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93 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Environment |
The sum total of all observable measurable circumstances in which a learner exists. |
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Behavior |
Anything a living organism does that can be observed and measured. Functional behavior assessment |
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Functional behavior assessment |
Goal is to determine the function of a behavior. Purpose is to determine how to reduce challenging behaviors or socially-inappropriate behavior and increase socially appropriate behaviors.
Function of a behavior refers to the consequence it seeks to elicit from the environment. |
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Environmental functional analysis |
Analysis of different reinforcer conditions to determine which consequence influences a learners behavior.
4 conditions tested include: 1- contingent attention 2 - contingent escape 3 - alone 4 - a control condition in which reinforcement is freely available. |
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Descriptive analysis |
Defining characteristics of ABA.
Inc direct observation, measurement, and recording of behavior. |
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Indirect functional beh assessment |
Used to identify the conditions or events in natural environment that correlate w problem beh.
Instead of using direct observation, use structured interviews, check lists, rating scales, questionnaires.
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Duration - continuous measurement |
Total amount of time occupied by the beh. From start to finish.
Use when you want to know how long a beh. Lasts.
Do not use if beh. Is high frequency, or begins and stops often. |
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Discontinued measurement |
Measurement where some responses may not be observed/detected during a period of observation. Known as "sampling." Usually using partial or whole interval recording.
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Rate |
Number of responses per unit of time.
Continuous. |
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Frequency |
Continuous. Count beh. -All responses can be observed during a period of observation. -do not use if beh. Happening at high rate. -best for beh. that rarely occurs or if you need to know how many times something happens. -best when beh. is easy to count. |
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Interobserver agreement IOA |
The degree to which two or more independent observers' data shows the same values when they observe the same event. |
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Observer reactivity |
Errors in data collection/measurement that occur when the observer is aware that others are evaluating the data that he/she reports. |
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Observer reactivity |
Errors in data collection/measurement that occur when the observer is aware that others are evaluating the data that he/she reports. |
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Measurement bias |
A measurement error that is likely to be in one direction. |
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Observer reactivity |
Errors in data collection/measurement that occur when the observer is aware that others are evaluating the data that he/she reports. |
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Measurement bias |
A measurement error that is likely to be in one direction. |
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Observer drift |
The observer often unknowingly and unintentionally changes the way they are collecting data over the course of a study. This is typically in regards to the way the observer interprets the definition of the target beh. |
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Observer reactivity |
Errors in data collection/measurement that occur when the observer is aware that others are evaluating the data that he/she reports. |
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Measurement bias |
A measurement error that is likely to be in one direction. |
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Observer drift |
The observer often unknowingly and unintentionally changes the way they are collecting data over the course of a study. This is typically in regards to the way the observer interprets the definition of the target beh. |
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Measurement artifacts |
Something that appears to exist bc of the way it was measured. |
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Reliability |
The extent to which the procedure used for data collection produces the same value when repeated. This is more or less consistency of the measurement procedure, and is not confused with accuracy. |
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Accuracy |
The data are directly related to the beh measured and the reasons for measuring it. |
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Accuracy |
The data are directly related to the beh measured and the reasons for measuring it. |
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Accuracy |
The extent to which the observed measurement of the beh matches the actual occurrences of the beh (the true value). |
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Accuracy |
The data are directly related to the beh measured and the reasons for measuring it. |
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Accuracy |
The extent to which the observed measurement of the beh matches the actual occurrences of the beh (the true value). |
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Permanent product |
Measuring beh after it occurs by observing the effect the beh had on the environment. |
Grading a worksheet. Not how long it took student - but paying attention to written responses. |
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Momentary time sampling |
A method of data collection where occurrence (or non occurrences) of beh are recorded at the end of a specific time interval. |
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Momentary time sampling |
A method of data collection where occurrence (or non occurrences) of beh are recorded at the end of a specific time interval. |
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Whole jnterval |
A method data collection where the observation period is divided into short intervals (5 to 10 seconds). The observer records whether the target beh occurred during the entire interval. |
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Duration |
The length of a time a beh occurred. |
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Duration |
The length of a time a beh occurred. |
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Event recording |
Counting the number of times a beh occurs. |
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Continuous measurement |
Measurement in which all possible responses can be observed during s period of observation. |
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3 branches of beh analysis |
1. Behaviorism
2. Experimental analysis of beh (EAB)
3. ABA |
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John watson |
1910 - argued that observable data should be focused of psychology - not mental processes. - believed beh is controlled by environment. - stimulus - response SR psychology |
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BF Skinner |
-1938 -published "the beh of organisms" in 1938. -found that environmental events following beh influenced future behavior. -three-term contingency (SRS model). -respondent and operative beh. |
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BF Skinner |
-1938 -published "the beh of organisms" in 1938. -found that environmental events following beh influenced future behavior. -three-term contingency (SRS model). -respondent and operative beh. |
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Ivan oavlov |
-1902 -respondent conditioning - as s result of stimulus-stimulus pairing procedure. A neutral stimulus acquires the ability to elicit a conditioned response.
Respondent beh - dogs do not learn to salivate when they see/smell food.
Operant beh - dogs learned to salivate/associate food with lab assistants and sound salivate in presence of assistant. |
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7 defining characteristics of ABA |
Get a cab Generality Effective Technological Analytical Conceptually systematic Applied Behavioral |
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ABA |
The science where strategies, developed from principles of beh, are applied to socially significant beh to improve the beh, and experimentation is used to demonstrate that interventions used improved the beh. |
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Socially significant beh |
Beh include communication, social skills, academics, reading and adaptive skills, domestic, and work skills. |
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Socially significant beh |
Beh include communication, social skills, academics, reading and adaptive skills, domestic, and work skills. |
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Behaviorusm |
The philosophy of behavior |
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Technological |
Interventions that are used and described well enough that they can be implemented by anyone who has the training and resources. |
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Technological |
Interventions that are used and described well enough that they can be implemented by anyone who has the training and resources. |
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Conceptually systenstic |
Interventions come from specific theories of learning and behavior.
SERP stimulus control Extinction Reinforcement Punishment |
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Technological |
Interventions that are used and described well enough that they can be implemented by anyone who has the training and resources. |
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Conceptually systenstic |
Interventions come from specific theories of learning and behavior.
SERP stimulus control Extinction Reinforcement Punishment |
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Generality |
The interventions are designed so that the new/replacement beh will occur in new environments and continue to occur after the intervention is faded. |
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Technological |
Interventions that are used and described well enough that they can be implemented by anyone who has the training and resources. |
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Conceptually systenstic |
Interventions come from specific theories of learning and behavior.
SERP stimulus control Extinction Reinforcement Punishment |
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Generality |
The interventions are designed so that the new/replacement beh will occur in new environments and continue to occur after the intervention is faded. |
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Autism |
Complex disorder if brain development characterized by difficulties in: - Social interaction - Verbal and nonverbal communication - repetitive beh
Signs and symptoms tend to appear early. DX as early as 18 months. |
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Autism |
1 in 68 children DX with autism
Boys are 5tines more likely than girls to have autism
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Three term contingebcy |
ABC ANTECEDENT BEHAVIOR CONSEQUENCE |
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Contingency |
Refers to the dependent and/or time based relationship between the beh and the variables that control it. |
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Descriptive assessment |
Direct observation of problem beh and the antecedents and consequences as they occur in the natural setting. |
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Descriptive assessment |
Direct observation of problem beh and the antecedents and consequences as they occur in the natural setting. |
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Motivating operation (MO) |
A variable (in the environment) that increases or decreases the effectiveness of a reinforcer on a beh and the frequency of all beh that are currently reinforced by the stimulus.
EO Establishing operant - increase
AO abolishing operant - decrease |
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Respondent confitionibg |
A stimulus-stimulus pairing procedure where a neutral stimulus is paired with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response.
Pavlov's dogs |
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Duration |
Continuous measure
-total amount of time occupied by beh from start to finish. - do not use duration w high frequency beh or beh that starts and stops rapidly. |
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Discontinued measurement |
Measurement where some responses may not be observed during a period of observation.
Some instances of the target beh. May not be recorded bc this type of measurement is a sampling.
Intervals - whole, partial. |
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3 ways to measure beh |
Temporal lotus - latency When beh occurs
Temporal extent - duration of a beh How long beh lasts.
Repeatability - How often beh occurs Rate/frequency coubt |
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Establishing operant (EO) |
A motivating operation that increases the effectiveness of the reinforcer. |
You're thirsty. Drink of water is highly reinforcing. Thirst is the establishing operant. |
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Abolishing operant (AO) |
A motivating operation that decreases the effectiveness of s reinforcer. |
You just ate a lot of candy. You're offered candy but don't want it. Eating too much candy is the abolishing operant. |
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Stimulus control |
When a student consistently makes a response in the presence of a discriminative stimulus without a prompt.
You want to est stimulus control. |
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Stimulus control |
When a student consistently makes a response in the presence of a discriminative stimulus without a prompt.
You want to est stimulus control. |
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Prompting hierarchy |
Independent Positional prompt Gestural prompt Indirect verbal prompt Direct verbal prompt Partial model prompt Full model prompt Partial physical prompt Full physical prompt |
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Response promots |
Stimuli that functions as extra cues and reminders for desired beh.
Prompts can be: Visual Auditory Textual Symboluc |
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Response promots |
Stimuli that functions as extra cues and reminders for desired beh.
Prompts can be: Visual Auditory Textual Symboluc |
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Three forms of response prompts |
Verbal Physical Model |
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Prompting hierarchy |
Most to least
Physical Model Verbal |
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Graduated guidance |
Increase or decrease level of prompting based in learner's progress. |
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Time delay |
Insert a delay between directive and prompt. |
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Non-vocal verbal promot |
Written words pictures or signs presented to the student as cues to elicit a target skill or beh. |
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Response prompt |
Stimuli that function as extra cues and reminders for desired beh. |
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Response prompt |
Stimuli that function as extra cues and reminders for desired beh. |
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Stimulus oromot |
An antecedent stimulus is changed, added, or removed in order to make a correct response more likely. |
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Response prompt |
Stimuli that function as extra cues and reminders for desired beh. |
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Stimulus oromot |
An antecedent stimulus is changed, added, or removed in order to make a correct response more likely. |
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Movement prompt |
Pointing, tapping, touching, or looking at relevant features of the antecedent stimulus to make it more noticeable to the student. |
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Three forms of stimulus prompts |
Movement prompt Position prompt Redundancy prompt |
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Position prompt |
Placing one stimulus closer to the student to make it more noticeable and increase the likelihood of a correct response. |
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Redundancy prompt |
One or more dimensions of the target (color, shape) are exaggerated and paired with the correct response.
I.e.: word "red" may be written in red. |
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Redundancy prompt |
One or more dimensions of the target (color, shape) are exaggerated and paired with the correct response.
I.e.: word "red" may be written in red. |
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Two types of stimulus prompts |
Within-stimulus prompt Extra stimulus prompt |
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Within stimulus prompt |
Physical properties or features if the stimuli are altered to increase the likelihood that the target response will occur.
Could inc. changing color, size, etc. |
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Extra-stimulus prompt |
Any prompt that does not involve altering the features of the stimuli. |
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Fading procedures |
Stimulus fading - an exaggerated feature if a stimulus is gradually and systematically faded in or out.
Shape transformations - using an initial stimulus shape that will prompt a correct response. This shape is gradually changed to form the natural stimulus while still eliciting correct responses. I.e.: word "circle" is written in the shape of a circle. It will gradually change so that the final word "circle" I'd written normally. |
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3 forms of stimulus prompts |
Movement - pointing, tapping, touching, looking at paper.
Position - one stimulus is placed close to student.
Redundancy - dimensions are paired with correct choice. I.e.: change in color, size. The word "red" written in red. |
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Stimulus prompts |
An antecedent stimulus is changed, added, or removed in order to make a correct response more likely.
Added prior to learner's response. |
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