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PTBABA Exam prep
| Question | Answer |
|---|---|
| 3 Levels of Scientific understanding DPC | DESCRIPTION- observ. that can be quantified& classified (no causal explanations) Ex: # of praise statements made by teacher in classroom PREDICTION- AKA: Correlation; Covariation: 2 events may regulary occur at same time CONTROL- AKA Causation: |
| 6 Attitudes of Science/Philosophical Assumptions of Bx DEER PP | Determinism Empiricism Experimentation Replication Parsimony Philosophical Doubt |
| What is Determinism | Cause and effect -Lawfulness: If/then statements -the world is orderly and predictable |
| What is Empiricism | -FACTS -Experimental data-based scientific approach: drawing upon observations and experience - Requires objective quantification and detailed description of events |
| What is Experimentation | -basic strategy of most sciences - req. manipulating variables so you can see the effects on dependent variable (DV) - Assessment to determine is one event cause another event -Req that all variables be controlled except the DV |
| What is Replication | - Repeating experiments - Method used to DETERMINE THE RELIABILITY and usefulness of their findings - How scientists discover their mistakes thus making science a self-correcting enterprise |
| What is Parsimony | -Simplest theory - Al simple and logical explanations must be ruled out before considering more complex explanations - helps scientists ffit findings within the field’s existing knowledge base |
| What is Philosophical doubt | - having healthy skepticism and a critical eye about the results of studied and your works with clients |
| 7 Dimensions of ABA (defined by Baer, Wolf, Risley; 1968) GETACAB | Generality (AKA) Generalization Effective Technological Applied Conceptually Systematic Analytical Behavioral |
| What is Behavioral | - observable events - The bx one chooses must be the bx in need of improvement |
| What is Applied | - ABA improves everyday life of clients - improves socially significant bxs - Also helps significant others so that they behave more positively toward client |
| What is Technological | - Defines procedures clearly and in detail so they are REPLICABLE (like a RECIPE) |
| What is Conceptually Systematic | - All procedures used should be tied to the basics principles of behavior analysis from which they were derived |
| What is Analytical | AKA: Functional relation, Experimentation, Control, Causation - Funct. relationship is demonst. - Describes when experimenter has demon. funct. relation between manipulated events and reliable change in some measurable dimension bx - BELIEVABILITY |
| What is Generality | AKA: Generalization - extends behavior change across time, settings, or other behaviors |
| What is Effective | - Improves bx in a practical manner, not simply making a change that is statistically significant |
| What are the 3 Mentalism Terminology (Umbrella term) | 1. Hypothetical construct 2. Explanatory fiction 3. Circular reasoning |
| What is Mentalism | AKA: Spiritual; Psychic: Subjective; Feelings; Attitudes; Processing - approach to explaining bx that assumes inner dimension exists and causes bx ex: Freud, talk therapy, LMFT, LCSW, etc |
| What is Hypothetical Constructs | AKA: Imaginary constructs -Presumed, but unobserved, entities Ex: free will, readiness, unobservable, storage and retrieval mechanisms for memory, information processing, etc |
| What is Explanatory Fictions | - Fictitious variables that are another name for observed bx; contribute nothing to an understanding of the variables responsible for maintaining bx - Words that are associated with explanatory fiction: knows, wants, figures out, etc |
| What is Circular Reasoning | - Cause and effect are both inferred from the same info Ex: he cried bc he felt sad; the sad feeling and crying are both inferred from the same depressive behaviors |
| What is Behaviorism | PHILOSOHY of the science of bx - emerged in 20th century is reaction to “mentalistic” psychology - Environmental (not mentalistic) explanation of bx |
| 4 Branches of Behavior Analysis CASE | Conceptual Analysis of Bx ABA S- Behavior Service Delivery (refers to ppl in various fields (not BCBAs) using ABA: Animal training, commerce, job safety, etc E- Experimental Analysis of Bx (EAB) |
| What is Conceptual analysis of bx | Examines philosophical, theoretical, historical and methodological issues AKA: Behaviorism |
| What is the Eperimental Analysis of Bx (EAB) | - Research in basic processes and principles - Conducted mainly in labs |
| What did Pavlov (1850-1930s) use? | Classical conditioning |
| Anout: John Broadus Watson and METHODOLOGICAL BEHAVIORISM | AKA: Stimulus-response behaviorism, S-R Psychology, Watsonian Behaviorism -Only looks at publicly observable events - Watson said we should study bx by direct observation of relationship between environmental stimuli (S) and responses R |
| Skinner and Radical Behaviorism (1938-1990) | - included private events into an understanding of Bx -new philosophy and considered radical at the time - influences by Watson, Pavlov, Thorndike, Peirce, James |
| What 2 sources were referenced in Radical Behaviorism (Skinner’s idea) ? | 1. Darwinian Selectionism (AKA selection by conseq.) 2. Pragmatism |
| What is Darwinian Selectionism AKA: Science of Consequences | -Discusses 3 term contingency with regard to specifies & survival - belied that al forms of life evolve as a result of selection with respect to function -Ontogeny, phylogeny -req. variations in bx (bx that result in best outcomes win) |
| What is ontogeny | Selection by consequences operates during lifetime of individual -learning that results from organisms interaction with his environment -OPERANT bc due to ONTOGENIC history |
| What is Phylogeny | Natural selection in the evolutionary history of a species -Behavior that is inherited genetically -RESPONDENT bx due to PHYLOGENIC history |
| What is Pragmatism | -probabilistic AB-because-of-C -Setting and the bx is bc of conseq - Focuses on answering: How do things come to be as they are? And How can things be changed? -Meaning of an idea of proposition lies in its observable practical conseq. not in theory |
| 2 Primary types of Bx | 1. Respondent behavior 2. Operant behavior |
| What is Respondent Behavior | AKA: Reflexive relations, reflex, US-UR -ELICITED (brought out) by stimuli that immediately precede them (antece. stimuli) -Involuntary (no learning) -Reflex -Habituation -changes little in life Ex: gag reflex (UR) when choke on food (US) |
| What is Respondent Conditioning AKA: classical conditioning | Pavlov- Does this name ring a bell? -When new stimuli acquire ability to elicit respondents Key: US= unconditioned stimulus UR= unconditioned response NS= neutral stimulus CR= conditioned response CS= conditioned stimulus |
| What is Operant Behavior AKA: SRS (Stimulus-Response-Stimulus) | EMIT/EVOKE -any behavior whose probability of occurrence is determined by its history of consequences -Voluntary action |
| What is the Model; 3 Term Contingency ; ABC | -operant must be defined in terms of their relation. of controlling variab. -an operant can’t be defined by topography; not what it looks like but its FUNCTION -encompasses both reinf. & punish. -Adaptation:stop responding after repeated events |
| What is Operant Contingency ? | AKA: Bx contingencies.; conting.; 3 term cont. ABC - occasion for a response (SD), the response, and the outcome of response -dependency of particular conseq. on occurrence of bx Ex: child can stay up extra he IF he finishes his chores. |
| What is the primary unit of analysis in ABA? | Three-term contingency (A-B-C) |
| What is Contiguity | AKA: Temporal contiguity -when 2 stimuli occur close together IN TIME, resulting in association of those 2 stimuli -Respondent: temporal contiguity (how close together in time) effects pairing of the CS & US -Operant: How superstitious bx developed |
| What are Respondent-Operant Interactions | Experience can often include both respondent & operant conditioning occurring together simultaneously Ex: put food in microwave, walk back to desk, hear ding and walk to kitchen to get food; mouth starts salivating while eating food |
| What is NOT behavior Dead Man Test | -being hungry, anxious getting wet, receiving money = not behaviors * If dead man can do it’s not a bx. if dead man CANT do it, then it’s a bx |
| 3 Principles of Bx PER | - Scientifically derived rules of nature that describe predictable relation between biological organism’s responses and objects and events that can influence bx 1. Punishment 2. extinction 3. Reinforcement |
| Respondent or Operant? - EMIT | Operant |
| Respondent or operant? - SRS MODEL | Operant |
| Respondent or operant? - PAVLOV | Respondent |
| Respondent or operant? - VOLUNTARY | Operant |
| Respondent or operant? - ELICIT | Respondent |
| Respondent or operant? - INVOLUNTARY | Respondent |
| Respondent or operant? - SS MODEL | Respondent |
| Respondent or operant? - SKINNER | Operant |
| Respondent or operant? - HABITUATION | Respondent |
| Respondent or operant? - ADAPTATION | Operant |
| Highest level of scientific understanding? | Control |
| To achieve a thorough understanding of the phenomena under study (in ABA the phenomena are socially important behaviors) is the purpose of what? | Science |
| AKA for Hypothetical Constructs | Imaginary constructs |
| AKA for Respondent Conditioning | 1. Pavlovian conditioning 2. Stimulus stimulus pairing |
| AKA for Analytic | 1. Control 2. Functional relation 3. Experimentation |
| AKA for Prediction | 1. Covariation 2. Correlation |
| AKA for Respondent Behavior | Reflexive Behavior |
| AKA for Operant Behavior | 1. Three-term contingency 2. ABC 3. Stimulus response stimulus model (SRS) |
| True/false - methodological Behaviorism considers private events? | False (it considers public events) |
| True/False - Skinner conducted the infamous Little Albert Experiment in 1920 | FALSE (Watson did) |
| When 2 stimuli occur close together in time, resulting in an association of those 2 stimuli defines ... | Contiguity |
| What is response? | A single instance of behavior -a measurable unit of analysis in the science of behavior |
| Difference between behavior and response | BEHAVIOR: larger set/class of responses that share physical dimension or functions RESPONSE : a single instance of behavior |
| What is response class? | A group of behaviors that comprise an Operant (e.g. have the same function) OPERANT: response-conse. relationship. Similar bxs that are strengthened or weakened collectively as a result of operant conditioning |
| Can responses in the same response class look different? | YES: membership in the same response class may have widely varying form (many ways to open bag of chips) whereas topographical variations among members of other response class are limited (persons signature or grip on golf club) |
| What is repertoire? (2 meanings) | 1. All the behaviors that an individual can do 2. Collection of knowledge and skills an individual has learned that are relevant to a particular task (shut the hell up- would say to a friend but not to a boss) |
| What are stimuli? | Physical events that affect bx of an individual (can be internal or external); an energy change that affects organism through its receptor cells; stimulus event may occur prior to, during or after a behavior (TEMPORAL LOCUS of stimuli) |
| What are the 3 types of nervous systems (that are affected by stimuli) PIE | 1. PROPRIOCEPTIVE: balance and movement; stimulation to joints, muscles (dizzy are rollsrcaoster) 2. INTEROCEPTIVE: stimulations from organs: related to internal events (headache, hunger pains) 3. EXTROCEPTIVE: 5 senses (smelling smoke) |
| What is stimulus class? | A group of antecedent stimuli that has a common effect on operant class; group members of a stimulus class tend to evoke or abate the same behavior or response class, yet may vary across physical dimensions |
| What are the 3 types of stimulus classes? (FTF- For the Fun) | 1. FORMAL: physical features of stimuli (topography) 2. TEMPORAL : refers to time; stimulus changes that exist or occur prior to bxs (antecen.) and follow it (conseq.) 3. FUNCTIONAL; effect of stimulus on bx; can be multiple functions of a single stim. |
| What is feature stimulus class? | Can share same: topographies, relative relations (spatial arrangements), infinite number of stimuli, developed through stimulus Generalization (Ed: concert of dog, house, tree, etc) |
| What is arbitrary stimulus class? | Stimuli that evoke same response but do NOT share common stimulus feature (like an apple and banana- both are fruit); limited # of stimuli; developed through stimulus equivalence |
| Consequences only affect what behavior? | Future behavior (they select response classes, NOT individual responses) ex: opening bag of chips can be different each time, but consequence is the same, an open bag of chips |
| What is automaticity (of reinforcement and punishment)? | Person does not have to know what a consequence means for it to work; operant conditioning works automatically (NOT THE SAME AS AUTOMATIC REINFORCEMENT) |
| What looks like automatic reinforcement is not always what? | Automatic reinforcement; CANT assume hand-flapping has automatic reinforcement function; it may be something different COMMON MISTAKE ON TEST |
| What is automatic reinforcement? | Reinforcement that occurs independent of social mediation of others (other people don’t deliver the consequence) |
| What is automatic punishment? | Punishment that occurs independent of social mediation of others (ex of negative AP: want to reduce cursing so every time you curse you give money away; ex of positive AP: wear rubber band around wrist and smack self when you curse) |
| What does reinforcement strengthen? | Rate, duration, latency, magnitude, topography |
| Why is the immediacy is reinforcer critical? | (Temporal relation): a response-to-reinforcement delay of 1 second will be less effective than a 0-second delay: what happens right before reinforcement will be what is reinforced—— delayed consequences re not technically reinforcement, they influence bx |
| What does reinforcement do? | - makes antec. stimulus conditions relevant - changes antec. & conseq. - creates stimulus control, making responses in presence of SD more likely (and not in presence of SDelta) - when SD is added 2-term conting. becomes 3-term of DISC. OPERANT |
| Some possibly unwanted effects of reinforcement | -effects on reinf. Can be temporary (after stop rein. Procedure, persons desirable bx may stop too) - ETHICS: concerns about use of + and - reinf. are similar and arise from severity of EO that occasions the bx - relying on use of contrived vs natural |
| What is behavior contrast? | When rate of responding to stimulus in 1 setting changes when the condition of reinforcement in other setting gets modified: also UNWANTED EFFECT of punishment, EXT, DRO in addition to rein. |
| What is positive behavior contrast? | Bx increases for potentially MORE FAVORABLE reinforced AFTER begin exposed to reinforcer that has become LESS FAVORABLE (ex. Both blue & yellow light pecks are reinforced. Increased blue light pecking in pigeon when yellow light pecking not reinforced) |
| What is negative behavior contrast? | Bx DECREASES for a LESS FAVORABLE reinforcer AFTER being exposed to reinforcer that is clearly MORE FAVORABLE (ex. Partner stops picking up socks even less than start of relationship when wife stops picking up his socks) |
| 5 types of reinforcers (EATSS) | Edible, activity , Tangible, Social, Sensory |
| What are 2 types of negative reinforcement (AKA Type 2 Reinforcement; SR- ) | ESCAPE (reponse that atops an ongoing aversive stimulus) and AVOIDANCE (response that prevents/postpones presentfion of stimulus) |
| What are 2 types of avoidance? | 1. Discriminated avoidance 2. Free-operant avoidance |
| What is discriminated avoidance? | responding in presence of signal prevents onset of stimulus from which escape is a reinforced (think SD or warning signal that specific reinforcement is available ) |
| What is free-operant avoidance? | NO WARNING; contingency in which responses at any time during interval prior to schedule onset of aversive delays presentation of aversive stimulus (avoidance of bx is FREE to occur at any time |
| What is unconditioned reinforcement? | AKA: primary reinforcer, UCR, unlearned reinforcer - No Learning history (no prior pairing)— products of PHYLOGENY (all members of a species share the same UCRs) Ex: food, water, etc. |
| What is conditioned reinforcement/reinforcer? | -When preciously neutral stimulus acquires the ability to function as reinforcer through stimulus-stimulus pairing with 1 or more unconditioned or conditioned reinforcers — CRs products of ONTOGENY Ex: Tone when food is presented and tone becomes Rein. |
| What is a generalized conditioned reinforcer? (GCSR) | -type of conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers: doesbt depend on MO for its effectiveness (likely to be reinforcing at any time: less susceptible to satiation) Ex: money, tokens, social praise |
| What is punishment defined by? | Function, not topography! Defined by future effects on bx, not what it does in present moment - 2 term contingency: behavior > conseq. |
| What is “Discriminative Effects of Punishment “ ? | When punishment occurs only in some conditions and not in others Ex: you get a ticket for speeding in one area on the highway; from now on you only go slow in that 1 area but continue to speed after passing that area |
| Common mistake about punishment | They are not threats (if person stops bx after you threaten them this is NOT bc of punishment but bx the threat functions as MO that evokes alternative bxs that avoid the threatened punishment |
| What happens during recovery from punishment ? | -when punishment is stopped it’s effects on bx are not permanent; rate of bx will increase back to its original rate and sometimes even exceed it (same as extinction for reinforcement) |
| Differences between punisher and aversive stimulus | Punisher (SP) is a stimulus change that decreases future frequency of bx that immediately precedes it. Aversive stimulus is an unpleasant stimulus |
| 5 types of positive punishment interventions (ROSER) | -Reprimands - Overcorrection - Shock/Contingent Electrical stimulation -Exercise/ Contingent Exercise - response blocking |
| What are the 2 types of overcorrection? | 1. RESTITUTIONAL (repair environment to original state before bx and make it a lot better on top of that) 2. POSITIVE PRACTICE (Repeatedly perform correct form of bx for certain amount of time/ number of times) |
| What is Exercise/Contingent Exercise positive punishment? | Person required to perform a response not topographically related to bx (ex: husband forgot to buy you flowers for anniversary and you tell him to drop and give you 10 push-ups) |
| What are the 2 main forms of negative punishment? | Response cost and time-out |
| What are 2 types of Response Cost? (BF) | Response cost= loss if specific amount of reinforcement Contingent on bx 1. BONUS RESPONSE COST: make additional non-Contingent reinforcers available to person and then take them away 2. DIRECT FINES: direct loss of positive reinforcers (ETHICS WARN.) |
| What are the 2 main types of time-out? | Non-exclusionary and exclusionary |
| What is the court ruling about time-out? | 1969- Hancock vs. Avery in TN places limitations on duration and condition of time-out |
| What are the 4 main types of Non-exclusionary time out? (IWOR like I WOR a ribbon) | 1. Ignoring (social reinforcers removes for period of time) 2. Withdrawal of specific SR 3. Observation/Contingent Observation (person positioned in room to see activity but not participate) 4. Ribbon/Time our ribbon (Hint: baby shower safety pin game) |
| What is are 3 types of exclusionary time out? (RPH) | 1. Room/Time out Room 2. Partition Time out (person remains in room but his view is restricted by wall/partition) 3. Hallway Time out |
| Main difference between positive punishment and negative reinforcement ? | BOTH are called “aversive control” but main difference is: effect on bx (pos. adds an aversive event and neg. removes aversive event) |
| What are unconditioned punishers/punishment? (AKA: UCPs, primary punishers, unlearned punishers) | -stimulus change that decreases freq. of any bx that immediately precedes it irrespective to organism’s learning history with the stimulus: no learning history required; products of PHYLOGENY (ex: extremely hot temperature; extremely loud noise) |
| What are conditioned punishers/punishment? (AKA CPs, secondary punishers, learned punishers) | - previously neutral sinuous that now functions as punisher bc or prior pairing with 1 or more punishers: learning history required; products of ONTENGY (ex: neutral tone when paired with electric shock, which is S-S pairing, makes tone a cond. punisher) |
| How do you establish new conditioned reinforcers and punishers for an individual? | Through a pairing procedure: pairing desired new conditioned reinforcer/punisher for person repeatedly until new conditioned reinforcer/punisher actually becomes a reinforcer/punisher for person independently |
| What is verbal analog conditioning? | -Procedure that preciously neutral stimuli can become conditioned punishers/reinforcers for humans without direct pairing (ex: children’s literature that teachers morals e.g. honesty) |
| Extinction is not a what procedure? | Punishment (however using them together is often effective) |
| What is resistance to extinction? | -long history of reinforcement - intermittent schedules of reinforcement are more resistant to EXT than continuous reinforcement (Ex: intermittently calling your ex keeps them calling you for a long time) |
| Difference between operant EXT and respondent EXT | Operant: involves withholding reinforcement when bx occurs Respondent: invokes un-pairing of conditioned stimulus CS and US (Ex: tone Pavlov used, which became CS that elicited salivationCR, can be unpaired by presenting tone many times without food |
| What is stimulus control? | -when rate/freq, latency, duration, or amplitude of response is altered in presence of antecedent stimulus |
| How is stimulus control acquired? | 1. Responses are reinforced only in presence of specific stimulus (SD) and 2. Not in presence of other simuli SDelta |
| What are the factors affecting stimulus control? | 1. Pre-attending skills (looking,listening to instructor) 2. Stimulus salience (prominence of stimulus in persons environment-makes easier to learn) |
| What 2 elements affects stimulus salience? | - Masking -Overshadowing |
| What is masking? | -competing stimulus blocks evocative function of that stimulus (bx is ready in persons repertoire but is MASKED by other elements) Ex: not responding when peers are around even when you know the answer |
| What is overshadowing | -presence of 1 stimulus condition interferes with acquisition of stimulus control by another stimulus: cannot learn new bx bc learning is OVERSHADOWED by another element (Ex: watching football practice outside distracts student from learning math) |
| What is the combo of SD and MOs? | Repertoire-altering effect (share 2 things: both occur BEFORE bx and both have evocative functions I.e. bring about bx) |
| Differences between SD and MO | MO: something that changes value of stimulus as reinforcer (related to differential reinforcing effectiveness)— produced regardless of reinforcing history vs SD: response under SD must produce more rein. than it does in absence (promise of rein. History) |
| The behavior is the same, but in different conditions is called what? | Stimulus Generalization |
| Has loose stimulus control (within stimuli) (ex. All shades of green) | Stimulus Generalization |
| Has tight stimulus control (between/across stimuli) (Ex: green vs other colors) | Stimulus discrimination |
| Stimulus Generalization and stimulus discrimination are what type of relations? | Relative |
| What procedure: in which responses are reinforced in the presence of one stimulus condition (SD) but not in presence of othe (SDelta) | Stimulus discrimination training |
| What is generalizations gradient? | Graphs thus shows the relative degree of stimulus Generalization and stimulus control (discrimination) : |
| What should you look for (2 things) with a Generalization gradient? | 1. Flat slope= little stimulus control 2. Increasing slope= more stimulus control |
| A concept is not what ? | Mentalism |
| A concept is what? | Product of both stimulus Generalization and stimulus discrimination (req person to discriminate between what is included in a Stimulus s class and what is excluded from that same afimukus class) (Ex: concept of GREEN- might be light/dark, but still green |
| What 3 term contingency is involved with simple discrimination? | Discriminative stimulus > response > consequence |
| What is conditional discrimination? | Circumstances under which discrimination is appropriate; only if particular antecent stimuli are present and accompanied by particular additional stimuli, then that response is reinforced |
| Conditional discrimination is a form of what? | Complex stimulus control ~ role of 1 SD is CONDITIONAL on the presence of other discriminative stimuli (or sometimes an MO) |
| What contingency is involved with conditional discrimination? | 4 term contingency: conditional stimuli > antecedent stimuli > response > consequence |
| What is matching-to-sample? | Selecting a comparison stimulus corresponding to a sample stimulus (Ex: matching the 2 stimuli that are the same such as matching 2 pictures of a baby) |
| What are 2 types of matching-to-sample procedures? | A. Identify matching to sample (when same and comparison stimuli are physical identical) B. Symbolic matching-to-sample (relation between sample and comparison is symbolic- Ex: matching word “baby” to pic of baby bc person doesn’t yet know how to read) |
| What is stimulus equivalence? | -emergence of accurate responding to un-trained and non-reinforced stimulus-stimulis relations following the rein. of responses to some stimulus-stimulus relations (* must have + demonstration on 3 diff bx tests A=B, and B=C, then A=C ) |
| 3 parts of Stimulus Equivalence (RST) | 1. REFLEXIVITY (Generalized identity matching A=A) 2. SYMMETRY (reversibility of sample stimulus and comparison stimulus-said to be symmetrical: if A=B, then B=A) 3. TRANSIVITY (makes jump from A to C: A=B and B=C, therefore A=C) |
| How is an equivalence class formed? | When all stimuli in that set are reflective, symmetrical, and transitive with each other |
| What is rule-covered behavior? | (bx under the control of a rule NOT a contingency or reinforcement) Ex: buying baby supplies months before baby is here, you already have all the helpful items you need; not rein. bc there is delayed cons. |
| What is Contingency-shaped bx? | When bx is directly controlled by a contingency NOT rules (AKA contingency control) |
| What are the 2 types of MO? | 1. Establishing Operation 2. Abolishing Operation |
| What is an establishing operation ? | Type of MO that INCREASES the effectiveness of a stimulus as a reinforcer (makes it more desirable) |
| What is an EOs value-altering effect? | An increase in current reinforcing effectiveness of a stimulus (makes something super VALUABLE in the moment) Ex: when hungry food is super reinforcing in the moment |
| What is an EOs behavior-altering effect (AKA Evokative Effect)? | Makes you ALTER your BX to get that thing you want in the moment (Ex: your bx changes to try and go get food) |
| What is an Abolishing Operation? | -type of MO that DECREASES effectiveness of a stimulus as a reinforcer (makes something LESS desirable) |
| What is the value-altering effect of an AO? | Makes the thing you want LESS valuable in the moment (not hungry makes food less reinforcing in the moment) |
| What is the behavior-altering effect of an AO? | Makes your BX ALTER in that you do not try to go get that thing you want in the moment (Ex: your bx changes to stop trying to get food) |
| What is function-altering effects? | Refers to how the future bx of a person changes bc of the MO they are experiencing in the moment (Ex: working too hard at the gym causes you to be sore. So you take meds to help with pain. In the future, you reduce bx that led you to pain in the 1st place |
| What is the difference between behavior-altering effects and function-altering effects of an MO? | Bx-altering is the CURRENT moment (can ebate or evoke responses) function-altering is FUTURE (conseq variables alter future freq of whatever bx immediately preceded them) |
| What are unconditioned motivating Operations? (UMOs) | For all organisms, there are events, operations and stimulus conditions with VALUE-ALTERING motivating effects that are UNLEARNED |
| 9 main UMOs for humans | Food and water deprivation, sleep deprivation, activity deprivation, oxygen deprivation, sex deprivation, becoming too warm or too cold, increasing in pain |
| What is a conditioned motivating Operations (CMOs) ? | LEARNED relation between the nature and value of an antec stimulus and the nature of a response (Ex: needing to enter a room through a locked door makes the key a reinf. but this value-altering effect of making a key a reinforcer is result of learned bx) |
| What is discrimination? | - occurs when limited spectrum of stimuli occasion a response (narrow stimulus control) (Ex; child says mommy to her mother but not other women) |
| What is Generalization? | Occurs when large spectrum of stimuli occasion certain reaponsss (Ex: child says “woman” when she seems many females who all look different) |
| What are the 2 types of Generalization ? | 1. Stimulus 2. Response |
| What is stimulus Generalization? | Person responds to something in the same way that resembles original thing from which he learned (broadening of the spectrum of stimuli that occasion certain responses) responding to ANTECEDENT stimuli |
| What is overgeneralization? | Emitting a response appropriate to some contexts in an Inappropriate context (Ex: caking all women “mommy”) |
| What is response Generalization? (AKA response induction) | Person exhibits novel responses that are functionally equivalent to trained target responses (*the form of response/bx changes) INDUCTION=INTRODUCTION (Ex: Jim was taught to fold socks in knot but over the years realized he could fold into balls) |
| How do I know if the answer is response or stimulus Generalization ? | did form of respinse/behavior change in the example? YES= response gen. NO= stimulu gen. |
| 2 ways to plan for generalization? | 1. Select target bxs that will meet with natural contingencies of reinforcement (must be functional for person) 2. Specify all desired variations of bx and situations in which it should (should not) occur after instruction has ended |
| What is “relevance-of-Behavior” rule? | Only choose bxs that generate reinforcers after intervention ceases |
| What are 2 types of contingencies? | 1. Naturally existing conting. (any contin of rein./punish. That operates independent of your efforts in generalization setting) 2. Contrived (any conting. of rein/punish designed by you to achieve acquisition, maintenance and/generaliza. of bx change) |
| 7 strategies to promote Generalization (CLEMING) | 1. Common stimuli 2. Loosely training 3. Exemplars 4. Mediation 5. Indiscriminable contingencies 6. Negative teaching examples 7. General case analysis |
| What is promgramming common stimuli? | Programming stimuli ensuring that the same SDs exist in both the instructional setting and Generalization setting (Ex: Peter is teaching someone how to buy items at store so he has lots of elements of store in home before moving skill to store setting) |
| What does it mean to train loosely ? | Expanding heterogeneity of SDs (Ex: using different terms that have same meaning in ABA for studying for exam such as saying “response induction” sometimes and saying “response Generalization” other times— 2 terms that have same meaning) |
| What are 2 AKAs for exemplars? | 1. Teach sufficient examples 2. Multiple exemplar training |
| What are exemplars? | The more examples to teach something the better (ex: saying “bye”, “see you later”, “peace”) |
| What is mediation? | Teaching others (parents, teachers, employers) who will help maintain and generalize the newly acquired bxs (ETHICAL responsibility to collaborate with others) |
| What are indiscriminable contingencies | |
| Contingencies in which person is NOT able to DISCRIMINIATE when his/her responses will be reinforced (bxs thus continue at high rate) | |
| What are 2 ways to create indiscriminable contingencies? | 1. Use intermittent schedules of reinforcement 2. Delayed rewards (not presented immediately after correct bx occurs) |
| What are negative teaching examples? | Instructing individuals regarding settings, times, and conditions on which it is NOT appropriate to display certain bx (“don’t do it” exemplars strengthen discrimination skills) |
| What is general case analysis? (AKA general case strategy) | Ensuring you are teaching all different stimulus variations and response variations the person may encounter in Generalization, post-intervention environment |
| What is maintenance? | Following the removal of an intervention, how long the particular response remains in the person’s repertoire over time (ex: riding a bike when they’re young and also as an adult) |
| When did Skinner create “Verbal Behavior” book? | 1957 |
| What are private events? | Events taking place inside the skin (thoughts and feelings): considered behavior too! |
| What is the formal definition of verbal behavior? | Behavior that is reinforced through the mediation of another person’s behavior: defined by FUNCTION of response not topography; involves SOCIAL INTERACTION between speaker and listener |
| What is Skinner’s verbal behavior mainly concerned with? | The behavior of the speaker |
| What is the main difference between form and function of verbal behavior? | Form: involve TOPOGRAPHIES (classifying words as nouns, verbs, etc) Function: effects of RESPONSE |
| What is a verbal operant? | The unit of analysis in verbal behavior (Mands, tacts, etc) |
| What is verbal repertoire? | Set of verbal operants emitted by someone |
| What are Skinner’s 6 types of Elementary verbal operants ? (EMITTT) | Echoic, Mand, Intraverbal, Tact, Textual, Transcription |
| Which verbal operant is controlled by the verbal SD and produces generalized conditioned reinforcement (GCSR)? | Echoic |
| What 2 things do echoics have in common with the response? | 1. Point-to-point correspondence 2. Formal similarity |
| What is point-to-point correspondence? | When the beginning, middle, and end of the verbal stimulus match the beginning, middle, and end of the response |
| What is formal similarity? | When the controlling antecedent stimulus and the response share the same sense mode (both stimulus and response are visual, auditory, or tactile) and physically look exactly the same |
| What is echoic training? | Bringing the verbal responses under the functional control of verbal SDs that have point-to-point correspondence and formal similarity with the response (GOAL: to enable speaker to repeat your sounds) |
| What is a mand? | Type of verbal operant that speaker asks for (or states, demands, implies, etc) what he/she needs or wants |
| What is a mand controlled by? | MOs (not SDs) |
| When does a mand occur? | Due to state of deprivation or aversive stimulation (reinforced by ATTAINING MANDED ITEMS) |
| Which verbal operant is the first acquired by humans? | Mands |
| What does mand training involve? | Bringing verbal responses under the functional control of MOs |
| What are the 2 types of Mands? | 1. Regular mand (mand that can be reinforced) 2. Extended Mands (emitting Mands that cannot possibly supply an appropriate reinforcing response) |
| What are the 2 types of extended mands? | A. Superstitious mand B. Magical mand |
| What is a superstitious mand? | An extended mand in which reinfor. sometimes occurs incidentally (ex: your car sometimes start/doesn’t start. When trying to start your car in the morning you yell “Cmon start!” Sometimes your car starts so you are intermittently reinforced for manding) |
| What is a magical mand? | Extended mand in which reinforcement has NEVER occurred in the past (wishing) (Ex: I wish I had a million dollars; saying to your dog “make me dinner”) |
| What is an intraverbal? | Verbal operant in which speaker differentially responds to other people (Answering a question) |
| When does an intraverbal occur? | When a verbal SD evokes a verbal response that does NOT have point-to-point correspondence with verbal stimulus (do not match each other) |
| What does an intraverbal produce? | Generalized conditioned reinforcement (praise, attention) (Ex: saying GETACAB when asked about the 7 dimensions of ABA) |
| What does intraverbal training involve? | Bringing verbal responses under the functional control of verbal SDs that LACK point-to-point correspondence with the response |
| What is the intraverbal prerequisites? | Individual has acquired 50 mands and tacts |
| How do you teaching intraverbal behavior? | Using prompting, fading and chaining; focus on what interests learner and manipulate the EOs; teach in natural environment as much as possible; continue teaching new mands and tacts as you teach intraverbals |
| How should echoics and intraverbals should be taught ? | Systematically |
| Intraverbals allow a person to do what? | Talk about things that are not physically present |
| What is a tact? | Verbal operant in which speaker names things and actions that the SPEAKER has DIRECT CONTACT with through any of the sense modes: LABELING environment when the item is PRESENT in your environment |
| What is an exam tip about tacts? | If you get a test question and, in it, the person is naming some thing and the person is NOT IN THE PRESENCE OF THAT THING, the correct answer CANNOT be tact |
| What are tacts controlled by? | Nonverbal SDs |
| What do tacts produce? (In terms of reinforcement) | Generalized conditioned reinforcement (GCSR) (praise, attention, etc) |
| What does tact training involve? | Bringing verbal responses under the functional control of nonverbal SDs |
| What are the 3 tact prerequisites? | Echoics; some labeling of vocabulary; 5-10 mands that occur without echoic prompts |
| What is the ultimate goal with pure tacts? | That a person can tact without anything in place but the non-verbal SD (without you having to ask the person, What is it?) |
| What do you continue to train during tact training? | Mand training simultaneously |
| Tacts are taught using what? | Systematically using 1. Teaching with mand component (ensure MO is present for your client who loves cookies) 2. Teaching without mand component (using a 2D card to have your client identify a cookie; not involving MO for cookie) |
| What are tact extensions? (AKA extended tacts) | Many ways to describe the same thing; new stimulus similar to another known stimulus may evoke a response like the original stimulus; distinction is based on degree to which novel stimulus shares features with original stimulus |
| What are the 4 types of Tact Extensions? (SMMG) | 1. Solistic extension 2. Metaphorical extension 3. Metonymical extension 4. Generic extension |
| What is a solistic extension? | Poor use of language; slang; substandard of verbal verbal |
| What is metaphorical extension? | METAPHORS; “his heart is as black as coal” |
| What are metanymical extensions? | Verbal responses to novel stimulus that share NONE of the relevant features of the original stimulus, but some relevant but related feature has acquired stimulus control (saying Water when shown an empty cup; saying Bag when shown an M&M) |
| What is a generic extension? | Same thing as stimulus Generalization; novel stimulus shares ALL of relevant defining features of original stimulus (Saying “Granny’s donut shop is closed” when looking at a Dunkin Donuts store-closure sign) |
| What is a textual verbal operant? | Reading, without any implication that the reader understands what is being read (READING WRITTEN WORDS) |
| When does the textual operant occur? | When a verbal SD has point-to-point correspondence but no formal similarity between stimulus and response |
| What is transcription? | Writing and spelling words spoken to you; TAKING DICTATION |
| When does transcription occur? | When a spoken verbal SD controls a written, typed, or finger-spelled response |
| Is there point-to-point correspondence with transcription? | YES but NO formal similarity |
| What is an exam tip about verbal operants? | The best way to figure out what operant is depicted in the question is to look at the ANTECEDENT and CONSEQ variables of the verbal operant ! |
| Who created the duplic and codic ? | Jack Michael (1982 article) |
| What are codic’s 3 defining features? | 1. Verbal SDs controlled by (antecedent to) a verbal stimulus 2. Point-to-point correspondence 3. NO formal similarity |
| Which of Skinner’s elementary verbal operants are codics? | Textual and transcription |
| What are the 3 defining features of Duplic? | 1. Verbal SD: the response form is controlled by (antecedent to) a verbal stimulus 2. Point-to-point correspondence 3. Formal similarity |
| What does duplic imply? | Implies DUPLICATES; response can be speaking, writing, signing, etc |
| Which of Skinner’s elementary verbal operants are duplics? | Echoic (stimulus is auditory: echoing what you hear) and imitating someone else’s signs |
| What does Skinner’s verbal behavior mainly focus on? | speaker bx NOT listener bx because what is most often described as listener bx (thinking, understanding) is more correctly classified as speaker behavior |
| What does listener training facts | Often listener and speaker reside in same skin (listener behaves simultaneously as a speaker— happens during conversations) |
| What is a listener’s role and what to teach them to do? | Plays role of mediator of reinforcement for speaker’s bx (listener also acts as SD for speaker’s bx; makes listener an AUDIENCE for verbal behavior) |
| Example of listener training | Someone says “Shut the door” and listener responds to this verbal SD with a non-verbal response of shutting the door; “point to the fruit” and listener points to the fruit |
| What is an autoclitic? (Hint: auto= self) | Verbal behavior about one’s own Verbal behavior (a secondary verbal operant in which some aspects of a speaker’s own verbal bx functions as SD or MO for additional speaker’s verbal bx |
| What does an autoclitic modify? | Other forms of verbal behavior |
| What are the effects of an autoclitic? | Very rapid and usually occur in emission of a single sentence composed of 2 levels of responding |
| What are the 2 bookends of all schedules of reinforcement? | Continuous reinforcement (CRF) and Extinction (EXT) |
| What is continuous reinforcement (CRF) ? | Provides reinforcement for EVERY occurrence of Target bx; utilized for strengthening novel behaviors when teaching is first initiated for a new skill that is being acquired (Ex: after person flips on light switch light comes on) |
| What are intermittent schedules of reinforcement (INT) | Between CRF & EXT; SOME but NOT ALL occurrences of behavior are reinforced (used for maintaining behaviors that have already been established); helps to fade from artificial to natural environment |
| What are the 4 basic schedules of INT reinforcement? | Fixed ratio, variable ratio, fixed interval, variable interval |
| What is a fixed-ratio schedule? | Constant/set criteria for a certain # of occurrences of bx that have to happen before 1 response produces reinforcement (FR4= reinforced is delivered after every 4th CORRECT response) |
| What is postreinforcement pause? | When person DOES NOT respond for certain time following reinforcement |
| How does the size of ratio influence the duration of postreinforcement pause? | Large ratios= long pauses Short ratios= short pauses |
| What is the rate of response produced by FR schedules? | Produce high rates of response bc quick responding produces a faster rate of reinforcement (larger ratio requirement, the higher the rate of response) (only graph with STEPS) |
| What is a variable ratio VR schedule of reinforcement? | STRONGEST BASIC schedule of INT reinforcement (average/variable) (Ex: VR4= reinforcement is delivered after an AVERAGE of every 4th correct response) |
| What is the pattern of responding produced by VR schedules? | Consistent, fast, steady rates of response (does NOT produce postreinforcement pause) (super fast and steep line in graph) |
| What is a fixed interval FI schedule of reinforcement? | Constant, set criteria for a specific amount of time that must elapse before a single correct response produces reinforcement (time is not enough, it has to be CORRECT too) |
| What is the pattern of responding produced by FI schedules? | Postreinforcement pause is evident but ONLY DURING the EARLY part of the interval (has an FI SCALLOP) |
| What is an FI scallop? (Fish =FI ScHedule) | Gradually accelerating rate of response toward the end of the interval (looks like scallops in the graph) |
| What is the rate of response produced by FI schedules? | Slow-to-moderate (larger the fixed interval req. the longer the postreinforcement pause) |
| What is a variable interval VI schedule of reinforcement? | Variable = changing criteria AVERAGE or MEAN of responses for a specific amount of time before a single correct response produces reinforcement |
| What is the pattern of responding produced by VI schedules? | Constant, stable rate of response (few hesitations between responses) |
| What is the rate of response produced by VI schedules? | Low-to-moderate rate of response: the larger the average interval the lower the overall rate of response (graph is not as steep as VR graph) |
| Fixed ratio vs fixed interval | Both produce postreinforcement pauses! (Variable schedules do NOT produce postreinforcement pause) |
| What is thinning intermittent (INT) reinforcement ? | Gradually increasing the response ratio or duration of the time interval (Ex: from CRF to an FR2 or a VR3) |
| What is ratio strain? | Result of ABRUPT increases in ratio requirements when moving from denser (lots of reinforcement available) to thinner (less reinf. available) reinforcement schedules **common behavioral characteristics are avoidance, aggression, etc. |
| How can ratio strain be reduced? | When you see ratio strain, you should reduce ratio requirements (Ex: person moved abruptly from FR1 to FR20 and starts having noncompliance; child should be moved back to FR1 and then slowly and gradually the schedule should increase to FR3, then VR5, etc |
| What is a limited hold? | Restriction placed on interval schedule requiring that to be eligible for reinforcement, the primed response (1st response following termination of req interval) must occur within specified span of time following that interval |
| When should you use a limited hold (LH) ? | When you want to speed up the response rate of your client |
| Example of LH | FR5 with LH 2 mins: person must complete 5 tasks within 2 mins |
| What are 3 variations of basic INT schedules of reinforcement? (HDL) | DRH, DRD, DRL |
| When do you use schedules of differential reinforcement rates of responding? | When challenging bx has to do with rates of response (not enough or too much) ** reinforcement is contingent upond bxs occurring af higher or lower rates of soecified criterion |
| What is DRH: Differential reinforcement of High Rates of responding | Schedule of rein. that provides reinforcement for emitting bxs that are at or above pre-established rate (helps INCREASE bx that person displays too infrequently) (Ex: Jon will earn more reinforcement if he attends school at least 4 times per week) |
| What is Differential Reinforcement of Diminishing Rates of Responding DRD? | Provides reinf. when # of responses in a specified time period is less than or = to, a prescribed limit (eg, a certain #) (DRD helps to DECREASE bx that person displays too frequently but not eliminate it entirely) (Ex: DRD for someone who eats too fast) |
| What is a DRL Differential Reinforcement of Low Rates of Responding ? | Provides reinf. only if bx occurs following a specified period of time during which it did not occur or since the last time it occurred (an IRT identifies the duration of time that occurs between 2 responses) |
| With DRL, how are IRT and Rate if Response related? | Functionally; by increasing interresponse time you are lowering the rate of responding (what DRL is all about) |
| What does DRL help with? | DECREASING bx that person displays too frequently but not to eliminate it entirely (Ex: Dana eats too fast; a DRL would mean she can only earn reinforcement upon taking a bite of food after a 10- second pause) |
| What are progressive schedules of reinforcement? | Variation on basic INT schedules of reinforcement; systematically thins each successive reinforcement opportunity independent of participants bx |
| How can you use progressive schedules for reinforcement assessment ? | Assessment procedure for identifying reinforcers that will maintain treatment effects across increasing schedule requirement (progressive schedules are thinned to a BREAKING Point when person stops responding) |
| How can you use progressive schedules for intervention? | By systematically increasing the requirements for reinforcement (may be used to measure what is commonly referred to as strength, potency, or effectiveness of scheduled reinforcement) |
| What are the 7 compound schedules of reinforcement (CMCMTAC) | 1. Concurrent (con) 2. Multiple (mult) 3. Chained (chain) 4. Mixed (mix) 5. Tandem (tand) 6. alternative (alt) 7. Conjunctive (conj) |
| What are compound schedules a combination of? | CRF, INT schedules of reinforcement, Differential reinforcement of various rates of responding and extinction |
| What are concurrent schedules of reinforcement? (Conc) | Occurs when 2 or more contingencies of reinforcement operate independently and simultaneously for 2 OR MORE BXS (Ex: CHOICE MAKING) (MATCHING LAW is part of this schedule) |
| What is the matching law? | Given 2 concurrently available bxs, we will choose to engage in the behavior that has the highest rate of reinforcement (ex; if a bx is reinforced 60% of the time in 1 situation and 40% in another, that bx tends to occur 60% of the time in 1st & 40% in 2 |
| What are multiple schedules of reinforcement? (Mult) | Presenting 2 or more basic schedules of rein. in an alternating, usually random, sequence for only 1 or more behaviors (occur successively and independently) SD IS PRESENT |
| Who created the matching law? | Herrnstein (1960s) |
| Example of mult schedule | Mult VR5 VI2: I go to school and have a tutor at home. In school my teacher sometimes provides me with reinf. following a VR5 for math problems. At home my tutor comes randomly twice a week and provides me with rein for completing math problems following |
| What are chained schedules of reinforcement? (Chain) | Has 2 or more basic schedule requirements that occur successively and has an SD correlated with each independent schedule with 1 or more bxs |
| What are 3 important elements of a CHAIN schedule | 1. OCCUR IN SPECIFIC ORDER (not in random, but like a chain) 2. Bx may be the same for all elements of chain or different bxs may be required for different elements in chain 3. Cond. rein for 1st bx in the chain is the presentation of the 2nd bx so on |
| What are mixed schedules of reinforcement ? (Mix) | Identical it mult schedules except mix has NO SD correlated with the independent schedule; presents 2+ schedules in alternatingx usually random, sequence for only 1 or more bxs |
| What are tandem schedules of reinforcement? (Tand) | Similar to chained except tand does NOT have SD; an UNSIGNALED CHAIN |
| What are alternative schedules of reinforcement? (Alt) | Provides reinforcement when the requirements of EITHER a ratio OR interval schedule is met regardless of which of the component schedule requirements is met first |
| What are conjunctive schedules of reinforcement? (Conj) | Provides reinforcement when completion of the response requirements for BOTH a ratio and interval schedule have been met |
| What are adjunctive behaviors? (AKA schedule-induced bxs like smoking) | Behaviors that are brought about by schedules of reinforcement during times when reinforcement is unlikely to be delivered (time-filling or interim bxs such as doodling, smoking, drinking, etc) |
| Schedules of punishment are the same as what? | Schedules of reinforcement! ETHICS WARNING to always recommend reinforcement before punishment |
| What are the 4 phases of intervention (in sequential order) ? (A PIE) | Assessment, planning, implementation, evaluation |
| What is assessment? | Allows us to make empirically-based hypotheses for WHY bxs occur (the FUNCTION of bxs) |
| What are the 2 main purposes of assessment? | 1. Identities and defined targets for bx change 2. Guides us to create effective and positive interventions |
| What are the 5 phases of assessment (in sequential order but often overlap)? | 1. Screening and general deposition 2. Defining and quantifying problems or desired achievement criteria 3. Pinpointing Target bxs to be treated 4. Monitoring progress 5. Following-up |
| Before you conduct an assessment, you should ask yourself this critical question.... | Who has the authority, permissions resources and skills to complete an assessment and intervene with the behavior? |
| What are indirect measures of assessment? | Subjective; interviews, checklists (not as reliable as descriptive methods) |
| What do indirect measures of assessment start? | The hypotheses development process |
| What are direct measures of assessment? | Preferred choice; tests and direct observations |
| 4 ways to acquire info for assessment (COIT) | Checklists, observations, interviews, tests |
| When should records and data be reviewed? | At the outset of the case; part of your INDIRECT FBA |
| What should be ruled out first before acquiring behavior analytic services? | Medical causes |
| What should be conducted in order to identify the referral problem? | A preliminary assessment (functional questions about the target problem behavior) |
| Interventions should be selected based on what constraints? | Environmental and resource constraints |
| What is an ecological (environmental) assessment? | Info gathered about person and various settings in which that person lives/works; creates a lot of DESCRIPTIVE data; costly in terms of time and money |
| What is reactivity? | The effects of the asssssment process on the behavior of the person being assessed |
| When does reactivity most likely happen? | When observation methods are OBTRUSIVE (the person knows they’re being assessed) |
| What kind of monitoring is the most obtrusive? | Self-monitoring |
| What is habilitation ? | It assesses the meaningfulness of change; is this change really useful to the client? |
| When does habilitation occur? | When persons repertoire has been changed in that Short and long term REINFORCERS are MAXIMIZED and short and long term PUNISHERS are MINIMIZED |
| What is the relevance of behavior rule? | Is this bx likely to produce reinforcement in the client’s natural environment after intervention ends? |
| What is constructional approach? | CONSTRUCTING replacement bxs when a Target bx is removed |
| What is the eliminative approach? | Approach that GETS RID OF (or eliminates) target bxs without constructing anything in their place |
| What is mainstreaming/normalization? | Belief that people with disabilities should, go the maximum extend possible, be physically and socially integrated into mainstream society regardless of the degree or type of disability |
| What are Behavioral cusps? | Behaviors that open a person’s world to new contingencies (ex: reading, writing, opening a door, Generalization imitation, crawling) |
| What are pivotal behaviors? | Behavior that, once learned, produces corresponding modifications or Covariations in other adaptive untrained behaviors (ex: teaching to self initiate during conversations; joint attention) |
| Who made the concept of pivotal behaviors? | Koegel and Koegel, UC Santa Barbara |
| What is generative learning? | Enhancing comprehension of new material due to previous learning |
| How do we achieve generative learning? | Through teaching materials to ensure the client is FLUENT with the material and through teaching the client behavior cusps and pivotal behaviors |
| What are the 4 main functions of behavior? (SEAT) | Sensory, escape, attention, tangible |
| What are default technologies? | Coercive, punishment-based interventions often selected arbitrarily (ex: go to your room!) |
| What is the FBA Methods pyramid, starting from the bottom (I.e. yields least precise info) ? | Indirect assessment > descriptive direct assessment > analogue assessment/functional analysis |
| What is the only FBA method that allows us to confirm htpitehesss regarding functional relations between behaviors and environmental events? | Functional analysis |
| What are the AKAs for functional analysis? | FA; Experimental Analysis; Analog assessment |
| What happens during a functional analysis? | Antecedents and consequences are arranged (manipulated) so that their separate effects on behavior can be observed |
| What is considered the “gold standard” of assessment procedures? | Functional analysis |
| Do functional analyses conducted in natural settings yield the same results as those done in simulated settings? | Yes (according to research) |
| What are 2 types of functional analyses? | 1. Extended FA 2. Brief FA |
| What are the 4 typical original conditions of FA? | 1. Contingent Attnetion 2. Contingent Escape 3. Alone 4. Control (play condition) |
| Which condition of an FA has low problem behavior and why? | CONTROL/PLAY condition; reinforcement is freely available and it’s the most unstructured; no demands are placed on person |
| What does each test condition contain? | An MO and a potential source of reinforcement for behavior |
| What are the 4 conditions of an FA based off of? | Iwata’s research on FA |
| What 5th condition has recently been added to the FA | Tangible |
| How is functional analysis data interpreted? | Visually inspecting a graph of the results to see the conditions under which high rates of behavior occur |
| What are some advantages of functional analysis? | Clear demonstration of variables that relate to problem bx; standards to which all other forms of FBA are evaluated; enables development of effective reinforcement-based treatment |
| What are some disadvantages of functional analysis? | May temporarily strengthen problem bx; difficult to use for serous, low frequency behaviors |
| What is a direct descriptive FBA? | Direct observation of problem behavior under natural conditions and events are NOT arranged in a systematic manner |
| What is a direct descriptive FBA an approximation of? | A functional analysis |
| What data collection do direct descriptive FBAs involve? | Baseline data collection |
| What 3 data collection methods are used for descriptive FBAs? | 1. ABC Continuous recording 2. ABC Narrative recording 3. Scatter Plot |
| What is ABC recording? | Recording occurrences of targeted problem bxs and selecting environmental events within the natural routine during a specific period of time |
| All ABC data should be recorded for a minimum of how many minutes? | 20-30 mins |
| What is conditional probability? | Probability that a target bx will occur in a specific circumstance: taken from ABC data |
| What is the formula for conditional probability? | # of Bxs Preceded by a Specific Antecedent and of followed by a Specific Conseq. DIVIDED BY total # of bxs |
| The closer the conditional probability is to 1.0 (ex: 0.9) the more what the hypothesis becomes? | More convincing hypothesis becomes that the antecedent that preceded it and consequence that followed it is functionally related to Target bx |
| The father the conditional probability is from 1.0 the more what your hypothesis becomes? | Less convincing |
| How is conditional probability reported? (What form) | Decimal form (NOT percentage) |
| What are some advantages of ABC Narrative recording? | Less time consuming than continuous recording |
| What are some disadvantages to ABC Narrstive recording? | May yield FALSE POSITIVES bc data collected only when bx occurs; same antecedent and conseq events may be present when problem bx is absent; reliability is low |
| What is a scatter plot (in terms of FBA) ? | Procedure for recoding the extent to which a Target bx occurs more often at particular times than others |
| What are the days divided into with a scatter plot? | Blocks of time (eg. a series of 30 mins segments) |
| What are some disadvantages of using a scatter plot to take ABC data? | Subjective; does not determine function of bx; does not offer any replacement bxs |
| What is an Indirect FBA? | Gathering information from others regarding potential problem behaviors (through checklists, rating scales, structured interviews, etc) |
| What is functional equivalence? | Finding a FUNCTIONALLY EQUIVALENT replacement behavior/intervention for the targeted challenging bx |
| Making a recommendation regarding bxs that must be what... | Established, maintained, increased, or decreased |
| What is a discrepancy analysis? | Tells you if problem behaviors are at problematic levels; helps you to determine the behavioral standard for acceptability |
| Why is defining Target bxs so important in ABA? | Definitions are required for REPLICATION and replication is required for RESEARCH; accurate evaluation requires explicit definition of bx (accurate and believable evaluation of effectiveness) |
| What are 3 characteristics of good operational definitions? | Objective, Clear, Complete |
| Besides target bxs, what else should be defined using OCC ? (Objective, clear, considerations/complete) | Environmental variables |
| What does social validity ask? | Is the person’s life changed in a positive and meaningful way? |
| What 3 factors are involved with social validity? | 1. Social significance of goals 2. Social appropriateness of procedures 3. Social importance of the effects |
| What are 2 procedures for identifying effective reinforcers? | Stimulus Preference Assessment and Reinforcer Assessment |
| What is a stimulus preference assessment? | Identities stimuli that are LIKELY to function as reinforces |
| What are the 3 basic methods of stimulus preference assessment? | 1. Asking about stimulus preferences 2. Free-operant observations 3. Trial-based methods |
| What 2 observations are under a Free-operant observation? | Contrived and naturalistic |
| What are 3 ways to measure a learner’s behavior (in terms of effective reinforcers)? (ACE) | Approach, Contact, Engagement |
| What are 3 types of Trial-based methods of Stimulus Preference Assessments? | Paired stimulus (AKA Forced Choice), Multiple Stimulus, Single Stimulus (AKA successive Choice) |
| What are the 2 types of Multiple Stimulus assessment? | With and without Replacement |
| Who are single stimulus assessments well suited for? | Individuals that have a hard time choosing among 2 or more stimuli (i.e. choices) |
| How are the items in a single stimulus assessment recorded? | Presented one at a time in random order and the person’s reaction to each stimulus is recorded |
| What is a Concurrent Schedule Reinforcer Assessment? | Two or more contingencies of reinforcement operate independently and simultaneously for 2 or more bxs; |
| What do Concurrent Schedule Reinforcer Assessments show? (Think MATCHING LAW) | The relative effectiveness of high preference (HP) and low preference (LP) stimuli as reinforcers |
| What is a Multiple Schedule Reinforcer Assessment? | Consists of presenting 2 or more component schedules of reinforcement for a single response with only 1 component schedule in effect at any given time |
| What is a Progressive-Ratio Schedule Reinforcer Assessment? | Requirements for reinforcement are increased systematically over time independent of the individual’s behavior (until breaking point and response rate declines with preferred stimuli) |
| How do we conduct punisher assessments? | Measuring negative verbalizations, avoidance movements, and escape attempts associated with each potential punishing stimulus |
| How do punisher assessments differ from Reinforcer assessments? | Use data from punisher assessments to develop a hypothesis on the relative effectiveness of each stimulus change as a punisher |
| What are the AKAs for experimental control? | Functional relations; Analysis; Control |
| What is experimental control? | The ANALYSIS of the 7 dimensions of ABA |
| (In terms of experimental design), what are the 4 important elements of behavior? | Behavior is: INDIVIDUAL, CONTINUOUS, DETERMINED, and bX variability is EXTRINSIC |
| Do groups of people behave? | No! |
| Behavior is defined by a person’s ____ with the environment | Interactions |
| Experimental strategy of ABA is based on what method? | Single-subject methods of analysis NOT large groups |
| Does behavior change over time? | Yes; it’s not a static event and requires continuous measurement over time |
| The occurrence of any event is determined by the ______ relations it holds to other events | Functional |
| _____ is the result of the environment | Variability |
| When we see variability in our data, what should we do? | Attempt to experimentally manipulate fscotes suspected of causing the variability in the data to look for CAUSAL factors |
| What are the 6 components of experiments in ABA (umbrella term) | 1. At least ONE SUBJECT 2. At least ONE BX (dv ) 3. At least ONE SETTING 4. At least ONE TREATMENT (iv) 5. A MEASUREMENT SYSTEM and ongoing ANALYSIS of data 6. An EXPERIMENTAL DESIGN |
| What do all well-planned experiments begin with? | An experimental question |
| Experimental questions can be in the form of what 2 things? | Question and statement |
| Single-subject designs do not mean what? | There is only 1 subject (although sometimes there is only 1 individual) |
| Why is it called “single-subject”? | Because the subject acts as his/her own control |
| ABA studies usually involve more than one what? (In terms of single-subject design) | Subject; (4-8 is common) |
| Group designs mask what? | Individual progress |
| What is collateral effect? | IV effects bxs other than the targeted bx |
| What are the 2 sets of environmental varibales that demonstrate expeirmental control? | IV and Extraneous variables |
| What are extraneous variables and where do they most often occur? | Unplanned environmental variation; in the environment (not usually in a controlled experimental setting) |
| What is the treatment (independent variable) setting? | Aspect of the environment that the experimenter manipulates to find out whether if affects the subject’s behavior |
| Observation and recording must be conducted in a ____ manner | Standardized |
| During the measurement system and ongoing analysis of the data, behaviorists must do what? | Detect changes in level, trend, and variability |
| What are the 2 types of experimental design? | Nonparametric Analysis and Parametric Analysis |
| What is a nonparametric analysis? | Independent variable is either present or absent during study (is the IV ON of OFF in this design) |
| What is a parametric Analysis? | Used to evaluate a range of the values for an intervention (ex: if you were determining the range of values for “time out” that are most effective) |
| What are 2 important rules of experimental design? | 1. Change only 1 variable at a time 2. Do not get locked into textbook designs (select designs that BEST FIT) research question |
| What is a treatment package (AKA: behavioral package)? | When multiple IVs are bundled into 1 program such as a token econom with praise and time-our |
| What is component analysis? | Looking at the effect of each part of the treatment package |
| What is steady (stable) state responding? | Pattern of responding that exhibits LITTLE VARIATION in its measures dimensional quantities over a period of time |
| Steady state responding provides a basis for what? | Baseline logic |
| What 3 elements are involved with baseline logic? | Prediction, verification and replication (PVR) |
| PVR of baseline logic depends on an overall experimental approach called ______ | Steady state strategy |
| What is steady state strategy? | Repeated exposure of a given subject condition while trying to ELIMINATE extraneous influences on bx and maintaining a STABLE pattern of responding before introducing the next condition |
| What does the function of baseline data serve as? | A control condition (does NOT imply the absence of intervention) |
| After I have created a treatment package, how do I analyze the individual treatments (component) that are part of package? | Using component analysis (to determine the effective components of an intervention package) |
| What are some benefits of baseline data? | To see if the bx targeted for change really warrants intervention; to guide us in setting the initial criteria for reinforcement |
| 4 patterns of baseline data (DAVS) | Descending, ascending, variable and stable |
| DESCENDING and ASCENDING baseline show you that behavior is already _____ | Changing |
| Generally, when would you NOT implement the IV ? | If the baseline is descending or ascending |
| When is an exception to implementing IV during baseline? | If the bx you are trying to change is something you want to increase/decrease (like functional skills/challenging bx) and the descending/ascending trend shows it is worsening |
| If _____baseline is due to a behavior you want to DECREASE you should wait bc the behavior is already improving | Descending |
| If _____ baseline is due to a bx you want to INCREASE you should wait because the bx is already improving | Ascending |
| Is there a clear trend in variable baseline? | No |
| If one’s data is variable, what should the behavior analyst do? | Wait it out and do not introduce the IV |
| Variability is assumed to be due to environmental variables that are ____ | Uncontrolled (If you introduce the IV now you will not be able to tell if it changed the bx or not) |
| You should try to control ______ sources of variability | Uncontrolled |
| What is a stable baseline evidence of? | No evidence of ascending or descending trend |
| Where do all of the values fall if the DV fall in a stable baseline? | In small range values |
| When can you introduce the IV (during what baseline)? | Stable |
| What are the 3 parts of baseline logic ? (PVR) | Prediction, verification, replication |
| During the prediction stage, when should data be collected? | Until stability is clear |
| The more data points the more ____ power | Predictive |
| During baseline logic, after we predict we _____ | Affirm |
| What is the successive order of baseline logic? | Prediction, Affirmation of the Consequent, Verification, and Replication |
| What is Affirming the Consequent? | One makes a conditional statement, affirms the consequence and concludes that the antecedent is true (Ex: “today is Tuesday and I have math class”. “I have math class” is the consequent) |
| What is involved in the verification process of baseline logic? | Verification of a previously predicted level of baseline responding by termination or withdrawal of the treatment variable |
| Replication is the essence of ______ | Believeability |
| Replication shows the _____of behavior change (we can make it happen again! ) | Reliability |
| How is replication accomplished? | By reintroducing the IV |
| What are the 5 main experimental designs (MC RAW) | Multiple Baseline, Changing Criterion, Reversal, Alternating Treatments, Withdrawal |
| What is the most widely used design? | Multiple baseline design |
| Do you have to withdraw a treatment variable in multiple baseline design? | No |
| Multiple baseline design has a what kind of implementation? | Staggered in a step-wise fashion across BEHAVIORS SETTINGS and SUBJECTS |
| When should you use a multiple baseline design over a reversal design (*ethics warning) | When it is UNETHICAL or impractical to reverse conditions or when the bx is irreversible |
| What are the 3 types of multiple baseline designs? | Across behaviors, settings and subjects |
| How do you demonstrate a functional relation in a multiple baseline design | Requires a change in bx with the onset of the intervention |
| The more replications, the more _____ the demonstrations | Convincing |
| What is a multiple baseline across behaviors design? | Two or more different bxs of the SAME SUBJECT; each subject serves his own control |
| After steady state baseline responding, what is applied to the first bx while the other bxs are kept in baseline (during a multiple baseline across bxs) ? | The independent variable (IV) (then the IV can applied for the second bx) |
| What is a multiple baseline across settings? | A single behavior is targeted in 2 or more different settings or conditions |
| What happens during a multiple baseline across subjects design? | One target bx for 2 or more subjects in the SAME SETTING |
| Which design is the most widely used in a multiple baseline design? | Multiple baseline across Subjects |
| What are 2 variations of multiple baseline design? | Multiple Probe Design & Delayed Multiple Baseline Design |
| Both multiple probe and delayed multiple baseline designs are inherently _____ than traditional multiple baselines | Weaker |
| When do you use the 2 variations of multiple baseline design? | When extended baseline measurement is unnecessary, impractical, too costly, or unavailable |
| What does a Multiple Probe design analyze? | Relation between the IV and acquisition of skill sequences |
| Instead of simultaneous baselines, _____ provide the basis for determining if behavior change has occurred prior to intervention | Multiple probe design |
| When is a delayed multiple baseline design effective? | When 1) a reversal design is not possible, 2) limited resources preclude a full-scale design, 3) when a new bx, subject or setting becomes available |
| What is a limitation of a delayed multiple baseline design? | Shorter baselines do not show interdependence of DVs |
| What are the 4 main guidelines for a multiple baseline design? | 1) select indep. yet functionally similar baselines, 2) select concurrent and puasivly related multiple baselines, 3) don’t apply IV to the next bx too soon, 4) vary significantly the lengths of multiple baselines, 5) intervene on the most stable bas 1st |
| What are some advantages of using a multiple baseline design? | Successful intervention does NOT have to be removed; evaluates Generalization and it’s easy to implement |
| What are some disadvantages of using a multiple baseline design? | Functional relationship is NOT directly shown in this design; effectiveness of IV is demonstrated but not info regarding function of target bx; IV maybe delayed |
| What is a changing criterion design? | Initial baseline phase is followed by a criteria for reinforcement or punishment |
| How many behaviors are in a changing criterion design? | One (and has to be in person’s repertoire) |
| Which expeirmental design evaluates treatment in a graduated, step-wise fashion? | Changing criterion design |
| What should the criterion lines look like to show a functional relationship? | Have a large separation |
| How to experimental control evidenced in a changing criterion design? | By the extent that the level of responding changes to conform to each new criterion (If data points do not fall around criterion lines, shows us that there is very little experimental control) |
| The ______ the vertical distance between the criterion lines, the more experimental control | Greater |
| What is the 3 part guideline for changing criterion designs ? | 1) Length of phases 2) magnitude of criterion changes 3) number of criterion changes |
| Validity of the changing criterion design is increased when you ________ length of each phase | Vary |
| Then____of the changes between each criterion should vary to prove strong functional relations | Size |
| The more criterion changes the better proof of ________ | Experimental control |
| What are some advantages of using a changing criterion design? | Doesn’t require reversal of improved bx; enables experimental analysis within the context of a gradually improving bx |
| What are some disadvantages of using a changing criterion design? | Target bx must already be in person’s repertoire; not appropriate for analyzing effects of shaping program; NOT a comparison design |
| Why do changing criterion designs have a lot in common with shaping but that it’s NOT appropriate for analyzing effects of shaping program? | shaping is a BEHAVIOR CHANGE STRATEGY (not an experimental design) and used to teach NOVEL bxs——— changing criterion design is an EXPERIMENTAL DESIGN that results in bx change (and bx MUST be in person’s repertoire) |
| What is a reversal design? | Researcher REVERSES responding to a level obtained in a previous condition |
| Each ____ in a reversal design strengthens experimental control | Reversal |
| What must happen for a reversal to occur in a reversal design? | The bx must approximate the initial baseline level |
| What 3 consecutive phases are required in a reversal design? | 1) Initial baseline A, 2) intervention B, 3) return to baseline A |
| ______ is preferred over A-B-A as a stronger design | A-B-A-B |
| What is the most powerful within-subject Experimental design for demonstrating function? | Reversal design |
| What are the 5 main/variations reversal designs? | 1) Repeated Reversals, 2) B-A-B 3) Multiple Treatment design 4) NCR Reversal Technique 5) DRO/DRA/DRI reversal technique |
| How do you demonstrate functional relations (PVR) for a reversal design? | IV is responsible for bx change if repetition of baseline and treatment phases approximate original phases |
| What is an ethical warning about reversal designs? | If your client is displaying severe and dangerous bxs (SIB, elopement, etc) then do NOT spend time just taking baseline from the start; it is your ETHICAL responsibility to get in there and IMMEDIATELY provide treatment for healthy & safety of client |
| What is a repeated reversal design? | Simple extension of A-B-A-B ( the more reversals the stronger your evidence of control) |
| What is the B-A-B reversal design? | IV (B)- IV removed (A) - IV reintroduced (B) ——— weaker than A-B-A design bc it doesn’t enable assessment of effects of the IV during baseline |
| What are sequence effects (a disadvantage of a reversal design) ? | Effects on a subject’s level of behavior in condition A may have been influenced by the IV before it |
| What is the best experimental design to use when your client displays severe and dangerous bxs ? | B-A-B design (because you don’t wait to start the intervention with this design) |
| What are the 2 AKAs for sequence effects? | Carryover Effects & Alteration Effects |
| What is a multiple treatment reversal design? | Compares 2 or more IVs to baseline and/or to one another (when other letters are added like C or D to the ABABA) |
| What is a disadvantage to a multiple treatment reversal design? | Sequence effects |
| What is a Non-Contingent Reinforcement (NCR) Reversal Technique Experimental design? | Experimental technique for showing the effects of reinforcement using NCR as a CONTROL condition INSTEAD of a baseline condition in which no reinforcement is provided |
| How is the Reinforcer presented during a NCR reversal technique? | On a fixed or variable time schedule independent of the subject’s behavior |
| What is a DRO/DRI/DRA reversal technique? | Shows the effects of reinforcement by using a DRO, DRI, or DRA as a CONTROL condition INSTEAD of a baseline condition in which no reinforcement is provided |
| What is DRO (in a reversal technique)? | Reinforcement following any behavior other than the target behavior |
| What is DRI (in a reversal technique) ? | Reinforcement following behavior that is physically incompatible with the target behavior |
| What is DRA (in a reversal technique)? | Reinforcement following an alternative behavior other than the target behavior |
| What does a DRI/DRO/DRA reversal technique allow us to examine? (Think of reinforcement) | Contingent reinforcement |
| What are disadvantages to using a DRO/DRI/DRA reversal technique? | Irreversibility (ethical and social issues can arise when you remove an effective IV) |
| What is irreversiblity ? | Once you learn a behavior (such as riding a bike) you will never not know how to do it; it’s irreversible |
| What is an Alternating treatments design? | Compares 2 or more IVs to one ankther to see which IV would be best to utilize with a client (pressnted in rapidly alternating succession) |
| What is alternating treatment designs based on? | Stimulus discrimination (each Iv has an obviois SD signaling with IV is in effect at any given time) |
| What is alternating treatments design based on? | Stimulus discrimination (each IV has an obviois SD signaling with IV is in effect at any given time) |
| When is a functional relation show in an alternating treatments design? | 1) when 1 data path is consistently higher than the other and 2) no overlapping data paths |
| In an alternating treatments design, the degree of differential effects produced by 2 different treatments is determined by______ | The vertical distance between the respective data paths |
| How is PRV displayed in an alternating treatments design? | Each successive data point in treatment plays all 3 roles |
| What are 3 variations of an alternating treatments design? | 1) single phase without baseline 2) With baseline 3) With Baseline and Final Best treatment Phase (most widely used) |
| What are 3 problems to be avoided by alternating treatments design? (ISU) | Irreversibility, Sequence Effects, Unstable Data |
| One disadvantage of an alternating treatments design is ____ ______ ____ | Multiple treatment interference (multiple treatments going on at the same time) |
| What is a withdrawal design? | Used to describe experiments in which an effective treatment is sequentially or partially withdrawn to promote the maintenance of behavior changes |
| Reversal designs are different from withdrawal designs because... | Behavioral focus of a reversal design is on the treatment variable being REVERSED (switched to another bx) but withdrawal is when interventions are withdrawn to promote maintenance of bx changes |
| What is your #1 goal when using single-case designs? | To clearly show that your IV changed the target bx and nothing else! |
| What are 3 practical and ethical issues about single-case designs to show treatment effectiveness? | 1) baseline trends, 2) excessive variability in data, 3) duration of phases |
| Which designs are BEST for treatment package evaluation? | Single-subject designs |
| What are 3 problems ABA has with traditional psychology’s group approach to research? | 1) group data is not representative of individual performance 2) group data masks variability 3) absence of intrasubject replication |
| What are 2 types of validity in experimental designs? | Internal and external validity |
| What is internal validity? (IV= internal validity) | How the experiment shows changes in bx are a function of the IV and NOT the result of uncontrolled or unknown variables |
| What does high internal validity mean? | Designs shaping strong experimental control |
| What are 4 confounding threats to internal validity? (MISS) | Measurement confounds, IV confounds, Subject confounds, and Setting confounds |
| When do measurement confounds occur? | Observer drift, reactivity, observer bias |
| What are measurement confounds? | Refers to the number and intricacy of the bxs you are targeting; if you are targeting numerous complicated bxs, your internal validity may be affected |
| What is reactivity? | Refers to the bxs of our clients changing when observed; can also refer to observers being affected by their data being monitored |
| What is observer drift? | When observers unknowingly alter the way they apply a measurement system |
| How to reduce reactivity? | Maintain baseline conditions long enough for reactivity to run its course |
| What is observer bias? (I.e. expectations) | Observers expectations that change follow in a particular direction |
| How to reduce observer bias? | Keep observers naive to expected outcomes of a study |
| What are independent variable confounds? (IV confounds) | IVs are complicated and given together usually in a treatment package (Ex: giving someone money as a reinforcer, the person is also given attention with the money. Thus, it is hard to say if the money or attention (or combo “) is the maintaining reinf. |
| How to reduce IV confounds | Placebo control or double-blind control procedures (in which subject is not aware if the IV is present or not) |
| What are subject confounds? | Changes in subject over course of study; repeated measurement detects uncontrolled variables |
| What are setting confounds? | Studies in natural settings are more prone to confounding variables than in controlled laboratories |
| What is Bootleg reinforcement? | Secretive reinforcement that is not part of behavior plan |
| During what confounding variable does bootleg reinforcement occur? | Setting confound |
| What is an extraneous variable? | Any aspect of the ENVIRONMENT that must be held constant to prevent unplanned environmental variation (ex: lighting, temperature of a room) |
| What is a confounding variable? | Any uncontrolled factor known or suspected to exert influence on the dependent variable |
| What is external validity? | Degree to which a study’s results are generalizable to other subjects, settings and/or behaviors |
| ______ establishes external validity | Replication |
| What are 2 major types of scientific replication methods used in ABA? | Direct replication and systematic replication |
| What is direct replication? | Researcher exactly duplicates a previous study (intrasubject- same subject used; inter subject- different subject used) |
| What is systematic replication? | Researcher purposefully varies 1 or more aspects of an earlier experiment (demonstrates reliability and external validity by showing the same effect can occur under different conditions) |
| ______ generally uses systematic replication | ABA research |
| What is treatment integrity? | Extent to which IV is implemented/carried out AS PLANNED (low treatment integrity = very difficult to interpret experimental results) |
| What is treatment drift? | When application of the IV in later phases differs from the original application |
| What are some ways to ensure a high level of treatment integrity? | Precise operational definition of treatment procedures, training and practice for people who will conduct them experimental sessions |
| What are some ways to assess treatment integrity? | Collect treatment integrity data to measure how the actual implementation of the conditions match the written methods; reduce, eliminate or identify the influence of potential confounding variables |
| What are 2 types of errors in evaluating ABA research? | Type I (AKA: False Positive) and Type II (AKA: False Negative) |
| What is a Type I error (AKA: false positive) ? | Assuming the IV affected the DV when it actually did NOT do so (statistical analysis tends to lead to more Type I errors) |
| What is a Type II error (False negative) ? | Assuming the IV did NOT affect the DV when it actually did (visual analysis used in ABA leads to more of these errors) |
| What are the 3 dimensional quantities (that can be measured)? (RTT) | Repeatability, temporal extent, Temporal Locus |
| What does repeatability mean? | When behavior can be counted (instances of a response class that occur reestedly through time) |
| What are 3 types of Repeatability measures? | Count, rate, celeration |
| What is the definition of count? | Adding up the behaviors or items (ex: 12 jelly beans in a jar) |
| What is the definition of rate? | Occurrences of Behaviors or items OVER TIME (count/time) |
| What is the most popular data collection used in ABA? | Rate |
| Report the unit of ____ in your date measure | Time ((Ex: Zach ate 12 jelly beans in 2 minutes) |
| The unit of time must be _____ within the study | Standard |
| What behaviors are used in recording rate? | Free operant |
| What are free operant behaviors? | Behaviors that have a discrete beginning and ending point |
| When should you NOT use rate in measuring behaviors? | Measuring continuous bxs; or when recording bxs that only occur within limited or restricted conditions |
| What is the formula of celeration? | Count per unit of time/time (same as: frequency/time) |
| What is the definition of celeration? | Measure of how rates of response change over time |
| Celeration can mean ____ or ____ | Accelerate or deceleration |
| What does accelerate mean? | Rates of response accelerate when responding is FASTER over time |
| What does decelerate mean? | Rates of responding decelerate when responding SLOWS over time |
| What is the minimum measure of rate that is recommended for celeration? | 7 measures of rate |
| What is displayed on the X and Y axis when graphing celeration? | X= time in days Y= response rate |
| Where is the celeration trend drawn on the graph? | Straight line drawn through the graphed data representing the direction and degree of the trend |
| When do you use temporal extent ? | When the duration of the bx can be measured |
| When do occurrences of bx occur during temporal extent? | When every instance of bx occurs during some amount of TIME |
| What is the 1 type of temporal extent measure? | Duration (the amount of time in which a behavior occurs) |
| When do you use duration? | For bxs that occur for too long a period of time or too short a period of time OR for high rate bxs |
| What are 2 methods for calculating duration? | Total duration per session and Duration-per-occurrence |
| What is total duration per session? | Cumulative amount of time a person engages in the target bx in the total session |
| How do you calculate the total duration per session? | Add up all 3 durations |
| What is definition of duration-per-occurrence? | Duration of time that each instance of the behaavior occurs (Ex: as opposed to recording the duration of Diego’s target bx as a total amount, you simply record the duration of each instance of his bx) |
| What does temporal locus measure? | The TIME at which behavior occurs |
| Locus = | Point in time |
| What are the 2 types of Temporal Locus measures? | Response Latency and Interresponse time (IRT) |
| What is response latency (AKA: latency)? | Time between onset of a stimulus (SD) as initiation of a response |
| When should response latency/latency be used? | When you want to measure how much time occurs between an opportunity to emit a behavior and when the behavior is initiated |
| What is the definition of IRT (interresponse time)? | Amount of time that elapses between 2 consecutive instances of a repsonse class (Ex: measuring how much time between someone’s bites of food; fast rage of eating = shorter IRT between bites) |
| When should IRT be used? | When time between responses is important |
| IRT is functionally related to ___ of ____ | Rate of response |
| What are 2 derivative measures? | Percentage and Trials-to-Criterion |
| What is the recommended minimum observation intervals or response opportunities when using percentage ? | 30 |
| When do you use percentage? | When you want to document the percentage of correct responses |
| What is a disadvantage of using percentage? | You can’t use it to record proficiency or fluency |
| During what measures can you use trials-to-criterion? | Count, rate, duration , latency |
| What is trials-to-criterion? | A measure of the number of response opportunities needed to achieve a predetermined level of performance criteria |
| What does a trial depend on in trials-to-criterion? | The nature of the target bx and the desired performance level |
| When are good times to use trials-to-criterion? | For assessing a learner’s increasing competence in learning a new class of skills (such as tying shoes or washing hands; each opportunity can be considered a trial and TTC are reported as the #of trials required for a learner to tie a shoe correctly) |
| What are the 2 definitional measures? | Topography and magnitude |
| What is topography and should it be used? | The form or shape of a bx; used when the form of the bx is critical (ex: gymnastics, basketball, dancing etc) |
| What does malleable dimensions of behavior mean | Responses of varying form are SHAPED and selected by their consequences |
| Topography does not equal what? | Function (topographical can be different but still have the same function such as cheering bx; can take the form of clapping or hollaring but share the same function) |
| What does magnitude mean? | The force/intensity/severity of a bx (Ex: volume of voice differing in the library vs at a crowded concert) |
| What are continuous measurement procedures? | Measurement conducted in a manner such that ALL instances of the response class of interest are detected during the observation period (every single occurring of target bx) |
| Which recording measures are continuous measurement procedures? | Event recording (rate, frequency, count) and timing (duration, IRT, latency) |
| Continuous measurement is useful for behaviors that: | Are free operant, have a discrete beginning and end, can be emitted at any time, don’t require much time for completion |
| When are continuous measurement procedures NOT useful? | Bxs that occur at high rates, are measured via discrete trials, occur for extended periods of time, are opportunity-based |
| What are discontinuous measurement systems? | SOME instances of the response class of interest may NOT be detected (time sampling/interval recording methods) |
| When do you use discontinuous measurement procedures? | For bxs that occur at high rates, long durations of time, are measured via discrete trials, and are measured via percentage |
| When would you NOT use discontinuous measurement systems? | For bxs that are free operant, when it is important to obtain every occurrence of that bx, and when bx requires constant attending by observer (SIB) |
| What are the 3 procedures for measuring behavior? | Event recording (a continuous measurement procedure), timing (also a continuous meas. procedure), time sampling (DIScontinuous measurement procedure) |
| What is event recording? | Methods to record the number of times a response occurs (can be pencil/paper, buttons, calculators, tallies, etc) |
| When do you NOT use event recording? | For responses that occur at very high rates (hand flapping, etc), for continuous bxs (on task bxs, humming etc) and/or DTT data |
| Which methods are measured with timing? | Duration, response latency, interresponse time (IRT) |
| Time sampling methods give us an _____ of the actual instances of behavior | Approximation |
| What is an advantage for using time sampling? | Recording continuous and/or high rate behaviors |
| When do you NOT use time sampling ? | When you want to record certain important, but fairly infrequent behaviors (ex: baby crawling out of his crib about once a week but if you use time sampling you may miss observing when the bx actually occurs) |
| What are continuous behaviors? | Behaviors that do NOT have a clear beginning and ending (they are NOT discrete) — counting each response or measuring its duration would be too hard (shouting, humming, sucking thumb, etc) |
| For continuous bxs, what measurement procedure should you use? | Discontinuous— like 1 of the time sampling/interval recording methods (whole/partial interval recording and/or momentary time sampling) |
| What is the difference between continuous behaviors and continuous measurement procedures? | Bxs: no clear beginning or end //// measurement: all instances of response class of interest are detected during observation period (Ex: event recording, timing) |
| What are 3 forms of time sampling? (Wits, Pits, Mits) | Whole interval, partial interval, momentary time sampling |
| All 3 forms of time sampling are used for what 2 types of behavior? | Continuous and high rate |
| Whole interval recording ____estimates the rate of bx | Under |
| Which occurrences of bx are recorded in whole interval recording? | Whether target bx occurred throughout ENTIRE interval |
| Whole interval recording are used for behaviors you want to _____ (increase or decrease) | Increase |
| Partial interval recording _____estimates the rate of behavior | Over |
| Which occurrences of bx are recorded in partial interval recording? | Whether target bx occurred at ANY TIME during the interval |
| Whole interval is used to represent the _____ of total intervals that target bx occurred, and partial represents the ____ | Percentage ———- proportion |
| Partial interval recording is used for bxs you want to _____ | Decrease |
| When does Momentary time sampling (MTS) measure behavior ? | If the target bx occurs at the END of that time interval only |
| MTS ____ and ___ estimates or ____ | Over/ under/ neither |
| How do you report the data from MTS? | Always percentage (percentage of total intervals in which target bx occurred) |
| When do you use MTS? | When you don’t have to continuously measure throughout the entire interval |
| What is a disadvantage of using MTS? | Much of the bx of interest is missed or unaccounted (to avoid this keep intervals short and observe target bx frequently) |
| What is planned activity check a variation of? | Momentary time sampling (ex: a teacher observes a group of students at the end of each interval and records total # of students engaged in targeted activity) |
| What recording measures can be applied to permanent product? | Event recording, time sampling, and timing |
| What are CONTRIVED permanent products? | Behaviors that do NOT have a direct effect on the environment can be measured by PP using videotape, photographs, audiotapes, etc |
| Is reactivity temporary? | Yes! (Subjects get used to being observed) |
| What are 3 indicators of trustworthy measurement? (VAR) | Validity, accuracy, reliability |
| Validity = | Relevant dimension |
| Accuracy = | True value |
| Reliability = | Same results over and over |
| What is the biggest threat to accuracy and reliability? | Human error |
| What are the 3 main elements of validity ? | 1) Directly measuring socially significant target behaviors, 2) measuring dimension of target bx relevant to the question or concern about the bx, 3) ensuring that data are representative of bx’s occurrence under contions during TIMES that= most relevant |
| Measurement has ____ when it yields data that are directly relevant to the phenomenon measured and to the reasons for measuring it | Validity |
| What is the basic question of validity? | Was a relevant dimension of the bx that is the focus of the investigation measured directly and legitimately? |
| What are the 3 biggest threats to validity? | Indirect measurement, measurment artifacts, and measuring the wrong dimension of the target bx |
| ___ measures of target bx will always have more validity than ___ measures | Direct ——- indirect |
| What is the biggest threat to validity? | Measuring the wrong dimension of the target bx |
| What are 3 causes of measurement artifacts? | 1) Discontinuous measurement (all time sampling methods are discontinuous and cause arrifact), 2) poorly scheduled measurement periods (recording data during a time when bx does not properly occur) 3) insensitive and/or limiting measurement scales |
| What is accuracy? | The extent to which the OBSERVED VALUE (quantitative label) matches the TRUE VALUE of an event |
| If measurement is not VALID, ____ is moot | Accuracy |
| When true value CANNOT be established, researchers must rely on ____ assessments and measure of interobserver agreement (IOA) | Reliability |
| Reliability = the same ____ _____ | Results repeatedly |
| The ____ the values obtained by repeated measurement, the more ____ they are | Closer //// reliable |
| What are 3 factors that contribute to human MEASUREMENT error ? | 1) poorly designed measurement systems, 2) inadequate observer training, 3) expectations about what the data should look like |
| What is a naive observer? | Trained observer who is unaware of the study’s purpose and/or experimental conditions in effect |
| When does observer drift occur? | Occurs when observers have a shift in how they interpret definitions of the target bx |
| Reporting IOA increases _____ that the data is trustworthy and deserving of interpretation | Believability |
| 3 requisites for obtaining valid IOA | Observers must use the SAME MEASUREMENT SYSTEM, must measure the SAME EVENT, and observers must be INDEPENDENT |
| What is the simplest method for event recording (in regards to IOA) | Total count IOA |
| Total count IOA ___estimates the extent of actual agreement | Over |
| What is the most strict event recording IOA method? | Exact Count-per-interval IOA |
| What are 2 AKAs for Interval-by-Interval IOA? | Point-by-point IOA; Point-by-Point Agreement Ratio |
| Which IOA measurement is recommended for bxs that occur at frequencies of approximately 30% of intervals or fewer to avoid overinflated and possibly misleading IOA measures? | Scored Interval IOA |
| What does Unscored Interval IOA minimize the effects of? | Chance agreements for interval data on bx that occur at very high or very low rates |
| How often and when should IOA be obtained? | During each phase of a study and should be distributed across days of the week, times of day, settings and observers; obtained for minimum of 20% of sessions |
| What 3 ways should IOA be reported? | Narrative description (most common and simplest), table, or graphic display |
| What are acceptable IOA scores? | The closer to 100% the better. No less than 80% |
| What are the 3 purposes of graphs? (CAID) | Communicate, assess, IV and DV are related |
| 5 types of graphs used on ABA | Line, Bar, Cumulative record, Scatter Plot, Standard Celeration Chart (Semilogarithmic Charts) |
| What do the intervals look like on an equal-interval graph? | They are the same size |
| What are the 2 AKAs for equal-interval graphs? | Arithmetic Charts; Add-Subtract Charts |
| Which graphs are equal interval graphs in ABA? | All the graphs except standard celeration: line, bar, cumulative, scatter |
| The non-equal interval graph is the ____ | Standard celeration chart |
| What is the most common graph in ABA? | Line graph |
| The line graph is based on the ____ plane | Cartesian plane (2D area formed by 2 perpendicular lines that intersect) |
| When do you use a line graph? | When you want your data to be scaled along some dimension such as time or the order of responses in a sequence (Ex: # of hits over time) |
| What are 2 AKAs for the horizontal axis? | X-axis; Abscicca |
| When do you use a scale break ( // ) on the horizontal axis? | To represent discontinuities in time (Ex: data was not taken for some reasons such as summer vacation) |
| What are the 2 AKAs for the vertical axis? | Y-axis; Ordinate |
| On a line graph, SOLID lines = And DASHED lines = | Major changes ——— Minor changes |
| When should data points NOT be connected in a line graph? | Time has passed and the bx is not measured; there’s a discontinuity in time on x-axis (vacation); data was not collected/lost; its a follow-up or post-check data |
| Bar graphs are also based on the ____ plane (similar to line graph) | Cartesian |
| Bar graphs do not allow for what? | An analysis of variability and trend in behavior |
| When do you use a bar graph? | To display separate sets of data that are NOT related to each other; summarizing performance within a condition/group of ppl |
| Bar graphs cannot be used with ____ | Time |
| Who developed cumulative records? (Hint: NOT cumulative GRAPH) | Skinner to record data in EAB research in 1957 |
| The cumulative recorder enables a subject to draw _____ | His/her own graph |
| What kind of data is usually graphed on a cumulative record? | Rate/frequency data |
| What are 2 types of cumulative record response rates? | Overall response rate; Local response rate |
| In regards to the cumulative record response rate, the ____ the slope, the ___ the response rate | Steeper——- Higher |
| What is overall response rate? | An average rate of response over a given time period, such as during a specific session or phase in a study |
| What is local response rate? | An average rate of responses during periods of time smaller than that for which an overall response rate has been given |
| Why would a cumulative record be used rather than a noncumulative graph? | The target bx can be measured in cumulative units; the target bx only occurs once per observation period; the cumulative record shows how rapidly/slowly target responses are repeated |
| Logarithmic scales look at bx change through _____ or _____ change | Proportional/ Relative |
| On a semilogarithmic Charts all bx changes of equal proportion are shown by ____ ____ distances on the vertical axis | Equal vertical |
| Data is shown as an ____ ___on an equal interval chart is a ___ ____ on a semilogarithmic chart | Exponential curve —— straight line |
| A standard celeration chart is a type of | Semilogarithmic chart |
| Who created the standard celeration chart and why? | Ogden Lindsley to be used in an ABA during Precision Teaching |
| What graph displays academic and social behaviors? | Standard celeration chart |
| In a standard celeration chart, the scales go up by ____ | Multiples (ex: 2, 4, 6 , 8, etc or 10, 100, 1000) |
| How do students used a standard celeration chart? | To self-monitor their progress bt recording data that displays the number of items they performed correctly and the number of errors the made within fixed periods of time across a day/week |
| What is the goal of a standard celeration chart? | To increase the number of correct answers and decrease the number wrong within the set time |
| Does the slope change whether you start with a very high or very low level of behavior in a standard celeration chart? | Nope! |
| Why would you need to use a standard celeration chart? | Primarily when your concern is promoting rate of responding |
| When would you use a scatter plot graph? | To display the temporal distribution (TIME) of the bx; and to display if there’s an “elusive” environmental stimuli with the grouping of individual data points |
| What is an ethics warning in choosing a method to display your data? | To choose one that demonstrates the most ETHICAL and VALID representation of the target bx |
| What are 3 fundamental properties of behavior change? (LTV) | Level, trend, variability |
| Level is always depicted as a ___ or ____ line in graphs (think of a level you use to hang a picture on the wall) | Flat or Level line |
| An analysis of level answers the question... | How much has the behavior changed? |
| How are levels in the data examined? (What do you look at)? | The data’s mean, median and/or range |
| What is trend? | The overall direction taken by the data path |
| Trend answers what question? | In what direction is the change headed? |
| What is variability in regards to graphs? | The extent to which the data “bounce around” on the graph |
| What question does variability ask on a graph? | How consistent is the change that is taking place? |
| What does a high degree of variability mean (in a graph)? | Little or no control over the factors influencing the behavior |
| Who created the Premack Principle? | David Premack, 1959 |
| What does the Premack Principle state? | Making the opportunity to engage in high probability bx (something you’re more likely to do) is CONTINGENT upon the occurrence of something you are less likely to do (FIRST/THEN) |
| Who created the Response Deprivation Hypothesis (RDH)? | Timberlake and Allison, 1974 |
| What was the Response Deprivation Hypothesis built on? | The Premack Principle |
| What does the Response Deprivation Hypothesis state? | Restricting access to the behavior creates deprivation that serves as an EO which makes the restricted bx a very strong form of reinforcement |
| What are the 4 behavior-environment relations that functionally define imitation? (F MIC) | Formal similarity, Model, Immediacy, and Controlled Relation |
| What does controlled relation mean (in regards to imitation)? | The model must bc the CONTROLLING VARIABLE for the imitative behavior; must serve as an SD for the imitative bx |
| Controlled relation is sometimes called what? | Generalized imitation |
| What are 2 types of models? | Planned and Unplanned models |
| What are planned models? | Pre-arranges antecedent stimuli (such as a video) that help learners acquire new skills |
| What are unplanned models? | Occur in everyday social interactions (watching someone pay to ride the bus and then imitating or copying that bx) |
| Who developed the 5 steps of imitation training? | Striefel |
| What are the 5 steps of imitation training? | 1) assess & teach any prerequisite skills for imitation training 2) select models for training 3) pretest 4) sequence models for training 5) implement imitation training |
| What is shaping and what does it teach? | Involves systematically and differentially reinforcing successive approximations to a terminal bx—— teaches novel behaviors |
| What is Response differentiation? | A behavior change produced by differential reinforcement |
| The overall result of response differentiation is what? | A new response class |
| What are 2 types of shaping methods? | ACROSS response topographies; WITHIN response topographies |
| What does shaping across response topographies look like? | The topography of behavior changes during shaping, but the bxs are still members of the same response class (ex: speech therapist teaching novel focalization a to person who does not possess any vocal abilities) |
| What does shaping within response topographies look like? | Topography of behavior remains constant and another measurable dimension of behavior is changed (E.g. duration of the bx) (Ex: the duration of time spent practicing piano increased via shaping) |
| What is the difference between fading and shaping? | Fading changes bx by changing antecedent stimuli—— shaping changes bx by changing response requirements |
| What is important to remember with shaping? | Some degree of the bx should already be occurring in the individual’s repertoire and the bx chosen should be a member of the targeted response class |
| What is a behavior change? | SD > Response > Conditioned positive reinforcer > SD > etc |
| What are 3 important characteristics of a behavior change? | 1) each response has a clear beginning and end 2) performance of each response produced conditioned reinforcement for the preceding response and SD for next response 3) response in chain must be completed in correct order, usually close in time |
| What does a behavior chain with a limited hold (LH) mean? | Chain must be performed correctly and with a CERTAIN TIME |
| What are 2 essential dimensions to limited holds? | Accuracy and rate |
| Difference between behavior chain and chaining | Behavior chain= specific sequence of bxs that lead to reinforcement ; chaining = various methods for linking specific sequences of stimuli and responses to form new performances |
| What are some benefits of chaining (3 we’re mentioned) | Increases independent living skills; increases person’s current behavioral repertoire; can be combined with other strategies in a treatment package to teach complicated repertoires |
| What is a task analysis? | Breaking complex skills into smaller, teachable units, the product of which is a series of sequentially ordered steps (individualized to person) |
| What are 2 methods of a task analysis assessment? | Single opportunity method and Multiple opportunity method |
| What is a single opportunity method? | Assesses a person’s ability to perform each bx in the task analysis in correct sequence (A + or - is scored for each response) once a person scores a - assessment stops |
| Which is more conservative of the 2 methods of a task analysis assessment? | Single opportunity (bc assessment stops at the first step at which performance ceases); reduces likelihood of learning taking place during assessment |
| What is a multiple opportunity method of a task analysis assessment? | Evaluated a person’s baseline level of mastery across all bxs in task analysis; if a step is completed incorrectly or out of order, the BA completes the step for the person and then prompts the learner to do the next step |
| How are the steps scored in a multiple opportunity method task analysis assessment? | Each step performed correctly is scored as a correct response, even if the person erred on the previous steps; total correct responses are scored even though out of sequence |
| Which task analysis assessment provides more information about steps the individual has mastered or with what exactly he/she needs additional help? | Multiple opportunity method |
| Do teachers prompt the student during a multiple opportunity method task analysis assessment? | No! They only complete the step FOR the student and the student is given a - (but no prompts are provided) |
| What are 4 behavior CHAINING methods? | Forward chaining; Backward; Total-task; Backward chaining with leaps ahead |
| What is forward chaining? | Behaviors identified in task analysis are taught in their naturally occurring order; |
| What is total-task chaining? | Procedure in which every step in task analysis is taught to the individual during each session |
| What are the 3 AKAs for total-task chaining ? | Total-Task presentation; Whole-task Method; Concurrent chaining |
| What is backward chaining? | Procedure in which the trainer completes all the initial steps except for the last step and the learner completes the last step (then masters it) and moved on to completing the last 2 steps, etc |
| During backward chaining, the first behavior the individual performs independently produces _____ ______ (what kind of reinforcement?) | terminal reinforcement (Ex: the shoe is tied) |
| What is backward chaining with leap aheads? | Same protocol was backward chaining, but not every step in the task analysis is trained, some steps are simply probed. If the step is already in the person’s repertoire you can leap over to next step to save time |
| What does Interrupting and Breaking Behavior chains mean? | Method designed to lessen bx by unliking 1 element of the chain from the next so that 1 link no longer severs as an SD for the next link, nor as a conditioned reinforcer for the prior link |
| What is behavior chain interruption strategy (BCIS) | Relies on the person’s ability to perform the critical steps of the chain independently but the chain is interrupted at a predetermined step so that another behavior is emitted (effective for increasing speech and language abilities) |
| What are the 5 factors affecting the performance of a behavior chain? | 1) completedness of task analysis, 2) length/complexity of chain, 3) schedule of reinforcement, 4) stimulus variation (introduce all possible variations of an SD), 5) response variation |
| What is the definition of differential reinforcement? | Reinforcement contingent on occurrence of bx other than challenging behavior and withholding reinforcement (extinction) for challenging bx as much as possible |
| What are the 6 types of differential reinforcement? | DRH, DRI, DRL, DRO, DRA, DRD |
| What is differential reinforcement of incompatible behavior DRI? | Bc cannot be emitted simultaneously with the challenging bx (the bx being differentially reinforced and bx on EXT are mutually exclusive response classes) |
| What is differential reinforcement of alternative behavior DRA? | Person reinforces occurrence of bx that provides a desirable alternative to the problem bx; not necessarily bx incompatible with it (weakening problem bx and simultaneously strengthening acceptable bx) |
| What is Differential Negative Reinforcement of incompatible/Alternative Bx (DNRI/ DNRA)? | Terms that are sometimes hard to refer to differential reinforcement procedures that specifically involve ESCAPE as a reinforcer (ESCAPE= negative reinforcement) |
| What is Differential Reinforcement of Other bx DRO? | Reinforcement is contingent on the ABSENCE (omission) of the challenging bx; reinforcers received when challenging bx has NOT been displayed during certain time periods |
| What are the 2 DRO subtypes? | Interval DRO (Fixed-interval & variable-interval) and Momentary DRO (Fixed- & Variable-Momentary) |
| What is interval DRO? | Reinforcer provided following an interval of time throughout which challenging bx DIDNT occur (more popular than momentary DROs) |
| When is the interval reset during an Interval DRO? | If challenging bx occurs during the interval |
| What is Momentary DRO? | Reinforcer is provided following an interval of time ONLY if challenging bx is not occurring at the END OF THAT INTERVAL (very effective at maintaining the decrease of challenging bxs) —— can still earn reinf as long as not doing bx at end of interval |
| What is Variable-Momentary DRO? | Example: on a VM-DRO 11 min schedule, Brandi is reinforced when she doesn’t scream AT THE END of the variable interval of 11 mins; the 11 mins is an average taken from Brandi’s screaming and baseline data— 15 mins, 10 mins, 8 mins, respectively |
| What is Dofferential Reinforcement of High Rates of Responding (DRH) ? | Schedule of reinforcement that provides reinforcement for emitting behaviors that are AT or ABOVE a pre-established rate (helps to INCREASE bx that person displays too INFREQUENTLY) |
| What are 2 DRH sub-types? | Full-Session DRH & Interval DRH |
| What is Full-Session DRH? | Reinforcement delivered at the end of the session IF during the ENTIRE SESSION the target bx occurred at a rate EQUAL TO or ABOVE predetermined criterion |
| What is Interval DRH ? | Reinforcement delivered at the end of each interval during which target bx occurred at rate EQUAL TO or ABOVE predetermined criterion (total amount of time in a full session must be divided into equal intervals of time) |
| What is Differential Reinforcement of Diminishing Rates if Responding DRD? | Schedule of reinforcement that provides reinforcement when the number of responses in a specified time period is LESS THAN or EQUAL TO a prescribed limit (helps to DECREASE bx that person displays too frequently but not eliminate it entirely) |
| DRD is described in ____/_____ | Rate/ Frequency |
| What are 2 sub-types of DRD? | Full-Session DRD & Interval DRD |
| What is full-session DRD? | Reinforcement delivered at the end of session IF during the entire session the target bx occurred at a number EQUAL TO or BELOW predetermined criterion |
| What is Interval DRD? | Reinforcement is delivered at the end of each interval during which target bx occurred at a rate EQUAL TO or LESS THAN the predetermined criterion |
| Which one is more complicated : Full-Session or Interval DRH/DRD? | Interval DRH/DRD (requires more continuous monitoring, careful timing, and frequent reinforcement |
| What is Differential Reinforcement of Low Rates of Responding DRL and why? | Schedule of reinforcement that provides reinforcement only if the bx occurs following a specific period of time during which it DID NOT occur or SINCE THE LAST TIME it occurred |
| An _____ ____ identifies the duration of time that occurs between 2 responses during a DRL | Interresponse time (IRT) [IRT & Rate of Response are functionally related] |
| What are some ethics warnings with using DRH , DRD, DRL ? | Do not use with dangerous bxs; don’t use for any bxs that require speedy decreases; choose most appropriate procedure; gradually thin schedules; provide feedback to learner (DRL= most accurate feedback) |
Created by:
Thrabosky