Help
Options
Didn't know it?
click below
click below
Knew it?
click below
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
Normal Size Small Size show me how
The Big BCBA Test
ABA
| Term | Definition |
|---|---|
| Applied Behavior Analysis | Scientific approach for discovering environmental variables, reliably influence socially significant behavior and for developing a technology of behavior change-practical/applicable. |
| Science | Systematic approach for seeking and organizing knowledge about the natural world. Based on determinism. |
| Purpose of Science | Achieve thorough understanding of phenomena under study. phenomena=socially important behaviors. |
| 3 Levels of Scientific Understanding/Goals of Science | Description, Prediction, Control |
| Description | Systematic observations that can be quantified and classified. Not casual explanations. |
| Prediction | Correlation, Co-variation. Two events may regularly occur at the same time. Does not necessarily mean one causes the other. |
| Control | Causation, Functional Relation. The highest level of scientific understanding. Experimental demonstration that manipulating one event (IV) results in another event (DV). |
| Philosophical Assumptions of Behavior/6 Attitudes of Science | 1) Determinism 2) Empiricism 3) Experimentation 4) Replication 5) Parsimony 6) Philosophical Doubt |
| Determinism | (Philosophical assumption/attitude of science) Universe is lawful, orderly, predicable. Cause and effect, lawful-if/then |
| Empiricism | (Philosophical assumption/attitude of science) Facts. Objective observation, detailed description, objective quantification of events. Experimental, data-based scientific approach. Draw upon observation and experience. |
| Experimentation | (Philosophical assumption/attitude of science) Manipulating variables to see effects on dependent variable. Determine if one event caused another. (All variables must be controlled except the DV.) |
| Technological | (Dimension of ABA.) Defines procedures clearly and in detail so they are replicable (recipe). |
| Conceptually Systematic | (Dimension of ABA.) All procedures should be tied to basic principles (of BA) from which they were derived. |
| Analytical | (Dimension of ABA.) (AKA- functional relations, experimentation, control, causation) Has demonstrated functional relation between manipulated events and a reliable change in some measurable dimension of targeted behavior. |
| Generality | (Dimension of ABA.) Extends behavior change across time, settings, or other behaviors. |
| Experimental Analysis of Behavior | Branch of Behavior Analysis. Research on basic processes and principles. Done mainly in laboratories. |
| Parsimony | (Philosophical assumption/attitude of science) Simplest Theory . All simple and logical explanations must be rules out before considering more complex explanations. Helps fit findings into field's existing knowledge base. |
| Hypothetical Constructs | Presumed, unobserved, entities. eg: free will, readiness, unobservable, storage, retrieval mechanisms for memory, info. processing. |
| Effective | (Dimension of ABA.) Improves behavior in a practical manner, not simply making a change that is statistically significant. |
| Pavlov | Classical conditioning, respondent conditioning with dogs. 1906 1st published studies. |
| Explanatory Fictions | Fictitious variables that are another name for the observed behavior. Contribute to nothing to an understanding of the variables responsible for maintaining behavior. (eg: knows, wants, figures out) |
| Circular Reasoning | The cause and effect are inferred from the same information. |
| Philosophical Doubt | (Philosophical assumption/attitude of science) Healthy skepticism. Continually question the truthfulness of what is regarded as fact. A critical eye about results of studies and work with clients. |
| Behaviorism | Philosophy of science of behavior. Environmental explanation of behavior. |
| Behaviorism | Emerged in early 20th century as a reaction to mentalistic psychology. |
| 4 Branches of Behavior Analysis | CASE 1) Conceptual Analysis of behavior (behaviorism) 2) Aba 3)behavior Service delivery 4) Experimental analysis of behavior (EAB) |
| Conceptual Analysis of Behavior | (Branch of BA) Behaviorism Examines philosophical, theoretical, historical, methodological issues. |
| John Watson (Watsonian Behaviorism,Methodological Behaviorism, S-R behaviorism, S-R psychology) 1878-1958 | 1913 1st person to describe behaviorism as formal system. influenced by Pavlov. Look at publicly observable events, not private. Study behavior by direct obs. Relationship b/t environmental stimulus and response. 1920 Little Al-classical conditioning. |
| Mentalism | An approach to explaining behavior that assumes an inner dimension exists and causes behavior. Traditional psychology has been and continues to be dominated by this. |
| 1)Hypothetical construct 2)Explanatory fiction 3)Circular reasoning | Mentalism |
| Skinner | Radical behaviorism 1938 Radical because it included private events. Influenced by Watson, Pavlov, Thorndike, Peirce, James. |
| Replication | Repeating any part of an experiment to determine the reliability and usefulness of findings. Discover mistakes= Science is self-correcting enterprise. |
| Applied Behavior Analysis | Branch of BA. Technology for improving behavior. Refers to behavior analysts that assess, monitor, analyze ,revise, communicate effects of their work. |
| Applied Behavior Analysis | Branch of BA. Create behavior-change tactics that can increase, teach, and maintain behavior, make behavior sensitive to environmental events, generalize behavior, reduce problem behavior, etc. |
| Behavior Service Delivery | Branch of BA. Refers to many people in various fields of work (not BCBAs, BCABAs) implementing ABA within their professions. |
| 7 Dimensions of ABA | 1) Generality 2) Effective 3) Technological 4) Analytical 5) Conceptually Systematic 6) Applied 7) Behavioral |
| Behavioral | (Dimension of ABA) Observable events. Behavior one chooses must be in need of improvement. Behavior must be measurable. |
| Applied | (Dimension of ABA) ABA improves everyday lives. Improves socially significant behaviors. (Also helps significant others to be more positive to client) |
| How did Skinner come up with Radical Behaviorism? | 1) Darwinian Selectionism (Selection by Consequences) 2) Pragmatism |
| Operant Selection by Consequence | requires variation in behavior. Behaviors that result in the best outcomes are selected and survive, leading to more adaptive repertoires. |
| Darwinian Selectionism (Selection by Consequence) | 3 term contingency of species and survival. All forms of life, evolve as a result of selection with respect to function. |
| Pragmatism | A probabilistic AB- b/c of C philosophy. Focuses on answering, "How do things come to be as they are?", "How can things be changed?" Developed by Pierce, James. The meaning of an idea or proposition lies in its observable practical consequences. |
| Respondent Behavior | Elicited by stimuli that immediately precedes them (antecedent stimuli). Involuntary-unlearned, reflex- the eliciting stimulus (US) and the behavior it produces (UR). Product of natural evolution. (has survival value) |
| Habituation | When the eliciting stimulus is presented repeatedly over a short time, strength of respondent behavior diminishes. (Respondent behavior) |
| Phylogenic | Behavior that is inherited genetically. Respondent behavior is due to phylogenic history. |
| Respondent Conditioning | Classical conditioning, pavlovian conditioning, S-S pairing, conditioned stimulus-conditioned response (CS-CR). New stimuli acquire the ability to elicit respondents. |
| Operant Behavior | Emit/Evoke. Any behavior whose probability of occurrence is determined by its history of consequences. Voluntary action. Operants cannot be defined by topography. It's the function that matters. Encompasses both reinforcement and punishment. |
| Adaptation | Reductions in responding evoked by an antecedent stimulus over repeated or prolonged presentations. (eg: client no longer reacts to presence of observer, hear funny joke and laugh 1st time but if hear over and over, likely to laugh less) |
| Ontogenic | Learning that results from an organism's interaction with his/her environment. |
| Ontogenic History | produces operant behavior |
| Operant Contingency | The occasion for a response (Sd), the response, and the outcome of the response. The dependency of a particular consequence of the occurrence of the behavior. |
| The primary unit of analysis in ABA | 3 term contingency (A-B-C) |
| Contiguity | (Temporal Contiguity) When 2 stimuli occur close together in time, resulting in an association of those 2 stimuli. How close in time affects pairing. |
| Respondent-Operant Interactions | An experience can often include both respondent and operant conditioning that occur together at the same time , |
| The Dead Person Test | If a dead person can do it, it ain't a behavior. If a dead man can't do it then it's a behavior. |
| 3 Principles of Behaviors | PER: Scientifically derived rules of nature that describe the predictable relation between an organisms responses, objects, events that can influence behavior. All strategies are derived from these 3: 1)Punishment 2) Extinction 3) Reinforcement |
| Response | A single instance of behavior. Measurable unit of analysis in the science of behavior. |
| Behavior | Larger set/class of responses that share physical dimensions or functions. |
| Response Class | A group of behaviors that comprise an operant (have same function). |
| Operant | Response-consequence relationship. Similar behaviors that are strengthened or weakened collectively as a result of operant conditioning. |
| Repertoire | 1)All the behaviors that an individual can do. 2) A collection of knowledge and skills an individual has learned that are relevant to a particular task. |
| Environment | Complex, dynamic "universe of events" that differs from instance to instance. All behaviors occur within an environmental context. |
| Stimuli | Physical events that affect the behavior of an individual. May be internal or external to the individual. May occur prior to, during, after a behavior (temporal locus). May be described formally (physical features) |
| Stimulus | An energy change that affects an organism through its receptor cells. |
| 3 Types of Nervous Systems affected by Stimuli | PIE 1)Proprioceptive- stimulation from joints, tendons, muscles, etc. necessary for posture, balance, movement (internal events). 2)Interoceptive- Stimulation from organs like headache,hunger pains(internal events) 3)Exteroceptive - 5 senses |
| Stimulus Class | A group of antecedent stimuli that has a common effect on an operant class. Tend to evoke or abate the same behavior or response class, yet may very across physical dimensions. |
| 3 Types of Stimulus Classes | FTF-FOR THE FUN 1) Formal 2)Temporal 3)Functional |
| Formal | (Type of Stimulus Class) Physical features of stimuli (topography) eg: Size, color, intensity, weight, and spatial positions relative to other objects- prepositions |
| Temporal | (Type of Stimulus Class) Refers to time. Stimulus changes that exist or occur prior to (antecedents) the behavior of interest and stimulus changes that follow a behavior of interest (consequences) |
| Functional | (Type of Stimulus Class) Stimulus changes are understood best through a functional analysis of their effects on behavior. The effect of the stimulus on the behavior. There can be multiple functions of a single stimulus. |
| Other ways to Classify Stimulus Classes: Feature Stimulus Class | Share common topographies, common relative relations (spatial arrangements). Infinite number of stimuli. Developed through stimulus generalization. |
| Other ways to Classify Stimulus Classes: Arbitrary Stimulus Class | (eg: Fruit)- Evoke the same response but do not share a common stimulus feature. They do not physically look alike or share a relative relationship. Limited number of stimuli . Developed through stimulus equivalence |
| Consequences | Only affect future behavior. Select response classes not individual responses. Immediate ones have the greatest effect. ...select any behavior having its effects. |
| Automaticity (of reinforcement/punishment) (operant conditioning occurs automatically) | A person does not have to know what a consequence means for it to work. |
| Automatic Reinforcement | Reinforcement that occurs independent of the social mediation of others. Naturally produced sensory consequences. Can be negative or positive. |
| Automatic Reinforcement | What looks like automatic reinforcement may not be automatic reinforcement. For example hand flapping: The function may be attention, escape, and or access to a tangible. |
| Automatic Punishment | Punishment that occurs independent of the social mediation of others. |
| Reinforcement | Reinforcement does Not only strengthen rate. Can also strengthen: Duration, Latency, Magnitude, Topography. |
| A response becomes more frequent in the future if a reinforcer has followed it | within 0-60 seconds in the past. The immediacy of the reinforcer is critical (Temporal Relation) |
| Delayed consequences | Are not technically reinforcement, but they can influence behavior. |
| What Reinforcement Does | Makes antecedent stimulus conditions relevant, changes what comes after behavior and what comes before behavior, creates stimulus control making responding in the presence of the Sd more likely. |
| MOs | Reinforcement depends on motivation . Alter the current value of stimulus changes as reinforcement. |
| Possible Unwanted Effects of Reinforcement | The effects of reinforcement can be temporary. |
| Possible Unwanted Effects of Reinforcement | Extremely noxious events when presented as antecedent stimuli, cannot be justified as part of a typical behavior change program. The presence of the aversive can itself generate behaviors that compete with the a typical behavior change program. |
| Possible Unwanted Effects of Reinforcement | Do not rely on contrived reinforcers as opposed to natural reinforcers. If you must start with contrived move to more natural reinforcers ASAP. |
| Misconception about Reinforcement | Empirical research has shown that when people are given contrived, external reinforcers, this does NOT decrease their intrinsic motivation at all. |
| Bribery | Reinforcement is not bribery. Bibery is used to corrupt conduct and promote immoral behavior. Used for benefit of person giving the bribe, not recipient. Artificial rewards not related to the act. Bribery comes Before the behavior. Reinforcement after. |
| Reinforcement VS. Punishment | Use should use reinforcement rather than punishment whenever possible |
| Positive Reinforcement | Type 1 Reinforcement, Sr+. Most important and widely used concept in ABA. |
| 5 Types of Positive Reinforcers (Classified by Formal Properties) | Edible Activity Tangible Social Sensory |
| Formulas for Setting Initial Criterion for Reinforcement For increasing Behaviors | Baseline Average < Initial Criterion < Highest Performance in Baseline. Avg baseline 200, highest performance 400 eg: 200 avg. baseline <201-400 (initial criterion) <400 highest performance in baseline |
| Formulas for Setting Initial Criterion for Reinforcement For Decreasing Behaviors | Baseline Avg. 200, Lowest performance in baseline 100 200 avg. >100-199(initial criterion) >100 lowest performance |
| Negative Reinforcement | A process that occurs when a behavior is followed immediately by the withdrawal, REDUCTION, DECREASE IN INTENSITY, or removal of a stimulus that increases the FUTURE frequency of the behavior in similar conditions. |
| Positive Reinforcement | A process that occurs when a behavior is followed immediately by the presentation or INCREASE IN INTENSITY of a stimulus that increases the Future frequency of behavior. |
| Two Types of Negative Reinforcement | Escape, Avoidance-(free operant avoidance) (discriminated avoidance) |
| Escape | A response that stops an ongoing aversive stimulus. One is... the aversive situation. |
| Avoidance | A response that prevents or postpones the presentation of a stimulus. |
| 2 Types of Avoidance | Discriminated avoidance Free operant avoidance |
| Discriminated Avoidance | A contingency in which responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer. Sd warning or signal that a specific reinforcement is available. |
| Free operant avoidance | A contingency in which responses at any time during the interval prior to the scheduled onset of an aversive stimulus delays the presentation of the aversive stimulus . |
| Ethics : Aversive conditions | Sometimes creating an aversive condition for the individual is unethical and may bring about more challenging behaviors. |
| Unconditioned reinforcement | UCRs are products of phylogeny |
| Conditioned reinforcement | products of ontogeny |
| Generalized conditioned reinforcement | a type of reinforcer that has been paired with many unconditioned and conditioned reinforcers. Does not depend on a MO for its effectiveness. |
| examples of Generalized conditioned reinforcers | money, tokens,social attention, praise. same reinforcement given to people with different preferences. less susceptible to satiation |
| Punishment vs threats | Threats are not punishment |
| Behavioral contrast | A phenomenon in which change in one component of a multiple schedule increases or decreases the rate of responding on that component that is accompanied by a change in the response rate in opposite direction on other, unaltered component of the schedule |
| 5 types of Positive Punishment Interventions | Reprimands Overcorrection Shock Exercise Response Blocking |
| Reprimands | "No, Stop!" |
| Overcorrection | An individual is required to engage in effortful behavior that is directly related to the challengig behavior. |
| 2 types of overcorrection | Restitutional Overcorrection Positive practice overcorrection |
| Restitutional overcorrection | Repair environment to its original state before the behavior and make it a lot better on top of that. |
| Positive Practice Overcorrection | Replacement Behavior. The individual is required to repeatedly perform a correct form of the behavior for a certain amount of time or certain number of times. Educative. |
| Punishment: possible unwanted effects | Lots supervision/time, imitation of the punishing agents behavior, escape/ avoidance of people implementing the procedure, emotional and aggressive reactions, does not address challenging behavior in first place,people enacting it may be negatively reinf. |
| Punisher | A stimulus change that decreases the future frequency of the behavior that immediately precedes it. |
| Aversive Stimulus | Unpleasant stimulus |
| Shock | Contingent Electrical Stimulation/ECT- Shock after an individual's behavior |
| Exercise | Contingent Exercise- An individual is required to perform a response not topographically related to the behavior. |
| Response Blocking | Physically intervening as soon as the individual begins to emit the challenging behavior to block the completion of the response. |
| Positive Punishment | Type 1 Punishment |
| Negative Punishment | Type II Punishment, Penalty Principle, Penalty Contingency |
| Recovery from Punishment | When punishment is stopped, its effects on behavior are not permanent. Rate of behavior will increase back to original rate and sometimes exceed it. |
| Negative Punishment Procedures | Response Cost, Time out |
| Response Cost | Loss of a specific amount of reinforcement contingent on behavior . Produces moderate to repaid decreases in behavior. |
| 2 response cost methods | 1) Bonus Response Cost- When you make additional non-contingent reinforcers available and then take those away. 2)Direct Fines- Direct loss of positive reinforcers. 2)Direct Fines- |
| Court ruling Wyatt vs. Stickney 1972 | Discusses a client's right to food, privacy, and basic activities, and that these basic rights do not need to be earned. |
| 2 types of time out | 1)non-exclusionary time out 2)exclusionary time out |
| Ethical issues regarding time out | court ruling that places limitations on the duration and conditions of time-out |
| Non-exclusionary time out | The individual is not removed from the space. These are preferred over exclusionary time out methods because these are less restrictive |
| 4 types of non-exclusionary time out | (I WOR- a ribbon) 1) Ignoring/ Planned Ignoring 2)Withdrawal of a specific positive reinforcer 3) Observation/Contingent Observation 4)Ribbon/Time out Ribbon |
| 4)Ribbon/Time out Ribbon | Colored ribbon on wrist becomes discriminated for getting reinforcement. Ribbon on -can earn reinforcement Ribbon off- cannnot earn reinforcement |
| 3 Types of Exclusionary Time-out | room/time out room partition time out hallway time out |
| 3 main questions of ethical practice | what is right thing? what is worth doing? what does mean to be good behavior analyst? |
| If you attain public health or safety related fine, how many days do you have up to, to notify BACB? | 30 days |
| A good practitioner is? | self- regulating |
| 3 elements that must be present to ensure client can make treatment decisions themselves? | Capacity to decide voluntariness knowledge and understanding |
| BCBAs refrain from sexual relations with those whom they work with for how many years from when relationship formally ended? | at least 2 years |
| Surrogate Consent | A legal process by which another person is authorized to make decisions for a person deemed incompetent |
| Guardian Consent | A person appointed by the court as a legal custodian for a person. |
| New ethical document that the BACB has enacted in 2016? | BACB Professional and Ethical Compliance Code for Behavior Analysts. |
| 3 reasons why we abide by ethics? | Meaningful Change do no Harm Standards |
| 5 Documents describe standards of professional conduct and ethical practice for ABA | task list, code, ethical principles of PSYCHOLOGISTS and code conduct, rights effective EDUCATION, effective Behavioral Treatment |
| 4 methods maintaining professional competence | CEUs, Literature, Additional coursework, conferences/wrokshops |
| 4 mandated/permitted reasons why your disclose confidential information WITHOUT consent | Consultation Protects Payment Services Consultation with other professionals Protect client from harm Payment Services |
| 3 required elements to ensure informed consent | Capacity Voluntariness Knowledge (understanding) |
Created by:
noellelyn