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30 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Discrimination Training |
Any teaching that uses SD (discriminative stimulus)
When teaching a client about how to tell the difference between 2 or more stimuli |
When running a trial, what the teacher says is an antecedent and it's called the... |
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Shaping |
Reinforcing successful approximations of behavior
Ex: the word bubble. Reinforce for "b", then "bub", then "bubble" (The answer to the hint is yes. While the client is reinforced for getting closer to the target behavior, entering the data depends on how the program is written. If the target behavior is written as "bub" and they say "bub" the data is positive. However, if the target is "bubble" and they say "bub" (instead of their usual "b" or no response or stim, or anything but if they have said bubble for the trial before, in that case "bub" is not reinforced or mildly reinforced depending on where the teacher is moving in the prompt hierarchy) Then they are reinforced for saying "bub" and the teacher acts like it was a huge positive but the data is negative.) |
When running a trial, the client is closer to the correct answer (target behavior) than they have been before. Is this reinforced? |
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ABC Data |
Aka what is happening
A - antecedent - before behavior, observable B - behavior - behavior being tracked/recorded C - consequence
Direct observation - observer records ABC data |
Aka what is happening In direct observation the observer does what? |
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Extinction |
Reinforcement of a previously reinforced behavior is discontinued
Needs to happen 100% of the time
(Only stopping the reinforcement for a behavior 50% of the time will lead to a variable schedule reward system which is the most rewarding reward schedule, and so it will make the behavior that should be discontinued, stay around with strength)
Extinction burst - a predictable, temporary increase in intensity of behavior during extinction |
Needs to happen 100% of the time. |
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Extinction burst |
A predictable, temporary increase in intensity of behavior during extinction |
This always happens when extinction is applied successfully! :) |
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Prompting |
Cue or assistance to encourage desired response
(Prompt fading - moving down prompt hierarchy (FP, PP, G, V, I (Independent)) Leads to prompt dependency if not faded - Most-to-least - Least-to-most
(Prompt dependency - requires a prompt to perform a task) |
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Prompt fading |
Moving down prompt hierarchy (FP, PP, G, V, I (Independent) or other way around) Leads to prompt dependency if not faded
Most-to-least - use most invasive prompt (FP), then fade it down (FP --> PP --> G --> V --> I (Independent)
Least-to-most - use least invasive prompt, increase as needed (then fade) (V --> G --> PP --> FP)(Prompt dependency - requires a prompt to perform a task) |
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Prompt dependency |
Requires a prompt to perform a task |
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Antecedent Interventions |
Implement Interventions based on modification of antecedents (MO and SD)
Antecedent - manipulated before the behavior occurs.
SD discriminative stimuli - cue stimulus that is present when a behavior is reinforced (Ex: "point to red" is SD. Client is reinforced for pointing to red)
MO motivating(establishing) operations - altering the value/effectiveness of a stimulus, object, or event. (Satiation or deprivation) (increase or decrease the value of reinforcement in the SD) Ex: you haven't eaten in 12 hours, food is a more effective reinforcer. Ex: you ate 30 minutes ago, food looses it's value as a reinforcer. Ex: you have baking supplies in the kitchen but don't bake. you watch a baking show (MO) and bake. |
The behavior occurs. When was the antecedent? |
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Continuous Measurement |
Measures every instance of a behavior, during a class, session, or day (Can be burdensome to implement for high rate/constant behaviors)
Continuous Measurement systems: Frequency - counting each individual event Rate - frequency with time component. Rate = frequency/time Duration - how long something occurs Latency - time between presenting SD and start of a response IRT inter response time - the time in between 2 responses. Ex. Client takes 20 sec between bites of food, IRT = 20 sec |
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Frequency |
Frequency - counting each individual event Type of Continuous Measurement |
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Rate |
Rate - frequency with time component. Rate = frequency/time Type of Continuous Measurement |
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Duration |
Duration - how long something occurs Type of Continuous Measurement |
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Latency |
Latency - time between presenting SD and start of a response Type of Continuous Measurement |
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IRT |
IRT inter response time - the time in between 2 responses. Ex. Client takes 20 sec between bites of food, IRT = 20 sec Type of Continuous Measurement |
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Chaining |
A way to teach a multi-step skill
Task Analysis - breaking complex skills into smaller teachable steps - observe someone washing hands, wash hands yourself, break it into steps
Forward Chain - 1st step is taught and reinforced, then remaining steps are prompted
Backward Chain - Last step is taught and reinforced then remaining steps are prompted |
For skills that have many steps/parts |
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Discontinuous Measurement |
Records a sample of behavior during observation. (Used with multiple clients, or when behavior occurring frequently)
Whole Interval - Did behavior occur during the (entire) whole Interval? - Underestimates behavior Ex. Jo screamed entire 30 sec interval
Partial Interval - Did behavior occur at all during the interval? - Overestimates behavior Ex. Jo screamed once during 30 sec interval (if behavior happens at all in 30 sec, it's counted)
Momentary time sampling - Did the behavior occur at that particular moment? - Underestimates behavior Ex. Jo screamed at the exact moment you were taking data for. (Data at 30 sec timer, right at end of timer) |
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Whole Interval |
Whole Interval - Did behavior occur during the (entire) whole Interval? - Underestimates behavior Ex. Jo screamed entire 30 sec interval
Type of Discontinuous Measurement |
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Partial Interval |
Partial Interval - Did behavior occur at all during the interval? - Overestimates behavior Ex. Jo screamed once during 30 sec interval (if behavior happens at all in 30 sec, it's counted) Type of Discontinuous Measurement |
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Momentary time sampling |
Momentary time sampling - Did the behavior occur at that particular moment? - Underestimates behavior Ex. Jo screamed at the exact moment you were taking data for. (Data at 30 sec timer, right at end of timer)
Type of Discontinuous Measurement |
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Differential Reinforcement |
Reinforcing a desired behavior while withholding R+ (current reinforcer) for an undesirable behavior Ex. You reinforce a child asking nicely for an apple, but put screaming on extinction.
(Differential reinforcement is how we teach) (Differential reinforcement leads to DISCRIMINATION/DIFFERENTATION)
DRO - D.R. of Other behaviors (used for frequent and dangerous behaviors) - Reinforcing in/on absence of the behavior Ex. Julie pulls hair. If Julie doesn't pull hair for 3 minutes (time could be as low as 1sec) she is reinforced.
DRI - D.R. of Incompatible behaviors - Reinforcing a behavior that can't occur at the same time as the target behavior (behavior trying to change) Ex. Jo elopes from his seat. Jo is only reinforced while sitting in his seat. (Can't be both in and out of a seat, incompatible)
DRA - D.R. of alternative behaviors (most common in trying to teach replacement behaviors) - Reinforcing an acceptable behavior rather than the target behavior (behavior trying to change) (Can do both behaviors at the same time) Ex. Jo screams the answer instead of raising hand. Only reinforced for raising hand.
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DRO |
DRO - D.R. of Other behaviors (used for frequent and dangerous behaviors) - Reinforcing in/on absence of the behavior Ex. Jo pulls hair. If Jo doesn't pull hair for 3 minutes (time could be as low as 1sec) he is reinforced.
Type of differential reinforcement |
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DRI |
DRI - D.R. of Incompatible behaviors - Reinforcing a behavior that can't occur at the same time as the target behavior (behavior trying to change)Ex. Jo elopes from his seat. Jo is only reinforced while sitting in his seat. (Can't be both in and out of a seat, incompatible) Type of differential reinforcement |
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DRA |
DRA - D.R. of alternative behaviors (most common in trying to teach replacement behaviors)- Reinforcing an acceptable behavior rather than the target behavior (behavior trying to change)(Can do both behaviors at the same time)Ex. Jo screams the answer instead of raising hand. Only reinforced for raising hand.
Type of differential reinforcement |
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Stimulus Control Transfer |
Fading Prompts
When behavior after sD comes under the control of a different sD
Ex. When teaching a client to label a dog. Target response is dog when client sees a dog. Start: "say dog", them "dog", Then the picture of the dog "What is this?", them "dog". You have faded the verbal prompt. You transferred control to the picture. |
Fading _______ |
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Crisis/Emergency |
For; Hair pulling - hair up, wear hat,safe distance Biting/Scratching - long clothing, safe distance, push into bite Throwing objects - clear area, avoid dangerous items, hold items on table Striking/Hitting - block, attempt to move out of the way Restraining - Last resort, and ONLY when there is CLEAR danger. Discontinue ASAP, report to supervisor, write incident report |
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Data and Graphs |
Know how to graph in CR Y axis (ordinate) I I I Behavior I I I I_____________________________ x -axis (abscissa (abyss, bottom) Time/sec |
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Client dignity |
Maintain client dignity
- Always respect your client, speak to them like you would anybody else - Number one rule: Never go in assuming to know something about the client. Go in blank slate, LEARN, develop a plan. It's easier. (Don't go in with a plan and fight to stick to it, you never met them and don't know).
- Adjust your language and behavior to reflect age/skill level - If you're uncomfortable, go to your supervisor - NOT your job to change caregiver views, don't worry about that. - CAN teach them about ABA, and shape positive idea of it - respect cultural differences - share cleint information only with stakeholders(caregivers) and supervisors |
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Professional Boundaries |
Maintain professional boundaries
No dual relationships - no professional relationships that also involve friendships, romance, or business - make sure relationship boundaries are well defined - do not accept gifts, invitations, or food from clients/their caregivers (Handmade art from kiddo made for you in center okay. Gift giving is a social activity and happens in pretend play as well, so it's good to model how to receive a gift).- If you are having issues, refer to your supervisor - If you are having issues, refer to your supervisor |
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Session notes |
Generate objective session notes by describing what occured. Session notes must be objective; write what you OBSERVED (not what you feel) Include: goals worked on, and data that goes with those goals Ex. Jo worked on manding, and manded 3 times for his bear Report on the following: - How client responded to reinforcement - Antecedents and consequences - How data was collected (DTT, duration, frequency, etc) - was anything mastered? |
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