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103 Cards in this Set

  • Front
  • Back
Know and be able to identify the attitudes of science (Page 4 Cooper)
Determinism, empiricism, experimentation, parsimony, philosophic doubt, thouroughness, curiosity, perserverance, dilligence, ethics, and honesty.
1) Determinism
The assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not in a willy-nilly, accidental fashion.
2) Empiricism
The objective observation of the phenomena of interest; objective observations are “independent of the individual prejudices, tastes, and private opinions of the scientist…Results of empirical methods are objective in that they are open to anyone’s observation and do not depend on the subjective belief of the individual scientist.”
3) Experimentation
The basic strategy of most sciences. To investigate the possible existence of a functional relation, an experiment must be performed in which the factor(s) suspected of having causal status are systematically controlled and manipulated while the effects on the event under study are carefully observed.
4) Parsimony
The process of ruling out simple, logical explanations, experimentally or conceptually, before considering more complex or abstract explanations.
5) Philosophic Doubt
An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.
Know the contributions to ABA (Page 7 Cooper)
Skinner, Watson
1) Skinner
Skinner founded the experimental analysis of behavior (EAB), a natural science approach for discovering orderly and reliable relations between behavior and various types of environmental variables of which it is a function. Skinner is known as the founder of the experimental analysis of behavior
2) Watson
Watson espoused an early form of behaviorism known as stimulus-response psychology, which did not account for behavior without obvious antecedent causes. Stimulus-Response Behaviorism: The objective study of behavior as a natural science should consist of direct observation of the relationships between environmental stimuli (S) and the responses (R) they evoke.
1) Experimental analysis of behavior
Skinner introduced 2 key concepts (respondent and operant conditioning) Respondent conditioning is reflexive behavior and operant conditioning is behavior influenced by stimulus changes that have followed the behavior in the past. Skinner continued to look at the environment. Ex. Dr. Kearns’ son was suspended for hitting a boy that kept grabbing his hind end.
2) Radical behaviorism
Incorporating private events (taking place inside the skin) into an overall conceptual system.
3) Mentalism
Common denominator among most psychological models and approaches to the study of behavior. A philosophical position that considers behavioral events that cannot be publicly observed to be outside the realm of science.
4) Explanatory fiction
Explaining something with excuses. The key ingredient in a circular way of viewing the cause and effect of a situation that give a false sense of understanding.
4. Name, defining and distinguish the seven characteristics of ABA (Page 16 Cooper)
Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, Generality
1) Applied
The applied in ABA signals ABA’s commitment to affecting improvements in behaviors that enhance and improve people’s lives and are socially significant for the participant.
2) Behavioral
The behavior chosen must be the behavior in need of improvement, must be measurable, and when changes in behavior are observed during an investigation, it is necessary to ask whose behavior has changed.
3) Analytic
Experimenter must be able to control the occurrence and non occurrence of the behavior. A study in ABA is analytic when the experimenter has demonstrated a functional relation between the manipulated events and a reliable change in some measurable dimension of the targeted behavior.
4) Technological
All operative procedures are identified and described with sufficient detail and clarity. A study in ABA is technological when all of its operative procedures are identified and described with sufficient detail and clarity “such that a reader has a fair chance of replicating the application with the same results.”
5) Conceptually Systematic
Use conceptually sound terms, ABA principles, and terminology. The procedures for changing behavior and any interpretations of how or why those procedures were effective should be described in terms of the relevant principles from which they were derived.
6) Effective
Must improve the behavior under investigation to a practical degree. An effective application of behavioral techniques must improve the behavior under investigation to a practical degree. To be judged effective, an ABA study must produce behavior changes that reach clinical or social significance.
7) Generality
Lasts over time, appears in environments other than the one in which the intervention initially produced it was implemented and spreads to other behaviors. A behavior change has generality if it lasts over time, appears in environments other than the one in which the intervention that initially produced it was implemented, and/or spreads to other behaviors not directly treated by the intervention.
5. Define ABA
The science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for the change.
Three term contingency
The basic unit of analysis in the analysis of operant behavior; encompasses the temporal and possibly dependent relations among an antecedent stimulus, behavior, and consequence.
1) Stimulus
An energy change that affects an organism through its receptor cells.
2) Stimulus class
Any group of stimuli that share specified common elements along formal (e.g. size, color), temporal (antecedent or consequent) and/or functional (discriminative stimulus) dimensions.
3) Stimulus-response
basically a reflex stimulus acts followed by instant response
4) Respondent behavior
Behavior that is elicited by antecedent stimuli. It is the response component of a reflex.
5) Conditioned reflex
A learned stimulus-response functional relation consisting of an antecedent stimulus (e.g sound of refrigerator door opening) and the response it elicits (e.g. salivation); each person’s repertoire of conditioned reflexes is the product of his or her history of interactions with the environment (ontogeny).
6) Reinforcement
Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.
Positive Reinforcement
occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions.
Negative Reinforcement
When the frequency of a behavior increases because past responses have resulted in the withdrawal or termination of a stimulus.
Operant behavior
Behavior that is selected, maintained, and brought under stimulus control as a function of its consequences, each person’s repertoire of operant behavior is a product of his history of interactions with the environment (ontogeny).
Classical behavior
pavlovian stimulus response model
1) Unconditioned reinforcer
A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism’s learning history with the stimulus. Unconditioned reinforcers are the product of the evolutionary development of the species. AKA primary or unlearned reinforcer.
2) Unconditioned punisher
A stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organism’s learning history with the stimulus. Unconditioned punishers are products of the evolutionary development of the species (phylogeny), meaning that all members of a species are more or less susceptible to punishment by the presentation of unconditioned punishers.
3) Motivating operations
Events/Items contributing to the effectiveness of the Unconditioned Stimulus. An environmental variable that (a) alters (increases or decreases) the reinforcing or punishing effectiveness of some stimulus, object, or event, and (b) alters (increases or decreases) the current frequency of all behavior that has been reinforced or punished by that stimulus, object, or event.
4) Deprivation
The state of an organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer; also refers to a procedure for increasing the effectiveness of a reinforcer (e.g. withholding a person’s access to a reinforcer for a specified period of time prior to a session.
5) Satiation
A decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior; also refers to a procedure for reducing the effectiveness of a reinforcer. Ex. Mom overused vanilla wafers and child became satiated and wouldn’t perform for vanilla wafers.
11. Describe the Sd and what it elicits as well as the Stimulus and what it may increase
(Page 41 Cooper?)
12. What are the three contingencies that behaviors are measured across?
antecedant, behavior, consequence
1) Antecedent
An environmental condition or stimulus change existing or occurring prior to a behavior of interest.
2) Behavior
The activity of living organisms; human behavior includes everything that people do. A technical definition: “that portion of an organisms interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment.
3) Consequence
A stimulus change that follows a behavior of interest. Some consequences, especially those that are immediate and relevant to current motivational states, have significant influence on future behavior; others have little effect.
13. Define target behavior
The response class selected for intervention; can be defined either functionally or topographically.
14. Methods for selecting target behavior: (Page 50 Cooper)
1) Interviews 2) Checklists 3) Standardized Tests 4) Direct Observation
15. Know the parts of a complete behavioral objective and how to write a good one.
1) Intervention or Condition: Using CAI & DRO 2) Subject: Jane 3) Behavior: Will Increase reading fluency 4) Criteria: From 20 wpm (# from baseline) to 40 wpm by November 1st.
16. Know the process and reason for assessing the social significance (Page 55 Cooper)
1) Process: Use checklist (Page 57 Cooper) 2) Reason: Ethically because behavior analysts possess an effective technology to change behavior in predetermined directions.
17. Know how to prioritizing target behaviors based on info from the Cooper et al book.
blank
Page 62
1) Does this behavior pose any danger to the client or to others? 2) How many opportunities will the person have to use this new behavior? 3) How long-standing is the problem or skill deficit? 4) Will changing this behavior produce higher rates of reinforcement for the person? 5) What will be the relative importance of this target behavior to future skill development and independent functioning? 6) Will changing this behavior reduce negative or unwanted attention from others? 7) Will this new behavior produce reinforcement for significant others? 8) How likely is success in changing this target behavior? 9) How much will it cost to change this behavior?
18. Know and define all the types of measurement (Page 76 Cooper)
count, rate/frequency, celeration, duration, response latency, interresponse time, percentage, trials-to-criterion, topography, magnitude
1) Count
a simple tally of the number of occurrences of a behavior. Ex. The # of correct and incorrect answers written on an arithmetic sheet.
2) Rate/Frequency
the number of responses per unit of time. Ex. Joan’s self-injurious behavior occurred 17 times in 1 hour.
3) Celeration
a measure of how rates of response change over time.
4) Duration
the amount of time in which a behavior occurs.
5) Response Latency
a measure of the elapsed time between the onset of a stimulus and the initiation of a subsequent response.
6) Interresponse Time (IRT)
the amount of time that elapses between two consecutive instances of a response class.
7) Percentage
a ratio formed by combining the same dimensional quantities, such as count or time. Ex. Number /Number.
8) Trials-to-Criterion
a measure of the number of response opportunities needed to achieve a predetermined level of performance.
9) Topography
the physical form or shape of a behavior.
10) Magnitude
the force or intensity with which a response is emitted.
19. Know the different designs used to investigate the effects of two or more treatments on the behavior of a single student with or without returning to baseline
blank
1) Reinforcement
Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.
2) Reinforcer
A stimulus change that increases the future frequency of behavior that immediately precedes it.
1) Immediacy and effects
look up
Reactivity
the effects of an assessment procedure on the behaviors being assessed. (Is the child really scared and nervous?)
Practice effects
improvements in performance resulting from repeated opportunities to emit the behavior so that baseline measurements can be obtained.
Sequence effects
the effects on a subject’s behavior in a given condition that are the result of the subject’s experience with a prior condition. It’s the problem with A-B-C-B-C design or similar designs.
2) Establishing Operation (EO)
a motivating operation that establishes (increases) the effectiveness of some stimulus, object, or event as a reinforcer. Example, food deprivation establishes food as an effective reinforcer.
3) Automatic reinforcement
Reinforcement that occurs independent of the social mediation of others (e.g. scratching an insect bite relieves the itch).
1) Differential Reinforcement of other behavior (DRO)
A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times (i.e., momentary DRO).
2) Differential Reinforcement of incompatible behavior (DRI)
A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of the problem behavior (e.g. sitting in seat is incompatible with walking around the room.)
3) Differential Reinforcement of low rates (DRL)
A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (IRT), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion. Practitioners use DRL schedules to decrease the rate of behaviors that occur too frequently but should be maintained in the learner’s repertoire.
4) Differential Reinforcement of high rates (DRH)
A schedule of reinforcement in which reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being greater than a gradually increasing criterion based on the individual’s performance in pervious intervals (e.g. more than three responses per 5 min, more than five responses per 5 min, more than eight responses per 5 min).
5) Differential reinforcement of alternative behavior (DRA)
A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior (e.g. reinforcing completion of academic worksheet items when the behavior targeted for reduction is talk-outs).
Fixed Ratio (FR)
FR5 is reinforcement after every 5 times, minutes, days, etc. On FR5, give reinforcement after the 6th response.
Fixed Time Schedule (FT)
Schedule for the delivery of non-contingent stimuli in which a time interval remains the same from one delivery to the next. *you can have both FR and FT: FR1 and FT5
Continuous Reinforcement (CRF)
Reinforce a behavior after every time it occurs. Use continuous with new behaviors. Could also use FR1 as long as fixed ratio is specified as FR1.
Baseline data
A condition of an experiment in which the independent variable is not present; data obtained during baseline are the basis for determining the effects of the independent variable; a control condition that does not necessarily mean the absence of instruction or treatment, only the absence of a specific independent variable of experimental interest.
2) Single subject design
A wide variety of research designs that use a form of experimental reasoning called baseline logic to demonstrate the effects of the independent variable on the behavior of individual subjects.
25. Know what the letters (A-B-C-D) stand for in the various designs. (Page 180 Cooper)
A: Baseline B: Treatment with independent variable C: Denotes an additional condition or treatment D: Denotes an additional condition or treatment
26. Know reinforcer categories (primary and secondary) and subtypes in each category (Page 269 Cooper)
unconditioned reinforcer, conditioned reinforcer, edible, tangible, activity, sensory, social, premack principle
1) Unconditioned reinforcer
a stimulus change that functions as reinforcement even though the learner has had no particular learning history with it. Ex. Food, water, warmth.
2) Conditioned reinforcer
a previously neutral stimulus change that has acquired the capability to function as a reinforcer through stimulus-stimulus pairing with one or more unconditioned reinforcers. Ex. After a tone has been paired repeatedly with food, when food is delivered as a reinforcer, the tone will function as a reinforcer when an EO has made food a currently effective reinforcer.
3) Edible
Preferred food, snacks, or candy
4) Tangible
Items such as stickers, trinkets, school materials, etc.
5) Activity
Playing a board game, leisure reading, listening to music, first in line, trip to the zoo.
6) Sensory
Massager, tickles, and music
7) Social
Hugs, pats on the back, sitting near a person, adult attention, praise
8) Premack principle
A principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior.
27. Relevance of Behavior Rule
Holds that only behaviors likely to produce reinforcement in the person’s natural environment should be targeted for change.
1) Trend
The overall direction taken by a data path. It is described in terms of direction (increasing, decreasing, zero trend) degree (gradual or steep) and the extent of variability of data points around the trend. Trend is used in predicting future measures of the behavior under unchanging conditions.
2) Level
The value on the vertical axis around which a series of behavioral measures converge.
3) Variability
The frequency and extent to which multiple measures of behavior yield different outcomes.
1) Limited hold
A situation in which reinforcement is available only during a finite time following the elapse of an F1 or V1 interval; if the target response does not occur within the time limit, reinforcement is withheld and a new interval begins (e.g. on an FI 5- minute schedule with a limited hold of 30 seconds, the first correct response following the elapse of 5 minutes is reinforced only if that response occurs within 30 seconds after the end of the 5-minute interval).
2) Schedule thinning
Changing a contingency of reinforcement by gradually increasing the response ratio or extent of the time interval; it results in a lower rate of reinforcement per responses, time, or both.
3) Ratio strain
A behavioral effect associated with abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules; common effects include avoidance, aggression, and unpredictable pauses or cessation in responding.
31. Know which schedule of reinforcement produces the highest rate of consistent responding.
Fixed Ratio schedules often produce high rates of response. People work rapidly with a fixed ratio because they receive reinforcement with the completion of the ratio requirements.
32. Which schedule of reinforcement produces post reinforcement pause?
Fixed Interval Schedules (Page 311)
33. Describe ethical concerns and responsibilities of a BCBA or BCaBA. -
1) BCBA: Plans intervention and designs treatment plan. 2) BCaBA: Carries out intervention.
34. Know various intervention outcomes and strategies and how to select them
blank
35. IOA (Page 118 Cooper)
-The degree to which two or more independent observers report the same observed values after measuring the same events.
Scored interval IOA
only those intervals in which either or both observers recorded the occurrence of the target behavior are used to calculate scored interval IOA. An agreement is counted when both observers recorded that the behavior occurred in the same interval, and each interval in which one observer recorded the occurrence of the behavior and the other recorded its nonoccurrence is counted as a disagreement.
36. Parts of a graph (Page 129 Cooper)
1) Horizontal axis or x axis 2) Vertical axis or y axis 3) Condition Change lines 4) Condition labels 5) Data Point 6) Data path 7) Figure Caption