1
Q
Deficits in social-emotional reciprocity.
A
- failure of normal back and forth conversation.
- reduced sharing of interests
- failure to initiate interactions
2
Q
Deficits in nonverbal communication used for social interaction.
A
- abnormalities in eye contact
- not able to understand body language
- lack of facial expressions.
3
Q
Deficits in developing and maintaining relationships.
A
- difficulty adjusting bx for social context
- difficulty with imaginary play
- difficult making friends
- absence of interest in peers.
4
Q
Stereotyped or repetitive motor movements.
A
- simple motor stereotypes: lining up toys, flipping objects
- echolalia: repeating what is said by someone else
- idiosyncratic phrases: words used in a meaningful, but unusual way )warm adventure for bath)
5
Q
Insistence on sameness
A
- inflexible adherence to routines
- verbal patterns
- distress at small changes
- greeting rituals
- same food
6
Q
Fixated interests
A
- highly restricted, abnormal
- preoccupation with unusual objects
- perseveration
- talking excessively about one topic
7
Q
Hyper or hyperactivity to sensory input
A
- indifference to pain or temperature
- adverse response to sounds
- excessive touching of objects
- visual fascination with lights
8
Q
Level 3 Severity of Bxs
A
- Requiring very substantial support
- severe deficits in communication
- minimal social responses
- inflexible bx
- severe difficulty coping with change
- social interaction is only used to meet personal needs
9
Q
Level 2 Severity of Bxs
A
- Requiring substantial support
- deficits in verbal and nonverbal communication
- limited social interactions
- abnormal social responses
- speaks about special interests
- difficulty coping with change
- deficits obvious to casual onlooker
10
Q
Level 1 Severity of Bxs
A
- Deficits cause noticeable impairments without supports in place
- difficulty initiating interactions
- decreased interest in social interactions
- some inflexibility
- difficulty switching between activities
11
Q
Focused Based Program
A
- less than 25 hours a week
- focuses on a limited number of skills
12
Q
Comprehensive Program
A
- 25-40 hours a week
- focuses on treatment across multiple areas
- ex: social, emotional, adaptive
13
Q
Dr. Ivar Lovass
A
- UCLA
- early intervention research
- research showed 40 hours of intervention has better results than 10 hours
- IBI: Intensive behavior intervention should be done at 30-40 hours a week for multiple years for best outcome
14
Q
Foundational Autism Research
A
- CDC estimates that 1 in 68 have ASD
- boys are 5 times more likely to develop ASD than girls
- GI disorders, seizures, sleep disturbances, ADHD, and anxiety often accompany ASD
15
Q
Evidence Based Interventions
A
-use of systematic decision-making processes which have been shown to consistently improve client outcomes
16
Q
National Standards Project
What interventions are evidence based
A
- Antecedent package
- Behavioral Package
- Comprehensive Behavioral Treatment for Young Children
- Joint Attention Intervention
- Modeling
- Naturalistic teaching
- Peer Training
- Pivotal Response Treatment
- Schedules
- Self-Management
- Story-based
17
Q
Positive Reinforcement
A
- Something is added and bx increases
- Give a cookie for sitting down, cx sits down more in future
18
Q
Negative Reinforcement
A
- Something is taken away and bx increases
- Remove veggie when cx eats meat, cx eat more meat
19
Q
Positive Punishment
A
- Something is taken away and bx increases
- Yelling at someone for being late, cx is late less often
20
Q
Negative Punishment
A
- Something is taken away and bx decreases
- Parent takes away popsicle when cx is running, cx stops running with popsicle.
21
Q
Reinforcer
A
- Presented after bx to increase the bx
- ipad, cookies, toy
22
Q
Punisher
A
- Presented after bx to decrease bx
- reprimands
23
Q
Conditioned Reinforcers
A
- Learned to be paired with something good
- Money, tokens
24
Q
Unconditioned Reinforcers
A
- Not learned, innately reinforcing
- food, hugs
25
Extinction
- Withholding of reinforcement
| - Cx screams to get attention, attention not given
26
Deprivation
- A lack of something
- Not eating all day
- More likely to engage in bxs to get item
27
Satiation
- Excessive exposure
| - Less likely to engage in bxs to get item
28
Contingency
- Defined bx will produced a specified consequence
| - complete work=get paid, don't complete work=don't get paid
29
Motivating Operation
- Affects value of reinforcer
| - Hungry makes food more valuable
30
Antecedent
-What occurs before the bx
31
Behavior
-Anything someone does that is observable and measurable
32
Consequence
-What occurs after the bx
33
3 Term Contingency
-ABC Data
34
Stimulus
-Things in person's environment that can be manipulated
35
Discriminative Stimulus
- SD
| - Signals a particular bx will be reinforced
36
Stimulus Control
-SD results in bx more often than where is no SD
37
Discrimination Training
-Teach cx one item first, then add distractor, then mix mastered SDs with new SD
38
Discrete Trial Training
- First mastering subcomponents of the target skill
- Skills are linked together for complex skill
- Teaching sounds of a request before the full request
39
Natural Environment Training
- Skills are taught in a more natural environment in a playful manner
- Reinforcers are related to the skill (Say bubble, gets bubbles)
40
Fluency Based Training
- Correct responding at a high rate
| - Flashcards
41
Generalization
-Skill can be used across people and places
42
3 Step Parent Consul Model
- Introduction/Check in
- First model for parents, then have them try
- Debrief, follow up plan
43
Pre-Mack
-First-then
44
Preference Assessment
- Providing choice of two items
| - Observe what cx is interested in
45
Errorless Learning
- Early and immediate prompting of the target bx so response is guaranteed correct
- Cx does not get any trial incorrect
46
Most to Least Prompting
- Full physical
- Partial physical
- Gestural
- Positional
47
Least to Most Prompting
- Positional
- Gestural
- Partial Physical
- Full Physical
48
Prompt Fading
-Reduction of prompt until it is eliminated
49
Time Delay Prompt
-Delay before giving prompt after SD
50
Chaining
- Putting several behaviors together to form one larger behavior
- brushing teeth, toilet
51
Shaping
- Reinforcing successive approximations of the target
| - Teaching words one syllable at a time
52
Pacing
-How frequently trials are delivered
53
AAC
- Alternative augmentative communication
- To supplement or replace speech
- Devices, PECS, sig language
54
Functional Approaches to Teach Language Skills
- Teach in real life situations
| - Functional (What they use in their personal life)
55
Mand Training
- Requesting
| - Reinforced with what is being requested
56
Tact Training
-Labeling
57
Intraverbal Behavior
- Conversation
- Starting with fill-ins
- Answering questions, telling stories, singing songs
58
Teaching Joint Attention
-Coordinating attention between an object and person
59
Types of Play
- Independent
- Pretend
- Interactive
- Constructive
- Electronic
60
Gross Motor Skills
- Large body parts
| - Arms, legs
61
Fine Motor Skills
- Smaller movements
| - Wrists, hands
62
Adaptive Skills
- Personal
- Domestic
- Community
- Safety
63
Social Skills
- Language
- Interaction
- Self-Esteem
- Social rules
- Group skills
- Absurdities
64
Cognition Skills
- Desires
- Emotions
- Senses
- Cause and Effect
- Sarcasm
65
Executive Function Skills
- Related to cognitive process
- Planning
- Memory
- Problem Solving
66
Curriculum Modification
- Modifying for cxs skillset
| - Breaking up into smaller portions
67
Target Behavior
-Bx that we are trying to decrease
68
Operational Definition
-How a bx is defined: clear, objective, measurable
69
Functional Behavior Assessment
-How BCBA finds the function of a specific bx
70
Escape Function
-Bxs to avoid or escape work or activities
71
Attention Function
-Bxs used to access social attention
72
Access to Tangible Function
-Bxs used to get access to item or activity
73
Automatic Function
- Bxs provide own reinforcement
| - Sensory
74
Antecedent Interventions
- Become before the bx to reduce it from occurring
- Priming
- Premack
- Visual Board
75
Functional Communication Training
- Teaching cxs to functionally communicate their needs
| - Teach cxs to say "cookie" instead of crying for cookie
76
High-P Request Sequence
- Behavioral Momentum
- Cx first engages in bxs that have high success rate, then low success rate
- Cookie, cookie, cookie, cookie, broccolo
77
Noncontingent Reinforcement
- Reinforced for free
| - not contingent on bx or response
78
Replacement Behavior
- Matches the cxs function for Mal bx
| - screaming for attention to asking for attention
79
Escape Extinction
- Not allowing cx avoid activity contingent on the target bx
| - CX screams when homework is presented,, keep presenting homework
80
Attention Extinction
-Not providing attention to cx when fx of bx is attention
81
Access to Tangible Extinction
-Not giving access to the item when fx of bx is access
82
Extinction Burst
-An increase in target bx when access to reinforcement is denied
83
Continuous Reinforcement
- Reinforcing every correct response
| - When teaching a new skill
84
Intermittent Reinforcement
- Reinforcing some, but not all correct responses
| - Once skill is in repertoire
85
Differential Reinforcement of Alternate Behavior
- Reinforcing alternate bx instead of Mal bx
| - Reinforcing saying cookie when cx usually bites for cookies
86
Differential Reinforcement of Incompatible Behavior
- Reinforcing for a bx that can not happen at the same time as target bx
- Reinforcing squeezing hands instead of flapping
87
Differential Reinforcement of Other Behavior
-Reinforcing absence of bx
88
Response Blocking
-Physically blocking to prevent completion of bx
89
Redirection
-Leading cx to appropriate bx
90
Overcorrection
- Having cx engage in effortful bx that is related to Mal bx
| - Having cx pick up everything on the floor, but just one item thrown
91
Response Cost
-Loss of reinforcers
92
Time-out Reinforcement
-Removing cx from reinforcing situation
93
Spontaneous Recovery
-Re-emergence of a previously extinguished bx
94
Measurement Dimensions
- Rate: number of occurrences over amount of time
- Duration: time including onset and offset
- Percentage: correct/total opportunities
95
Measurement Procedures
- Event recording: how often bx occurs within a period of time
- Timing: duration, response latency, inter response time
- Time sampling: presence or absence of bx measured during an interval
96
Whole Interval Time Sampling
- Bx occurs for the whole interval
| - Sitting for entire five minutes, then marked correct
97
Partial-Interval Time Sampling
-Bx occurs for any part of an interval
98
Momentary Time Sampling
- Bx occurs at the end of an interval
| - End of one minute cx is sitting, mark correct
99
Skills Acquisition Data
-Percent of opportunity, rate, or interval recording
100
Problem Behavior Data
-Duration, rate, interval recording
101
Interobserver Agreement
- IOI
- Degree to which two or more observers report the same values after measuring same events
- Reliability with data
BCAT
flashcards
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