terms for the behavior analysis certification board and comps exam
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| Task Analysis | Task broken into smaller elements and elements are stated in their correct order.
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| Progressive Ratio Break Point | In a PR schedule, the break point is the last ratio size completed before the organism stops responding. In reinforcer assessments, the higher the break point the more effective the reinforcer.
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| Bias of partial interval recording, whole interval recording and momentary time sampling | Partial interval: overestimates rates, used for reduction targets
Whole interval: underestimates rates, used for acquisition skills
Momentary time sampling: no systematic bias
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| Self Stim Theories: | 1. Produces sensory stimuli
2. Arousal theory
3. Social deprivation early in life
4. Changes in dopamine
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| Lag 1 | Examines the likelihood that an event occurs given another event that occurs just before (A-->B).
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| True Values | Data in which extraordinary measures have been taken to eliminate sources of error. True values should approximate the true measure of the behavior in the sample.
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| Pica | Consuming inedible items (e.g., screws,bolts, small toys)
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| Respondent Extinction | Decrease in the strength of a CR as a result of presenting the CS alone
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| Escape behavior | Behavior that is reinforced by escaping from an aversive stimulus (negative reinforcer)
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| Grooming: examples | 1. Giving inappropriate attention to children
2. giving gifts
3. openly or accidentally exposing the victim to nudity and sexual material
4. sexualising physical contact, such as inappropriate tickling and wrestling
5. having inappropriate social
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| Foundational Skills | Skill that must be taught before other skills can be taught
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| Lag Sequential Analysis | Computations that examine the likelihood that an event will occur given another event.
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| Lag Sequential Analysis: Lag 1 | When conditional probabilities are calculated. It can be between an A or B, or between a B and C. Lag 1 refers to the fact that the CP examines the A just before the B, or the C just after the B.
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| Negative Reinforceer | Stimulus that when withdrawn after a behavior, increases the rate of the behavior. Note that IRT will decrease.
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| Competency based training | The kind of training that is essential in staff training and management. This training involves a needs assessment, learning objectives, performance criteria, training procedures (instruction, simulations, in vivo training), and online feedback. Trainin
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| How to sample high rate behavior | Continuous recording for short period of time
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| Function-altering: Rules | Rules create new CSs, SDs, conditioned reinforcers, EOs, etc
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| Distal MO example | Child abused by visiting parent over weekend-->problem behavior Monday at school
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| Experimental Design | A sequence of conditions that permit conclusions about whether the changes in behavior resulted from the intervention
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| Functional Analysis on high intensity behavior | 1. Look at the latency to the first response in the condition. Then end the condition.
2. Or just study the precursors
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| Functional analysis: undifferentiated data | This suggests that the behavior is under multiple control (there is more than 1 operant) or it may suggest that there is some idiosyncratic variable that is maintaining the behavior in all conditions
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| weakening behavior: Replacement skills | Select a replacement skill that is easy to emit and has the same function as the inappropriate behavior
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| Student assisted interview in assessment | Interview questions that student answers to assist in descriptive assessment
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| Predicatbility | Used in behavior programs to decrease behavior. This can involve written or picture schedules of upcoming events
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| Shaping | Gradually changing the form or topography of a behavior by reinforcing successive approximations to the correct response
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| Teaching VB using transfer of stimulus control | 1. Teach echoics or textuals
2. Use echoics or textuals as prompts when teaching mands, tacts, intraverbals
3. Fade use of echoics or textuals as prompts
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| Functional anaysis: strengths | 1. High degree of confidence in determining functional relations
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