Behavior Modifications Final

Front 1

What is the purpose of Functional Behavioral Assessment?

Back 1

To determine the function/cause of behavior

Front 2

What is the 3-term contingency?

Back 2

A-B-C

Antecedent
Behavior
Consequence

Front 3

What are the 3 types of FBA

Back 3

1. Indirect Methods
2. Direct observations
3. Experimental manipulations

Front 4

Indirect Methods is one of the 3 types of FBA. Describe it

Back 4

It is an indirect way of gaining information from the person exhibiting the problem behavior. Behavior interviews and questionnaires are ways that are used to gather information.

Front 5

Direct observations is one of the 3 types of FBA. Describe it

Back 5

It is a direct way of gaining information from the person exhibiting the problem behavior. The observer is actually watching the persons behavior based on the antecedents and is observing the consequences of the behavior

Front 6

Experimental manipulations is one of the 3 types of FBA. Describe it

Back 6

This is when someone manipulates the antecedent or consequent variables to see if this influences the problem behavior

Front 7

Name functions of behavior

Back 7

1. Sensory
2. Attention from adults and peers
3. Escape

Front 8

Define extinction

Back 8

It is a procedure in which the reinforcer maintaining a problem behavior is to decrease the behavior

Front 9

Give 2 considerations for using extinction

Back 9

1. Can you handle the extinction burst (an escalation of problem behavior)?
2. Is it appropriate for it to be extinct?

Front 10

What are some examples of when extinction might be an unsafe procedure?

Back 10

-Serious side effects
-Behavior you are trying to change is violent
-If behavior is reinforced by escape

Front 11

What is the purpose of Functional Behavioral Assessment?

Back 11

To determine the function/cause of behavior

Front 12

What is the 3-term contingency?

Back 12

A-B-C

Antecedent
Behavior
Consequence

Front 13

What are the 3 types of FBA

Back 13

1. Indirect Methods
2. Direct observations
3. Experimental manipulations

Front 14

Indirect Methods is one of the 3 types of FBA. Describe it

Back 14

It is an indirect way of gaining information from the person exhibiting the problem behavior. Behavior interviews and questionnaires are ways that are used to gather information.

Front 15

Direct observations is one of the 3 types of FBA. Describe it

Back 15

It is a direct way of gaining information from the person exhibiting the problem behavior. The observer is actually watching the persons behavior based on the antecedents and is observing the consequences of the behavior

Front 16

Experimental manipulations is one of the 3 types of FBA. Describe it

Back 16

This is when someone manipulates the antecedent or consequent variables to see if this influences the problem behavior

Front 17

Name functions of behavior

Back 17

1. Sensory
2. Attention from adults and peers
3. Escape

Front 18

Define extinction

Back 18

It is a procedure in which the reinforcer maintaining a problem behavior is to decrease the behavior

Front 19

Give 2 considerations for using extinction

Back 19

1. Can you handle the extinction burst (an escalation of problem behavior)?
2. Is it appropriate for it to be extinct?

Front 20

What are some examples of when extinction might be an unsafe procedure?

Back 20

-Serious side effects
-Behavior you are trying to change is violent
-If behavior is reinforced by escape

Front 21

What does DRA stand for?

Back 21

Differential Reinforcement of Alternative Behavior.

Increase/decrease frequency.
This includes DRC and DRI

Front 22

What does DRC stand for?

Back 22

Differential Reinforcement of Communications.

The behavior that is reinforced to replace the problem behavior is a communication response

Front 23

What does DRI stand for?

Back 23

Differential Reinforcement of Incompatible Behavior.

When the alternative behavior is physically incompatible with the problem behavior. These cannot occur at the same time

Front 24

What does DRO stand for?

Back 24

Differential Reinforcement of Omission

Zero Rate

Front 25

What does DRL stand for?

Back 25

Differential Reinforcement at a Lower Rate of Behavior

Front 26

What is a token economy?

Back 26

It is a system of behavior modification based on the systematic positive reinforcement behavior

Front 27

What are backup reinforcers?

Back 27

Since the tokens have no intrinsic value, the tokens can be exchanged for something else. An example of this would be 5 tokens and you get a free bag of chips or a homework pass

Front 28

What are the advantages of a token economy?

Back 28

-Set to be easy
-Effective
-Quick behavior change

Front 29

What are the disadvantages of a token economy?

Back 29

-When the tokens stop, so might the behavior
-Rewards could increase one's extrinsic motivation (goal is for intrinsic motivation)

Front 30

What steps are involved in implementing a token economy?

Back 30

-Pick tokens
-Develop schedule
-Come up with rules
-Determine worth

Front 31

When would you decide to use response cost as part of a token economy?

Back 31

This is decided before the token economy is implemented. That way, all students are on board and there is less of a chance the student will act out; the students will want to try and maintain all the tokens he or she has gained

Note: a response cost is essentially a "toll" or a fine" when a student displays a bad behavior

Front 32

What is a discriminative stimulus?

Back 32

If you are doing that certain behavior, it's the stimulus that is present when the behavior is reinforced

Front 33

What is an establishing operation?

Back 33

It is a condition of deprivation or aversion that temporarily alters (usually raises) the value of a particular reinforcer.

Remember the iPad example

Front 34

What are 3 ways to evoke a desired behavior?

Back 34

1. Present the sD
2. Establish an appropriate reinforcement
3. Decrease the response effort

Front 35

What are 3 ways to make undesirable competing responses less likely?

Back 35

1. Remove sD
2. Eliminate establishing operations for outcome of competing behavior (ex. go shopping when full)
3. Increasing the response effort

Front 36

Describe response cost and is it negative or positive

Back 36

It is the removal of the reinforcement and it is negative

Front 37

Describe time out procedures and is it negative or positive

Back 37

You are taking the person away from the desired activity and it is negative

Front 38

For time out to be most effective, what should the time-in environment be like?

Back 38

It should be enjoyable (pretty much common sense)...something the child wants to be apart of

Front 39

Describe positive practice.

Back 39

It is a type of overcorrection. It is when the person practices an activity with the appropriate behavior.
This is positive punishment.

Example- repeatedly removing gum from their mouth, wrapping it in paper and placing it in a container.

Front 40

Describe restitution.

Back 40

It is a type of overcorrection. It is when the person corrects the consequences of their misbehavior by restoring the situation to an improved state from before the event.
This is positive punishment

Example would be removing gum from under a desk where the student placed theirs is restitution. However, removing gum from under all desks is overcorrection

Front 41

What is a contingent exercise?

Back 41

It is a positive punishment because it is something you are adding. Contingent exercise is something that is added, but is not related. An example would be doing push-ups as a punishment for not doing the work right

Front 42

Describe the cautions in using physical restraint (is it negative or positive)

Back 42

It is positive because you are adding something in order for the person stop

Front 43

Which is a last resort procedure- positive or negative punishment?

Back 43

positive punishment

Front 44

Know several ethical considerations for the use of punishment

Back 44

Informed consent
If the problem isn't that bad, why are you trying to fix it?

Front 45

What is generalization?

Back 45

When a behavior occurs in presence of stimuli that are similar in some way to the sD. Because the behavior was reinforced in the presence of the sD, in the future the behavior also occurs in the presence of a similar stimuli

Front 46

Why is generalization important in behavior modification?

Back 46

It is important because when training the individual in using the correct behavior, we want the individual to use the behavior beyond training circumstances and in all the relevant stimulus situations

Front 47

Explain incorporating common stimuli and give an example

Back 47

The belief is that if the raining and generalization situations have some features of stimuli in common, generalization is more likely to occur. An example would be using a variety of abduction lures in training along with the situation in which it would be most likely to occur. In this case, the experimenter used the abduction lures outside on the playground

Front 48

What is a self management plan?

Back 48

They are programs typically implemented in a sequence of steps:

1. make the commitment to change a particular behavior
2. define the target behavior and competing behaviors
3. set goals
4. self-monitor
5. conduct a functional assessment
6. select the self-management strategies
7. evaluate change
8. reevaluate the self-management strategies
9. implement maintenance strategies

Front 49

What are several self-management strategies

Back 49

-goal setting
-antecedent manipulations
-behavioral contracts
-arranging reinforcement
-punishment contingencies
-social support
-self-instructions
-self-praise

Front 50

For a self-MGMT strategy, what would you do for goal setting?

Back 50

write down the criterion level of the target behavior and the time frame for the occurrence of the behavior

Front 51

For a self-MGMT strategy, what would you do for antecedent manipulations?

Back 51

often used by people in self-MGMT programs to influence their own behavior

Front 52

For a self-MGMT strategy, what would you do for behavioral contracts?

Back 52

it is a written document in which you identify the target behavior and arrange consequences contingent on a specified level of the target behavior in a specific time period

Front 53

For a self-MGMT strategy, what would you do for arranging reinforcement

Back 53

"If I study for 1 hour, I'll be able to watch T.V. for 15 minutes." this typically is not included in the written document

Front 54

For a self-MGMT strategy, what would you do for punishment contingencies

Back 54

"If I don't study for 1 hour, I will not be able to watch T.V. for the rest of the day." Opposite of arranging reinforcement

Front 55

For a self-MGMT strategy, what would you do for social support

Back 55

Occurs when significant others in a person's life provide a natural context of cues for the occurrence of the target behavior or when they naturally provide reinforcing consequences for the occurrence of the target behavior

Front 56

For a self-MGMT strategy, what would you do for self-instruction

Back 56

when you are telling yourself what to do or how to do it in situations that call for a specific target behavior

Front 57

For a self-MGMT strategy, what would you do for self-praise

Back 57

positive evaluations on your own behavior

Front 58

What are the components of a behavioral contract?

Back 58

1. Identify target behavior and criterion level
2. State how behavior will be measured
3. State when behavior must occur
4. Identify the consequences
5. Identify who will implement the contingency
6. Signatures

Front 59

What is a 1-party contract?

Back 59

-one person desires behavior change
-written with contract manager
-contract manager must NOT stand to gain from contingencies

Front 60

What is a 2-party contract?

Back 60

-two people (or parties) desire mutually beneficial behavior change
-may involve spouses, parent and child, coworkers

Front 61

What are the 4 habit reversal components?

Back 61

1. Awareness training
2. Competing response training
3. Social support
4. Habit inconvenience review (motivation)

Front 62

Describe awareness training, which is 1 of the 4 habit reversal components

Back 62

The client needs to identify when the habit occurs or when the habit is about to occur

Front 63

Describe competing response training, which is 1 of the 4 habit reversal components

Back 63

When the client imagines the situations in which he or she will use the competing response outside the session to inhibit the habit. Finally, the client is instructed to use the competing response outside the session whenever

Front 64

Describe social support, which is 1 of the 4 habit reversal components

Back 64

The involvement of significant others

Front 65

Describe habit inconvenience review (motivation), which is 1 of the 4 habit reversal components

Back 65

Increases the likelihood that the client will use the competing response outside the treatment session to control the habit

Front 66

What is relaxation training?

Back 66

Muscles tension reduction, relaxed breathing, attention focusing are three components to this training. All procedures involve teaching skills to produce relaxation and individuals must practice the skills for relaxation training in order for it to be effective

Front 67

What is systematic desensitization?

Back 67

The goal is to replace anxiety with relaxation as the person imagines the fear situation. The relaxation should generalize to actual fear situations

Front 68

What is In Vivo desensitization?

Back 68

The goal is to maintain relaxation while approaching actual feared stimulus. Generalization is assured because of actual contact with feared stimulus or situation

(true life: when the girl's mom get blood drawn)

Front 69

What is flooding?

Back 69

Client is exposed to feared stimulus at full intensity until fear subsides

Front 70

What are the 4 fear/anxiety reduction procedures?

Back 70

1. relaxation training
2. systematic desensitization
3. In Vivo desensitization
4. flooding

Front 71

Describe cognitive behavior

Back 71

-self talk
-occur covertly

Front 72

What is an example of cognitive distortion?

Back 72

all-or-nothing thinking, "I have to be perfect"

Front 73

Define the concept and give the purpose of PBS (positive behavior supports)

Back 73

It is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

Front 74

What does PBS stand for?

Back 74

Positive behavior supports

Front 75

Describe the 3-tiered intervention

Back 75

Primary Prevention= 80%
School/Classroom-wide systems for all students, staff and settings

Secondary Prevention= 15%
Specialized group systems for students with at-risk behaviors

Tertiary Prevention= 5%
Specialized individualized systems for students with high-risk behavior

Front 76

Describe several characteristics of a school that is using school-wide PBS.

Back 76

Whole school (universal systems)
- for all students, staff, settings

Classroom and non-classroom systems
- for setting-specific routines (reflection while-school procedures and expectations)

Targeting group (secondary) systems
- for at-risk students

Individualized (tertiary) systems
- for students with existing, high-risk behavior problems

Front 77

What is the independent variable?

Back 77

It is the intervention (sometimes called treatment)

Front 78

What is the dependent variable?

Back 78

Target behavior you are trying to change

Front 79

Define functional assessment

Back 79

It is the process of gathering information about the antecedents and consequences that functionally related to the occurrence of a problem behavior

This is more observing and assessing

Front 80

Define functional analysis

Back 80

Experimental methods of conduction a functional assessment manipulate antecedent or consequent variables to demonstrate their influence on the problem
behavior

This is more of experimenting with the behavior

Front 81

Define contingency

Back 81

A future event or circumstance that is possible but cannot be predicted with certainty.