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89 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Time between responses |
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Latency |
Time it takes responding to the SD |
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Behavior contingencies |
Relationship between behavior and contingency (ABC) |
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Congiguity |
Time in between two stimuli |
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Response generalization |
Multiple responses to one stimuli Ex: multiple ways to say hi & multiple ways to open a bag of chips |
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Stimulus generalization |
Multiple stimuli to one response. Behavior is not changing. Ex: you see burger, salad, and chips behavior is your eat. |
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2 different behavior contrasts |
Positive bx contrast: behavior increases in other settings Negative bx contrast: behavior decreases in other settings |
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What is used to unpair classical conditioning? |
Respondent conditioning |
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What is used to unpair classical conditioning? |
Respondent conditioning |
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Concurrent schedule |
(Choice) two or more behavior on an independent schedule available at the same time |
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Stimulus control |
Takes the SD and the S delta and pits them against each other. Ex: halloween houses |
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Value altering |
EO, abolishing operations. #do I give af |
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Behavior altering |
Evocative, and abative #can I get it |
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Difference between SD and MO |
MO signals value. Sd just signals reinforcement is available and what happens next. |
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4 branches |
-ABA: what we do -Behavior service delivery: people that implement the interventions the BCBA created -Conceptual analysis of behavior: based on theory. Includes the 3 principles, extinction, reinforcement, and punishment. -EAB: where is all started, in the lab with pigeons and now brought to humans. |
Independent women joke on Study notes ABA. (A, B, C, & E) |
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3 levels of scientific understanding |
Description: collecting information to suggest hypothesis Prediction: events may occur at the same time but do not necessarily mean one causes the other Control: aka functional relation.Highest level of understanding |
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6 attitudes |
Determinism: all events are determined by external causes and lawfulness Empiricism: (facts) hypothesis must be observed and tested to be considered accurate Experimentation: manipulating variables Replication: repeating experiment to look for data reliability or errors Parsimony: simplest theory Philosophical doubt: healthy skepticism |
DEERPP |
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6 attitudes |
Determinism: all events are determined by external causes and lawfulness Empiricism: (facts) hypothesis must be observed and tested to be considered accurate Experimentation: manipulating variables Replication: repeating experiment to look for data reliability or errors Parsimony: simplest theory Philosophical doubt: healthy skepticism |
DEERPP |
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7 dimensions of ABA |
Behavioral: clear, concise, complete, objective Applied: socially significant Technological Conceptually systematic Analytic: manipulating variables Generality Effective |
BATCAGE |
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Respondent behavior |
No learning required behavior. Reflex. Phylogenetic history (born with it) |
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Operant behavior |
Behaviors determined by history of consequences. Ontogenetic (learning is required) |
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Overt behavior |
Observable behavior |
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Covert behavior |
Unobservable behavior |
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Functions of behavior |
Attention Escape Tangible Sensory |
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Post reinforcement pause |
Fixed schedules of reinforcement due to predictability of schedules, the individual at stop responding following reinforcement resuming based on time or value of reinforcement |
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Non contingent reinforcement |
Positive reinforcement that is not related to the occurrence of the target behavior. |
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Event recording |
Frequency, count, discreet trial data, percentage |
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Time sampling |
Whole Partial and Momentary |
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Progressive ratio |
Breaking point, keep working for reinforcements until they stop |
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What information does a concurrent schedule reinforcer assessment provide |
Whether or not a stimulus functions as a reinforcer and how effective that stimulus is as a reinforcer compared to other stimuli |
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Multiple schedule of R+ |
Two or more component schedules of R+ for a single response with only one component schedule in effect |
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Mixed schedule |
Compound schedule of R+ that consist of two or more basic schedules of R+ that occurr in aternating sequence |
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Respondent conditioning |
Classical conditioning, stimulus stimulus pairing. |
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Operant conditioning |
ABC |
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Stimulus classes |
Formal: physical features Temporal Functional: multiple functions, function of bx (beep on phone vs microwive |
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Concept formation |
Feature: share common topography Arbitrary: do not share common features but they evoke the same response (fruit) |
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5 positive reinforcers |
Edibles Activity Tangible Social Sensory |
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2 negative reinforcements |
Escape and avoidance |
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5 punishments |
Reprimand Overcorrection Shock Exercise Response blocking |
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Negative punishment |
Response code: bonus and direct fines Time out: non exclusionary (planned ignoring, contingent observation, time out ribbon, take away items) exclusionary (room, hallway, partition) |
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Masking |
“Masking what you know” Competing stimulus blocks the evocative effect of original stimulus |
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Overshadowing |
Presence of one stimulus condition interferes with acquisition stimulus control by another stimulus preventing learning |
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Validity |
Relative dimension Does the method of measurement you are using measure what you intended to measure? |
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Accuracy |
Extent to which observed value matched the true value |
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Reliability |
Repeated contact, same results over and over |
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Event recording IOA |
Total count, mean count, exact count, trial by trial |
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Time sampling IOA |
Interval by interval, scored interval, unscored interval |
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Time sampling IOA |
Interval by interval, scored interval, unscored interval |
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Total IOA |
Smaller/biggerX100 |
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Time sampling IOA |
Interval by interval, scored interval, unscored interval |
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Total IOA |
Smaller/biggerX100 |
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Mean count IOA |
Int 1 IOA+ int 2 IOA+…./total number of intervalsX100 |
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Time sampling IOA |
Interval by interval, scored interval, unscored interval |
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Total IOA |
Smaller/biggerX100 |
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Mean count IOA |
Int 1 IOA+ int 2 IOA+…./total number of intervalsX100 |
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Exact count IOA |
Int exact agreement/total number of int X100 |
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Time sampling IOA |
Interval by interval, scored interval, unscored interval |
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Total IOA |
Smaller/biggerX100 |
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Mean count IOA |
Int 1 IOA+ int 2 IOA+…./total number of intervalsX100 |
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Exact count IOA |
Int exact agreement/total number of int X100 |
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Trial by trial IOA |
Int in exact agreement/ total number of int X100 |
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Time sampling IOA |
Interval by interval, scored interval, unscored interval |
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Total IOA |
Smaller/biggerX100 |
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Mean count IOA |
Int 1 IOA+ int 2 IOA+…./total number of intervalsX100 |
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Exact count IOA |
Int exact agreement/total number of int X100 |
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Trial by trial IOA |
Int in exact agreement/ total number of int X100 |
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Interval by interval IOA |
Number of int both observers are in agreement/total interval X100 |
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Time sampling IOA |
Interval by interval, scored interval, unscored interval |
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Total IOA |
Smaller/biggerX100 |
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Mean count IOA |
Int 1 IOA+ int 2 IOA+…./total number of intervalsX100 |
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Exact count IOA |
Int exact agreement/total number of int X100 |
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Trial by trial IOA |
Int in exact agreement/ total number of int X100 |
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Interval by interval IOA |
Number of int both observers are in agreement/total interval X100 |
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Scored interval IOA |
Number intervals both observers recorded occurrence/number intervals at least one observer recorded occurance |
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FBA |
FA, direct, indirect |
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FBA |
FA, direct, indirect |
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Direct assessment |
ABC narrative: open ended, story ABC continuous: checkboxes Scatterplot: when where time blocks |
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FA |
4 functions: Escape, attention, tangible, sensory 4 conditions: Play/control(automatic), alone (automatic), contingent escape (neg reinforcement), contingent attention (pos reinforcement) |
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Preference assessment |
Free operant: contrived, naturalistic Ask: significant other, ask client Trial based method: single, paired (force choice), multiple (with or without) |
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Reinforcer assessment |
Concurrent Multiple schedule Progressive ratio (breaking point) |
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3 antecedent interventions |
NCR: variable time and fixed time FCT: DRA, step 1) conduct FBA to identify function of bx, step 2) provide appropriate alternative to access of R+ high P: present 2-5 high p tasked followed by one low p |
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Value altering is to EO and AO, then bx altering is to |
abative and evocative |
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Direct instruction |
Small group, fast paced, scripts, choral responding, engelman |
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Precision teaching |
Lindsey, fluency, standard celeration chart |
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Personalized system of instruction |
Proctors, Keller plan, self paced, unit mastery |
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Respondent conditioning |
Reflex, elicited, SS pairing, Pavlov, unlearned |
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Operant Conditioning |
Learned, evoked, SRS pairing, skinner |
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Unwanted effects of punishment |
Effects may be temporary Ethical concerns Bx contrast |
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Unwanted effects of punishment |
Aggression and temporary effects |
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