BCAT > BCAT study session > Flashcards

BCAT study session Flashcards

(123 cards)

Study These Flashcards
1
Q

What kind of disorder is Autism Spectrum Disorder (ASD)?

A

neurodevelopmental disorder

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

factors correlated with ASD

A
  • environmental
  • biological
  • genetic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

diagnosis of ASD

A
  • based on DSM-5
  • onset during early development
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

qualifying characteristics for diagnosing ASD

A

Persistent deficits in social communication and social interaction
- Must have deficits in all three of the following areas:
1) Deficits is social reciprocity
2) Deficits in nonverbal communicative behaviors used for social interaction
3) Deficits in developing, maintaining, and understanding relationships

Restricted, repetitive patterns of behaviors, interests, or activities
- Must show deficits in at least two of the four following behaviors:
1) Stereotyped/repetitive motor movements, use of objects, or speech
2) Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal/nonverbal behavior
3) Highly restricted, fixated interests that are abnormal in intensity or focus
4) Hyper- or hypo- reactivity to sensory input or unusual interests in sensory aspects of environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

three functional levels of autism

A

three levels based on deficits within the two symptom areas
- ASD Level 1
- ASD Level 2
- ASD Level 3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

two symptom areas of ASD

A

1) persistent deficits in social communication and social interaction
2) restricted, repetitive patterns of behaviors, interests, or activities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

ASD diagnosis: must have deficits in ___ of [persistent deficits in social communication and social interaction]

A

ALL three areas
1) Deficits is social reciprocity
2) Deficits in nonverbal communicative behaviors used for social interaction
3) Deficits in developing, maintaining, and understanding relationships

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

ASD diagnosis: must have deficits in ____ behaviors [restricted, repetitive patterns of behaviors, interests, or activities]

A

at least two of the four
1) Stereotyped/repetitive motor movements, use of objects, or speech
2) Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal/nonverbal behavior
3) Highly restricted, fixated interests that are abnormal in intensity or focus
4) Hyper- or hypo- reactivity to sensory input or unusual interests in sensory aspects of environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

ASD Level 1

A

requiring support; difficulty initiating social interactions, organization and planning problems can hamper independence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

ASD Level 2

A

requiring substantial support; social interactions limited to narrow special interests, frequent restricted/repetitive behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

ASD Level 3

A

requiring very substantial support; severe deficits in verbal and nonverbal social communication skills, great distress/difficulty changing actions or focus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

treatment of ASD

A
  • Applied Behavior Analysis (ABA)
  • evidence based vs. non-evidence based
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Evidence-based interventions

A
  • Supported by research in effectiveness
  • Measurable effects
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

non-evidence based interventions

A
  • Do not have evidence support
  • Although not always harmful to the client
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

principles of ABA

A

1) Applied (applicable)
- Applicable to the real world
2) Behavioral
- Has to do with observable human behaviors
3) Analytic (analyze data)
- Observable behaviors that can be analyzed for changes
4) Technological
- The methods used are written out in a way that is replicable
5) Conceptual systems
- Scientifically based (think back to the scientific method)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

two types of measurement procedures in ABA

A
  • continuous measurement procedures
  • discontinuous measurement procedures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

types of continuous measurement procedures

A
  • frequency
  • rate
  • duration
  • latency
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

frequency - continuous measurement procedure

A

counting every time the behavior occurs
- How often does the behavior happen?
- Ex. a client jumped 13 times

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

rate - continuous measurement procedure

A

number of times the behavior occurs, within a period of time
- Number of behaviors/time
- Ex. a client jumped 2 times per hour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

duration - continuous measurement procedure

A

length of time the behavior occurs
- How long did the behavior last
- Ex. the client jumped for 3 minutes
- IRT (inter response time)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

IRT (inter response time) –> duration (continuous measurement procedure)

A

time between behaviors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

latency - continuous measurement procedure

A

the time between an SD and the behavior
- How long did it take the client to respond
- Ex. the client took 3 minutes to begin jumping after I said “jump”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

continuous measurement procedures

A

instances of counting every occurrence of the behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

discontinuous measurement procedures

A

not every occurrence of the behavior is tracked

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
types of discontinuous measurement procedures
- partial-interval recording - whole-interval recording - momentary-time sampling
26
partial-interval recording - discontinuous measurement procedure
observer records if a targeted behavior occurs during any part of an interval of time - Yes or no; plus or minus - Yes/plus if behavior occurred; no/minus if behavior did not occur - Ex. if an interval is 15 minutes long, marked as yes/plus if behavior occurred at all
27
whole-interval recording - discontinuous measurement procedure
observer records if a targeted behavior occurs throughout the whole interval of time - Ex. if an interval is 15 minutes long, marked as yes/plus only if behavior occurred for the whole 15 minute interval
28
momentary-time sampling - discontinuous measurement procedure
observer records whether or not a behavior occurs at the moment the time interval ends - Ex. if an interval is 15 minutes long, marked as yes/plus only if behavior occurred when the interval ends (in that moment)
29
types of graphs in ABA
- line graphs - cumulative graphs - axis graphs
30
line graphs
- Accelerating (+) --> Trending upwards - Decelerating (-) --> Trending downwards - Neutral --> Staying at about the same point
31
cumulative graphs
- Always increasing or neutral - Never a negative trend - Ex. as client masters each target, the graph goes up
32
axis graphs
- X: date, session, or time - Y: correct responses, percentage
33
types of preference assessment in ABA
- direct - indirect - analysis - premack principle
34
direct preference assessment
- surveys - observation
35
indirect preference assessment
- asking parent - asking previous BT
36
analysis preference assessment
MSWO (multiple stimuli without replacement) → place multiple reinforcers in an array; client chooses an item and this item is removed from the array; repeat until only one item is left - Hierarchy of reinforcers - Shows which items are most preferred in order MSWR (multiple stimuli with replacement) → place multiple reinforcers in a line; client chooses an item and this item is presented again but with different items in the array - Hierarchy of reinforcers - Shows which items are most preferred based on selection number - Number of times a particular item is chosen represents how preferred it is
37
types of motivating operstions
- establishing - abolishing
38
establishing motivation operations
- Increase motivation - Ex. if the client hasn’t eaten all day, they’ll be more motivated to work for edible reinforcement
39
abolishing motivating operations
- Decrease motivation - Ex. if a client just had a big lunch before session, they’ll be less motivated by edible reinforcers
40
functional behavior assessment (FBA)
a systematic way of presenting situations (antecedents and consequences) to a client to observe their behavior and the potential function of their behavior
41
my role as a BCAT in functional behavior assessment
- collect ABC data (antecedent, behavior, consequence) - suggest potential functions of behavior
42
types of FBA
- indirect - direct - analysis
43
indirect FBA
assessments completed by those familiar with the client (interviews, survey, questionnaire, etc.) - Results in hypothesis of function
44
direct FBA
direct observation of the client, collecting data on antecedent and consequence situations - ABC, scatterplot, test, etc. - Results in hypothesis of function
45
analysis FBA
systematic procedure of manipulating antecedent and consequence situations, measuring the effects (experimental) - Results in confirmed function
46
functions of behavior
- escape - tangible - sensory/automatic - attention
47
escape
getting away from something
48
tangible
something physical that the client can touch like an item
49
sensory/automatic
intrinsically reinforcing; do not need another person to reinforce this behavior as the behavior itself is reinforcing
50
attention
seeking or getting attention
51
importance of understanding the function of a behavior
to know what to prompt instead or what interventions to use for the problem behavior
52
skill acquisition in ABA
targeting a behavior for increase
53
components of a skill acquisition plan
- Current SD and Response - Current target - Teaching setting - Reinforcement schedule - Previous session notes/graphs
54
types of reinforcers
- unconditioned reinforcers - conditioned reinforcers
55
unconditioned reinforcers
unlearned and innately reinforcing - Ex. food, water, shelter
56
conditioned reinforcers
learned by previously being paired with other stimuli - Ex. money, attention, tone of voice, etc.
57
contingencies of reinforcement
- unconditioned reinforcement --> reinforcement is given without a behavior having to occur; there are no conditions that need to be met to get reinforced Ex. sip of water - conditioned reinforcement --> reinforcement is given when a specific behavior occurs; a condition needs to be met first to get reinforcement Ex. receiving a break when the client requests a break since they met the condition of requesting
58
operational contingencies
- positive reinforcement - negative reinforcement - positive punishment - negative punishment
59
purpose of reinforcement in operational contingencies for behavior
increase or maintain behavior
60
purpose of punishment in operational contingencies for behavior
decrease behavior
61
positive
adding something to the environment
62
negative
removing something from the environment
63
positive reinforcement
adding a preferred stimuli which increases future occurrence of the behavior
64
negative reinforcement
removing an aversive stimuli after a behavior occurs that increases future occurrence of that behavior
65
positive punishment
adding an aversive stimuli that decreases future occurrence of the behavior - overcorrection - positive practice - blocking
66
negative punishment
removing a preferred stimuli which decreases future occurrence of the behavior - time-outs - response cost
67
overcorrection
requires an individual to engage in a corrective behavior that goes beyond simply fixing the inappropriate action, with the goal of decreasing that behavior and teaching more appropriate alternatives - Fix consequences of actions and improve the environment so that it is better than how it was found
68
positive practice
a person repeatedly practices the correct, appropriate response after they have engaged in an inappropriate one
69
blocking
physically preventing a maladaptive behavior from occurring by interrupting it
70
time-outs
removing client from a reinforcing environment to decrease inappropriate behaviors - Time-out environment must be less reinforcing than the time-in environment
71
response cost
a reinforcer is removed after an undesirable behavior occurs with the goal of decreasing that behavior
72
schedules of reinforcement
when the behavior is reinforced
73
four schedules of reinforcement
1) fixed ratio 2) variable ratio 3) fixed interval 4) variable interval
74
fixed ratio
the client is reinforced on a fixed schedule of how many times the behavior occurs - Ex. every 1 response (FR1), every 5 responses (FR5)
75
variable ratio
the client is reinforced on a variable schedule of how many times the behavior occurs - Ex. on average every 3 response (VR3), on average every 5 responses (VR5)
76
fixed interval
the client is reinforced on a fixed amount of time - Ex. every 2 minutes (FI2), every 10 minutes (FI10)
77
variable interval
the client is reinforced on a variable amount of time - Ex. on average every 2 minutes (VI2), on average every 10 minutes (VI10)
78
key term for fixed in schedules of reinforcement
"every"
79
key term for variable for schedules of reinforcement
"on average"
80
types of teaching procedures
- discrete trial training (DTT) - naturalistic (NATS) - chaining - discrimination training - stimulus control transfer - prompting - generalization/maintenance - shaping
81
discrete trial training (DTT)
- Structured setting - Frequent trials - Doing Trials Table
82
naturalistic (NATS)
running programs as the opportunity comes up - Incidental teaching
83
chaining
breaking down a task into smaller steps (task analysis) and teaching it in those smaller steps - Forward, backward, or total - Only teach one step at a time - You prompt only the step you are working on; Fading prompt until client does it themselves - You do all the other steps for/with the client (most intrusive prompt like full physical)
84
forward chaining
teach first step first
85
backward chaining
teach last step first - Still do the procedure in order, but do all of the steps for them first (or with most intrusive prompt) then prompt the last step that is currently being taught; teach steps in order from last to first
86
total chaining
prompting as needed throughout the procedure - Could need prompting at any step, but could also do any step independently
87
discrimination training
teaching how to tell apart different SDs by prompting and reinforcing - Teaching to know the difference - ex. teaching a child to differentiate between a red and a blue block by asking them to "point to red" and reinforcing them with praise when they correctly touch the red block
88
stimulus control transfer
repeating SD while fading prompt and ending on independent response
89
steps for stimulus control transfer
- SD with prompt - SD with faded prompt - Distractor SD - SD without prompt
90
prompting
helping the client respond correctly by guiding them to the response - Hierarchy, prompt fading, errorless learning - Known skills → least to most intrusive prompts - New skills → most to least intrusive prompts
91
prompt hierarchy
Physical > verbal > visual > model > gestural > positional
92
generalization/maintenance
running previously mastered targets in way that they were not taught - Across people - Across settings - Across stimuli
93
shaping
reinforcing attempts of the behavior until you get closer to the final product - Ex. teaching to say the word “ball”: Say “say ball”, reinforce “bbb”, but when client is able to say “baa” stop reinforcing “bbb” and only reinforce “baa”, then when client is able to say “ball” stop reinforcing “baa” and only reinforce “ball”
94
behavior reduction
targeting a behavior for decrease
95
components of a behavior reduction plan (BIP)
- Behavior definition - Function of behavior - Onset/offset - Reduction method - Antecedent/consequence interventions
96
defining behavior
- Objective, clear, concise - Measurable, observable - Does not include feelings or thoughts
97
behavior reduction methods
- antecedent interventions - motivating operations - extinction - differential reinforcement
98
antecedent interventions
interventions done prior to the behavior occurring, preventative - Ex. warnings, visual schedules, priming (letting client interact with activity that is about to occur for a little while), arranging environment
99
motivating operations
how motivated is the client to work; Are the reinforcers going to be effective? - Abolishing operations - Establishing operations
100
extinction
blocking all reinforcement for behavior - Tangible, escape, and attention - extinction burst - spontaneous recovery
101
extinction burst
increase in intensity and variability of behavior in client because previous behavior is not working anymore
102
spontaneous recovery
when a previously extinct behavior spontaneously comes back - Must continue with the extinction procedure so that the behavior goes away again
103
differential reinforcement
reinforcing desirable behaviors while withholding reinforcement for problem behaviors - differential reinforcement of alternative behavior (DRA) - differential reinforcement of other behavior (DRO) - differential reinforcement of incompatible behavior (DRI)
104
differential reinforcement of alternative behavior
reinforcing an appropriate behavior that gets the same function as problem behavior - Ex. functional communication training, manding
105
differential reinforcement of other behavior (DRO)
doesn’t get the same function as problem behavior but is something they can do instead - Main point: reinforce the complete absence of the target behavior (zero behavior) - Ex. waiting, coping strategies - Example: Target behavior: yelling BT’s name loudly DRO: client waits until BT comes up to them - Example: Target behavior: grabbing toys from a peer DRO: client chooses another activity that is available to them
106
differential reinforcement of incompatible behavior (DRI)
a behavior that cannot occur at the same time as the problem behavior - Ex. sensory toys - Example: Target behavior: yelling BT’s name loudly DRI: singing a song out loud - Example: Target behavior: grabbing toys from a peer DRI: putting hands in pocket/hold another toy
107
verbal behavior
behavior that is socially mediated by another individual
108
types of verbal behavior
- mand - tact - intraverbal - echoic - transcription - textual
109
tact (verbal behavior)
labeling or identifying with senses
110
mand (verbal behavior)
a demand/request for something
111
intraverbal (verbal behavior)
differentially responses between people - ex. "What's your name?" "John"
112
echoic (verbal behavior)
word for word repetition
113
transcription (verbal behavior)
writing down words that are heard
114
textual (verbal behavior)
reading written words
115
documentation guidelines
1) communication 2) session notes 3) HIPAA
116
communication - documentation guidelines
- timely - ongoing - professional
117
session notes - documentation guidelines
- accurate - unique - timely
118
HIPAA - documentation guidelines
- codes - protected
119
reporting/professional conduct guidelines
1) 5% supervision 2) professional boundaries 3) client dignity 4) scope of practice
120
5% supervision - reporting/professional conduct guidelines
- direct therapy - 1:1 meetings - team meetings
121
professional boundaries - reporting/professional conduct guidelines
- No dual relationships - No accepting gifts - Professional conversations - Redirecting to supervisor
122
client dignity - reporting/professional conduct guidelines
- Respecting client - Not telling friends and family about clients
123
scope of practice - reporting/professional conduct guidelines
- Only performing BCAT tasks - Requesting trainings - Not overstepping
BCAT
flashcards
Decks in class (1)
# Cards
Brainscape helps you reach your goals faster, through stronger study habits.
© 2026 Bold Learning Solutions. Terms and Conditions