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50 Cards in this Set
- Front
- Back
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Verbal operant Evoked by nonverbal DS and followed by generalized conditioned reinforcement EX. Occurs when a person NAMES objects or actions of what they SEE, HEAR, SMELL, TASTE, TOUCH = 4 SENSES NO point to point correspondence NO formal similarity |
TACT |
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Requires TWO or more schedules of reinforcement and completion of the FIRST schedule leads to the NEXT schedule Like a chain schedule NOT controlled by distinct stimuli When ALL completed in order, reinforcement becomes available Ex. FIRST answers 10 questions, THEN has a 1 minute conversation = receives candy |
TANDEM SCHEDULE TANDEM SCHEDULE TANDEM SCHEDULE TANDEM SCHEDULE TANDEM SCHEDULE TANDEM SCHEDULE TANDEM SCHEDULE TANDEM SCHEDULE TANDEM SCHEDULE |
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Response class selected for intervention Defined either functionally or topographically |
TARGET BEHAVIOR TARGET BEHAVIOR TARGET BEHAVIOR |
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Breaking down complex skills into smaller, teachable units Divided stepsEx. Brushing teeth, steps 1-10 |
TASK ANALYSIS TASK ANALYSIS TASK ANALYSIS TASK ANALYSIS |
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Randomly varying noncritical aspects of instructional setting within and across teaching sessions Reduces likelihood that a single or small group of noncritical stimuli will acquire exclusive control over the TB Ex. Following teachers directions: teacher directs individual loudly. If not used in same vocal language individual may not follow direction Varying helps decrease the chances that the irrelevant factor controls the TB (i.e. tone of voice Reinforcement is contingent on teachers direction- presence or absence of voice tone |
TEACHING LOOSELY TEACHING LOOSELY TEACHING LOOSELY TEACHING LOOSELY TEACHING LOOSELY TEACHING LOOSELY TEACHING LOOSELY TEACHING LOOSELY TEACHING LOOSELY |
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Teaching student to respond to all possible stimulus and response examples ThenAssessing student performance on untrained examples Ex. Solving a math problem Asking student to solve several problems of same type with no instruction or guided practice |
TEACHING SUFFICIENT EXAMPLES TEACHING SUFFICIENT EXAMPLES TEACHING SUFFICIENT EXAMPLES TEACHING SUFFICIENT EXAMPLES TEACHING SUFFICIENT EXAMPLES TEACHING SUFFICIENT EXAMPLES |
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Every instance of behavior occurs at a certain point in time with respect to other events Onset of antecedent stimulus events and previous response Measures based on TP:Response latencyInterresponse time (irt) |
TEMPORAL LOCUS TEMPORAL LOCUS TEMPORAL LOCUS TEMPORAL LOCUS TEMPORAL LOCUS TEMPORAL LOCUS TEMPORAL LOCUS |
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Every instance of behavior occurs during some amount of time - duration DurationTotal duration per sessionDuration per occurence Selecting and combining measures of count and duration |
TEMPORAL EXTENT TEMPORAL EXTENT TEMPORAL EXTENT TEMPORAL EXTENT TEMPORAL EXTENT TEMPORAL EXTENT |
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The end product shaping Claimed when; topography, frequency, latency, duration, or amplitude/magnitude of the TB reach predetermined criterion level |
TERMINAL BEHAVIOR TERMINAL BEHAVIOR TERMINAL BEHAVIOR |
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Verbal operant Reads what is written Ex. Write something on the board, student reads it YES: point to point correspondence NO: Formal similarity |
TEXTUAL TEXTUAL TEXTUAL TEXTUAL TEXTUAL TEXTUAL TEXTUAL |
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Antecedent Behavior Consequence Positive reinforcement NegPositive punishment Neg Prediction of behavior |
TREE TERM CONTINGENCY TREE TERM CONTINGENCY TREE TERM CONTINGENCY TREE TERM CONTINGENCY TREE TERM CONTINGENCY TREE TERM CONTINGENCY TREE TERM CONTINGENCY TREE TERM CONTINGENCY TREE TERM CONTINGENCY TREE TERM CONTINGENCY |
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Behavior change tactics Contingent withdrawal of opportunity to earn positive reinforcement Loss of access to positive reinforcers for a specific amount of time Form of negative punishment |
TIME OUT FROM POSITIVE REINFORCEMENT TIME OUT FROM POSITIVE REINFORCEMENT TIME OUT FROM POSITIVE REINFORCEMENT TIME OUT FROM POSITIVE REINFORCEMENT TIME OUT FROM POSITIVE REINFORCEMENT TIME OUT FROM POSITIVE REINFORCEMENT TIME OUT FROM POSITIVE REINFORCEMENT |
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Everyone wears a ribbon on their wrists and when one misbehaves, that persons ribbon is taken away. Those who have the ribbon still, have privilege to receive a reinforcer. Ex. Lying= lose ribbon |
TIME OUT RIBBON TIME OUT RIBBON TIME OUT RIBBON TIME OUT RIBBON TIME OUT RIBBON |
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Variety of methods for observing and recording behavior during intervals or at specific moments in time Recording presence or absence of behavior during certain timeframe Ex. Whole interval recording Partial interval recording Momentary time sampling |
TIME SAMPLING TIME SAMPLING TIME SAMPLING TIME SAMPLING TIME SAMPLING TIME SAMPLING TIME SAMPLING |
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Object that is awarded contingent on appropriate behavior Coin, ticket, marble, tally, hole punch Serves as exchange for backup reinforcers |
TOKEN TOKEN TOKEN TOKEN TOKEN |
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Reward system with tokensUsed contingent upon tTBEarned and exchanged for selected reinforcers |
TOKEN ECONOMY TOKEN ECONOMY TOKEN ECONOMY |
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Physical form or shape of behavior What it looks like Ex. Making physical contact with another person by swinging arms, legs or head with an audible sound form at least 5 ft away without consent from him/her Clear definition |
TOPOGRAPHY TOPOGRAPHY TOPOGRAPHY TOPOGRAPHY TOPOGRAPHY TOPOGRAPHY TOPOGRAPHY |
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TOPOGRAPHY BASED DEFINITION |
Identifies instances of TB by shape or form
Should be used when it does not have direct, reliable, or easy access to the functional outcome of the TB
And cannot rely on function Produced in natural environment |
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TOTAL COUNT IOA |
Conducted for frequency data of a TB EX. aaron engages in head banging behavior. Nancy and John observe behavior and record the frequency Nancy gets 9, John gets 12. 9/12 × 100 = 75% |
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TOTAL DURATION IOA |
Conducted for duration of a TB Ex. Kevin engages in a tantrum. Naomi and Tina observe and record duration Naomi gets 5 mins Tina gets 4 mins 4/5 × 100 = 80% |
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TOTAL TASK CHAINING |
Forward chaining Learner receives training on each step in TA During every session Trainer steps in when person is unable to perform independently Trained until all behaviors are met All steps introduced Reinforcer for each step Complete all steps- strong reinforcer Prompts given as needed Ex. Washing hands Step 1...independent = good job Step 2...independent = looking great Step 3... verbal prompt Step 4-7 independent Step 8 finishes = now lets get donuts!! |
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TRANSCRIPTION |
*taking dictation Writes what is heard Ex. Hears milk Writes milk TYPED OR FINGER SPELLED RESPONSES Point to point correspondence = YES Formal similarity = NO |
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TRANSITIVE CONDITIONED MO (CMO-T) |
Supplemental MO to fulfill unconditioned or conditioned MO Learned
Ex. Use the bathroom
MO= Find bathroom and go there If door is locked, MO = get key to use bathroom
Ex. Go to airport
MO= go to airport, drive car If car is out of gas, another MO = get gas to go to airport |
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TRANSIVITY |
Third step Presents relationship of 3 stimuli that are interchangeable Taught A is B, and B is C. A is also C Ex. Verbal "whats this? Pointing to actual quater Response is matching word quarter to visual Ex. Whats this? Pointing to word Response is 25 cents visual Then... Quarter must equal 25 cents |
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TREATMENT DRIFT |
IV differs from the applied at the outset of the study Applied differently during later stages Ex. Teacher might implement only those aspects of a procedure that she favors and might implement the full intervention only when the experimenter is present |
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TREATMENT INTEGRITY |
IV is implemented or carried out as planned |
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TREND |
Overall direction taken by a data path
Direction: increasing, decreasing, zero trend
Degree or magnitude and extent of variability of data point around trend
Straight line drawn through data
Reliability
Zero trend = high stability
Lines must be attached Predicting future measures of behavior |
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TRIAL BY TRIAL IOA |
Conducted for discrete trial data with set of trials with "correct" or "incorrect" responses Ex. Kens mother is teaching him to point to a banana. David and mike observe response and collect data. Data: C= correct response, I = Incorrect response Davids data: CIICCCIICC Mikes data: CICCICICCC 70% of data is agreed upon |
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WITHDRAWAL DESIGN |
ABAB design Describe experiments in which an effective treatment is sequentially or partially withdrawn to promote maintenance of behavior changes |
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WHOLE INTERVAL RECORDING |
Dividing observation period into intervals Checking if TB has occurred throughout duration of each interval Used for a behavior that needs to increase and it tends to underestimate the actual occurrence of the behavior Ex. 10 minute intervals Staying seated Y if it occurred N if it did not occur 1:00 Y 1:10 N 1:20 Y 1:30 Y Occurence of behavior: 40% |
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VISUAL ANALYSIS |
Systematic approach Interpreting graphically displayed data Result of behavioral research and treatment programs Variability, trend, level between conditions Asking: Did behavior change in a meaningful way? And if so, to what extent can that change in behavior be attributed to the IV Socially meaningful levels of performance |
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VERIFICATION |
Accomplished by demonstrating that prior level of baseline responding would have remained unchanged had the IV not been introduced Demonstrated: then it verifies the accuracy of the original prediction of continued stable baseline responding and reduces the probability that some uncontrolled variable was responsible for the observed change in behavior |
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VERBAL BEHAVIOR |
Behavior whose reinforcement is mediated by a listener Vocal Nonvocal Echoic Copy a text Tact Mand Intraverbal Textual Transcription |
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VARIABLE TIME SCHEDULE |
NCR time interval to vary from delivery to delivery Ex. NCR-VT schedule of 10 seconds means that, on average, stimuli with known reinforcing properties are presented every 10 seconds. Using intervals such as 5,7,10,12 and 15 seconds, arranged to occur in random sequence. |
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VARIABLE RATIO |
Varying number of responses
Reinforcer delivered after a non-specified number of responses is made
Average number for the reinforcement rate must be defined
VR5 = about every 5 responses a reinforcer is given. So it can be given at 2 or 4 or 3 or 1 or 5. Varies Most resistant to extinction |
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VARIABLE MOMENTARY DRO |
Reinforcement is contingent on the absence of the problem behavior only when each interval ends Reinforcement is available at specific moments of time Random sequence |
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VARIABLE INTERVAL DRO |
Reinforcement is delivered contingent on the absence of the target PB during intervals of varying and unpredictable duration Ex. VI-DRO 10 second schedule, reinforcement would be delivered contingent on the omission of the behavior throughout intervals of varying duration that average 10 seconds (random sequence of 2 seconds, 5 sec, 8 sec, 15 sec, and 20 sec intervals) |
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UNCONDITIONED MO (UMO) |
Unlearned and needed for one's survival Ex. Food deprivation increases reinforcement Ex. Oxygen, water, sleep, temp cold/hot deprivation |
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UNSCORED INTERVAL IOA |
Occurrences and non-occurrences of TB Ex. Jack sometimes pulls his own hair. Katie and Nicole set ten 6 minute intervals and record the occurrences of his behavior. Interval 1-10; Y or N Divide x 100 = % |
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VARIABLE INTERVAL |
Delivered for response immediately after a non-specific time. Average length for the reinforcement interval must be defined Start 4pm 15 min- reinforce 10 min- reinforce 20 min - reinforce Average length: (15+10+20)/3=15 VI15 |
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UNCONDITIONED STIMULUS |
Elicits behavior without prior learning Ex. Food in mouth, elicited salivation |
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UNCONDITIONED REINFORCER |
Has no prior learning history with stimuli Stimulus change that can increase frequency of behavior without prior pairing with any other form of reinforcement Ex. Food, water, sex support survival and function as unconditioned reinforcers Can Often |
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UNCONDITIONED PUNISHER |
Stimulus change that can decrease future frequency of any behavior that precedes it without prior pairing with any other form of punishment Ex. Include painful stimulation that can cause tissue damage Rewards/aversions control actions- they are unlearned |
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VALIDITY |
Data obtained from measurement Directly relevant to the TB of interest Reasons for measuring -was a relevant dimension of behavior that is the focus of the investigation measured directly or legitimately? Ex. Measuring miles ridden on bike. How far they rode each time, the number of miles ridden is valid. Not how long or how fast, that is not valid |
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VARIABILITY |
How often and the extent to which multiple measures of behavior yield different outcomes High degree of variability = little control The greater the variability the more data to establish a predictable pattern of performance Little variability = fewer data points |
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VARIABLE BASELINE |
Data points that do not consistently fall within a narrow range of values |
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UNCONDITIONED NEGATIVE REINFORCER |
Stimulus whose removal strengthens behavior in the absence of prior learning
Ex. Shock, loud noise, intense lighting, extremely high or low temp, strong pressure against body
Any source of pain or discomfort Eliminating the discomfort will be reinforced |
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VALUE ALTERING EFFECT |
An increase in the reinforcing effectiveness of stimulus, object, or evebt. In which case the MO is an establishing operation (eo) or decrease in reinforcing effectiveness an abolishing operation (ao) |
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UNPAIRING |
Paired with an already effective stimulus Presenting the previously neutral stimulus without the previously effective stimulus Presenting effective stimulus as often in the absence as in the presence of the previous neutral one Ex. CMO-S, visual stimulus paired with extreme cold now occurs frequently in norm temp, its value altering and behavior altering effects would be weakened. Same with absence of cmo-s, it would reduce the effectiveness |
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UNCONDITIONED REFLEX |
unlearned stimulus response Functional relation consisting of an antecedent stimulus that elicits the response Salivation Food in mouth |
