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45 Cards in this Set

  • Front
  • Back
3 measurable dimensions of behavior
repeatability/frequency
temporal extent/duration
temporal locus/latency/pacing
free operant
discrete beginning and ending points
can be emitted at nearly any time
rate is good measure with no restriction
controlled by the presentation of an antecedent stimulus
% of response opportunities measure frequency of trials-to-criterion
restricted operant
discrete trials and are controlled by a given opportunity
rate is tied to the number of trials presented
how is fluency assessed?
Fluency (or proficiency) is assessed by measuring the number of correct and incorrect responses per unit of time to calculate proportional accuracy
high proportion of correct responses for useful standard; low proportion of incorrect responses
Topography
physical form or shape of a behavior as a measurable and malleable dimension of behavior
important for performance areas in which form, style, or artfulness of behavior is valued important for the function.
Magnitude
the force or intensity with which a response is emitted
important if outcomes (functions) of behavior are contingent on responding at, above, or below a criterion intensity or force
Partial interval recording (PIR)
recording whether an instance of behavior occurred at any time during the interval
often overestimates the overall percentage that a behavior occurred
does not specify response duration
Whole interval recording (WIR)
recording measures whether an instance of behavior occurred throughout the whole interval
often underestimates the overall percentage
can yield an estimate of total duration
Momentary time sampling
records whether the target behavior occurs at the moment that each time interval ends
observer does not have to attend continuously to measurement, but
much of the behavior instances that occur will be missed
for behaviors that are easily identified and have long durations with higher frequency
Define interobserver agreement (IOA)

why is it important?
the degree to which two or more independent observers report the same observed values after measuring the same events
to determine the competence of observers and detect observer drift
increase confidence that the definition of the target behavior was clear and increases believability of data
Total count IOA
(smaller count of occurrences/larger count of occurrences) x 100%
Count per interval IOA (aka proportional IOA)
Int.1 IOA+Int.2 IOA+ Int.N IOA/ (n intervals x 100%)
Exact count per interval IOA
number of intervals of 100% IOA/ (n intervals x 100%)
Trial by trial IOA
number of trials (items) agreement/ (total number of trials x 100%)
Total duration IOA
(shorter duration/longer duration) x 100%
Mean duration per occurrence IOA
(Dur. IOA R1 + Dur. IOA R2 + Dur. IOA Rn)/ (n responses with Dur.IOA x 100%)
Interval by Interval (aka occurrence and nonoccurrence IOA)=
(number of intervals agreed)/((number of intervals agreed + number of intervals disagreed) x 100%)
Scored interval IOA (aka occurrence IOA)
(number of intervals with occurrence agreed)/ (number of intervals with scored occurrences agreed + intervals with scored occurrences disagreed) x 100%
Unscored interval IOA (aka nonoccurrence IOA)
(number of intervals with non-occurrence agreed)/ (number of intervals with scored non-occurrences agreed + intervals with non-occurrences scored disagreed) x 100%
Reliability
the extent to which data results are similar to results in other trials, and overexposed to other methods of measurement, the data would likely produce the same results
Treatment integrity
the extent to which treatment is applied in the same process with exactly defined procedures according to a behavior plan and across multiple trials
Why are reliability of data and treatment integrity important?
two measures are incredibly important contributions to life changing decisions based on the inferences whether treatment is producing behavioral change or not
without sound data measures, there is no way to make a justified analysis, application of behavioral programs, data evaluation, and subsequent clinical decision-making
provides immediate feedback to data collector and implementer of the experimental procedures
Validity
making sure the behavior measured is actually the behavior that is being studied/phenomenon of interes
Accuracy/Reliability
recorded measurement reflects some “true” value that is come upon agreement between systems/observers
Errors of omission
occur when observers or those implementing behavior procedures do not provide a response consequence
i.e. failing to provide protective helmet punishment for a head-to-object behavior that meets a certain SIB criteria
Errors of commission
when observers or those implementing behavior procedures inappropriately provide a response at an inappropriate time, recording an event that did not occur, or recording an event in place of another event
providing delayed reinforcement or misinterpreting a response
Behavioral cusp
an important behavior change that has consequence for an organism that can extend beyond the change itself and into the organism’s future behavior
used to prioritize target behaviors that have the potential for long-term benefits for the learner
Bosch & Fuqua- accesses new reinforcers, contingencies, and environments; holds social validity; has generality; can compete with inappropriate responses; affects a number of relatively important people
functional relation
a specific change in one event such as the dependent variable that can reliably be produced by specific manipulations of another event such as the independent variable
Confounding variables
extraneous factors that may cause changes in the dependent variable during an experiment beside the independent variable
Determinism
Science is predicated on the assumption that the universe is a systematically lawful and orderly place in which all phenomena occur as the results of other events
Empiricism
practice of objective observation of the phenomena is independent of subjective belief
Parsimony
requirement that simple and logical explanations for phenomenon under investigation be ruled out as possible explanations before more complex or abstract explanations are considered
Philosophic doubt
requirement that scientists continue to questions the truthfulness of what is regarded as fact or theory
Identify and define Baer, Wolf, & Risley’s seven characteristics of ABA
applied-behaviors to produce changes that are socially significant for participants in their daily lives
behavioral- Behavior studied must be in need of improvement, measureable, and inclusive of all the persons involved in the experiment
analytic- Analysis comes from experimental demonstrations of a functional relation
conceptually systematic- Procedures for changing behavior and any interpretations of how or why they were effective are described in terms of the relevant principle(s) from which they were derived
technological-All operative procedures must be identified and described with sufficient detail and clarity so that they can be replicated
effective- Application of behavioral techniques must significantly improve behavior to a practical degree
generality- Behavior change that lasts over time (maintenance) or appears in environments/behaviors other than the one in which the intervention that initially produced it was implemented (generalization)
response class
a group of responses with varying topography that produces the same effect on the environment/consequence.
action of an effector that alters its environment mechanically, chemically, or in terms of other energy changes
responses can be measured with a discrete beginning and end, frequency, and across other dimensions including magnitude
respondent behavior/conditioning
elicited by antecedent stimuli
conditioning is the type of learning that involves new stimuli that acquire the ability to elicit respondents
behavior that does not occur with a consequence
behavior is unlearned; not shapeable because consequences produce no effect on this behavior
operant behavior/conditioning
any behavior whose frequency is determined by its history of consequences
selected, shaped, and maintained by consequences so that it is emitted
take an unlimited range of forms depending on context and function
behavior is learned
SR+
SR-
SP+ (Type 1)
SP- (Type 2)
SR+ contingent presentation of a stimulus in operant conditioning that increases the response frequency
SR- contingent delay/termination of an aversive stimulus in operant conditions that increases response frequency
SP+ contingent presentation of an aversive stimulus that decreases the response frequency
SP- contingent withdrawal of a positive reinforcer stimulus that decreases response frequency
unconditioned/conditioned R and P
unconditioned reinforcers and punishers function without any learning history associated to those stimuli
related to a biological need or anatomical structure associated with phylogeny
conditioned stimuli must be previously associated or paired to other punishers and reinforcers to acquire meaning- acquired through ontogeny and the learning history
three term contingency
ABC
antecedent- behavior- consequence contingency
i.e. discriminative stimulus, operant response, and reinforcer/punisher
discriminative stimulus (SD)
a antecedent stimulus that is present and makes behavior more likely to occur in its presence than in its absence
stimulus control
The fact that the discriminated operant occurs during and only in the presence of the discriminative stimulus
Wolf (1978)
social validity
treatment having importance or value to society
examining social significance of goals, the social appropriateness of ABA procedures, and social importance of our treatment effects
a) does the goal significantly address social skills, like speaking with others or reducing stereotypy?
b) is punishment necessary or should a less invasive combined treatment be used?
c) parent opinion of effective/ineffective treatment or social inclusion/improvement for student
Bannerman et al. (1990)
personal liberties
this includes the right of an individual to shape his or her own affairs, do what they please, have a variety of options, and be free of coercion/influence when choosing from those options
in favor- individuals extremely value the perception of free choice, an increase in choice, there is a decrease in problem behavior, preferred by most organisms
opposition- an individual left free to choose may not follow the best planned interests/ make poor choices
balanced choice- strive to provide opportunities for choice within the context of habilitation, teaching independent skills and behaviors preferred by the client so as to provide a repertoire of behavior appropriate to practice choice making
Hanley et al. (2005)
How (procedurally) was treatment preference assessed and what did results show?
A modified concurrent-chains procedure, 3 schedules were made available by pressing on one of three microswitches that provided access for the “terminal links”, or different treatments
FCT plus punishment treatment was most preferred
Hanley described switch lifting separate to treatment responding because of different contingencies -access and target response contingency