Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
BCBA exam Prep
ABA 6th edition Task List B
| Question | Answer |
|---|---|
| countercontrol | An emotional reaction of anger or frustration including operant behavior which injures or is otherwise aversive to the controller. |
| Variable interval | Schedule of reinforcement that requires near a certain amount of time to elapse before reinforcement is available. |
| Behavioral functions | A functional relation between a stimulus and response. Stim change can have an immediate but temporary effect, or delayed but permanent effect on behavior frequency. |
| Socially mediated punishment | Punishment that requires the involvement of others. |
| generalized punishers | A consequence associated with a conditioned and unconditioned punishers |
| Limited hold | A response must occur within a specified amount of time after the end of the interval or the interval is reset. Maybe a component of a variable interval (VI) or fixed interval (FI) schedule. |
| Unconditioned Stimulus | An antecedent which elicits an unconditioned reflex (UR) |
| S-Delta | Used to signal that reinforcement is not available for a specific response. |
| Fixed schedule | Indicates that a reinforcer is delivered after a precise amount of time or number of responses with the time/number not changing across reinforcement opportunities. |
| Environmental Enrichment | Antecedent intervention that provides noncontingent access to preferred sources of reinforcement. |
| Reinforcement | A stimulus which follows a response that increases the future frequency of that response. |
| Fixed interval | This schedule of reinforcement requires a period of time to elapse before reinforcement is available without specification of how many responses must be made. |
| Formal dimensions | Size, color, intensity, weight, and position |
| Generalized reinforcers | A consequence associated with a number of reinforcers ie. money |
| noncontingent reinforcement (NCR) | Delivering reinforcement without expectations or requirements |
| Alternative behavior | Allows the client to access the reinforcers that have previously maintained the problem behavior. |
| Automatic punishment | Refers to contacting punishment independent of others |
| Valuing altering effect | Changes the current frequency of behavior. |
| Abolishing Operation | Decreases the value of a reinforcer related to satiation. |
| response | A single occurrence of behavior |
| Negative punishment | Something is removed from the environment after a behavior followed by a decrease in behavior |
| Mentalism | An approach to understanding behavior that assumes that a mental or inner dimension exists that differs from a behavioral dimension |
| Stimulus Equivalence | Correct responding occurs to untrained and nonreinforced stimulus-stimulus relations after reinforcement of other stimulus-stimulus relations. |
| Conditioned reinforcers | learned behavior |
| Intraverbal | Verbal operant has no point-to-point correspondence or formal similarity. It immediately follows a verbal stimulus and produces generalized conditioned reinforcement. |
| Stimulus | Any change in the environment which impacts behavior. |
| Testable Behaviors | determining what the cause of the behavior actually is |
| Chained schedule | A schedule of reinforcement in which the response requirements of two or more basic schedules must be met in a specific sequence before reinforcement is delivered; sd is correlated with each component of the schedule. |
| Overshadowing | Occurs when the most salient component of a compound stimulus arrangement controls responding and interferes with the acquisition of stimulus control by the more relevant stimulus. |
| Positive punishment | Something is added to the environment after a behavior which is followed by a DECREASE in that behavior. |
| Socially mediated reinforcement | Reinforcement that requires the involvement of others. |
| variable schedule | Provides a reinforcer after about a certain amount of time or number of responses. |
| Temporal loci | Stimulus change in context; antecedents and consequences |
| Functional Response class | A group of responses which share the same function |
| Interval Schedules | Schedules in which consequences are delivered for a response which occurs after a specified amount of time has passed. |
| Thin Reinforcement | Gradually decreasing the frequency of reinforcement for a behaviors moving from denser schedule to a leaner one aka schedule thinning. |
| Conditioned Stimulus | A formerly neutral stimulus (NS) is paired with an unconditioned stimulus (US) or another conditioned stimulus (CS) which now elicits a conditioned reflex (CR). |
| Tact | This verbal operant allows speakers to describe the environment with which they are in conTACT through sight, smell, touch, sound, and taste. |
| Derived stimulus relations | relationships which are not directly taught and are not necessary related to physical properties of the stimuli. |
| Primary unconditioned reinforcers | Related to motivating operations which include reinforcers related to food, water, sexual stimulation, or warmth and comfort. |
| vocal non-verbal | Describes the behavior of making noises or sounds without social mediation. |
| Explanatory fictions | Assuming that the cause of the behavior is directly related to the effect of that same behavior without being fully tested |
| Fixed Ratio | Behavior is reinforced when it has occurred a specified number of times. This schedule of reinforcement is utilized most often when establishing a new behavior. |
| Duplic | This verbal operant has point-to -point correspondence, formal similarity, and immediately follows a verbal stimulus. the response is in the same sense mode as the model. |
| Topography based verbal behavior | involves emitting a topographically unique response. this may include the use of sign language or using vocal verbal speech, |
| Formal Similarity | The mode of the stimulus and response are identical and they share similar patterns. |
| Conditioned Punishers | A consequence which changes behavior as a result of pairing with other punishers is said to be conditioned. Common examples involve reprimands, a scornful look, or a stern voice. |
| Habit reversal | Multiple-component treatment package for reducing unwanted habits; treatment typically includes self-awareness training involving response detection and procedures for identifying events that precede and trigger the response. |
| Topographical response class | A group of responses which share the same form. |
| private events | Covert events typically accessible only to the person experiencing them. |
| Vocal verbal | describe communication through speech. |
| Selection based verbal behavior | The selection of a stimulus as a form of communication. This may include selecting text or a picture or using eye gaze. |
| Primary Unconditioned Punishers | typically includes lack of food, water, sexual stimulation warmth and comfort or painful stimulation |
| Ratio Strain | A behavioral effect associated with abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules. |
| Punishment | A stimulus which follows a response that decreases the future frequency of that response. |
| Point to point correspondence | refers to the stimulus and response both having an identical beginning, middle, and end. |
| Positive reinforcement | Something ADDED to the environment after a behavior which is followed by an INCREASE in that behavior. |
| Negative reinforcement | Something is REMOVED from the environment after a bx is followed by an INCREASE in bx. |
| Variable Ratio | schedule of reinforcement promotes maintenance and generalization as well as steady and high rate of responding. behavior is reinforced after it has occurred about a specified number of times. |
| Behavior altering effect | reinforcement history of that item/activity in the past. |
| ratio schedules | Schedule in which consequences are delivered after a specified number of responses. |
| Concurrent Schedule | A schedule of reinforcement in which two or more contingents of reinforcement operate independently and simultaneously for two or more behaviors. |
| Matching Law | Allocation of responses to choices available on concurrent schedules of reinforcement; rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice alternative. |
| Mand | This verbal operant is under the control of establishing operations |
| Codic | This verbal operant has point to point correspondence no formal similarity and immediately follows a verbal stimulus. |
| Operant Behavior | Behavior that occurs with the purpose of changing the environment (behavior controlled by its consequences) |
| Lag Reinforcement | Schedule of reinforcement in which reinforcement is contingent on a response being different in some specified way from previous responses or a specified number of responses. |
| Stimulus Class | Includes a group of stimuli sharing a set of common elements such as formal dimensions temporal loci or behavioral functions. |
| Establishing operations | Increases the value of a reinforcer related to deprivation |
| Potential reinforcers | Prior to preference assessment potential tangibles that could act to increase future occurrences of behaviors. |
| Automatic reinforcement | Refers to contacting reinforcement independent of others |
| Respondent Behavior | Behaviors which are elicited by antecedents |
| Consequences | Stimulus change that follows a behavior of interest |
| Behavior | Everything that an organism does which must be clear, concise, and complete as well as measurable, observable, and lawful |
| Modification | Changes that can be made in an attempt to obtain clearer results. examples include changing the reinforcer, changing the establishing operations. adding or simplifying the SD, introducing a new condition, and modifying the control condition. |
| Conditional Probability analysis | An analysis method involving the manipulation of observational data to determine the likelihood that a target behavior is preceded by a specific class of environmental conditions (e.g. attention, escape etc.) aid in the interpretation of coorelational in |
| Pinpointing and design of information | Component of bx assessment process. Functional assessment process continues with the goal of developing the intervention and pinpointing specific behaviors to be increased and/or decreased. Culminates pre-intervention phase. |
| Single Function test (or experimental condition) FA | A functional assessment method with repeated exposure to the experimental and control conditions. Experimental and control conditions are only evaluating one reinforcer. This is the best method if only one function is hypothesized |
| Decreased Behavior | A behavior previously in an individuals repertoire that is to be decreased in terms of it's occurrence/intensity/etc. |
| Maintained Behavior | A behavior previously in an individuals repertoire that is kept in the individuals repertoire and continues to occur over time in the absence of programmed contingencies. |
| Direct or Discriptive | This process involves the development of hypothesis about the function of behavior based on observation of the client. they don't involve manipulation of environmental variables. They yeild correlation between structural conditions and contingencies but d |
| Stimulus delta | Signals the non-availability of reinforcement. |
| Automatic "self-stimulatory" | The individual behaves in a specific way because it feels good to them (i.e., an internal satisfaction). |
| Extended Alone FA | A functional assessment method with repeated alone sessions which is used when automatic reinforcement is hypothesized. |
| increased behavior | A behavior previously in an individuals repertoire that is to be increased in terms of its occurrence/intensity/etc. |
| Responsivity to multiple cues | targeting this area supports individuals in focusing on the multiple relevant cues in the environment which increases their ability to learn from the environment, |
| Criterion referenced tests | An assessment in which an individuals performance is compared to a pre-set standard or criterion (e.g. developmental milestones) |
| Preferences | A general liking for one stimulus over others. Preferences can be used to help determine which stimuli may serve as a reinforcer. |
| Direct preference assessment | An assessment method that includes gathering information via direction observations and manipulation of stimuli, including single, stimulus (successive choice), paired stimulus, multiple stimulus without replacement, multiple stimulus with replacement, an |
| Setting | The environment in which something occurs. |
| Behavioral assessment | The process through which a behavioral problem and it's related variables are identified, measured and manipulated with the resulting behavior change measured. this process broadly describes all forms of evaluation desigend to develop effective academic a |
| Hypothesis | A testable prediction about the relationship between at least two events, characterisitcs, or variables. |
| Operational definitions | A clear concise, observable, and measurable description described by its topography, and/or function. |
| Learning | A change in behavior |
| Indirect preference assessments | An assessment method that incudes gathering info from familiar parties, caregivers, teachers, the individual) through surveys or interviews to determine what an individual might like. |
| Discriminative Stimulus | Signals the availability of reinforcement |
| Narrative observation | Observation of the client in the natural environment that does not include manipulation of variables. AKA direct or discriptive assessment method. |
| Behavioral Cusps | Those behavior changes that result in long lasting changes for the individual with associated meaningful implications; exposes individual to new reinforcers, environments, etc. Important when considering social significance. |
| functional reinforcers | The reinforcers that has been demonstrated to maintain a specific behavior. In short, it aligns with the function of the behavior. |
| Organize | Classify and sort data sets to make them more useful. it is customizable information product versioning to manage, store, and track data during research. |
| Established Behavior | A behavior not previously in an individual's repertoire is added. |
| Causal Relationship | A relationship in which one variable leads to another, X->Y. |
| Self Initiation | The process includes initiation of learning that may take the form of question asking seeking attention, socially commenting, and requesting assistance. these behaviors increase learning by reducing reliance on adult initiated learning opportunities. |
| Escape/Avoidance | the individual behaves in order to get out of doing something that they do not want to do. |
| Functional assessment | Subpart of behavioral assessment. it is designed to identify the function of behavior in order to develop function-based interventions. |
| Access | the individual behaves in order to get a preferred item or participate in an enjoyable activity. |
| Full FA | A _____ method that uses multiple experimental conditions and repeated measures. This is the best method if there are few constraints. |
| Ritualistic behavior | An individual's free time and conversation is dominated by their special interest or obsession. |
| Pivotal Response or Behaviors | Behaviors that when taught, result in meaningful, subsequent c Those behaviors that when taught, result in meaningful, subsequent changes in other non-targeted skills. This is important when considering social significance. |
| In- situ Assessment | When skills trained through behavioral skills training are tested in the natural environment to allow learners to contact contingencies described in training. |
| Trial Based FA | A functional assessment method that is best used for limited environmental control. Assessment trials are short and conducted in the context of naturally occurring activities within a day. |
| Identify problem | Component of behavior assessment process. includes identification and quantification of the need area and goal generation. functional assessment process begins and initial hypotheses about target behaviors and environmental variables are developed. resul |
| IISCA Method | An assessment method that arose from the assumption that individuals rarely access reinforcement contingencies in isolation across home and school settings. This method incorporates information from the interview to determine response topographies to be a |
| PICA | The ingestion of inedible objects. |
| Functional or Experimental Analysis | A functional assessment method in which direct observation of the client under manipulated environmental conditions results in objective results. |
| Self management | Involves the process of self-monitoring through which one reactively changes one's own behavior. |
| Brief FA | A functional assessment method with shortened duration sessions and/or a fewer number of sessions. Independent verification is critical in this type of design through presentation of the baseline and experimental conditions followed by a return to the bas |
| Latency FA | A functional assessment method with latency as the measure. Sessions end after the first target behavior occurrence. this is best when target behavior is high risk/unsafe. This method is also best if there is limited environmental control. |
| Function | The reinforcer that is maintaining the target behavior. |
| Setting Events | The topographical and structural aspects of antecedent phenomena that impact operant contingencies. |
| Norm -referenced test | An assessment in which an individuals performance is compared to the performance of other individuals that make up the norm group. |
| Motivating Operation | The functional aspect of an antecedent phenomena that demonstrates a change in the effectiveness of stimuli as reinforcers and/or alters the current frequency of a behavior. |
| Paired Stimulus | A type of direct preference assessment where two choices are presented and the learner is instructed to select one, followed by the provision of a predetermined amount of time to engage with the selection. Two new choices are then presented. |
| Monitoring Progress | Component of behavior assessment process. Quantitative measurement of behavior over time to allow for ongoing evaluation of progress and response to intervention. |
| Multiple Stimulus Without Replacement | A type of direct preference assessment where several choices are presented simultaneously and the individual is able to choose and engage with the selection for a predetermined amount of time.The selected item is then removed and the learner is instructed |
| Social Significance | extent to which the behavior(s) to be changed and/or the methods to effect behavior change are acceptable to the stakeholders(e.g. client, family, teachers). |
| Scatterplot | These aid in identification of "when" problem behavior is most likely to occur, so may be useful in determining when to focu observations or variables within that situation to explore further. This process is a direct or descriptive assessment method. |
| Screening | Component of behavior assessment process. make an initial determination of whether the case is appropriate for the provider/agency. This is brief in nature and may take less than 5 minutes. |
| Analyze | A process of inspecting, transforming, and modeling data with the goal of discovering useful information, informing conclusions, and supporting future decision making. |
| Empathy | The ability to understand and share the feelings of another. Source: Google Dictionary. |
| Record review | Includes review of relevant materials (e.g., documents that provide information about the individuals target behavior history, current strengths and needs, diagnosis, medication and intervention history). this process is an indirect assessment method. |
| Motivation | An individual initiating and responding across social and learning situations while exhibiting positive affect. |
| Single Stimulus (Successive Choice) | A type of direct preference assessment where items are presented one at a time. Approach and duration of engagement are recorded. |
| Reinforcement | A stimulus which follows a response that increases the future frequency of that response. |
| Punishment | A stimulus which follows a response that decreases the future frequency of that response. |
| Behavioral Interview | An exchange between the behavior analyst and the stakeholder (e.g., parents, teachers, etc) with the goal of obtaining information about ABC's. This is a process is an indirect assessment method. |
| Environment | The surroundings and circumstances in which an individual exists that change from instance to instance, including setting, antecedents, and consequences. |
| Screening | Component of behavior assessment process. make an initial determination of whether the case is appropriate for the provider/agency. This is brief in nature and may take less than 5 minutes. |
| Analyze | A process of inspecting, transforming, and modeling data with the goal of discovering useful information, informing conclusions, and supporting future decision making. |
| Empathy | The ability to understand and share the feelings of another. Source: Google Dictionary. |
| Record review | Includes review of relevant materials (e.g., documents that provide information about the individuals target behavior history, current strengths and needs, diagnosis, medication and intervention history). this process is an indirect assessment method. |
| Motivation | An individual initiating and responding across social and learning situations while exhibiting positive affect. |
| Single Stimulus (Successive Choice) | A type of direct preference assessment where items are presented one at a time. Approach and duration of engagement are recorded. |
| Reinforcement | A stimulus which follows a response that increases the future frequency of that response. |
| Punishment | A stimulus which follows a response that decreases the future frequency of that response. |
| Behavioral Interview | An exchange between the behavior analyst and the stakeholder (e.g., parents, teachers, etc) with the goal of obtaining information about ABC's. This is a process is an indirect assessment method. |
| Environment | The surroundings and circumstances in which an individual exists that change from instance to instance, including setting, antecedents, and consequences. |
| Interpret Observed Data | A process that refer to the implementation of processes through which data is reviewed for the purpose of arriving at an informed conclusion. |
| (ABC) Antecedent Behavior consequence (ABC) observations | Observations that occur in the natural environment, without manipulation of variables, but serve to indentify the relevant environmental variables correlated with the problem behavior. This process is a direct or descriptive assessment method. |
| Free Operant Preference Assessment | A type of direct preference assessment where the learner engages with items in the environment without manipulation from the assessor. The assessor records the frequency and duration of engagement with items. |
| Rating Scales and Checklists | Closed-ended questions that may be used to determine information about possible target behavior and ABC's. Often, a Likert scale rating is used, This process is an indirect assessment method. |
| Multiple Stimulus With Replacement | A type of direct preference assessment where several choices are presented simultaneously and the individual is able to choose and engage with the selection for a predetermined amount of time. This process is then repeated with all previously presented st |
| Follow-up | Component of behavior assessment process. Monitor the maintenance and meaningfulness of behavior changes that have occurred. |
Created by:
user-1805633