Help

Options

focusNode

Didn't know it?
click below

Knew it?
click below

Don't Know

Remaining cards (0)

Know

retry

shuffle

restart

0:00

Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

Normal Size Small Size show me how

ABA Oral Comp

Oral Comp Questions

Question	Answer
What is social validity?_1	Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced.
According to Wolf (1978), there are three ways to assess social validity. What are they? _1	[1] Goals (Social Significance of the Targeted Behavior): the targets of an intervention, including individuals, settings, and specific behaviors.
According to Wolf (1978), there are three ways to assess social validity. What are they? _1	[2] Procedures (Appropriateness of the Procedures): the techniques used in a study to change behavior- that is, what the experimenter did to increase or decrease the probability of specific behaviors.
According to Wolf (1978), there are three ways to assess social validity. What are they? _1	[3] Outcomes (Social Importance of the Results): the behavioral changes produced by an intervention, both direct and indirect.
How might you assess whether you have made a meaningful change in these three domains (Social Validity)? _1	[a] Comparing participants' performance to the performance of a normative sample. [b] Using a standardized assessment instrument. [c] Asking consumers to rate the social validity of participants' performance.
How might you assess whether you have made a meaningful change in these three domains (Social Validity)? _1	[d] Asking experts to evaluate participants' performance. [e] Testing participants' newly learned level of performance in the natural environment.
Know the four basic schedules of reinforcement: _1	[1] Fixed Ratio [2] Variable Ratio [3] Fixed Interval [4] Variable Interval.
Typical patterns of responding with example: Fixed Ratio _1	The response ratio remains constant. Reinforcement is provided after a specified number of responses.
Typical patterns of responding with example: Fixed Ratio _1	Pattern: Produces a typical pattern of responding. Post-reinforcement pause follows reinforcement.
Typical patterns of responding with example: Fixed Ratio _1	Rate of Response- often produce high rates of response (larger the ratio rate the higher the rate of response).
Typical patterns of responding with example: Fixed Ratio _1	Example: Token boards in schools (FR2), Free meal punch cards, Production line work, Monetary bonus for selling cars.
Fixed Ratio (FR 4)_ 1	Reinforcement is delivered after every 4th correct response.
Typical patterns of responding with example: Variable Ratio _1	Produces consistent, steady rates of response. No postreinforcement pause. Reinforcement is provided after an average number of responses.
Typical patterns of responding with example: Variable Ratio _1	Rate of Response- tends to produce a quick rate of response (larger the ratio (size) requirement, the quick the rate of response).
Typical patterns of responding with example: Variable Ratio _1	Example: Gambling (slots, lotteries, ect), Free pop bottle caps, Salesperson working on commission (e.g., on average, every 5th sales pitch results in a sold car and bonus).
Variable Ratio (VR 3) _1	An average of every 3rd correct occurrence. [1_5_3: 9/3= 3]
Typical patterns of responding with example: Fixed Interval _1	Gradually accelerating rate of response toward the end of the interval is called an FI scallop. Typically produces a postreinforcement pause. Reinforcement is provided for the first response that occurs after a fixed period of time has passed (FI 10").
Typical patterns of responding with example: Fixed Interval _1	Rate of Response: tend to produce a slow to moderate rate of response (larger the fixed interval requirement, the longer the post reinforcement pause) with a pause in responding following reinforcement.
Typical patterns of responding with example: Fixed Interval _1	Example: Raising hand to be excused from lunch/dinner table, Asking for a break from work or homework.
Fixed Interval (FI20) _1	Every two hours you can take a break from work; if you ask prior to FI 120 min: that, the response will not be reinforced. The first correct response following 120 min will be reinforced.
Typical patterns of responding with example: Variable Interval _1	Constant, stable rate of response. Produced few hestitations between responses. Reinforcement is provided for the first response that occurs after an average period of time has passed. Average amount of time.
Typical patterns of responding with example: Variable Interval _1	Rate of Response- tends to produce low to moderate rate of response (larger the average interval, the lower the overall rate of response).
Typical patterns of responding with example: Variable Interval _1	Example: Checking your phone for text messages (e.g., You reply to a friend's text message. He responds, on average, after 30 seconds), Checking the front porch for the newspaper when the delivery person is extremely unpredictable.
Variable Interval (VI 10) _1	Reinforcing the first response after an averaged elasped time of 10 minutes. [5"_15": 20/2= 10]
Provide a definition and example of positive reinforcement. _1	(Reinforcement) Occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions. Positive reinforcement produces a stimulus that was absent prior to responding.
Provide a definition and example of positive reinforcement. _1	Example: A teacher praises a child following each math problem the child completes, making the child more likely to do math problems in the future.
Provide a definition and example of negative reinforcement. _1	(Escape) Involves the termination, reduction, or postponement of a stimulus contingent on the occurrence of a response, which leads to an increase in the future occurrence of that response.
Provide a definition and example of negative reinforcement. _1	Example: [EO] Loud noise from construction outside [SD] Roommate nearby [R] Ask roommate to close window [SR-] Noise subsides.
Negative Reinforcement Four-Term Contingency_1	[1] Establishing operation (EO) for behavior maintained by NR is an antecedent event in whose presence escape (termination of the event) is reinforcing,
Negative Reinforcement Four-Term Contingency_1	[2] Discriminative stimulus (S^D) is another antecedent event in whose presence a response is more likely to be reinforced,
Negative Reinforcement Four-Term Contingency_1	[3] Response is the act that produces reinforcement, [4] Reinforcer is the termination of the event that served as the EO.
What is the difference between socially mediated and automatic reinforcers? _1	Socially mediated (delivered by another person), Automatic (is produced directly by the person's response).
What is the difference between unconditioned and conditioned reinforcers?_1	Unconditioned (SR+): a stimulus that is usually reinforcing without any prior learning; due to phylogenic provenance; aka primary reinforcers.
What is the difference between unconditioned and conditioned reinforcers?_1	Conditioned (Sr+): a stimulus that initially has no innate reinforcing properties, but acquires reinforcing properties through pairing with unconditioned reinforcers; due to ontogenic provenance; secondary or learned reinforcers.
Describe the appropriate use of timeout. _1	Contingent on a response, the person is removed from the reinforcing item/activity/environment for a specified period of time.
Why is the discrepancy between the time-in and time-out environment important to the effectiveness of a time-out procedure? _1	The more reinforcing the time-in setting is, the more effective time-out is likely to be as a punisher.
Discuss the implementation of a timeout procedure vs. the behavioral effect of timeout. _1	Easy to apply, accepted by others as fair, define behaviors leading to time-out, define duration of time-out and exit criteria, explain time-out rules, obtain permission, combine w/other procedures; there should be a rapid suppression of behavior.
Define stimulus generalization and discrimination and give an example of each. _1	Stimulus Generalization: oStimulus generalization occurs when the child responds to different stimuli for the same behavior.
Define stimulus generalization and discrimination and give an example of each. _1	Example: For example, a student who contacts reinforcement for saying “circle" when shown a circle, is likely to say "circle" when shown an oval.
Define stimulus generalization and discrimination and give an example of each. _1	Stimulus Discrimination: Discrimination can be defined as the ability to tell the difference between different types of stimuli, giving only one response to the command (SD).
Define stimulus generalization and discrimination and give an example of each. _1	Example: For example, a student who has learned to say "daddy" in the presence of her father needs to learn that not all tall, dark haired men should be called "daddy".
How do stimulus generalization and discrimination affect the process of learning a concept?_1	We need to make sure that student generalize concepts so that they can recognize different variations of an item, but don't over generalize concepts to the point that they label items incorrectly.
What are prompts? _1	An extra antecedent stimulus that is used to evoke a correct response in the presence of a S^D that will eventually control the behavior.
What is the difference between response and stimulus prompts? _1	Response Prompts: operate directly on the response. Stimulus Prompts: operate directly on the antecedent task stimuli.
Provide an example of response and stimulus prompts and how you would fade the prompt._1	Response prompts: Verbal instructions (Vocal, Non-vocal (e.g., written)); Modeling (A demonstration of the desired behavior); Physical Guidance (Partially physically guide the student’s movements).
Describe how you could use response prompts to implement an errorless learning strategy._1
What is a generalized imitative repertoire (GIR)?_1	A behavior controlled by any physical movement that serves as a novel model excluding vocal-verbal behavior, has formal similarity with the model, and immediately follows the occurrence of the model.
Why is it important? How can you provide training to help someone acquire one?_1	for people to possess an imitative repertoire because it assists with the acquisition of many new behaviors.
What is the test for a GIR?_1	Purpose: assesses for generalized imitation. Select 5 non-trained, novel models to check for occurrence of imitation. Do at end of each training session or intermix in training sessions. Use pre-assessment procedures (no antecedent or response prompts
What is a task analysis and why would you do one?_1	breaking a complex skill or series of behaviors into smaller, teachable units. The product of a task analysis is a series of sequentially ordered steps.
What are the methods for conducting a task analysis?_1	The behavioral components are developed after observing someone perform the skill. Consult with experts skilled in performing the task. Perform the behavior/task on yourself. Systematic trial-and-error can assist in development.
Give an example of a task analysis._1	Teaching Shoe Tying: Partially tighten shoelaces. Cross shoelaces.Tighten laces-horizontal pull. Tie laces into a knot. Make a bow. Tighten bow.
Define extinction._1	Is a procedure in which reinforcement of a previously reinforce behavior is discontinued; as a result, occurrences of that behavior decrease in the future.
What is the difference between extinction of a negatively reinforced and a positively reinforced response?_1	Positive- acquisition of desirable is not allowed. Behaviors maintained by positive reinforcement are placed on extinction when those behaviors do not produce the reinforcer.
For what type of behavior is extinction not an appropriate intervention?_1	Not appropriate for behaviors that are likely to be imitated by others or behaviors that are harmful to self or others.
What should you tell parents/teachers/other professionals regarding the difficulties of implementing extinction and what they should expect the behavioral effects of extinction to be?_1	All parties must apply the same extinction procedure for effective treatment, plan for extinction produced aggression (extinction burst), always consider combining extinction with other procedures;
What is a contingency contract?_1	Written agreement between a client and another person that specifies the relationship between performing target behaviors and their consequences. A.K.A.; Behavioral Contract
What are the contingency contracts components?_1	Description of the task >Who will perform the task/receive reward >What is the task to be performed >When the task must be completed >How well the task must be completed
How is a contingency contract implemented?_1	Typically a package that involves: >>Reinforcement >>Rules >>Response prompting > Can even be a self-contract
What are undesired side effects of timeout?_1	May produce emotional behavior (crying, withdrawal, aggression) that might over shadow positive gains; inadvertently reinforce undesired behavior.
What is a prompt?_1	An added stimulus in a discrimination-training procedure designed to increase the probability of a person's making the correct response.
Provide an example of response and stimulus prompts and how you would fade the prompt._1	Stimulus Prompts: Movement Cues (pointing, tapping, touching, looking at); Position Cues (place one stimulus closer to the student); Redundance (stimulus or response dimensions are paired with correct choice)
What is a task analysis and why would you do one?_	Why: To determine the sequence of behaviors that are necessary and sufficient to complete a given task efficiently; to determine steps that are interfering with successful task completion.
Negative- avoidance/removal of aversive is not allowed.	Behaviors maintained by negative reinforcement are place on extinction (escape extinction) when those behaviors do not produce a removal of the aversive stimulus. The individual cannot escape from the aversive situation.
What should you tell parents/teachers/other professionals regarding the difficulties of implementing extinction and what they should expect the behavioral effects of extinction to be?_1	extinction is a gradual reduction in behavior, be aware of spontaneous recovery
What they should expect the behavioral effects of extinction to be?_1	Gradual Decrease in Frequency and Amplitude: Gradual reduction in behavior. This gradual decrease in response frequency will tend to be sporadic with a gradual increase in pauses between responses.
What they should expect the behavioral effects of extinction to be?_1	Extinction Burst: Immediate increase in the frequency of the response after the removal of the positive, negative, or automatic reinforcement.
What they should expect the behavioral effects of extinction to be?_1	Extinction Burst Note: Suggests that when this happens that the reinforcer (s) maintaining the problem behavior have been identified, and the intervention stands a good chance of being effective.
What they should expect the behavioral effects of extinction to be?_1	Spontaneous Recovery: Reappearance of the behavior after it has diminished to its pre-reinforcement level or stopped entirely even though the behavior does not produce reinforcement.
What is a contingency contract?_1	A document that specifies a contingent relationship between >The completion of a specific behavior and >Access to a specified reinforcer
What are the contingency contracts components?_1	Reward >Who will judge task completion >What is the reward >When the reward will be delivered >How much of the reward the person will receive
What are the contingency contracts components?_1	Task Record >A place to record progress >>Sets the occasion for regular review of the contract >>Helps individual remain focused and gives feedback on performance
In a seminal article in the first issue of JABA, Baer, Wolf, and Risley (1968) identified seven characteristics of applied behavior analysis. Name and describe each of the seven characteristics. _2	Applied: Investigates socially significant behaviors with immediate importance to the participant(s) Examples include behaviors such as: >Social >Language >Academic >Daily living >Self-care >Vocational >Recreation and/or leisure
Johnston and Pennypacker (1993) stated that “…the skin is not an especially important boundary in the understanding of behavioral laws, although it can certainly provide observational challenges…” What does this mean? _2	Events that occur within the skin, (private/covert events) such as feelings, are examples of behavior and are subject to behavioral laws, but they are not considered to play a causal role in behavior because they cannot be directly observed and measured.
Johnston & Pennypacker~Why is this a critical part of behavioral philosophy and how does this belief affect the practice of behavior analysis? _2	Overt, events are public or external, visible to others Covert: private behavior (not visible outside to the outside observer, does not mean that it isn’t happening or that it doesn’t matter (internal event of hunger leads to external event of eating)
Describe experimental control in your own words using the terms: (a) independent variable, (b) dependent variable and © potential confounding variables._2	Demonstrates functional relations, meaning that experimental control is achieved when a predictable change in behavior (the dependent variable_ can be reliably produced by manipulating a specific aspect of the environment (the independent variable)
Why would you collect data on the IV as well as the DV?_2	-DV to develop experimental control/functional relation. -IV to ensure that the intervention is being implemented as it is supposed to be. Procedural Integrity.
Kennedy (2005) stated that “In behavior analysis, there is no such thing as an outlier behavior.” What does this mean? _2	This falls under the eight types of threats to internal validity (Regression being #5): Phenomenon in which highly unlikely outcomes (outliers) occurring within a normal distribution tend not to reoccur when re-sampled (Gould 1981).
How is variability of an individual research participant viewed differently by behavior analysts compared to researchers who use group designs?_2	Anytime there is variability in your data that you cannot account for by known events-it indicates other sources of control over the behavior being analyzed. Ex; The IV has poor control over DV.
From a research perspective, what is “replication?”_2	Conducting experiment again to see if effects are the same as before. (a) repeating conditions within an experiment to determine the reliability of effects and increase internal validity.
Kennedy (2005) stated that through replication the process of science is self-correcting. What does this mean?__2	If study not replicable, decisions need to be made about conclusions from original study and/or replication study. Seek to show the effect again with the same participant.
What are the different types of replication?_2	Direct Replication: repetition of an experimental manipulation either within or between participants. Ex- if experimenter returns to BL then reintroduces IV.
Be able to describe each of the following types of data collection procedures. For each type of data collection procedure, state the kind of responses it best measures: (a) event recording_2	Procedures for detecting and recording the number of times a behavior is observed. Devices include: Wrist counters, digital counters, masking tape, paper clips, etc
For each type of data collection procedure, state the kind of responses it best measures: (b) permanent product recording_2	>Measuring behavior after it has occurred by measuring its effects on the environment Ex: post facto >All previous procedures can be applied to permanent product measurement >Products can be a natural or contrived
For each type of data collection procedure, state the kind of responses it best measures: (_C) duration_2	Measuring the total time a child engages in the targeted behavior The amount of time a person engages in the target response.
For each type of data collection procedure, state the kind of responses it best measures: (d) latency_2	Duration of time between a stimulus and the beginning of response
For each type of data collection procedure, state the kind of responses it best measures: (e) partial-interval recording_2
For each type of data collection procedure, state the kind of responses it best measures: (f) whole-interval recording_2
For each type of data collection procedure, state the kind of responses it best measures: (g) time sampling / momentary-time sampling recording_2	A time sample is a period that the observance of behavior is divided into.This type of data collection gives a detailed account of frequency relative to the time in the hour that the behavior is happening most.
For each type of data collection procedure, state the kind of responses it best measures: (h) continuous recording_2
Identify/describe the six advantages to using graphic displays of behavioral data_2
What is the difference between topography and function?_2
Which is more important when trying to change behavior? _2
What is the difference between “behavior”, “response”, “response class”, and “repertoire”?_2
Provide an example of respondent conditioning. Be sure to incorporate all of the relevant terms: UCS_2
Be sure to incorporate all of the relevant terms: UCR_2
Be sure to incorporate all of the relevant terms: UCS_2
Be sure to incorporate all of the relevant terms: NS_2
Be sure to incorporate all of the relevant terms: CS_2
Be sure to incorporate all of the relevant terms: CR_2
Be sure to incorporate all of the relevant terms: generalization_2
Be sure to incorporate all of the relevant terms: extinction_2
Be sure to incorporate all of the relevant terms: spontaneous recovery_2
Identify and describe at least six guidelines for the effective use of reinforcement. Be sure to consult current research (hint: see Sy and Vollmer, 2012)._2
Provide a definition and example of positive punishment. Describe the following positive punishment interventions: response blocking_2
Describe the following positive punishment interventions: contingent exercise_2
Describe the following positive punishment interventions: overcorrection (restitution and positive practice)_2
Describe the following positive punishment interventions: contingent electric stimulation_2
Discuss potential ethical implications associated with using positive punishment_2
Describe forward chaining_2
Describe total task training_2
Describe backward chaining_2	In this form of chaining, each component part is taught; however, it is taught backwards. Ex: Self Help Skills
When would you use (forward chaining, total task chaining, or backward chaining) one over another? _2	Backward:It is best to use backward chaining when the reinforcement comes at the end of the sequence of behaviors. In other words, use backward chaining when the last step is meaningful.
What is the difference between a functional behavior assessment and a functional analysis? _2
What are the advantages and disadvantages of each (FBA/FA)?_2
When implementing a DRO schedule of reinforcement discuss the following: (a) setting the initial interval value_2
When implementing a DRO schedule of reinforcement discuss the following: (b) increasing or decreasing the interval value_2
When implementing a DRO schedule of reinforcement discuss the following: [C] what happens if the target behavior occurs during the interval_2
When implementing a DRO schedule of reinforcement discuss the following: (d) disadvantages of using_2
Give an example of using an antecedent intervention_2
Why should an antecedent intervention be selected rather than a consequence intervention?_2
How does NCR (i.e. FT and VT schedules) work and why is it an example of an antecedent intervention?_2
What is a group contingency?_2
What are the three types of group contingencies?_2
How is the Good Behavior Game used by Barrish, Saunders, and Wolf (1969) an example of a group contingency? _2
Describe how they are related: Radical behaviorism, the Experimental Analysis of Behavior (EAB), Applied Behavior Analysis (ABA), and the clinical practice of ABA are all closely related_3
Describe how they are related, and be able to represent them on a spectrum with ends that read “more experimental control” and “less experimental control”_3
Also, know how radical behaviorism is different from methodological behaviorism and mentalism_3
Name and describe each of the seven characteristics: Behavioral_2	Precise measurement of the actual behavior in need of improvement & documents that it was the participant’s behavior that changed
Name and describe each of the seven characteristics: Analytic_2	>Demonstrates experimental control over the occurrence and non-occurrence of the behavior (a functional relation is demonstrated) >Functional & replicable relationships
Name and describe each of the seven characteristics: Technological _2	>Written description of all procedures in the study is sufficiently complete and detailed to enable others to replicate it >All operative procedures are identified and described in detail & clarity >Replicable technology
Name and describe each of the seven characteristics: Conceptually systematic_2	Behavior change interventions are derived from basic principles of behavior >Better enable research consumer to derive other similar procedures from the same principle(s) Assist in integrating discipline into a system instead of a “collection of tricks”
Name and describe each of the seven characteristics: Generality_2	>Produces behavior changes that last over time >Appear in other environments (other than the one in which intervention was implemented)… >Or spread to other behaviors (those not directly treated by the intervention)
Name and describe each of the seven characteristics: Behavioral_2	>The behavior in need of improvement and it is a study of behavior (not about behavior) >The behavior must be measurable >Important to note whose behavior has changed
Describe experimental control in your own words using the terms: (a) independent variable, (b) dependent variable and (c) potential confounding variables. _2	The extent to which a researcher maintains precise control of the independent variable by presenting it, with drawing it, and/or varying its value, and also by eliminating or holding constant all confounding and extraneous variables.
Why would you collect data on the IV as well as the DV?_2	Often, the dependent variable is the same as the measurement system being used to record behavior. If a functional relation is established, the level of the behavior being measured is dependent on the presence or absence of the independent variable.
Why would you collect data on the IV as well as the DV?_2	The independent variable is typically the intervention. This can be applied, removed or altered. These variables need to be precisely measured by collecting data so that the experiment can be replicated.
Why would you collect data on the IV as well as the DV?_2	If the independent and dependent variables are precisely measured and confounding variables are kept to a minimum, then it should follow that others can replicate the intervention with other participants to expand the usefulness of the intervention.
Kennedy (2005) stated that “In behavior analysis, there is no such thing as an outlier behavior.” What does this mean? _2	Room for improvement (up/down). All behaviors occur for a reason; outliers (highly unlikely outcomes) are a manifestation of a behavioral process that has yet to be analyzed and understood.
How is variability of an individual research participant viewed differently by behavior analysts compared to researchers who use group designs?_2 Behavior Analysts	Confounding variables need to be identified and controlled. Variability in data represents an opportunity to learn more about the types of events that can influence behavior.
How is variability of an individual research participant viewed differently by behavior analysts compared to researchers who use group designs?_2 Behavior Analysts	Single-Subject designs have strong "internal validity" and weak "external validity".
How is variability of an individual research participant viewed differently by behavior analysts compared to researchers who use group designs?_2 Group Design Researchers	Group design researchers: The widespread belief that the effects of uncontrolled variables in a study can be somehow controlled by statistical manipulations of the dependent variable.
How is variability of an individual research participant viewed differently by behavior analysts compared to researchers who use group designs?_2 Group Design Researchers	Group designs have strong "external validity" and weak "internal validity".
From a research perspective, what is “replication?”_2	(b) Repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, and /or behaviors.
From a research perspective, what is “replication?”_2	Reduces the probability that a variable other than the IV was responsible for the now twice-observed behavior change; demonstrates the reliability of the behavior change if it can be made to happen again.
Kennedy (2005) stated that through replication the process of science is self-correcting. What does this mean?__2	Seek to show the effect again with the same individual and different researcher. Seek to show the effect again with similar individual.
What are the different types of replication?_2	Direct Replication: An experiment in which the researcher attempts to duplicate exactly the conditions of an earlier experiment.
What are the different types of replication?_2	Systematic Replication: some aspect of the experimental preparation is changed and its effect on behavior is analyzed. An experiment in which the researcher purposefully varies one or more aspects of an earlier experiment.
Be able to describe each of the following types of data collection procedures. For each type of data collection procedure, state the kind of responses it best measures: (a) event recording_2	Best Measures: discrete behaviors >Behavior must have discrete beginning and ending >Rate must not be too high >Inappropriate for behaviors with long duration > Appropriate for low frequency behaviors
Be able to describe each of the following types of data collection procedures. For each type of data collection procedure, state the kind of responses it best measures: (a) event recording_2	Measurement procedure for obtaining a tally or count of the number of times a behavior occurs.
For each type of data collection procedure, state the kind of responses it best measures: (b) permanent product recording_2	Best Measures: > When the product and environmental effect of the behavior is of concern. > Measurement of complex behavior
For each type of data collection procedure, state the kind of responses it best measures: (_C) duration_2	-Best measures: Behaviors that occur at very high rates and are too long or too short. >When the goal of intervention is to lengthen or shorten how long the behavior lasts. >High frequency behaviors
When would you use (forward chaining, total task chaining, or backward chaining) one over another? _2	Forward:goal may not be possible to reach without going through the steps sequentially e.g. one cannot learn to ride a bike by learning the dismount first, and a child cannot instantly go fast without pedaling.
When would you use (forward chaining, total task chaining, or backward chaining) one over another? _2	Forward chaining is also effective to teach the concept of IF/THEN.
When would you use (forward chaining, total task chaining, or backward chaining) one over another? _2
When would you use (forward chaining, total task chaining, or backward chaining) one over another? _2
When would you use (forward chaining, total task chaining, or backward chaining) one over another? _2
Define appropriate use of time out. _1	Time outs should never last more than 2 to 3 minutes (with younger children it should be shorter). The time out should be over the moment the child “pulls himself together".
Example of stimulus generalization	For example, the command may be, "Do this", or, "Touch nose", and the child is able to touch his nose as a correct response to either commands.
How do single-subject designs show experimental control? _3
Describe how each of the following relate to the demonstration of control in single-subject designs: (a) steady state_3
Describe how each of the following relate to the demonstration of control in single-subject designs: (b) verification _3
Describe how each of the following relate to the demonstration of control in single-subject designs: (c) replication_3
What is meant by the term, “repeated measures” and why is it important in single-subject design?
What is the fundamental rule in terms of experimental control?
Describe how each of the following experimental designs demonstrates experimental control: (a) reversal_3
Describe how each of the following experimental designs demonstrates experimental control: [c] multi-element._3
Describe how each of the following experimental designs demonstrates experimental control: (b) multiple baseline_3
Describes the advantages and disadvantages of each design (reversal, multiple baseline, multi-element)._3
What is interval validity? _3
Be able to describe and give an example of each of the following threats to internal validity: (a) history effects_3
Be able to describe and give an example of each of the following threats to internal validity: (b) maturation effects_3
Be able to describe and give an example of each of the following threats to internal validity: (c) testing effects_3
Be able to describe and give an example of each of the following threats to internal validity: (d) instrumentation effects, _3
Be able to describe and give an example of each of the following threats to internal validity: (e) participant selection bias, _3
Be able to describe and give an example of each of the following threats to internal validity: (f) regression to the mean_3
Be able to describe and give an example of each of the following threats to internal validity: (g) attrition,_3
Be able to describe and give an example of each of the following threats to internal validity: (h) order effects_3
To which threats to internal validity are single subject deigns more/less susceptible? _3
What are three different ways to assess stimulus preference? _3
Why is this an important thing to do in the practice of ABA? _3
What is the distinction between stimulus preference assessment and reinforcer assessment? _3
Why is this an important distinction (stimulus preference assessment/reinforcer assessment)? _3
Describe how to conduct a reinforcer assessment. _3
Describe the current debate within the field of applied behavior analysis regarding the use of punishment for severe behaviors such as SIB or aggression: (a) the doctrine of least restrictive alternative
Doctrine of least restrictive alternative: the decision making process of when it is appropriate to use punishment,
Describe the current debate within the field of applied behavior analysis regarding the use of punishment for severe behaviors such as SIB or aggression:(b) the right to effective treatment,
Describe the current debate within the field of applied behavior analysis regarding the use of punishment for severe behaviors such as SIB or aggression:(c) PBS and the nonaversive movement.

Created by: mjhernandez

"Know" box contains:
Time elapsed:
Retries: