1
Q
Stimulus Equivalence
A
-ability to treat different stimuli as equivalent or interchangeable
-Reflexivity
-Symmetry
-Transitivity
2
Q
Reflexivity
A
ability to recognize a stimulus as being equivalent to itself
3
Q
Symmetry
A
If a person can identify that Stimulus A is equivalent to Stimulus B, they should also recognize that Stimulus B is equivalent to Stimulus A
4
Q
Transitivity
A
ability to derive relationships between stimuli that have not been directly taught or explicitly paired together
5
Q
Stimulus Nonequivalence
A
stimulus-stimulus relations in which stimuli are not functionally equivalent or interchangeable. They involve responding differently to stimuli based on their distinct properties or functions
-Mutual Entailment
-Combinatorial Entailment
6
Q
Mutual Entailment
A
Symmetry - If a person can identify that Stimulus A is equivalent to Stimulus B, they should also recognize that Stimulus B is equivalent to Stimulus A
7
Q
Combinatorial Entailment
A
Transitivity - ability to derive relationships between stimuli that have not been directly taught or explicitly paired together
8
Q
Choice
A
Momentary distribution of responses to concurrent schedules of reinforcement
9
Q
Preference
A
Organism exhibits a pattern of more responses to one schedule than other that are available
10
Q
Observational Learning
A
Imitation, attending to model and its consequences, and discrimination
11
Q
Generalized Imitation
A
No training
12
Q
Stimulus Generalization
A
Different / new stimuli lead to the same (type of) behavior
13
Q
Response Generalization
A
Same stimulus leads to different / new behaviors
14
Q
Elicited
A
Respondent behavior
-unlearned
-automatic
15
Q
Evoked
A
Operant behavior
-learned
16
Q
Nonoccurrence Agreement
A
Report high response rate
17
Q
Occurrence Agreement
A
Report low response rate
18
Q
Variable Interval
A
Steady
19
Q
Variable Ratio
A
fast and steep
20
Q
Fixed Ratio
A
-post reinforcement pause
-steps
21
Q
Fixed Interval
A
-post reinforcement pause
-scallops
22
Q
Mean Count-Per-Interval IOA
A
-find percent of agreement for each interval
-add them up
-divide by number of intervals
23
Q
Scored Interval IOA
A
number of intervals both recorded occurrence divided by number of intervals where at least one recorded an occurrence
24
Q
Unscored Interval IOA
A
number of intervals both recorded nonoccurrence divided by number of intervals where at least one recorded a nonoccurrence
25
Total Duration IOA
shorter divided by longer duration
26
Mean Duration-Per-Occurrence IOA
-find the duration IOA of each interval
-add them up
-divide by number of behaviors
27
Trial-by-Trial IOA
number of trials in agreement divided by number of trials
28
Exact Count-Per-Interval IOA
number of intervals with 100% IOA divided by number of intervals
29
Total Count IOA
smaller count divided by larger count
30
Interval-by-Interval IOA
number of intervals in agreement divided by total number of intervals
31
According to radical behaviorism, privately talking to yourself is
Overt verbal behavior
32
According to radical behaviorism, emotions and feelings are
mediating internal stimuli that directly lead to observable behaviors
33
Operant Extinction
Withholding all reinforcement from a previously reinforced behavior maintained by its consequences
34
Concurrent Schedule of Reinforcement (Simultaneous Treatments)
Two or more contingencies, simultaneously or independently, or for two or more behaviors
35
Multiple Schedules of Reinforcement
utilizing two or more schedules of reinforcement in a random and/or alternating order with a signal of which schedule is operating
36
Mixed Schedules of Reinforcement
utilizing two or more schedules of reinforcement in a random/alternating order without correlated discriminative stimuli
37
Chained Schedules of Reinforcement
contingent on completing all components in order and successfully
38
Convergent Multiple Control
Different variables can trigger the same response
39
Divergent Multiple Control
One variable can lead to a variety of responses
40
When studied in a lab, response allocation to concurrent variable interval schedules occurs
in proportion to the reinforcement available on each schedule
41
Conditioned Motivating Operant
a state that temporarily alters the value of stimuli
-establishing and abolishing
42
CMO-S
Surrogate
-when a stimulus is paired with an already established MO
43
CMO-T
Transitive
-establishes or abolishes the effectiveness of another stimulus, therefore evoking or abating the behavior that was reinforced by the other stimulus
-if you are given a steak, the value of a sharp knife increases
44
CMO-R
Reflexive
-comes before an aversive stimulus or event, pairing with that worsening situation
45
Response Deprivation Hypothesis
Any behavior can act as a reinforcer if access to that behavior is restricted
46
Partial Interval Recording tends to
-Overestimate most behaviors
-Underestimate high frequency behavior
47
Time sampling measurement refers to recording the occurrence of behavior when exhibited
during an entire interval, part of an interval, or at a particular moment at the end of the interval
-whole, partial, momentary
48
If the goal is to reduce behavior, measure with
Partial interval recording
49
If the goal is to increase duration of behavior, measure with
Whole interval recording
50
Most to least accurate measurement for discrete behaviors
-event recording
-short partial interval recording
-long partial interval recording
-momentary time sampling
51
Reactivity
The presence of an observer may influence the behavior being observed
52
Complexity
Complex data collection systems can increase the possibility of errors in data collection
53
Expectancy
Preconceived notions about the behavior and/or person being observed may bias data collection
54
IOA Data should be collected in how many trials
20-30% of session and at least once per condition
55
Minimum acceptable IOA for publication
80%
56
IOA is influenced by
-complexity of procedure
-number of behaviors observed
-number of individuals observed
57
Accuracy
measurements reflect or closely approximate true values
58
Reliability
measurement system yields consistent results
59
Validity
measures what it claims to measure
60
Believability
consumers of data have confidence that data is credible
61
Scale breaks on the vertical axis
Represent variability that is of social significance
62
Scale breaks on the horizontal axis
Represent discontinuity of time
63
Standard Celeration Chart
analysis of variability at very high and very low rates
64
Graphing number of behaviors that occur within a specific time period
-Line graph
-Equal Interval Graph
-Standard Celeration Chart
-Cumulative Record
65
Bar Graphs
Displaying summary data
66
Equal Interval Graphs
line graph where both of its axes are numbered with equal interval scales
67
The vertical axis should be _______ the length of the horizontal axis
5/8
68
Condition labels should be
specific, centered, and parallel to the horizontal axis when possible
69
Non-cumulative Graph
1s and 0s, occurred or didn't occur
70
Cumulative Graph/Record
shows variability in data that reflect a single opportunity per session
-slope is proportional to the rate of responding
-total money earned, lives saved, math facts learned over a period of time
71
Ordinate
Cumulative number of responses over several sessions
72
Separate minor modifications to experimental conditions with a
broken vertical line
73
Separate experimental conditions with a
solid or broken vertical line
74
Quantitative
involves numbers
75
Qualitative
involves categories
76
Procedural Fidelity
-management of environment
-implementation of instructional protocols
-consistent responses to problem behavior
77
A mand is under the control of
a motivating operation and specific reinforcement
78
A tact is under the control of
a nonverbal event, object, relation, or property, and generalized reinforcement
79
Good behavioral definitions include descriptions that are
-objective
-clear
-complete
80
Separate experimental conditions with
a solid or broken vertical line
81
Minor modifications to a condition are represented with
a broken vertical line
82
Maturation
changes within the individual that occur during the experiment or intervention
83
Setting Confounds
uncontrolled aspects of the natural environment
84
Instrumentation
inaccurate measurement by devices or human observers
85
Alternating Treatments (multielement, multiple schedule)
rapid alternation between two or more treatments
-can start right away, use unstable data, quick
-controls for maturation, instability, sequence events
86
Multiple Baseline Design
staggered implementation of the intervention in a step-wise fashion across subjects, settings, or behaviors
-doesn't require withdrawing effective treatment to demonstrate experimental control
-assesses progress of generalization
87
Client Attrition
refers to the loss of experimental subjects before the experiment is finished
88
Bootleg Reinforcement
refers to a participants gaining access to reinforcement independent of the experimental contingencies
89
Descriptive Analysis
Amount of behavior that occurs under one environmental condition or treatment variable but does not manipulate that condition
*describing
90
Correlational Analysis
Compares amount of behavior that occurs under at least 2 conditions but doesn't manipulate them
*comparing
91
Experimental Analysis
manipulates environmental conditions to compare amount of behavior in each
*manipulates
92
Hypothetical Analysis
a guess that 2 events go together
*assumed
93
Experimental Control Requires
-repeated presentation of intervention (IV)
-measurement of dependent variable
-controlling extraneous variables
94
Baseline Logic
-Prediction - anticipating future behaviors
-Verification - levels would not have changed without IV
-Replication - same results
95
Group or single subject designs are more likely to detect small treatment effects?
Group
96
Group or single subject designs are more likely to produce false negative?
Single Subject (Type II Error)
97
Assumptions in Experimental Methods
-individual and continuous phenomenon
-variability is the result of environmental influences (extrinsic)
98
Steady State Responding
Repeated exposure to conditions, elimination of extraneous influences, and obtaining a stable pattern of behavior before adding or changing conditions
99
Changing Criterion Design
-rate of existing behavior
-institute criterion contrary to general trend
-changing criterion only after stability
-vary sizes of criterion changes
100
Multiple Treatment Reversal Design
compares 2 or more interventions to baseline
101
Component Analysis
systematically removing or adding components of treatment
102
Parametric Analysis
determines effective range of values of independent variable
103
Comparative Analysis
whether one intervention is as effective as another
104
Value Altering
Establishing and Abolishing
-in the moment change in effectiveness of reinforcer
105
Behavior Altering
Evocative and Abative
-in the moment change in occurrence of behavior
106
External Validity
-direct and systematic replication
-generality of findings
-functional relation remains consistent under different conditions
107
Threats to Internal Validity
-multiple intervention interference
-maturation
-loss of subjects
-coincidentally intervening
-setting confounds
-instrumentation
-poor treatment integrity
108
4 Core Principles of Ethics Code
-benefit others
-compassion, dignity, respect
-integrity
-competence
109
Integrity
fulfill responsibilities to communities
110
Benefit Others
collaborating to protect welfare and rights of client
111
Compassion, Dignity, Respect
Respect privacy, help make informed decisions
112
Competence
Remain within professional scope and sequence
113
Consulting for Ethical Dilemmas
-Research literature
-Other decision-making models
-Trusted colleagues
114
3 Types of CEU's
-learning
-teaching
-scholarship
115
___ CEU credits every ___ years, ___in ethics, ___in supervision
32 CEU credits every 2 years, 4 in ethics, 3 in supervision
116
BCaBA's - ___ CEU credits every ___ years, ___in ethics
20 CEU credits every 2 years, 4 in ethics
117
Third Level of Selectionism
maintaining cultural behaviors (Skinner)
118
Cultural Competence
-knowledge (learning)
-awareness (acknowledgement/reflection)
-skills (application)
119
Valid reasons for disclosing information without consent
-provision of needed services
-protect client and others from harm
-resolving payment/contractual issues
-when ordered by a judge
120
Contraindicated
Treatments that should not be used
121
Higher Prevalence in people with disabilities
-ear aches
-multiple medical issues
-epilepsy
-sleep disorders
-accidental injury
-acid reflux
-constipation
-allergies
122
Contrived Free-Operant Observation
environment is salted with a variety of potential reinforcers and an observer records duration of engagement with each one
123
Multiple Schedule Reinforcer Assessment
Determines relative effects of contingent versus noncontingent presentation of a stimulus
124
Rating Scales for Behavior
-MAS
-MARS
-FAST
-QABF
-PBQ
125
Ecological Assessment
Considers all aspects of life that could effect behavior
126
Descriptive Functional Assessment
-conducted in natural setting
-provide info for more refined behavioral assessments
-objective and quantitative info about behavior, antecedents, and consequences
-tend to incorrectly indicate attention as reinforcer
-fail to detect when behavior is maintained by intermittent reinforcement
-cant detect casual relationships
127
Primary way of obtaining info for behavior assessment
-interviews
-checklists
-tests
-direct observations
128
Narrative Recording
-Descriptive analysis
-Anecdotal recording
-ABC recording
129
Descriptive Assessments
-assesses function of serious problem behaviors that occur infrequently
-when resources to conduct FA are unavailable
-ABC continuous recording
-ABC Narrative recording
-Scatterplot recording
130
Continual Probability
-the likelihood that one event occurs, given another event
-the likelihood that a particular event has occurred or will occur given the instance of the target behavior
-the likelihood that a specific consequence will occur after an instance of the target behavior
131
Contingency Space Analysis
-Shows the likelihood of a specific event occurring with a behavior and the likelihood of that same event occurring in the behaviors absence
-can be conducted with data obtained via ABC continuous recording
-can indicate the probability of a positive, negative, or zero contingency
132
Brief Functional Analysis
-takes little time
-hypothesis might be derived from an analysis of antecedents
-avoidance of establishing a significant reinforcement history for the undesirable behavior
133
Control condition
Play
134
Escape Condition
-task demands are delivered continually until target behavior occurs
-SD is providing continuous demands
135
Consequences in FA sessions are delivered ___________
continuously
136
Incorporated in FA conditions
-MO
-Reinforcing consequences
-discriminative stimuli
137
High rates of target behavior during play condition
Automatic reinforcement
138
Attention Condition
SD is someone in the room doing something else
139
Most common experimental design for FA's
multi-element/alternating treatments design
140
Ecological Validity
extent to which conditions in the experimental setting match the conditions that influence the behavior in the natural setting
141
Interview Informed Synthesized Contingency Analysis
assesses behavior using a test condition w/multiple contingencies implemented at the same time alternated with a control condition where non-contingent access to reinforcers is provided until a clear pattern emerges
142
Habilitation
measure of how well a person has achieved his potential of producing reinforcement for himself and others and minimizing punishment
143
Multiple Schedule Reinforcer Assessment
multiple reinforcers are available for a single behavior at separate times
144
Comprehensive Behavioral Assessment identifies
-potential reinforcers/punishers
-competing contingencies
-maintenance and generalization factors
145
Primary ways of obtaining info for behavioral assessment
-interviews
-checklists
-tests
-direct observation
146
Experimentally determining function of behavior
-functional analysis
-experimental analysis
-analogue assessment
-in-situ hypothesis testing
147
Conditional Probability
is an incomplete analysis of the consequences or antecedent event in relation to the target behavior
-one event occurs, given another event
-a specific consequence will occur after an instance of a target behavior
-a particular event has occurred or will occur, given the instance of the target behavior
148
Functional Analysis Procedures
-brief functional analysis
-latency-based functional analysis
-interview informed synthesized contingency analysis
-trial-based functional analysis
-functional analysis of precursor behaviors
149
Analog Assessment
simulation of antecedent and consequence events occurring in the natural environment
150
Research shows that services by BCBA for kids with ASD
-produce minimal positive effects when supervision hours beyond recommended intensity are added
-correlates with mastery of significantly more objectives
enhanced with increased years of practitioner experience
151
Steps involved in the evidence-based staff supervision protocol include
-continually evaluating staff performance
-correcting deficiencies in staff performance
-identifying staff behaviors that achieve consumer outcomes
152
Competency Based Learning
-describe skills
-written description
-demonstrate skill
-observe performance
-feedback
-repeat to proficienfy
153
Adequacy Feedback
was it correct
154
Diagnostic Feedback
specifically what was incorrect
155
Most to least objective and reliable measure
-frequency count
-behaviorally anchored rating scale (BARS)
-rating scale that is not behaviorally anchored
-ranking
156
Performance Management Point System
sensitivity to slight improvements in a single sub-skill
157
Behaviorally Anchored Rating Scale (BARS)
more likely to yield reliable results than a ranking
158
Performance Analysis/Diagnostics
-individual
-system
-process
159
Performance problems are result of
-positive, immediate, certain consequences
-negative, future, uncertain consequences for undesirable behavior
160
Behavior Skills Training
often necessary but not always sufficient
161
FCT
-teaching an alternative to the problem behavior
-antecedent intervention
-doesn't alter the MO that evokes the problem behavior
-uses dense reinforcement schedule (FR1)
162
Possible disadvantage of punishment
-increased short-term costs
-generating public antipathy
-recovery or resurgence of the target behavior
-inappropriate stimulus generalization
-general response suppression
-habituation to aversive stimuli
-diminishing self esteem
-countercontrol
163
Types of relapse
Resurgence - reinforcement for replacement behavior is discontinued
Renewal - aspects of the context are altered
Reinstatement - reinforcement from previously extinguished behavior resumes
Spontaneous recovery - sudden increase in extinguished behavior
164
To lower probability of treatment relapse
-provide an extinction cue
-train in multiple settings
-use discriminative stimuli w/DRA contingencies
-program common stimuli
165
Resurgences are most likely when
going from DRA contingencies to DRO contingencies
166
Design used for self injurious behaviors where reversal is dangerous
Alternating Treatments Design
167
Treatment integrity
the reliability of implementation of the independent variable
168
Differential Reinforcement of Diminishing Rates of Behavior (DRD)
-Full-session DRL
-Interval DRL
-DR of diminishing rates
169
Differential Reinforcement of Low Rates of Behavior (DRL)
-providing reinforcement if responding is at or below the criterion for the interval
-Spaced-responding DRL - reinforcement is delivered following the first response that occurs after the elapse of the minimum IRT
170
Differential Reinforcement methods least likely to result in eliminating behavior
-DRL
-Spaced-responding DRL
171
Differential Negative Reinforcement of Alternative Behavior (DRNA)
escape as a reinforcer
172
DRO
-relatively rapid
-fails deadman's test
-Momentary - criterion is absence of behavior at the end of the interval
-Interval - criterion is absence of the behavior for the whole interval
173
Noncontingent Reinforcement
Advantages
-reduce the negative side-effects of extinction
-strengthen desirable behavior
Disadvantage
-disrupts instruction
-doesn't teach functional alternatives
-time consuming
-diminishes motivation
-may pair with and strengthen problem behavior
174
Competing Stimulus Assessment
used when functionally matched stimulus for automatic reinforcement cant be identified or provided
175
Unwanted effects of extinction
-extinction burst
-amplitude increase
-aggression
-emotional behavior
-spontaneous recovery
-resurgence
-behavioral contrast
-response variation
176
Matching-to-Sample
-Symbolic matching - arbitrary association (up arrow and the word "North")
-Simultaneous matching - array of compassion stimuli in the presence of the sample stimuli
-Delayed matching - array of compassion stimuli after the sample stimulus is removed
-Identity matching - identical physical dimensions
177
Constant Time Delay
delay interval always begins at 0 and JUMPS to predetermined maximum (3-7 seconds)
178
Progressive Time Delay
delay interval always begins at 0 and gradually increases to maximum assuming continued correct responding
179
Concurrent Chaining
Total Task Chaining
180
No-No-Prompt
"no" and averted eye contact as punishers and end the trial
181
Direct Instruction
-get attention
-ask question before selecting student
-get at least 50% raised hands or eye contact
-don't rephrase responses
-don't ask students who may not answer correctly
-repeat or give hints when incorrect
182
Natural Environment Training (NET)
-Incidental Teaching
-Natural Language Paradigm
-Mand Model
183
PSI (personalized System of Instruction)
-Fred Keller
-Study questions
-Failure to master results in recycling through the material
184
Sequential Modification
Implementation of a procedure sequentially across settings
185
Train Loosely
Varying non-critical properties of the antecedent stimuli
186
Indiscriminable Contingencies
Varying schedules and immediacy of reinforcement
187
Multiple Exemplars
Apply the procedure using one example, probe, apply to another example, probe, etc. until generalization is evident
188
General Case Analysis
Conduct an analysis of the range of stimuli to be learned and teach to those stimulus conditions
189
Program Common Stimuli
Bring stimuli from natural setting into training and reverse
190
Generative Learning
Generalization of trained responses to untrained stimuli
-easier mastery of new material as a result of previous learning
-for advanced math, reading fluency, speech skills
191
PI (Programmed Instruction)
-correct responses function as their own reinforcers
-cumulative learning that progresses through increasing levels of difficulty
-teaching conducted in a series of graduated steps
192
Punisher Assessments
-Stimulus Avoidance Assessment
-Brief Punisher Assessment
-Activity Assessment
-Choice Assessment
193
Linear Series
Teaching emergent nonequivalence relations
194
Discriminated Avoidance
SD signals availability of negative reinforcement
195
Free-Operant Avoidance
Responding to prevent the onset of an aversive stimulus, but there is no SD
196
Lag Schedule
Reinforcement is contingent on a response being different from a previously reinforced response
197
Masking
decrease in responding of a mastered behavior due to competing stimulus
198
Emergent Relation
Apply what they learned to form new and untrained skills
199
Type 1 Reinforcement
Positive Reinforcement
200
Progressive Ratio
Reinforcement is thinned for each successive opportunity independent of behavior
BCBA
flashcards
Decks in class (11)
# Cards
-
Acronyms71
-
A. Behaviorism and Philosophical Foundations23
-
B. Concepts and Principles99
-
C. Measurement, Data Display, and Interpretation54
-
D. Experimental Design25
-
E. Ethical and Professional Issues22
-
F. Behavior Assessment37
-
G. Behavior Change Procedures62
-
H. Selecting and Implementing Interventions21
-
I. Personnel Supervision and Management16
-
BDS Modules200
