1
Q
professional boundaries
A
avoid dual relationships, conflicts of interest, social media contacts. always take notes
2
Q
ABA
A
science from tactics derived from the principles of behavior applied to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change.
the scientific study of principles of learning and behavior
3
Q
how could you assist in training stakeholders?
A
RBT can assist by giving them instruction, modeling, rehearsal, and feedback with regard to behavioral skills training
4
Q
personal conflict
A
RBT’s recognize their personal problems may impact their ability to perform their duties and refrain from providing services when this is the case
5
Q
learning disabilities
A
due to genetic and/or
neurobiological factors that alter brain functioning in a
manner which affects one or more cognitive processes
related to learning and interferes with organization, time planning, abstract reasoning, long or
short-term memory and attention
6
Q
% of disabilities
A
one in seven Americans (15%) has some type of learning disability,
7
Q
- specific learning disability (SLD)
A
conditions thats affect ability to read, write, listen, speak, reason, do math
8
Q
- other health impairment
A
conditions that limit strength, energy, or alertness (ADHD)
9
Q
- autism spectrum disorder (ASD)
A
developmental disability mainly social, communication, and behavior skills
10
Q
- emotional disturbance (ED)
A
anxiety, schizo, bipolar, OCD, depression
11
Q
- speech or language impairment
A
stuttering, pronunciation, trouble expressing selves
12
Q
- visual impairment
A
partial sight or blindness (if eyewear is fix it doesnt qualify)
13
Q
- deafness
A
cant hear most or all sounds even with hearing aid
14
Q
- hearing impairment
A
hearing loss making trouble with auditory or language processing
15
Q
- deaf-blindess
A
severe hearing and vision loss
16
Q
- orthopedic impairment
A
lacking function or ability in their bodies; cerebral palsy
17
Q
- intellectual disability
A
below average intel, poor communication, self-care, and social skills; down syndrome
18
Q
- traumatic brain injury
A
caused by accident or some kind of physical force
19
Q
- multiple disabilities
A
more than one condition covered by IDEA (needs specific program)
20
Q
how many disabilities under IDEA?
A
13
21
Q
individual education plan (IEP) in CA
A
both a process and written doc; child must have one more more eligible disabilities, must affect their educational performance, must require SpEd services
22
Q
high functioning/level 1 autism
A
patient’s skills/behaviors are only noticeable without support
23
Q
autism/level 2
A
skills/behaviors are still obvious to casual observer, even with support in place
24
Q
severe autism/level 3
A
skills/behaviors severely impair daily life
25
Leo Kanner
identified autism in 1943
26
Bruno Bettelheim
referred to autism as the refrigerator mother theory in 1960
27
CDC
reported 1/54 kids diagnosed with autism (march 2020)
28
ASD criteria (DSM 5)
A. deficits: social-emotional reciprocity, nonverbal communicative behaviors, developing and maintaining relationships
B. repetitive (2) behaviors: speech, movements, patterns, fixated interests, hyper/hypo reactivity to sensory input
C. symptoms in early childhood
D. symptoms limit and impair everyday functioning
29
who can diagnose?
medical doctors or licensed psychologists; districts can only identify if they meet eligibility
30
visual cortex
autism can be identified in this part of cerebral cortex (back of skull); processes visual info, difficulty shifting focus
31
antecedent based interventions (ABI)
arrangement of events or circumstances before activity in order to increase the pref behavior
32
augmentative and alternative communication (AAC)
using system of communication that is not verbal such as device or sign language
33
behavioral momentum intervention (BMI)
more difficult responses are embedded in less effortful responses to increase persistence
34
cognitive behavioral strategies (CBIS)
instruction on management of cognitive processes
35
differential reinforcement of alternative behavior (DRA)
positive consequence when engaging in specific desired behavior other than the undesired one
36
differential reinforcement of incompatible behavior (DRI)
positive consequence when engaging in behavior that physically impossible to do while exhibiting undesirable behavior
37
differential reinforcement of other behavior (DRO)
positive consequence for not engaging in the undesirable behavior
38
direct instruction (DI)
scripted protocols or lessons to promote mastery and generalization
39
discrete trial training (DTT)
instructional approach with repeated trials with carefully planned consequence (clear and concise)
40
exercise and movement (EXM)
intervention uses physical exertion, motor skills, or mindful movement
41
extinction (EXT)
removal of reinforcing consequences of a challenging behavior in order to reduce it
42
functional behavioral assessment (FBA)
determining the underlying function or purpose of behavior for intervention plan
43
functional communication training (FCT)
practices that replace a challenging behavior with more appropriate communication
44
modeling (MD)
demonstration of desired target behavior
45
music mediated intervention (MMI)
incorporates songs, melodies, rhythm to support skills
46
naturalistic intervention (NI)
techniques embedded in typical activities or routines
47
parent implemented intervention (PII)
parent delivery intervention that promotes communication
48
prompting (PP)
verbal, gestural, or physical assistance
49
reinforcement (R)
a consequence following learners response that increases future likelihood
50
response interruption and redirection (RIR)
prompt, comment, or other distractor when an interfering behavior occurs
51
self-management (SM)
learners discriminating between appropriate and inappropriate behaviors, monitoring and recording their own behavior and rewarding themselves
52
sensory integration (SI)
target their ability to integrate sensory info from their body and environment
53
social narratives (SN)
interventions describing social interactions in order to highlight features of target behavior
54
social skills training (SST)
group or individual instruction on ways to appropriately participate with others
55
task analysis (TA)
behavior is divided into small manageable steps
56
technology aided intervention (TAII)
tech is central feature specifically designed to support learning
57
time delay (TD)
practice used to fade the use of prompts during activities by using brief delay between initial instruction and additional ones
58
video modeling (VM)
video recorded demonstration of targeted behavior
59
visual supports (VS)
visual display that supports desired behavior
60
7 dimensions of ABA
| 1. generalization
skills/behavior occur in
| environments other than where they were discretely taught
61
7 dimensions of ABA
| 2. effective
interventions are monitored to evaluate the impact on the target behavior
62
7 dimensions of ABA
| 3. technological
procedures are described clearly and concisely so that other may implement accurately
63
7 dimensions of ABA
| 4. applied
socially significant
| behaviors are selected
64
7 dimensions of ABA
| 5. conceptually systematic
interventions consistent with principles demonstrated in the literature
65
7 dimensions of ABA
| 6. analytic
decisions are data based
66
7 dimensions of ABA
| 7. behavior
observable and measurable behaviors are targeted
67
is reinforcement bribery?
NO. reinforcement comes AFTER behavior, strengthens moral behaviors
68
unconditioned reinforcement
based on human nature/its automatic; dog salivates when seeing food, no training to perform behavior; food = hongry, water = thirsty, warmth = cold;
69
conditioned reinforcement
reinforcers that have acquired their effectiveness because of the learning history of individual, varies person to person; dog does a trick and gets a treat
70
positive reinforcement
adding something following the behavior
71
negative reinforcement
removing something following the behavior
72
reinforcement vs punishment
reinforcement: INCREASES BEHAVIOR
punishment: DECREASES BEHAVIOR
73
is yelling at a kid for hitting positive or negative punishment?
POSITIVE because its added and decreasing future behavior
74
is forcing them to do unpleasant task when they misbehave positive or negative punishment?
POSITIVE because its added and decreases future behavior
75
is adding chores and responsibilities when he fails to follow the rules negative or positive punishment?
POSITIVE because you are adding something and decreases future behavior
76
is assigning students who forget to turn in their assignment positive or negative punishment?
POSITIVE because you are adding something and decreases future behavior
77
is adding extra sensitivity training to employees who offend or harass someone at work positive or negative punishment?
POSITIVE because you are adding something and decreases future behavior
78
is implementing more rules and restrictions when a teen misses curfew positive or negative punishment?
POSITIVE because you are adding something and decreases future behavior
79
is removing strict parental controls on internet when child proves herself responsible for mature content positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
80
is allowing child to go out without a chaperone when she stops pushing boundaries of parents rules positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
81
is removing responsibility for a household chore in order to reward a child for completing her other chores to her parents’ satisfaction positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
82
is removing the curfew when a teenager has proven she is responsible and practices common sense positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
83
is removing obstacles to autonomy (e.g., rigid timelines or prescribed ways of carrying out tasks) when an employee successfully completes an important project negative or positive reinforcement?
NEGATIVE because you subtract something to increase future behavior
84
is abolishing the practice of clocking in and out when
| employees have proven they can be trusted to accurately report their time worked positive or negative reinforcement?
NEGATIVE because you subtract something to increase future behavior
85
world economy
you trade your money for activities and tangible items (car, computer, food, vacation)
86
token economy
child trades their tokens for activities and tangibles (candy, games, trips, free-time)
87
response cost
```
a penalty or fine where tokens are taken away from the child for breaking rules or engaging in
inappropriate behaviors (TRY NOT TO THO)
```
88
rules of reinforcement
1. define criteria
2. contingent on target
3. give reward IMMEDIATELY
89
satiation
low motivation
90
deprivation
high motivation
91
continuous reinforcement
a particular behavior results in reinforcer EVERY time it occurs; for NEW behaviors
92
intermittent reinforcement
a particular behavior produces a particular consequence, but NOT every time a behavior occurs; to MAINTAIN behavior
93
how many types of intermittent schedules?
4
94
ratio schedules
Reinforcement specify how many occurrences of a target response are required before reinforcement is delivered
95
fixed ratio
reinforcement is delivered after a set amount of target
responses
Example: 5 correct responses during DTT earns a 5 minute break
96
variable ratio
reinforcement is delivered after an average number of
occurrences of the target response
Example: after an average of 5 correct responses in DTT, student earns a 1 minute break
97
interval schedules
Reinforcement that specify the amount of time that must pass since the last reinforcer was given before a behavior can be reinforced again
98
fixed interval
schedule of reinforcement is when a behavior is reinforced after an established “fixed” amount of time since the last reinforcer was given.
Example: student may need to wait at least 5 minutes after her last break before she can ask for a
break again
99
variable interval
schedule of reinforcement is when the first occurrence of a target response is
reinforced after an average amount of time.
Example: the number of minutes that the student would have to wait since her last break might
change from time to time, from 3 to 7 minutes but on average 5 minutes overall
100
shaping
reward what you want, ignore what you dont want
101
preference assessments
procedures that you conduct to help you predict what consequences
you can deliver to the learner that are likely to work as reinforcers
102
single item preference assessment
Present one time and record whether student
| consumes/interacts with item (present each item 3 times in total)
103
paired choice preference assessment
For each pair that you present, allow the student to only choose one, when all trials are presented, tally the number of times each item was chosen, divide by the total number of opportunities the student chose it, and multiply by 100 to get a percentage.
104
multiple stimulus preference assessment
Place all items in a line on a table in front of the
student and ask her to choose, repeat until no items remain, summarize data by ordering the items in terms of the sequence in which they were chosen
105
Multiple Stimulus Without
| Replacement (MSWO)*
After the learner chooses an item, it is not replaced in the array of items when presenting the next trial
106
Multiple Stimulus With
| Replacement (MSW)
The item that the learner chooses is replaced when presenting the next trial
107
skill acquisition plan
A document that specifies
how you are going to
teach a skill (think of clinical notes layout)
108
what is another way of saying prompting?
ERRORLESS LEARNING METHOD
109
least to most intrusive
prompt heirarchy; discrete and chained task types
110
graduated guidance
gradually removing the prompt during teaching activity; chained task type
111
simultaneous prompting
task and controlling prompt are given at the same time; discrete and chained task types
112
discrete task
task that requires a single response and is of relatively short duration (pointing to objects, identifying letters, answering ?s)
113
chained task
task that requires individual behaviors to be sequenced (washing hands, getting dressed, cooking)
114
prompt hierarchy
LEAST TO MOST:
1. visual
2. positional (proximity)
3. gestural
4. verbal
5. model
6. physical
115
which prompt is difficult to fade?
VERBAL PROMPTS ARE HARD TO FADE
ABA RBT
flashcards
Decks in class (3)
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