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job
| Question | Answer |
|---|---|
| fixed ratio | a reinforcement schedule in which reinforcement is provided after the completion of a specified number of responses; being reinforced once every three correct responses |
| fixed interval | reinforcement available after the first correct response after a prearranged set of time |
| variable ratio | reinforcement provided on an average of target ratio; ex) an average of once every 2, 5,7,8 (responses) |
| variable interval | provided after the first correct response after varying intervals / average amount of time only |
| LTG | long term goal; primary goal a therapist is working on for a longer time duration, 6 months to a year |
| FCT | functional communication training (teaches kids to replace challenging behaviors with social acceptable communication |
| MTL | most to least prompting; maximum level of assistance and systematically fades into less intrusive help, independence |
| response discrimination in FCT | teaching an individual to use their new communication response only when reinforcement is available, and to refrain from using it—or using alternative appropriate coping strategies—when reinforcement is delayed, denied, or unavailable |
| VPMTS | visual perception and matching to sample; measures child's non verbal cognitive abilities; how they process visual information, recognize patterns, and match identical or associated objects |
| errorless teaching | therapist or teacher immediately provides the correct prompt after an instruction. Errorless teaching in Applied Behavior Analysis (ABA) is an instructional strategy where a therapist or teacher immediately provides the correct prompt after an instructio |
| selectionism | experience of organism with respect to consequences. keep and repeating behaviors that bring desired outcomes, abandoning (extingush) behaviors that have undesirable outcomes |
| why look at functions of behavior | to determine exactly what a person is trying to achieve or avoid. This reveals the root cause, allowing therapists to replace challenging actions with positive, effective communication skills. |
| 4 functions of behavior | attention, escape, tangible, self-stim (automatic) SEAT |
| Premack Principle | a highly preferred activity is used to reinforce a less preferred activity. making access to the desired reward contingent on completing the required |
| follow through | ensuring a learner successfully completes an instruction or routine, when you set a contingency, you will stick to it for better or worse, build trust |
| matching law | the relative rate of response matches the relative rate of reinforcement |
| Prompt | an antecedent stimulus that is added to a learning situation to increase the probability of a correct response |
| delay discounting | subjective value of a reward decreases as the delay to receive it increases |
| Punishment | stimulus or event that reduces behavior in the future |
| DRO | (Differential reinforcement of other [zero rates of] behavior). The delivery of a reinforcer after the behavior has NOT occurred for a specified time |
| DRA | Differential reinforcement of alternative behavior. Used to decrease a problem behavior and increase an appropriate alternative behavior |
| DRL | Delivery of the reinforcer if the behavior occurs below a specified rate |
| NCR | Delivery of the reinforcer for a problem behavior whether or not the behavior occurs |
| Restitutional overcorrection | Must perform an effortful behavior that is directly related to the problem behavior |
| LTM prompting | a technique that breaks down complex tasks or problems into sequential, simpler subproblems |
| ABA focuses on _________defined behaviors of social significance | objectively |
| ABA is a scientific approach for | studying how environment impacts behavior and taking practical advantage of this knowledge |
| three levels of understanding | description, prediction, and control |
| description | a collection of facts about the observed events that can be quantified, classified, and examined for possible relations with other known facts |
| prediction | correlation between two variables are used to predict an outcome that an event with occur based on the presence of one variable |
| functional relationship | a well controlled experiment reveals that a specific change in one event (dv) can be reliably produced by specific manipulations of another event (iv). the change is likely unrelated to a confounding variable. |
| relationship between a target behavior and | one or more environmental behaviors |
| attitudes of science | determinism, empiricism, experimentation, replication, parsimony, & philosophic doubt. |
| cold probe | data collection method used to test a learner's independent response to a target skill or behavior on the very first attempt of a session. No teaching or prompting. |
| chaining procedure | method to teach multi-step skills by breaking them down into tiny steps |
| forward chaining | complete the first step/steps independently while therapist completes the rest |
| backward chaining | therapists completes the first steps and learner finishes |
| physical stereotypy | also called motor stereotypy, consists of repetitive, rhythmic, and purposeless movements like hand flapping, body rocking, or nail biting |
| if dry and no void | do not collect data |
| contriving a mand | withholding something needed to for an action to get client to prompt for an item, puzzle piece, legos |
| socially mediated | someone else giving the reinforcement or adding a stimulus, can be positive and negative |
| automatic positive | the behavior itself produces instant reinforcement (trying to gain/ add to the environment) |
| socially mediated positive | relies on someone to gain something (access to tangible), get attention |
| socially mediated negative | relies on someone else to avoid something or escape, typically a demand |
| automatic negative | behavior itself removes aversive stimuli (taking Advil for headache), usually a self stim (stereotypy) , pain attenuation (internal pain) |
| automatic negative behavior | headbanging to remedy a headache |
| when are self stims more likely to occur? | 1. child is bored or unengaged 2. emotional regulation 3. meeting a sensory need 4. it feels good, repetitve behavior that's self soothing 5. stress relief or internal energy release 6. processing stimuli |
| might be escape if? | 1 demand placed 2. implied demands |
| might be attention if? | 1. removed attention 2. no attention received 3. another person getting attention 4. looking at technician |
| what to do while chlid flops? | determine function(s) |
| when problem behavior happens, offer no _______, and keep the _______. | reinforcement, demand |
| why not giver reinforcement during problem behavior | increases prob behavior in the future |
| use_______, unless otherwise told | extinction |
| bf skinner 1967 book | verbal behavior |
| skinner believed that language is a _____ behavior | learned |
| discriminative stimulus (sd) | antecedent stimulus correlated with availability of reinforcement, will evoke instances of behavior in the future, |
| sd can be ___or____ | verbal and non-verbal |
Created by:
kong4