Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
77 Cards in this Set
- Front
- Back
What is applied behavior analysis |
The application of behavior to the solution of social significance |
|
What is data? |
-drives all decisions -determines targets/ mastered - when to change teaching procedures -valid, accurate, reliable |
|
What is behavior |
-must pass dead men's test -detectable or measurable -observable |
|
Operational definition |
Describes target behavior, academic, behavior, and anything that can be observed
- objective, clear, complete(inclusions and exclusions) |
|
Continuous recording |
- counting, duration methods of distinct behaviors |
|
Forms of continuous measurements |
Frequency, rate, duration, latency |
|
Frequency |
Number of times target behavior is observed/ counted
|
|
Rate |
Frequency with time limit |
|
Duration |
Length of time someone engaged in behavior |
|
Latency |
Timer set between demand given till behavior occurs |
|
Discontinuous measurements |
Interval / time sampling occurring individual behavior |
|
Forms of discontinuous measurements |
Partial interval Whole interval Momentary time sample |
|
Partial interval |
Tracking if behavior occurs during time limit (over estimate) |
|
Whole interval |
Behavior tracking, occurring the whole time ( under estimate) |
|
Momentary time sample |
Marking if behavior occurs in last 1-2 seconds of set time |
|
Examples of permanent products use to measure behavior |
Destroyed room, video tape, worksheets, art projects |
|
Abc data collection |
-observation data -Antecedent (must be measurable/ experience in environment) -Behavior (observable) -Consequence |
|
Phase change line |
Dotted line on a graph to indicate change in program ( materials, prompts, reactions, meds,etc. |
|
Assessments that RBTs administer |
-ABLLS( language, social interactions, self help, academic/ motor skills) -VB-MAPP( milestones, academic, barriers and transitions) |
|
What is an FBA? |
Functional behavior assessment: Assessment to determine why client continues to engage in challenging behaviors |
|
FBA components |
1) Id operational def 2) Id situation behavior will/ will not occur 3) id function/ reason behavior occurs 4)develops hypothesis/ summary state 5) collect direct observation to confirm/ refute hypothesis |
|
FBA direct assessment |
-direct observation - frequency data - duration data -AbC data -child interview -anedotal notes |
|
FBA indirect assessment |
Interviews of teacher, parents, IA, school, psychologist, etc.
- FAST( functional analysis screening tool) - QABF( questions about bag joe function) - MAS( motivation assessment scale) -FAI ( functional assessment interview) -SAI (student assisted interview ) |
|
Function of behavior |
Escape, avoidance, attention, tangible, automatic( sensory) |
|
Use of FBA |
To id powerful reinforcers to be used to determine interventions, used to develops intervention plan |
|
Reinforcement |
Change to environment immediate fallowing behavior increases likely hood of behavior to occur again |
|
Punishment |
Change to environment immediate fallowing behavior decrease likely hood of behavior to occur again |
|
Positive reinforcement |
Response is followed immediately by presenting stimulus as a result ( similar response occurs frequently in the future)
Consequence is preferred stimuli ( stimuli not present before behavior ) |
|
Negative reinforcement |
Response by removal, termination, reduction/ postponement of stimuli- leads to and increase in response occurring again in the future
Consequence removal of adversity stimuli ( stimuli present before behavior) |
|
Positive punishment |
Presentation of stimuli increase ( intensity of present stimuli) immediately following a behavior result decreases future frequency of behavior
Consequence adversive stimuli
Adding aversive consequence after undesired behavior |
|
Negative punishment |
Termination of present stimuli ( decrease in intensity of already present stimuli) immediately following behavior resulting in decrease of behavior occurring in the future
Consequence is removal of perfected stimuli
Termination of desired item/ activity after undesire behavior |
|
Variables of reinforcement |
Deprivation immediacy size contingency |
|
Continuous reinforcement |
Reinforcer provided every time behavior occurs |
|
Intermittent schedule of reinforcement |
Reinforcement given at certain time ( regardless of frequency of behavior) |
|
Fixed ratio (intermittent schedule) |
Completion of specific number of responses before reinforcement is produced
Every x4 |
|
Variable ratio ( intermittent schedule) |
Completion a variable number of response for reinforcements
Average of every x2 |
|
Fixed interval ( intermittent schedule) |
Provide reinforcement for behavior after a fixed amount of time
Every 5 minutes |
|
Variable interval (intermittent schedule) |
Provide reinforcement for the first correct response following a variable duration of time
On average every 5 minutes |
|
Discrete trail instruction |
Breaking skills down to small steps
Teaching steps to mastery
Provide repetition
Prompt and fade
Reinforcement |
|
Basic steps for implementing discrete trail teaching |
Deliver (SD) instructions Learner response Feedback ( correct or incorrect) Inter-trial interval Training continues till mastery Data collected Maintance Generalization |
|
Sd |
Discriminative stimulus Not always an instruction it can be an environmental factor creates behavior connection to reinforcer |
|
Prompts |
Response prompts Stimulus prompts |
|
Response prompts |
Physical, verbal, visual, gestural , textural |
|
Stimulus prompts |
Positional (location of item changes to prevent client from favoring one side) ,movement(move target closer to client) , change material/ stimulus ( change material) |
|
Graduated guidance |
Shadowing client ( no touching, providing touch only when needed) used as final step of phasing out prompts |
|
Preventing prompt dependency |
Prompt fading
Time delay ( increase time delay between prompting and demand) |
|
Types of data collection for DTI |
Discrete trail instruction
Probe date ( date taken at first trail of each program, determine prompt from previous trails- effective in teaching skill)
Trial by trial data ( record prompt level used during trial. Response correct/incorrect or mistake during trial |
|
Errorless learning |
Early immediate prompt of target
Prompt faded over time/ session
Decrease frustration
Frequent contact with reinforcement |
|
No-no prompt |
Utilize least to most promoting
Start with no response and increase prompt hierarchy
Reactive strategy
Not used frequently |
|
Task analysis chaining |
Forward , backwards and total task
TA- not teaching but putting together previously mastered steps chained together to create complete task |
|
Naturalistic teaching |
Break down skills to smaller steps
Repetition
Use prompt fading
Done during session or play
Reinforcement related to material being taught |
|
Discrimination training |
One response two antecedent stimulus conditions
One stimulus is reinforced
Other stimulus is not reinforced= extinction
Steps: Teach in isolation/ pair reinforcement
Teach with distractors ( increase field size) ( reinforcement only with correct response)
Mix trials to ensure discrimination |
|
Stimulus control |
When response emitted in the presence of stimulus produce reinforcement more often than response in the absence of the stimuli
- behaviors considered appropriate in one context but in appropriate in another context ( kissing family/ kissing not family)
Ex: red light(s.c.)- stop car |
|
Stimulus fading procedure |
Stimuli is highlight or exaggerated then faded out
Ex- number equation |
|
Stimulus shape transformation |
Initial stimulus shape prompt correct response , shape is gradually changed to natural form
Example cat/ car |
|
Maintance |
Learner continues to preform the target behavior( portion/ all) intervention has been terminated |
|
Generalization |
A variety of Behavioral process and behavioral change outcomes |
|
Generalization process |
Generalize behavior change
Response generalization
Response maintenance
Setting/ stimulus generalization |
|
Generalized behavior change |
Behavior change that hasn't been directly taught
One or combo of : Response to maintenance Stimulus/ setting generalization Response generalization |
|
Response maintenance |
Learner continues to preform target behavior until intervention is terminated |
|
Stimulus/ setting generalization |
Setting/ situation generalized when learner emits a target behavior in a setting/ stimulus situation that is different from instructional setting
Or being able to emit target behavior in present of stimulus different from one being used to teach |
|
Response generalization |
Learner emits untrained response that are functionally equivalent to trained target behaviors |
|
FBA allows us to... |
Individualize behavior intervention plans |
|
DRL |
differential reinforcement of low rates
Want behavior to still occur but less often ( don't want to extinguish)
- child raises hand all the time, want them to raise hand less frequently |
|
Momentary DRO |
Fixed and variable schedule of contingency on ABSENSE of behavior at the END of specific intervals
- behavior not present last 1-2 seconds |
|
Interval DRO |
Fixed and variable schedules contingent of the ABSENCE of a behavior THROUGH an ENTIRE event |
|
Extinction |
Discontinuation of reinforcement of previously reinforced behavior.
primary effect is a decrease in frequency of behavior until reaches a pre- reinforced level or ceases to occur
- withholding reinforcement - certain target behaviors on extinct - prepare for extinct burst ( ignore behavior )
Positive reinforcement- individual DOES NOT gain access to item fallowing target reinforcement
Negative reinforcement- Individual is NOt able to escape aversive stimuli |
|
Spontaneous recover |
Behavior on extinction, behavior extinguishes, behavior comes back
- quick behavior then ends again( less intensity)
- extinguished behavior is NEVER forgotten. Just doesn't receive intended outcome |
|
Behavior plans include |
- operational definition of target behavior - statement about hypothesis of function of behavior - antecedent / proactive intervention ( replace behavior that address function of behavior) -consequence/ reaction strategies to address function of the behavior |
|
Antecedent intervention |
A behavior strategy that manipulates contingency - independent antecedent stimuli
- antecedent intervention to alter environment before behavior occurs
Ex: manipulate schedule, seating/ lighting, choices, high/ low -p sequence, premack( grandma rule), behavioral momentum |
|
MOs |
Motivating operations( antecedent/proactive intervention)
An envoi rental variable that MOMENTARILY increases or decreases effectiveness of reinforcer
Ex: squirrel in tree and nuts on the ground and dog comes over to the bottom of the tree |
|
SD (antecedent/proactive intervention) |
Evokes behavior because it's correlated with availability of reinforcement
Ex tool to gain attention, table, tap knee on table |
|
Consequence/ reactive strategies |
- antecedent intervention replacement behavior for desired change in students behavior
- consequence strategy, reinforce appropriate replacement behaviors taught
- consequence strategy respond consistently when target behavior occurs/ safety manage situation
**reduce frequency of behavior but unintentionally reinforcing it = slot machine ( empty threats ) ex: store tantrum and candy |
|
Differential reinforcement |
Reinforcing only responses within a response that meet specific criteria, placing all other responses on extinction
DRO, DRA, DRI, DRL |
|
DRO |
differential reinforcement of other behaviors
- I like your calm body |
|
DRA |
differential reinforcement of alternative behaviors
- humming instead of bitting |
|
DRI |
differential reinforcement of incompatible behaviors
- no slapping / clap your hands |