuous event recording) and time sampling. Descriptive assessment methods do not demonstrate a functional relationship between the antecedents and consequences and the problem behavior.

These assessment methods allow you to develop hypothesis about the antecedent and consequent variables controlling the problem behavior but they DO NOT prove that the variables are functionally related to the behavior.

What does your client already know how to do?

Keeping their current skills and strengths in mind when designing their intervention strategy is important. Building off of current strengths or mastered skills can help to build confidence and likely help lead to more success.

Evaluation provides the information necessary to examine how well a program is being implemented and to determine whether that program is achieving desired results. With information from regular and well designed evaluations, clinicians make timely changes to promote client progress.

Evaluating the effectiveness of behavioral programs includes ongoing data review, systematic changes to the plan with careful documentation.