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59 Cards in this Set
- Front
- Back
Discriminative Stimulus (SD)
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Signals behavior, causes behavior to occur when reward is available and tells us how to react.
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Establishing Operation (EO)
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Momentary events that change how effective something is as a reinforcer and makes us want something more than normal.
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Disestablishing Operations (DO)
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Reduces the effectiveness of consequences that used to function as a reinforcer and the frequency of behaviors that have been reinforced; momentary; satiation
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Motivating Events (MO)
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Determines whether consequences function effectively as reinforcers; types: EOs, DOs, and SEs
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Setting Events
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Everything in a person's past that effects what happens at any given moment; determines how EOs work on each person
Ex: fear of elevators because I was stuck on one as a little kid |
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Otitis Media (causes )
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Middle ear infection-poor drainage of fluid causing infection/inflammation
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Otitis Media (Treatment)
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Most times it goes away on its own, avoid causes (smoke, allergens, etc.), treat pain and fever issues, typically avoid antibiotic treatment in adults to prevent resistance, FBA/BIP
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Dysmenorrhea (Definition)
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Pain during menstration
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Dysmenorrhea and PMS (Treatment)
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RX (NSAIDS), BIP
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PMS (Definition)
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Mood swings, sleep disorders, change in appetite, all prior to menstration
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Allergies (Types)
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Ingested, inhaled, physical contact; nasal is most common
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Allergies (Treatment)
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Allergen avoidance/clean up, RX, FBA
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Gastrointestinal Disorders (Types)
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GERD, Reflux, Constipation
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Gastrointestinal Disorders (Treatment)
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Diet, medical exams, RX, FBA
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Sleep Disorders (Types)
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Apnea, awakenings, difficulty falling asleep
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Sleep Disorders (Treatments)
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Sleep hygiene, RX, both, FBA
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S-Delta
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Stimulus you aren't being reinforced for (the incorrect answer)
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Contingency Based Behavior
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Behavior done because we came into contact with the consequences in the past; by observation or imitation
Ex: Burnt hand on stove, won't touch stove anymore |
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Rule Governed Behavior
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We do a behavior because we're told to; language based
Ex: We put dirty clothes in the laundry basket because mom told us to. |
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Whole-Interval Observation Recording
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Kid needs to do a behavior for the entire interval of time.
Issues: Tends to under report instances of undesired behavior being produced |
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Response Generalization
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Doing NEW BEHAVIORS under similar conditions
Ex: Light a room: Light switch, flash light, cell phone, light a candle, clap, etc. |
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Stimulus Generalization
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Doing the SAME BEHAVIOR in the presence of different SDs
Ex: Learn to raise hand in 1 class, raises hand in all classes (SD-->new class; R-->Always raise hand) |
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Partial-Interval Observation Recording
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Kid does behavior at ANYTIME during the interval
Issues: Tends to over report instances of negative behavior |
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Evoking
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Sets up behaviors; behaviors have been previously reinforced by those consequences
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Establishing
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Effective consequences that have worked as reinforcers in the past
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Testing Hypotheses
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They should be correlational; test experimentally: Reversal or multielement design, test for antecedents and consequences (based on research design, to find cause of beh.), and consider: necessity, risk of injury, reversible
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Causal Events and Types
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Events that cause a behavior
Types: Activities (unpleasant, unpreferred, difficult), Other people, Environmental Features (crowd, temperature, noise level, clutter, lighting), and Physiological Stress (sick, hungry, tired, etc.) |
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Strategies to Identify Antecedents
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Record review, Interview (subjective, don't use alone), and direct observation (anecdotal records, ABC analysis, checklists, scatter plots)
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Issues Identifying Antecedents
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Look for patterns including: Reoccuring EOs and/or SDs, Specificity in info ("when adding 2 digit numbers with regrouping" not "during math time"), and Identify EOs and SDs for appropriate behavior and consequences
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Hypothesis Statement Development
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Research question that states antecedent evens (EOs if relevant, SDs), problem behavior and function (consequences and reasons for behavior)
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Guidelines for Developing a Hypothesis Statement
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Focus only on data at hand, focus only on the environmental things that can be changed, and make sure it's reasonable (something teachers can and will actually do)
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Linking Assessment Info to Treatment
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Remove or modify environmental events that cause problem behavior, add environmental to cause desired behavior
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Types of Health Issues
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Sleep disorders, Gastrointestinal disorders, Allergies, Dysmenorrhea/PMS, Otitis Media
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Relation Between IQ and Health Risks
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The lower an IQ, the higher the likelihood of health risks, difficulty or inability to communicate what the problem is, and to what extent
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Changing Behavior When EO is the Cause
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Deprivation or satiation of reinforcer by: Schedule of reinforcement or biological events
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Changing Behavior When SD is the Cause
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Eliminate; teach to discriminate this for appropriate behavior; use prompting then fade; use permanent, extra cues (we do this all the time, ex: planner to remember what's due)
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Changing EOs When Causing Undesired Behavior
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Use schedules of reinforcement; teach skills that eliminate it (tired? teach good sleeping habits); give choices: slowly fade higher preferred choice and end with only less (r non) preferred choice
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Purpose of Antecedent Interventions
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Change antecedent (SD) or fade SD
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Relation Between Physiological Problems and SR-
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Stimulus becomes even more aversive (more negatively reinforcing), Serve as EOs, Biological variables serve in changing how behaviors are negatively reinforced
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SDs vs. EOs
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Antecedents to a behavior; SDs tell us what to do or not to do because we know what the consequences might be; EOs make the consequences more reinforcing
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Frequency/Rate Observation
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How often or how many times
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Interval Observations
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Time based; Whole and Partial
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Time Sampling
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Set a designated amount of time to observe and record when a behavior occurs
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Duration
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How long a behavior lasts
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Latency
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How long it takes from stimulus to response (how long it took from when you said "do this" to when they actually "do this"
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Percentage
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The percent of time the behavior is being produced
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Momentary time sampling
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Checking a brief moment in time to see if a behavior is being done RIGHT NOW.
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Research Designs
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Reversal, multiple baseline, changing criterion, alternating treatments
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Reversal Design
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Baseline, Treatment, Withdrawal (back to baseline), Treatment (same as before)
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Multiple Baseline Design
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Baseline gets longer for each participant, and intervention begins for participant 2 when improvement starts with participant 1
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Changing Criterion
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As intervention is being done, the criteria gets more and more difficult; ex: Week 1 get 10 correct, Week 2 get 15 correct, Week 3 get 20 correct, etc.
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Alternating Treatments Design
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2 or more conditions are being presented in rapid, alternating succession, independent of level of responding
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Primary Reinforcers
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Things we need: food, water, shelter, air, sex
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Secondary Reinforcers
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Things we learn to want/like to do
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Generalized Conditions
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Things that represent primary and secondary reinforcers; ex: Money, tokens
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Fixed-Ratio Schedule of Reinforcement
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Response reinforced after a specific number of responses
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Variable-Ratio Schedule of Reinforcement
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Responses reinforced after a variable number of responses (an average)
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Fixed-Interval Schedule of Reinforcement
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Response is reinforced after a specific amount of time (ex: paycheck)
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Variable-Ratio Schedule of Reinforcement
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Response is reinforced after an unpredictable amount of time (an average)
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