RBT terminology
Are there medical tests for diagnosing autism?
No medical test
Unconditioned Reinforcer
Not learned Ex. food and water
Tangible extinction
Not letting the child gain access to desired item or activity
Escape extinction
Not letting the child leave the task or situation
Social extinction
Not providing the attention/affection that the behavior was functioning towards
Social concerns that are red flags for autism
Not responsive to other people's facial expressions/feelings Lack of initiation of activity or social play Does not show typical interest in, or play near peers Appears deaf at times Qualitative impairment in nonverbal communication Delay or absence of spoken language
operational definition
Objective • Refer only to the observable • Clear • Readable and unambiguous • Complete • Delineate boundaries of definition
Natural Free-Operant Observation
Observing and recording what activities the target person engages in when he/she has unrestricted choice of activities No response requirements All stimuli available within sight and reach Items are never removed
Antecedent Conditions
Occur prior to behavior of interest
C-10 (most to least) maximum to minimum prompting
Physically guide participant through entire performance Gradually reduce amount of physical assistance Modeling Verbal instruction Natural stimulus - start with prompt known to evoke the behavior & gradually move on to less intrusive, natural prompt
Positive Reinforcement vs. Negative Reinforcement
Positive reinforcement is adding something in order to increase a response Negative reinforcement is taking something negative away in order to increase a response
Cumulative Graphs
Positive slope or slope of 0
behavioral
Precise measurement of the actual behavior in need of improvement ---documents that it was the participant's behavior that changed Applied interventions deal with measurable behavior (or reports if they can be validated).
non-contingent reinforcement NCR
Presentation of a potential reinforcer on a fixed-time (FT) or variable-time (VT)schedule independent on occurrence of the target behavior -reduce behaviors)) provide reinforcement periodically, on a frequent basis Ex: average every 5 minutes
Contrived Free-Operant Observation
Provide learner with noncontingent exposure to each item prior to observation - for sampling purposes Place all items in view and within reach Observe for a set period of time and record the duration of time target person engages with each stimulus item
C-10 (least to most) minimum to maximum prompting
Provide participant with an opportunity to perform the response with the least amount of assistance on each trial Participant receives greater degrees of assistance with each successive trial without a correct response )) -provide most natural prompt possible
Checklists
Provides descriptions of specific behaviors
Reinforcer Assessment
Purpose: to determine if the stimulus is a reinforcer (does the behavior increase when the stimulus is delivered, contingent on that behavior)
Core Deficits of Autism Spectrum Disorder (DSM-IV criteria*)
Qualitative impairment in social interaction Qualitative impairments in verbal and non-verbal communication Restricted repetitive and stereotyped patterns of behavior, interests, and activities
What is ABA?
"Applied Behavior Analysis is the science in which procedures derived from the principles of behavior are systemically applied to improve socially significant behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement of behavior" Cooper, Heron, and Heward (1987). • Which means ABA is a scientific approach for improving socially important behaviors
Antecedent
"Fast Trigger" Any condition or event that precedes the behavior
cumulative records
# of responses on ordinate against time
7 Dimensions of ABA
(1) Applied (2) Behavioral (3) Analytic (4) Technological (5) Conceptually Systematic (6) Effective (7) Generality
A-02 temporal extent:
(Behavior occurs for a period of time)duration -beginning to end of response
Behavior Intervention Plan
(Behavior support plan, behavior reduction plan) -Developed to guide parents, teachers and other professionals on how to decrease inappropriate behaviors and teach or increase replacement behaviors in all setting
antecedent
(Setting, individual factors) • An event that precedes the occurrence of the behavior of interest. • Antecedent events set the occasion for a response to occur
Extinguishing
(no longer reinforcing) the behavior we want to decrease
Direct Observation
*Preferred method for determining behaviors to target *A basic form of continuous observation -Anecdotal or ABC recording: Record only actions that are seen or heard -Be aware that observation can change behavior *Use of a form increases consistency of the sequence of behavior -Gives an overall description of behavior -Time devoted to this method: 20-30 min.
Ecological Assessment
*Recognizes the interactions of environment and behavior *Information gathered about the person and the environment they are in -Physiological and physical aspects of the environment may affect behavior
Social Significance
*To what extent will the proposed behavior change improve the person's life experience? *The presumption that we are always targeting behavior for the better of the ind. is not ethically acceptable. -Target behaviors should not be chosen for the benefit of others *Accountability is necessary
frequency (direct)
*most common -Tally # of times a behavior occurs -Clear beginning and clear ending -Hitting, kicking, spitting, statements, manding -Rate: per hour, minute, etc.
Trial by trial data points
+ - P
probe data marks
+ or -
Forward Chaining
- 1st step is taught, then 2nd and so on until sequence is mastered
Concurrent Schedule Reinforcer Assessment
- 2 or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors
Percent of Occurrence
- 80-90% accuracy determines acquisition
Essential Components of a Written Behavior Reduction Plan
- Assess antecedent/consequence that may be maintaining the behavior. - Identify hypothesis of function of behavior. - Identify possible replacement behaviors. - Select and implement antecedent/consequence based interventions - Create crisis intervention plan. - Implementation, Generalization and Maintenance Procedures
How to Prepare for the Session as Required by the Skill Acquisition Plan
- Determine what occurred last session to decide where to start. - Select skill acquisition procedures to complete during the session - Prepare materials you will need for the skill acquisition procedure (including data collection materials)
Types of Differential Reinforcement
- Differential Reinforcement with Incompatible Behaviors - Differential Reinforcement with Alternate Behaviors - Differential Reinforcement with Other Behaviors - Differential Reinforcement with Low Rates of Behaviors
Preventing Crisis Examples
- Hair Pulling - put hair up, wear hat, safe distance - Biting - long/thick clothing, safe distance - Throwing Objects - clear area, avoid dangerous items, word behind/beside client
Essential Components of a Written Skill Acquisition Plan
- Identify the skill deficit. - Create a goal to address deficit - Identify measurement procedures - Assess current skill level (baseline) - Select and implement skill acquisition procedures - Collect data or target behaviors to determine effectiveness of acquisition proced. - Modify if needed to maintain/increase effectiveness
How to Assist with Individualized Assessment Procedures
- RBTs: can conduct observations of client's behavior in his/her natural environment Can provide observations of the client's behavior Can assist with conducting stimulus preference or reinforcer assessments
How to Prepare for Data Collection
- Read data from last session - Prepared materials/programs for current session based on data from last session - Determine what programs you plan to work on during the session - Gather materials - Set up the first set of programs so you're ready
Methods to Effectively Communicate With Supervisor
- Think about what you want to discuss and plan your approach. - Remain courteous and respectful. - Learn by observation or by asking what your supervisor's preferred method of communication is. - Pick the time and location carefully. Don't catch them on their way out the door or when they are busy preparing for something. - Introduce your concern or issue promptly and indicate why you are bringing it to their attention. Don't criticize co-workers or the company in general or blame others for a problem or difficult situation. Show initiative by proposing a solution to a problem or introducing an improved plan.
How to Implement Generalization and Maintenance Procedures
- Use natural reinforcement contingencies - transfer control from BI to naturally occurring stimuli - Use sufficient exemplars - use multiple settings, people and stimuli
C-11 over-generalization
- Using the same word "da da" for all men Ex:only reinforced response in the presence of the correct person
Responding Appropriately to Feedback and Maintain or Improve Performance Accordingly
- Welcome constructive feedback - Don't justify your position. - Accept feedback at face value. - Don't ruminate on feedback - Evaluate feedback before responding - Give yourself space from the person if you need to calm down. - Make your choice about how to use the feedback
Conditioned Reinforcement (Punishment)
- a consequence that increases (or decreases) the rate of behavior because it has been paired with another reinforcer (or punisher)
Unconditioned Reinforcement
- a reinforcer or punisher that is effective without previous experience
Preference Assessment
- a variety of procedures used to determine The stimuli the person prefers The relative preference values of those stimuli (high preference vs. low preference The conditions under which those preference values change when task demands, deprivation states, or schedules of reinforcement are modified
Automatic Positive / Direct Access
- access to positive reinforcement is produced directly through the problem behaviors or chain of behaviors
Social Positive / Socially Mediated Access
- access to positive reinforcement is produced through the behavior of another individual, someone else presenting the desired item or event to the child Ex. social attention from peers, teachers, staff, parents
Motivating Operations
- altering the value/effectiveness of stimulus, object or event - Deprivation / Satiation - changes the reinforcing effectiveness of some stimulus - changes the strength of behavior that has produced the stimulus in the past
Stimulus
- an energy change in the environment that affects a person through his/her senses
Punishment
- any stimulus when presented immediately following a behavior, that will decrease the frequency and future probability of occurrence.
Reinforcement
- any stimulus when presented immediately following a behavior, that will increase the frequency and future probability of occurrence
Behavior
- anything an organism does - interaction of a person and his/her environment
Incidents
- anything that causes an employee or client damage - report to supervisor immediately and contact HR dept.
Functional (Experimental) Analysis
- arranging antecedents and consequences so that their separate effect on a problem behavior can be observed and the function of the behavior can be determined
Probing
- asking a client to perform a task we are unsure they can perform without providing assistance RBT can assist
Survey
- asking the client or significant others what the client's preferences are (verbally or visually)
How to Assist w/ Training Stakeholders
- assist w/ training under supervision and should not train unless directly requested by supervisor - refer all ?s to supervisor - let parents know that RBTs aren't qualified to answer ?s about programs
Simultaneous
- both stimuli are present at once
Task Analysis
- breaking complex skills into smaller, teaching units, creating sequential steps
Multiple Stimuli without Replacement
- chosen item is removed from the array - order of placement of remaining items is rearranged - next trial begins with a reduced number of items in the array
Discrete Categorization
- classifying responses into discrete categories Ex. severity, duration, independence/prompting codes
Methods to Maintain Professional Boundaries
- conflicts of interest - occurs when a principle party, alone or connection with family, friends, or associates, has a vested interest in the outcome of the interaction - dual relationships - person acting as a therapist enters into another type of relationship with the client, a family member or close associate of the client, or promises to enter into such a relationship in the future. - improper use of social media - do not exploit persons over whom you have supervisory, evaluative or other authority.
Frequency / Event Recording
- count number of occurrences
Prompting
- cue or assistance to encourage a desired response
Discriminative Stimuli
- cue or stimulus that is present when a behavior is reinforced and can be changed / manipulated to alter behavior
Functional Assessments
- determining cause and effect relationship between environment and behavior RBT can assist
Functional Assessments
- determining the cause and effect relationship between the environment and a behavior and altering either the antecedent or consequence or teaching a replacement behavior
Partial Interval Recording
- did behavior occur at all during the interval
Whole Interval Recording
- did behavior occur during the whole interval
Descriptive Assessment
- direct observation of behavior under naturally occurring conditions
Response Generalization
- effects of a contingency spread to responses not yet associated with the contingency
Stimulus Generalization
- effects of a contingency spread to stimuli not yet associated with the contingency
Inter-Response Time
- elapsed time between two successive responses
Latency
- elapsed time from the onset of a stimulus to the initiation of a response
Enter Data and Update Graphs
- ensure the correct measurement procedure (continuous/discontinuous) is being utilized - select recording system for systematically collecting data - document data as it occurs - input data into excel file
Environment
- entire constellation of stimuli that can affect a person
Automatic Negative / Direct Escape
- escape (and avoidance) behaviors directly terminate (or completely avoid) an aversive event
Naturalistic Teaching Procedures
- focus on the generalized environment and are implemented within the home, daycares, and within general education environments. - focus is to teach the child language within the context of naturally occurring activities, thus instruction takes place during play and naturally occurring events rather than during specific instructional times
Spontaneous Recovery
- following an extinction session, temporary re-appearance of the behavior in the beginning of the next extinction session
Paired Stimuli
- forced choice - simultaneous presentation of two stimuli; observer records which of the two stimuli the learner chooses
Discrete Trial Training Procedures
- instruction is given (SD). - a prompt, cue or model from the teacher may be provided to help the child respond correctly (SP) - child responds to the instruction, either with help or without (R) - child's response is evaluated as correct, incorrect or no response - consequence is based on the child's response (SR) - Pause - so they know the trial has ended
Momentary Time Sampling
- is the behavior occurring at this point in time
Restraints
- last resort when a person is in danger to self or others - discontinue quickly as soon as safe - report to supervisor and HR dept
Backward Chaining
- last step is taught first, then 2nd to last and so on until the sequence is mastered
Explain How to Communicate with Stakeholders
- let them know you're available for them and you value their opinions / concerns - a partnership works best when messages are clear, specific and considerate of the other person's feelings - always talk with parents with the goal of strengthening the relationship - be open and honest - a solution does not need to be found every time. Sometimes just listen
Generating Session Notes
- make them clear enough for the supervisor to interpret - clearly describe antecedents - if antecedents are unclear, describe the environment before the behavior occurred - clearly describe consequent events - include the behavioral procedure or event that occurred that followed the behavior
Applicable Legal, Regulatory and Workplace Reporting Requirements
- mandated by law to report abuse and neglect
Permanent Product Recording
- measuring behavior after it has occurred by measuring tangible items of the effects a behavior has on the environment
Antecedent Based Interventions
- modifications are made to antecedents by manipulating some aspect of the physical/social environment before the behavior occurs to prevent/reduce occurrences of maladaptive behavior
Prompt Fading
- moving down the prompt hierarchy
Trials to Criterion
- number of consecutive opportunities to respond required to achieve a performance standard
Rate
- number of responses per unit in time
Free Operant Observation
- observing and timing how long a client engages with an item and which items they engage with
Generalization
- occurrence of behavior under different conditions. - Settings: home, school, community - People: responds to BI and parents - Time: uses toilet during day and night
Naturalistic Free Operant Observation
- occurring in the client's natural environment - engagement time is recorded for every item the client engages with
Single Operant Reinforcer Assessment
- one task is available during all phases - Baseline: no programmed consequences for task completion - Reinforcement: contingent on task completion the stimulus is delivered
Successive
- only one stimulus condition is present
Stimulus Prompts
- operate directly on the antecedent task stimuli to cue correct response (gestural, visual, positional, material)
Response Prompts
- operate directly on the response (physical, verbal, model)
Role of RBT in Service Delivery System
- paraprofessional who practices under close supervision of a BCBA, BCaBA, or FL-CBA - primary responsible for the direct implementation of behavior analytic services. - does not design intervention of assessment plans - RBT supervisor's responsibility to determine which tasks an RBT may perform as a function of their training, experience and competence.
Maintenance
- performance of mastered skills after a portion of all intervention has been stopped - condition where treatment has been discontinued or partially withdrawn - check every week, 2 weeks, or every month
Multiple Stimuli
- person chooses a preferred stimulus from an array of 3 or more stimuli - multiple stimuli presented together - assessment time is reduced
Extinction Burst
- predictable, temporary increase in the rate and intensity of a behavior when an extinction procedure is first used
Transferring Stimulus Control
- process in which prompts are removed once the target behavior is occurring in the presence of the SD. - prompt fading and prompt delay are used
Progressive Ratio Reinforcer Assessment
- provide a framework for assessing the relative effectiveness of a stimulus as reinforcement as response requirements increase. - response requirements for reinforcement are increased systematically over time independent of the participant's behavior
Contrived Free Operant Observation
- providing brief exposure to each item and then watching to see which items are engaged with
Continuous Measurement
- record every possible behavioral occurrence
Discontinuous Measurement Procedures
- records a sample of behavior during an observation
Variable Interval
- reinforce after about every N amount of time
Variable Ratio
- reinforce after about every Nth response
Fixed Interval
- reinforce after every N amount of time
Fixed Ratio
- reinforce after every Nth response
Continuous Reinforcement
- reinforcement is provided for each occurrence of behavior - typically used in the initial stages of learning a new behavior
Discrimination Training
- reinforcing occurrences of a behavior in the presence of one stimulus condition and not in the presence of another stimulus condition
Social Negative / Socially Mediated Escape
- remove or postpone aversive events - a negative reinforcer is removed through the behavior of another person (parent, staff, teacher, or peer)
Prompt Dependency
- requiring a prompt to perform a task
Intermittent Reinforcement
- some but not all occurrence of a behavior is reinforced - typically used to maintain established behaviors and when progressing toward naturally occurring reinforcement
Trial Based
- stimuli are presented to the learner in a series of trials and the learner's responses to the stimuli are measured as an index of preference
Single Stimulus
- successive choice - stimulus is presented and the person's reaction to it is noted
Stimulus Control
- the extent to which a behavior occurs when the antecedent stimulus is presented
Multiple Stimuli with Replacement
- the item chosen by the learner remains in the array and items that were not selected are replaced with new ones
Duration
- total extent of time in which a behavior occurs
Programming Generalization
- train loosely - variable reinforcement schedule, delay reinforcement, catch them being good - use natural stimuli - teach self management - reinforce generalization
line graph include
- use different symbols - do not connect data points *large span of time passed * discontinuity in time (horizontal axis) * follow up
Implement Stimulus Fading Procedure
- used to transfer stimulus control from prompted responses to natural stimuli - used to minimize the number of error responses occurring in the presence of natural stimulus
Indirect Assessment
- using interviews, checklists, rating scales or questionnaires to obtain information from individuals familiar with the client
Extinction
- withholding stimulus that normally occurs after a behavior - results in a decrease in the rate of behavior
Methods to Maintain Client Dignity
- work with clients on acquisition skills to make sure they are able to voice or signal their needs to those around them. - push for all to undergo training necessary to learn and communicate with the clients who are non-verbal - give choices throughout the day and be allowed to exercise their preferences for food, clothing, activities, etc. - include the person when possible - caregivers must take privacy serious
Legal, Regulatory, and Workplace Requirements for Data Collection, Storage and Transportation
- you are responsible for any and all records that you create, use or store. - HIPPA - dispose of records in accordance with applicable law or regulations - documents must be stored in a locked and secured location at all times. - any electronic device used to store information must be encrypted - if documents are lost or stolen - report to families
pace of instruction (teaching fluency)
-16-25 a minute -short intertrial intervals: 1/2 a second
interval recording
-A direct measurement technique, involves recording behavior as it occurs -For behaviors that dont look the same or vary in length -Divide into intervals that continuously follow each other
Defining characteristics of ABA
-Applied -Behavioral -Analytic -Technological -Conceptually -Effective -Generality
Ratio Schedule
-Based on counting the number of responses since last reinforcement -Types: fixed, variable
Interval Schedules
-Based on passage of time -Types: fixed, variable
Response (DTI)
-Behavior in response to the instruction -Correct (+) / incorrect (-) -Quality of response- eye contact, attending, effort -Allow 3 seconds to respond -Response should be consistent
Operant Behavior
-Behavior learned through repeated practice to receive a rewarder to avoid punishment -Produces some type of consequence -Different than respondent behavior which is predetermined
Intermittent Schedule
-Best used to maintain behavior -Behavior is reinforced some of the time -Generates high response rates -Prevents behavior from stopping
Behavior or organisms
-Biophysical Explanations -Genetic and Hereditary effects -Biochemical -Brain Damage -Developmental -Psychoanalytic theory -Behavioral -Cognitive
DTI and NaTS
-Break skills down into small steps -Teach steps until mastery -Provide repetition -Use prompt and prompt fading procedures
Discrete Trial Instruction DTI
-Breaking skills down into small steps -Teaching one step at a time until mastery -Providing repetition -Prompting and prompt fading procedures -Positive reinforcement
partial interval
-Checking off an interval if the behavior occurs at any point within the interval -May display over-exaggeration -Less observing -Used for behaviors you are trying to decrease
whole interval
-Checking off an interval if the behavior occurs throughout the WHOLE interval -Used when it is difficult to tell when the behavior begins or ends or if the behavior occurs at such a high rate -Underestimation -Wants to increase target behavior
Rules of Time Out
-Clear understanding of contingency -No reinforcement -2-10 minutes -Explain rules: behavior, how long -Consistent -Evaluate effectiveness on behavior -Planned ignoring
Feedback/Reinforcement stimulus/SR (DTI)
-Consequence that immediately follows the student's response -Lets student know if response was correct/incorrect -Reinforcement = increased likelihood that correct response will occur again
Direct Assessment
-Direct observation and tests are considered direct assessment because they observe behavior as it happens -Preferable to indirect methods -Interviews may be considered direct when interviewing the target individual with a focus on their verbal behavior
Errorless learning
-Early and immediate prompts -ensure success -prompts faded over time -student able to respond on own -decreases frustration/increases motivation
Reactive Effects of Direct Assessment: REACTIVITY
-Effects of the assessment procedure on the behavior being assessed -Reactive effects are usually temporary -Most likely when the observer is obtrusive -Self-monitoring usually effects the concerned behavior
Momentary Time Sampling
-Enables you to spend minimal time gathering data -Data is less representative -Only recording a sampling of the behavior -Record if it occurs in that precise moment -ex: 10 second intervals, record only if it is occurring at that last 10 second moment
Advantages of video-modeling
-Focuses on relevant stimuli -Watching videos is reinforcing
Unconditioned Reinforcers
-Food -Water -Sexual Stimulation
Types of chaining procedures
-Forward chaining -Backward chaining -Total task
duration (direct)
-How long a behavior persists -Total duration: how long did the behavior last from beginning to end
Indirect Assessment
-Interviews and checklists are considered indirect methods because they gain info from recollections, reconstructions, or subjective ratings of events
Errorless Teaching
-Introducing a new skill or behavior -Responses are prompted so the learner is correct and has frequent opportunities to contact reinforcement -ensures success -reduces behaviors associated with task avoidance
Mark Sundberg
-Known for VB-Mapp The first component is the VB-MAPP Milestones Assessment, which is designed to provide a representative sample of a child's existing verbal and related skills.
common graphs in ABA
-Line graphs: most common -Bar graphs -Cumulative graphs
Lovaas-based Approach
-Lovaas and his team were the first to show that children with autism could be taught functional skills through EIBI. They completed a study in which children received intensive discrete trial and natural intervention (an average of 40 hours of treatment per week), and reported a 42% recovery rate after years of intervention
Jack Michael
-MO/EO (motivating operations and establishing operations)
intensity (direct)
-Magnitude or force in response -Volume, force of hitting -ex: speaking volume- level 1: whispering, level 2 average, level 3 yelling
single case research design
-Most common -Participant serves as control and experimental group -Compares client before (control) and during (experimental) treatment
Motivating operations
-Motivating operations (MO) are environmental variables that: alter the effectiveness of some stimulus, object, or event as a reinforcer, and alter the current frequency of all behavior that has been reinforced by that stimulus, object, or event
Naturalistic approaches
-Natural settings -Natural consequences- direct reinforcement that fits the setting/situation -Providing choices -Errorless learning
operational definitions for behavior
-Objectivity in observations and measurement -what the behavior looks like -multiple observers can identify -includes verbs -objective and unambiguous -not internal states (happy/sad) but physical states/descriptions -a label is not used for a behavior (bad/good)
BF Skinner
-Operant Conditioning: Reinforcement and Punishment
Functional Assessment
-Physiological and medical factors -Days of the week -Times of day -Settings and circumstances that occur before the behavior -Circumstances that occur after the behavior
Primary Reinforcer vs. Secondary Reinforcer
-Primary reinforcers are biological; such as food, sex, drink -Secondary reinforcers are materials; such as money, prizes, candy, toys
Differential Reinforcement
-Procedure involving two behaviors -One behavior is reinforced/strengthened -Other behavior is being put on extinction
Conditioned Reflexes
-Produced by respondent conditioning. -Stimulus-Stimulus pairing procedure in which a neutral stimulus is presented with an unconditioned stimulus until the neutral stimulus elicits the conditioned response
Teaching with task variation
-Random intermixing of tasks -Keeps momentum moving -Increases attending and interest -faster rate of learning
Task variation
-Random intermixing of tasks- mastered tasks with new ones -Keeps momentum moving -Increases attending and interest -Faster rate of learning
Types of Intermittent Schedules
-Ratio -Interval
Ivan Pavlov
-Respondent or classical conditioning the process of pairing stimuli so than an unconditioned stimulus elicits a response (reflexive behavior)
Escape Behaviors
-Running away -Tantrums -Crying, screaming -Self Injurious behaviors -Ignoring instructions -Verbal threats -Aggression
Data collection
-Shows evidence of progress -provides information about rate of learning -highlights skills that are not being acquired -provides information about the effectiveness of teaching -Guides decision making for introducing new skills
Instructions/SD for DTI should be
-Simple, clear, concise- when starting -More natural- when student learns with practice -No extra phrases such as sit still, quiet hands, look at me or use of name -specific, one step at a time -do not repeat
Prompt Fading
-Time delay -Prompt fading -Stimulus fading
Functions of Behavior
-To gain attention: Pos. Reinforcement -To gain a tangible: Pos. Reinforcement -To gain sensory stimulation: Pos. Automatic Reinforcement -To escape from attention: Neg. Reinforcement -To escape from task: Neg. Reinforcement -To escape from sensory stimulation: Neg. Automatic Reinforcement
Behavior
-What people do or say -Can be observed and measured -Impacts the environment
the rights of individuals who receive behavioral treatment
-a therapeutic environment -treatment by competent behavior analyst -programs that teach functional skills -behavioral assessment and ongoing evaluation -most effective procedures available
what determines ethical procedures?
-community standards -laws -prevailing philosophies -individual freedoms -client's attitude and feelings -social validity/consumer satisfaction
features of the mand
-consequence is direct and specific reinforcement -directly benefits speaker -controlled by motivation: the deprivation in DISC reinforcement effectiveness
behavior ANALYSIS
-considers functions and tries to find replacement behaviors -pair reinforces with social praise -positive before punishment -public and privates settings
sanitize the environment
-contrive MOs -clear/control the environment from access to items the learner likes
EIBI (Early Intense Behavior Intervention):
-designed to work with young children in intensive settings using behavioral principles. -EIBI involves a high intensity (number of hours as well as reliability) of intervention. -EIBI can include discrete trial teaching, natural language teaching, social stories, video modeling, as well as other types of ABA-based strategies.
Functional Assessment
-does not emphasize a for a search or for diagnosis or classification. -classifies the behavior by its function, and than selects treatment(s) or intervention(s) which are effective by reducing behavior in the functional category. -Treatment(s) or Intervention(s) are classified by functional categories. Example: Student hitting another student, As a result someone may recommend interventions that actually strengthen the maladaptive behavior instead of reducing it.
quality of life concept
-empowering individuals -best practices -support -social justice -equal opportunity -understanding and exploring feelings
basic ideas of quality of life
-every person is entitled to a life of quality -quality of life is multidimensional: interconnected factors
JB Watson
-father of behaviorism -focused on observable behaviors
avoid for mand training
-generalized mands that represent multiple items such as toy, more, drink, etc. -carrier phrases such as: I want, can I have -yes and no
crisis plan
-heading "crisis plan" -client information section: name, birthday, date plan created -challenging behavior/target behavior: objective definition, clear, operational -antecedent interventions -escalation -crisis -post crisis
gross motor imitation
-imitation of body movements -no materials necessary -SD= non specific ("copy me") -overlap to make transfer of skills easier
fine motor imitation
-imitation of detailed, precise movements -may or may not use materials -SD= non specific ("do this" "do what I'm doing") -overlap: chose targets that are part of other programs
oral motor imitation
-imitation of movement of the mouth, tongue, lips, face, head -often pre-req for verbal imitation -SD= non-specific ("do this")
types of imitation
-motor/mimetic -verbal/echoic
ways to generalize
-multiple exemplars: toy car, pictures, real car -vary SD: whats that? what do you call that? -change setting/locations of teaching -teach multiple tacts: what is it? what do they do? what is this part called?
behavior MODIFICATION
-no consideration for function or causes -no thought to side effects -aversive consequences used -treatments in hospitals
escape behaviors can occur when
-reinforcement is too thin -during difficult tasks
children 18 months can
-respond to hearing their name -perform 4 different motor actions when asked -receptively identify 20 different objects or pictures in an array of 4
personal outcomes survey
-self report -direct observation -3-6 months
toy/object imitation
-teaching play skills -items student likes -2 sets of toys for instructor and learner -SD= non specific ("do this")
Respondent Behavior
-that happens in response to some stimuli, and is essential to an organism's survival. This behavior is characterized by involuntary action -elicited by antecedent stimuli, also known as phylogenic behavior example: the pupil starts to flicker when exposed to direct sunlight. If the pupil does not flicker, the eye will be more exposed to sun rays, which may lead to blindness
Behavioral Contingency
-the conditions under which a response/behavior produces a consequence
outcome (product) recording
-the product or result is observable -you dont look at the behavior but what the behavior produced -result observed after behavior is terminated
Multiple exemplars
-use of different materials, people, settings, wordings -facilitates generalization -makes therapy more natural
joint attention components
-value attention of others -capable of attention shifting between object/event and a person -able to request attention from another -discriminate that they have successfully directed someones attention to an object/event of interest -can take measures to repair deficits in their partner's attending
The latest data of autism statistics says:
1 in 68 American children
Stats of Autism in children
1 out of 42 boys and 1 in 189 girls
typically developing children begin to tact at
1 year old to share the experience with others
3 Types of Behavior Intervention Strategies
1. Antecedent Interventions 2. Replacement Behaviors 3. Consequence Interventions
C-04 discrete trail training DTT steps
1. Antecedent: tell client what to do 2. if needed provide prompt 3. client behavior 4. behavior reinforced 5. pause before next trail
Types of response/appropriate feedback
1. Correct with good attending = highest reinforcement 2. Correct with poor attending = moderate reinforcement 3. No response = corrective feedback and present SD with a prompt
Behavior Intervention Plan Includes
1. Identify target behavior you are trying to eliminate/decrease (operational definition) 2. Setting events and antecedents that may be triggering the behavior 3. Functions of behavior 4.Antecedent interventions 5. Replacement behaviors 6. Consequence interventions 7. Plan how to measure progress
Steps to Errorless Teaching
1. Introduce SD with full prompt immediately 2. Reinforce 3. Prompt fading
Key components to Response Cost
1. Size/magnitude of cost is not too big or too small 2. "fine" imposed immediately 3. Individual getting enough reinforcement 4. Take data
Imitation training pre-reqs
1. Stay seated 2. Attend to the teacher 3. Keeping hands off materials 4. Scan and track
Negative punishment procedures
1. Time out 2. Response cost
Socially mediated functions of behavior
1. To gain attention 2. To gain an item or activity 3. To avoid or escape a situation
Functions of Behavior
1. To gain attention 2. To gain an item or activity 3. To avoid or escape a situation 4. To gain automatic reinforcement
3 aspects of data that can be analyzed
1. changes in mean: draw horizontal line 2. changes in level: was there another variable 3. changes in trend: draw straight line for slopes
known/mastered targets uses
1. distractors 2. maintenance 3. build fluency 4. opportunities for reinforcement
core ethical principles
1. do not harm 2. respect autonomy/independence 3. benefiting others 4. being just 5. being truthful 6. treat clients with dignity 7. treat clients with caring and compassion 8. pursuit of excellence 9. accepting responsibility
importance of mands
1. further condition parents and teachers as reinforcers 2. benefits learners and allows them to control the environment 3. decrease problem behaviors by giving them functional communication 4. develops speaker and listener roles 5. increase social interaction value
Discrete Trial Cycle
1. instruction/Discriminative stimulus 2. Response 3. Feedback/reinforcement/Sr
exceptions to obtaining written release of info
1. it is the person themselves 2. if person is a minor, then release to parents/guardians 3. if it is staff who also work with that person 4. state inspectors
mand process
1. motivation 2. specific reinforcer 3. immediate benefit of the speaker
core domains of quality of life
1. personal development 2. self-determination 3. interpersonal relations 4. social inclusion 5. rights 6. emotional well being 7. physical well being 8. material well being
types of abuse
1. physical 2. sexual 3. mental/emotional 4. neglect 5. financial exploitation
prerequisite skills for teaching imitation
1. stay seated 2. attend to teacher 3. keep hands off materials 4. scan and track
crisis management 3 elements:
1. threat to self 2. element of surprise 3. short decision time
types of motor imitation
1. toy/object 2. gross motor 3. fine motor 4. oral motor
3 questions that ethics help behavior analysts address
1. what is the right thing to do? 2. what is worth doing? 3. what does it mean to be a good behavior analyst?
5 rules for writing an incident/accident report
1. write for an audience 2. account for everyone involved and everything that happened 3. be clear, complete and chronological 4. be timely and complete 5. provide necessary attachments
typical children mand
100 times per hour
tacting and ages
18 months: 10 items 3 years: 200 nouns/verbs, 50 two component 4 years: 1000 words with complete sentences
relationships with clients and students can happen
2 years after service formally ended
incorporating current targets with known/mastered targets
80% known/easy 20% acquisition/hard
Response Cost
A behavior reduction procedure in which the reinforcing stimulus is removed following the target behavior (ex: taking keys away from son after he came home late)
Functional Behavior Assessment FBA
A collection of different procedures of gathering information on antecedents, behaviors and consequences in order to determine the factors that lead to and maintain problem behavior
Conditioned Aversive Stimuli
A conditioned aversive stimulus is an initially neutral stimulus that becomes aversive after repeated pairing with an unconditioned aversive stimulus. This type of stimulus would include consequences such as verbal warnings, gestures or even the sight of an individual who is disliked.
generalized reinforcer
A conditioned reinforcer that as a result of having been paired with many other reinforcers does not depend on an establishing operation for any particular form of reinforcement for its effectiveness.
Fixed Ratio
A fixed number of responses
Contingency
A future event or circumstance that is possible but can not be predicted with certainty
Stimulus Class
A group of stimuli that share common elements
D-04 DRI differential reinforcement of incompatible behavior
A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of the problem behavior (e.g., sitting in seat is incompatible with walking around the room). Ex: cant flap hands if holding ball Ex: Goal, remain seated. Reinforce in-seat behavior, not out-of-seat behavior Ex: earn reinforcement for keeping hands to self
B-01 negative punishment
A response behavior is followed immediately by the removal of a stimulus (or a decrease in the intensity of the stimulus), that decreases the future frequency of similar responses under similar conditions. Sometimes called type II punishment
D-04 DRL Differential reinforcement of lower rates
A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated by a minimum interresponse time (IRT), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion. Practitioners use DRL schedules to decrease the rate of behaviors that occur too frequently but should be maintained in the learner's repertoire.
C-03 unconditioned reinforcer
A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus. These are the product of the evolutionary development of the species (phylogeny). Also called primary or unlearned reinforcer
C-08 discriminative stimuli (SDrs)
A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced; this is the reason that an SD increases the momentary frequency of the behavior)) antecedents to behavior that help client know when & where to engage in behavior
C-03 conditioned reinforcer
A stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as secondary reinforcer
S-delta
A stimulus that tends to be present when a response is not reinforced, as a result of which the response is unlikely to occur in its presence.
B-04 3-term contingencies
ABC
The rationale
Accuracy, Accountability, Allow for formative (ongoing) and summative (terminal) evaluation of instruction
Learned Behaviors
Acquired changes in behavior during one's lifetime
Defining Characteristics of ABA: Behavioral
Actual target behavior, measurable
Positive Punishment
Addition of a pleasant stimulus to decrease behavior
Positive Reinforcement
Addition of a pleasant stimulus to increase behavior
behavior
All of the actions that living organisms make that are observable and measurable; the specific way the individual acts. • Behaviors are affected by both antecedents and consequences
C-06 backward chaining
All the behaviors identified in the task analysis are initially completed by the trainer, except for the final behavior in the chain. When the learner performs the final behavior in the sequence at the predetermined criterion level, reinforcement is delivered. Next, reinforcement is delivered when the last and the next-to-last behaviors in the sequence are performed to criterion. With this type of chaining, the first behavior the learner performs independently produces the terminal reinforcement.)) - start teaching the end of the chain - when steps are mastered, decrease # of steps your doing for the client to 3 steps.
C-06 total task method or presentation
Also called total task presentation or whole task presentation is a variation of forward chaining in which the learner receives training on each step in the task analysis during every session. Trainer assistance is provided with any step the person is unable to perform independently, and the chain is trained until the learner is able to perform all the behaviors in the sequence to the predetermined criterion.)) demonstrated the entire task and ask client to imitate the modeled chain
Functional Analysis
An analysis of the purposes (functions) of problem behavior, wherein antecedents and consequences representing those in the person's natural routines are arranged within an experimental design so that their separate effects on problem behavior can be observed and measured; typically consists of 4 conditions; 3 test conditions - contingent attention, contingent escape, and alone - and a control condition in which problem behavior is expected to be low because reinforcement is freely available and no demands are placed on the person
Antecedent
An environmental condition existing or occurring immediately before the behavior of interest
Reinforcer
An event that follows a behavior and increases some dimension of that behavior (examples: verbal, social, edible)
Punishment
An event that occurs after a behavior, that decreases that behavior
Behavior
Any observable movement of a living thing
Stimulus
Any thing or event. Ex. One letter of the alphabet can be "a stimulus," or one can talk about a whole book as "a stimulus."
Attitudes of Science
Attitudes of the Science Determinism: "Scientists presume that the universe, or at least that part of it they intend to probe with the methods of science, is a lawful and orderly place in which all phenomena occur as the result of other events" (p 5). Empiricism: "...the practice of objective observation. Every effort to understand, predict, and improve behavior hinges on the behavior analyst's ability to completely define, systematically observe, and accurately record occurrences and non-occurrences of the behavior of interest" (p 5). Experimentation: "is the basic strategy of most sciences. When events are observed to covary or occur in close temporal sequence, a functional relation may exist, but other factors may be responsible for the observed values of the dependent variable" (p 5). "An experiment is a carefully conducted comparison of some measure of the phenomenon of interest (the dependent variable) under two or more different conditions in which only one factor at a time (the independent variable) differs from one condition to another" (p 6). Replication: "the repeating of experiments (as well as repeating independent variable conditions within experiements)" (p 6). Parsimony: "requires that all simple, logical explanations for the phenomena under investigation be ruled out experimentally before more complex or abstract explanations are considered" (p 6). Philosophic Doubt: "requires the scientist to continually question the truthfulness of what is regarded as fact. Scientific knowledge must always be viewed as tentative, and the scientist must constantly be willing to replace with new discoveries even those facts of which he is most certain" (p 6).
What is Autism Spectrum Disorder?
Autism is a complex neurological disorder that typically appears during the first three years of life and lasts throughout a person's lifetime.
Variable Ratio
Average number of responses must be made before reinforcer *Highest response rates *Ex: slot machines
Imprinting
Rapid learning that occurs during a brief receptive period, typically soon after birth or hatching, and establishes a long-lasting behavioral response to a specific individual or object, as attachment to parent, offspring, or site.
Spontaneous recovery
Reappearance of the behavior that had previously been diminished
Hierarchy of Learning Levels: Knowledge
Recall or recognition of information
Who was the founder of modern behaviorism?
B.F. Skinner
Classical Conditioning
Before Conditioning: Neutral Stimulus ---> No response During Conditioning: Neutral Stimulus --> UCS --> UCR After Conditioning: Neutral Stimulus --> CR
conceptual systems
Behavior change interventions are derived from basic principles of behavior Applied interventions arise from a specific and identifiable theoretical base rather than being a set of packages or tricks
Forward chaining
Behaviors identified in the task are taught in their naturally occurring order -One step at a time -Prompt fading -Reinforcement per step -Full prompts to complete all other steps -Teach 2nd step once 1st is completed
Socially Significant Behaviors
Behaviors that have immediate and long term benefits for the person engaging in them.
Deficit behaviors
Behaviors that occur too little or too infrequent Deficit Behaviors occur too little or infrequent
Continuous Schedule of Reinforcement
Best used when learning new behaviors
Why are Autism Rates Climbing?
Changes in diagnostic practices. Increased awareness Social factors (Advanced parental age) Almost half of the increase is still unexplained
Continuous vs. Intermittent Schedules
Continuous- In continuous schedules of reinforcement, you reinforce every instance the behavior occurs Intermittent- In intermittent schedules of reinforcement, reinforcement is not provided for every instance of the behavior. Intermittent schedules are used to maintain behaviors that you have already taught.
How do we know if something is a reinforcer?
Continuous----Intermittent---- Extinction
Prompting
Cue or action to assist or encourage the desired response from an individual
Variables of Reinforcer Effectiveness (DISC)
D- Deprivation I- Immediacy S- Size (magnitude) C- Contingency
DISC
D- deprivation I- immediacy S- size C- contingency
Defining Characteristics of ABA: Analytic
Data, analyzing, changes
Habituation
Decrease in or end of a response to a stimulus
Punishment
Decreases behavior
D-01: Identify the essential components of a written behavior reduction plan.
Define target behavior, function of behavior, setting, proactive strategies, reactive strategies, data, setting event, strategies to modify the environment
analytic
Demonstrates experimental control over the occurrence and non-occurrence of the behavior (a functional relation is demonstrated) Applied interventions require an objective demonstration that the procedures caused the effect
y axis
Dependent variable What am I trying to change
Stimulus Events
Described by physical features, by when they occur, and their effect on the behavior
Define DRO
Differential reinforcement of other behaviors (DRO) refers to a procedure in which positive reinforcement is delivered as long as the person does not display or engage in the target behavior. Target may be fighting - so in this instance the target is what not to do!
Extinction
Discontinuation of reinforcement that results in decrease in behavior -When the response no longer produces reinforcement
C-07 Discrimination
Discrimination is a term used in both classical and operant conditioning. It involves the ability to distinguish between one stimulus and similar stimuli. In both cases, it means only responding to certain stimuli but not to those that are similar.
Core Ethical Principles: Bailey and Burch
Do No Harm Respect Autonomy Benefit Others Be Just
Empiricism
Doing/ When an experimenter demonstrates a functional relationship
A-03 momentary time sampling
Record whether the beh is occurring at the end of the interval -Recorded as percentage - continuous behavior (yes/no)
Repertoire
Refers to all the behaviors a person can do.
Independent Variable
Refers to the intervention being used to change behavior
C-06 chaining
Refers to various methods for linking specific sequences of stimuli and responses to form new performances)) - teach new behaviors - involves linking a sequence of responses, task, to the same terminal reinforcer
C-03 continuous reinforcement CRF
Reinforce it each time it occurs
Non-contingent reinforcement
Reinforce without placing any clear demands
FR fixed ratio
Reinforcement occurs at fixed response intervals: (FR 5 = giving reinforcement after every fifth response)
Variable Interval
Reinforcer is delivered for the first response that occurs after a variable amount of time
Differential Reinforcement of Incompatible Behaviors DRI
Reinforces a behavior that is incompatible to the problem behavior and put the target problem behavior on extinction
D-04 differential reinforcement DR
Reinforcing a behavior when it occurs under specific conditions and not other (to help the client discriminate when & when not to engage in the behavior) or when we reinforce a specific behavior under certain conditions but not other behaviors -only the appropriate response (or behavior you wish to increase) and applying extinction to all other responses
Differential Reinforcement of Alternate Behaviors DRA
Reinforcing an appropriate alternative to the problem behavior and extinguishing the problem behavior through extinction
Operant Conditioning
Reinforcing consequences immediately following the response increases it's future likelihood: aversive consequences immediately following the response decrease it's future likelihood -OC occurs automatically -Immediate consequences has the greatest effect -Consequences only effect future behavior -Consequences select any behavior that has preceded them
Differential Reinforcement of Other Behaviors DRO
Reinforcing the absence of the problem behavior for a specific amount of time -Interval schedules of reinforcement (fixed)
Response Cost
Removal of a pleasant stimuli or privileges after a behavior
Negative Reinforcement
Removal of an aversive stimulus that increases the rate of behavior; reduction or termination of an ongoing stimulus that results in the likelihood of the behavior occurring again
Negative Punishment
Removal of an aversive stimulus to decrease behavior
Negative Reinforcement
Removal of an aversive stimulus to increase behavior
Response Cost
Removing reinforcement for an undesirable or disruptive behavior.
Stereotypy
Repetitive or ritualistic movements (ex: stimming)
Defining Characteristics of ABA: Technological
Replicate procedures
Reinforcers What can effect reinforcement
Satiation: To satisfy fully Deprivation: To lack necessities
Sensitization
Sensitization is an increase in the response to an unharmful stimulus when that stimulus occurs after a punishing stimulus.
started verbal operants
Skinner
Phoneme
Smallest contrastive unit in the sound system of a language
Common Functions of Behavior
Social Positive / Socially Mediated Access Social Negative / Socially Mediated Escape Automatic Positive: Direct Access Automatic Negative: Direct Escape
Socially Significant Behaviors
Social, language, academic, daily living, self care, vocational
Spontaneous Recovery
Something as small as seeing a name can be an antecedent and cause the behavior to reoccur
Spontaneous Recovery
Spontaneous recovery refers to after a behavior has decreased (via extinction) the behavior may reoccur - however if it is not reinforced will disappear again quickly.
Premack Principle
States that the opportunity to engage in a behavior that has a high probability of occurring can be used to reinforce a behavior that has a lower probability of occurring
Hierarchy of Learning Levels: Synthesis
Stimulate the buying of items and receipt of correct change
Setting Events
Stimuli in the environment that do not necessarily happen immediately before the behavior occurs, but still affect the probability that the behavior will occur ex(MOs): medications, sleep, diet, daily schedule, how stimulating the environment is, being cold, pain
Discriminative Stimuli SD
Stimuli in the environment that signal behavior and that are associated with reinforcement
Unconditioned Punishers
Stimulus (light, sound, temp.) which is intensified enough that's it's delivery will decrease or decrease fully behavior
Antecedent Interventions
Strategies that focus on structuring and modifying the environment and conditions that occur before a behavior, so that the behavior is less likely to occur -Eliminating triggers -"Proactive approach"
Intervention
Study/Therapy
stimulus fading procedure
Superimposition involves pairing two stimuli in which one of the stimuli will invoke the correct response, and then gradually fading away one of the stimuli.
Exceptions to HIPAA
Suspecting abuse or neglect
Defining Characteristics of ABA: Conceptually
Systematic
Pivotal Response Training (PRT)
Targets increasing social-communicative repertoires and the child's responsiveness to the environment. Focuses not only on language, but also on motivation, self-regulation, responding to multiple cues, and self-initiation of social interactions
Hierarchy of Response Competence: FLUENCY
The ability to express one self easily or being fluent
Hierarchy of Response Competence: GENERALIZATION
The action of being generalized, or a general statement or concept obtained by inference from specific cases.
A-02 duration
The amount of time in which behavior occurs (it is the basic measure of temporal extent) bx that is hard to tell beginning or end
Applied Behavior Analysis
The application of behavior laws, to change socially significant behavior to a meaningful degree
Dependent Variable
The behavior targeted to change
Respondent Extinction
The conditioned stimuli is presented without the unconditioned stimuli until it does not elicit the conditioned response anymore.
consequences
The event(s) that immediately follow the behavior of interest. • A stimulus that is added or removed that alters the future probability of the behavior
Hierarchy of Response Competence: ACQUISITION
The learning or developing a skill
Intertrial interval (ITI)
The pause before the next trial begins 1-3 seconds
Fixed Interval
The person only gets the reinforcer once the response is given after the fixed amount of time
Response Topography
The physical form or characteristics of the response. For example, the way that a rat presses a lever.
Topography
The physical form or characteristics of the response. For example, the way that a rat presses a lever.
Environment
The physical setting and circumstances in which the organism exists. -Influences primarily through stimulus change not static stimulus conditions.
Effect and Operation
Effect: Did the behavior increase? Operation: A consequence is delivered
4 common functions of behavior
Escape/Avoidance: The individual behaves in order to get out of doing something he/she does not want to do. Attention Seeking: The individual behaves to get focused attention from parents, teachers, siblings, peers, or other people that are around them. Seeking Access to Materials: The individual behaves in order to get a preferred item or participate in an enjoyable activity. Sensory Stimulation: The individual behaves in a specific way because it feels good to them.
Hierarchy of Learning Levels: Comprehension
Ex. Coins worth
Hierarchy of Learning Levels: Application
Ex. Counting out coins
non-contingent reinforcement NCR Example:
Ex: kissing child every 5 minutes
C-11 Maintenance
Extent to which a learner continues to perform the target behavior after a portion or all of the intervention is terminated AKA durability, behavioral persistence
Fixed Interval vs. Variable Interval
Fixed interval- reinforcement becomes available after a specific period of time Variable interval- the time periods that must pass before reinforcement becomes available will "vary" but must average out at a specific time interval
Fixed Ratio vs. Variable Ratio
Fixed ratio- reinforcement should be delivered after a constant or "fixed" number of correct responses Variable ratio- the delivery of reinforcement will "vary" but must average out at a specific number
Consequence interventions
Focus on modifying the environment and contingencies that occur after the behavior to increase or decrease behaviors
Systems of ABA
Frequency, rate, duration, latency, topography, locus, force
Consequence
Fundamental change that follows behavior
Incidental Teaching
Goal: increase spontaneous language and to generalize skills that are learned in more structured context Focuses on providing and creating opportunities that increase the child's motivation to use language.
Respondent Conditioning
The principle of respondent conditioning states that if a neutral stimulus is followed closely in time by an unconditioned stimulus which elicits an unconditioned response then the previously neutral stimulus will also tend to elicit the response in the future
HIPAA
Health Insurance Portability and Accountability Act -Carry health info from one employer to another -Privacy rule: protected health info
Punishment
The process by which a stimulus change that reliably follows a response decreases the future probability of that response.
carrier phrase examples
I see a dog It is a yellow car
B-01 reinforcement
INCREASES behavior, a behavior is more likely to occur in the future environmental events that occur after a behavior • increases the likelihood of that behavior occurring in the future. • Must serve to increase the occurrences of a particular behavior • A basic principle of behavior analysis, one of the most important! • Reinforcement is in the eye of the beholder • Must be used contingently to increase a behavior • Must be used immediately to be most effective • Typically used continuously when teaching a new behavior
NaTS reinforcer
IS related to the material being taught
Risk of recurrence autism
If parents have a child with some form of autism, there is a 1 in 5 chance (20%) chance that their next child will have autism too The chance of twins having autism is far higher when twins are identical than when they are fraternal. Having more than one older sibling with autism further increased the chance of diagnosis to 32%
Error Correction
If they begin to get an old target wrong, pair SD with prompt so they aren't wrong
Applied Behavioral Analysis
The science devoted to the understanding and improvement of human behavior.
Defining Characteristics of ABA: Effective
Improves behavior
effective
Improves behavior sufficiently to produce practical results for the participant(s), ---Improvements in behavior must reach clinical or social significance, Extent to which changes in the target behavior(s) result in noticeable changes Applied interventions produce strong, socially important effects are the effects large enough to be socially significant
Reinforcement
Increases behavior
Innate behaviors
Inherited and preformed correctly for the first time an organism is exposed to a stimulus
Instruction Control
Instructional control' refers to the time when the child learns how to pay attention to simple requests the clinician makes. It happens when the child begins embracing the program demands.
interspersal technique
Intergrade easier items to more challenging
applied
Investigates socially significant behaviors with immediate importance to the participant behaviors targeted for change are socially significant (ABC)
Mand
It involves requesting /asking for something with or without the item present example: "can i have a cookie?"
Hierarchy of Response Competence: MAINTENANCE
The state of being maintained
Relevance of Behavior Rule
The target behavior should be selected when it is determined that the behavior is likely to produce reinforcement in the persons natural environment and therefore be maintained
Parsimony
The use of no unnecessary concepts, principles, and assumptions.
D-03 Ex: Adam goofs off, Johnny laughs. What is the SDr for goofing off?
Johnny: remove Johnny
Defining Characteristics of ABA: Generality
Lasting overtime
Conditioned
Learned
Hierarchy of Interventions
Level I: Strategies of differential reinforcement DRA, DRO, DRI, DRL Level II: Extinction (terminating reinforcement) Level III: Removal of desirable stimuli response-cost procedures time-out procedures Level IV: Presentation of aversive stimuli unconditioned aversive stimuli conditioned aversive stimuli overcorrection procedures
Sensory extinction
Masking/removing the sensory stimulus (ex: button pushing)
Basic steps of acquisition
Mass trial - mass trial with distractors - random rotate
behavior
Measurable and observable, quantifiable, socially significant
C-04 discrete trail training DTT
Method systematically evokes & reinforces a response by structuring the presentation of instructions & support in routine steps to show client what behavior will receive reinforcement -teaching in simplified and structured steps. Instead of teaching an entire skill in one go, the skill is broken down and "built-up" ((controlled by given an opportunity to emit the response)) method of teaching in simplified and structured steps. Instead of teaching an entire skill in one go, the skill is broken down and "built-up" using discrete trials that teach each step one at a time
Prompt Hierarchy
Most: physical Verbal Gestural Model Positional Least: Material
DTI reinforcer
NOT related to the material being taught
Positive Punishment vs. Negative Punishment
Negative punishment happens when a certain desired stimulus/item is removed after a particular undesired behavior is exhibited, resulting in the behavior happening less often in the future. Positive punishment works by presenting a negative consequence after an undesired behavior is exhibited, making the behavior less likely to happen in the future.
A-02 frequency is;
beginning and end response can be easily detected (data)# of responses
instructional demand
behavior alters based on the way instructions are delivered
C-06 forward chaining
behavior identified in the task analysis are taught i their naturally occurring order A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior in the task analysis; the trainer completes the remaining steps in the chain. training only occurs on the steps previously mastered & current step (no training on steps after that) teach 1st step - using modeling, reinforce each correct, eventually without prompt - once not using prompt, add 2nd step - continue adding 1 step at a time
event recording
behavior observed continuously, each instance recorded immediately as it occurs
mental/emotional abuse
behavior that is demeaning, intimidating, or threatening and creates emotional pain, distress, and may result in difficult behaviors
Unconditioned Response
behavior that occurs naturally due to a given stimulus
crisis
behaviors that risk harm to self, others or the environment
Task Analysis
breaking up a complex skill into smaller, teachable units, the products of which is a series of sequentially ordered steps or tasks
If reinforcement grew too thin and escape/avoidance occurs
bring reinforcement back on a denser schedule
pairing
building trust with the student and associating instructor, materials and setting with reinforcement
Selection by Consequences
causal mode found only in living things, or in machines made by living things. It was first recognized in natural selection, but it also accounts for the shaping and maintenance of the behavior of the individual and the evolution of cultures
medical model
change to show they have the same potential with some help
cause/effect
choices and outcomes, self advocacy, creating supports
examples of motor imitation
clap hands, touch nose, arms up, tap table, etc.
copying text
client copies their name from yours
behavioral momentum used when:
client engages in problem behavior to escape or avoid engaging in an aversive event (( another name for high-p request sequence))
C-11 response generalization
client engaging in a different response under the same stimulus condition Ex: How are you? Good, fine, okay - different response, same stimulus
response fluency
clients behavior occurs smoothly, rapidly, with little apparent effort
listener responding: class
collection, category
baseline
condition prior to the introduction of a treatment -behaviors assessed in natural setting w/o intervention
goal of social programming
connect the learners with the verbal community
B-01 punishment
consequence that decreases the future likelihood of the behavior - severe behavior
motor/mimetic imitation
copying the motor movements of a model
One of the most important changes in the fifth edition of the DS
creation of autism spectrum disorder (ASD)
reliable
data are consistent (each recorded is recording the same behavior the same way)
analysis
data driven, a function between treatment and behavior is evident
valid
data is accurate (using ounces,lb,etc)
probe data
data on initial trial
community support skills standards CSSS
define core skills of community support work
delayed prompting
delay response between response
D-04 DRO differential reinforcement of other behavior (zero occurrence)
delivers a reinforcer whenever the problem behavior has not occurred during or at specific times "reinforcement for not responding")) - reinforce after behavior has not occured
VR variable ratio
delivery of reinforcement is based on a particular average number of responses. (e.g., on a VR 10 schedule an average of 10 responses must be emitted for reinforcement, but the number of responses required following the last reinforced response might range from 1 to 30 or more). -Bx becomes most resistant to extinction
mand
demand, command, asking, requesting for tangible, information or attention (usually first operant to develop
Preference assesments
determine what is motivating in the moment -free operant - forced choice
What is the primary reason to obtain diagnosis?
diagnosis is to help determine appropriate treatment and education.
Extinction
disappearance of a previously learned behavior when the behavior is not reinforced
physical imitation
doing what you see another do
E
effort of response, how much or how hard the learner has to work in order to obtain reinforcer -will engage in behavior that involves less effort
children with difficulty communicating are more likely to
engage in challenging behavior to get their needs met
Antecedent
environmental events that occasion behavior. Something that happens before behavior
fundamental beliefs
equality, inclusion, empowerment, self-determination, rights
D-03 discriminative stimuli (SDs)
event that occurs before a behavior is a stimulus that 'tells" or signals what will happen if a behavior occurs
Consequence
events that follow behavior
data should be analyzed
every 2 weeks
Behavior
everything we do! based upon our environment observable activity
functional relationships
exist when a behavior naturally produces a consequence
neglect
failure to provide care, supervision, or services that are necessary to health and well being of an individual and the failure results in pain, injury, distress or deterioration of behavior
magnitude
force or intensity with which a response is emitted (conducted)
B-01 response cost
form of punishment in which the loss of a specific amount of reinforcement occurs, contingent on an inappropriate behavior and results in the decreased probability of the future occurrence of that behavior +moderate to rapid effects +convenient +can be easily combined with other procedures Ex- money taken away with traffic ticket
A-02 What are two types of continuous measurement
frequency and duration
structure environment
furniture, weapons, clothing
non contingent reinforcement
given freely independent of the child's behavior (child must not be engaging in problem behavior)
Forced choice
giving your learner choices of several items and seeing what they pick
individual support or service plan
goals, strategies, objectives
Shaping
gradually molding or training an organism to perform a specific response (behavior) by reinforcing any responses that are similar to the desired response
C-09 fading
highlighting a physical dimension (color, size, position) of a stimulus & the gradually face exaggerated dimension)) gradually moving from max prompting to minimum or no prompting
Stimulus fading
highlighting a physical dimension of a stimulus to increase the likelihood of a correct response then the highlighted or exaggerated dimension is eventually faded out (ex: boundary cones)
modeling
imitative prompts
I
immediacy of reinforcement -will engage in behaviors that produces reinforcement quickly
violating confidentiality is ok when
immediate health or safety risk
Differential Reinforcement
implementation of reinforcing only the appropriate response (or behavior you wish to increase) and applying extinction to all other responses
verbal behavior/language cannot develop
in the absence of a community
C-05 naturalistic teaching procedure
incidental teaching IT
essential components of a skill acquisition plan
include a description of the target skill being taught, materials needed for teaching, prompting strategies to be used, the consequences for correct or incorrect responding, mastery criteria, reinforcement strategies, and plan for generalization and maintenance.
sense of space
inclusion, active participation, being in and out of the community
after learner has 50 single word mands
increase length of mands (open to open door)
D-05 extinction burst
increase the clients problem behavior before it decreases
Establishing Operations
increases the current effectiveness of some stimulus, object, or event as reinforcement
Reinforcement
increases the likelihood that a response will occur. Note that reinforcement is defined by the effect that it has on behavior - it increases or strengthens the behavior
Schedules of Reinforcement
influence how fast a behavior is acquired and the strength of the response
Probe data
initial trial of the session
relationships
interactions, social networks, community participation, valued roles, positive experiences
B-02 Preference Assessment
interview observation preference assessment
recording data/measuring behavior: indirectly
interviews, rating scales, questions, surveys, etc.
Overcorrection
involve having the student engage in repetitive behavior as a penalty for having displayed an inappropriate action.
stimulus control
is a phenomenon that occurs when an organism behaves in one way in the presence of a given stimulus and another way in its absence Ex: Masturbation
Event recording
is a process for documenting the number of times a behavior occurs Behavior must have discrete beginning and ending
Functional behavioral assessment (FBA)
is a variation on procedures originally developed to ascertain the purpose or reason for behaviors displayed by individuals with severe cognitive or communication disabilities
Private Event
is experienced only by one person. It is described as private activity, thought or experience. It can also be stimuli experienced by only one person for instance a headache
types of mands
items, actions, assistance, stop, attention, information
cooperating with other professionals is okay as long as
its consistent with principles of behavior analysis and serves clients effectively
social skills development 9-18 months
joint attention
Tact
labeling/naming an item, action or property of an item that is PRESENT or something with which the individual comes into contact example: how does the dog feel? (Child touches it and says "soft"
B-01 inclusion timeout
least intrusive/aversive form of timeout and most common used. - restrict the client from participating in the ongoing activity due to misbehavior.
C-10 graduated guidance prompting
least to most prompting Immediately fade physical prompts Follow participant closely with hands Gradually increase distance between hands and participant)) 1st trying to evoke the behavior with natural Sd and continue to progress from least to most prompt until wanted response occurs -gradually reduce the pressure that you are applying to shadowing further and further away until the client can do the skill without physical guidance
M
magnitude of reinforcement -will engage in behaviors that produce more
competing contingencies
maintenance and generalization factors and potential reinforcers or punishers
an operational definition for shouting
making a related or unrelated comment or question with voice volume louder than other's in the class and without being called on
behavioral momentum
making requests that are easy for the child before making requests that are more challenging or difficult.
the first form of verbal behavior that children engage in
manding
examples of social behavior
mands, turn taking, greetings, games, asking questions, etc.
Generalization
mastery across locations, teachers, time and materials
VERMI
matching law
trials of criterion
measure # of response opportunity needed to achieve predetermined level of performance
A-03 partial-interval
measure instances of behavior
A-02 temporal locus: response latency
measure of time between environmental event and a response -measuring how long it takes for a behavior to begin after a specific verbal demand or event has occurred Ex: Time between event and reaction
A-02 continuous measurement
measured that all instances of response of interest is detected during observation period
A-02 discontinuous measurement
measurement in which some instances of the response may not be detected
A-04 permanent product (outcome)
monitor the occurrence of problem behavior -measuring behavior after it has occurred by measuring the effect on the environment "ex post facto"
A-05 line graph are
most common
peer attention is the consequence of
most social behavior
positive psychology
motivation and potential: what makes people thrive
tact
named or labeled
behavior trap
natural contingencies took over control, or trapped the behavior
systems of support
natural, education and training, environmental, personal strengths, technological, incentives and professional services
FBA consent is
necessary
Expressive targets
no tangible distractors, must use expanded trials
tact reinforcement
non specific reinforcer, anything that increases behavior that is not the object being said
echoic reinforcement
non specific, praise or attention
tact antecedent
non verbal sensory stimulus in the environment
physical abuse
non-accidental, inappropriate contact or the use of force with an individual that causes physical pain or injury
tacts can be
observable: color of the sky unobservable: pain
A-03 whole-interval
observer is interested in behavior that occurs during the entire interval (5-10 seconds). Examples of ongoing behaviors that can be observed writing, walking, reading, or working on a given assignment. Recorded as percentage - continuous behavior (yes/no) -underestimate
direct measurements
observing the behavior and recording it as it occurs -less subjective types: -event recording -duration -interval recording -time sample recording
A-03 partial-interval
observing whether a behavior occurs at any time during the interval. Once the length of an observation session is identified, the time is broken down into smaller intervals that are all equal in length. Recorded as percentage (yes/no) -record multiple behaviors -measure instances of behavior
Stimulus Control
occur when an organism behaves in one way in the presence of a given stimulus and another way in its absence. example: the presence of a stop sign increases the probability that "braking" behavior will occur.
Reinforcers should be contingent
on target behaviors only
examples of oral motor imitation
open mouth, smile, stick out tongue, blow kisses, puff up cheeks, etc.
in a normal progression in ITT materials go from
orderly to messy array
match to sample
pairing one kind of thing with another (one kind of dog with another)
tact
pairing/labeling the word with a picture or item
B-01 nonexclusion timeout
participant is not completely removed physically from the time-in setting
C-11 generalization
performance and adaptation of a behavior under conditions different than the setting in which is was originally learned. • the trained behavior occurs at other times or in other places without having to be retrained completely in those particular times or places, or if functionally related behaviors occur that were not trained directly. ex; several species of fish
functional skill level
performance level of client able to attain sucess
B-02 multiple-stimulus assessment with MSWor without replacement MSWO
person chooses a preferred stimulus from an array of 3 or more stimuli; by presenting multiple stimuli together, time is saved 1.multiple stimulus pre. with replacement MSW: stimulus selected remains in array 2. multiple stimulus pre. without replacement MSWO stimulus selected removed from array - less time to complete
B-01 exclusionary timeout
person is removed from the environment for a specified period, contingent on the occurrence of the targeted inappropriate behavior
goals
personal outcomes, education, employment, community living, possessions
Modeling
physical display of the desired response
topography
physical form or shape of a behavior
Gestural prompt
physical gestures to indicate the desired response
Physical prompt
physically manipulating the individual to produce the desired response; guidance -least intrusive to encourage independence
B-02 free operant assessment
place a # of items out and let client interact with them, record interaction time with each
examples of fine motor imitation
pointing, thumbs up, squeeze playdough, press buttons
B-01 negative practice
practice the unwanted behavior repeatedly - caught smoking; smoke several times in a row; smoking becomes aversive or a punishing experience
parents can do
preference assessments
B-02 single-stimulus assessment/presenation
present stimuli one at a time random order - record interaction/no interaction - duration - beh
providing a zero second prompted mand
present the item they desire and the prompt together
proactive approach
preventing crisis/antecedent interventions by preventative measures: timers, schedules, functional communication
Comorbidity
primarily a medical term that is used to describe how mental disorders co-occur with one another. More often in children and adolescents.
A-0 measurement
process of applying quantitative labels to observe events using standard set of rules
Unconditioned Stimulus
produces an automatic, natural reaction
PHI
protected health information: oral, electronic or paper
HIPAA federal law
protects individuals health information
crisis management
protocol provides step-by-step guide how to deal with serious behaviors that threatens to harm either the client, others, or property
D-04 DRD Differential reinforcement of diminishing rates
provide reinforcement when the rate of the behavior is equal to or less than a specified limit - reinforce improvement or fewer infractions per unit of time Ex: praise after every 2x, praise after every 1x
generality
provides behavior change that lasts over time, appears in environments other than the one in which the intervention that initially produced it was implemented, and spreads to other behaviors not directly treated by the intervention Applied interventions are designed from the outset to operate in new environments and continue after the formal treatments have ended
VI variable interval
providing reinforcement for the first correct response following the elapse of variable duration of time occurring in a random or unpredictable order. VI produce a low - moderate, steady response rates (pop quizz at unpredictable times). The larger the average interval, the lower the overall rate of response
intraverbal
provoked by another's verbal behavior, conversational
echoic to tact transfer
puts words with the objects
only accept situations that you are
qualified to handle
R
rate of reinforcement, how often -will engage in behavior that produces consistent reinforcement
frequency/hours
rate per hour
scatterplot
records the bx throughout the day; can be used to compare when it occurs more or less
reduce response demand
reduce amount of time & effort required to engage in the activity Ex: long hw; cover much of the hw
Unconditioned reinforcement
refers to reinforcement that does not need to be learned or conditioned. For example may include food, drink, escape from pain, and physical attention
Conditioned reinforcement
refers to reinforcement that gets its value by being paired with another reinforcer (It is "conditioned."). -may include things such as tokens, money, praise, grades, toys, etc
C-11 maintenance
reinforce it each time it occurs
Verbal Behavior
reinforced through the mediation of another person's behavior (facial expressions, pointing, speaking, writing)
FI fixed interval
reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced (e.g., on an FI 3-minute schedule, the first response following the passage of 3 minutes is reinforced)
Deprivation
reinforcement is very valuable
Generalized Reinforcers
reinforcer that acquires its reinforcing strengths through its relation to MULTIPLE reinforcers example: money
D-04 DRA differential reinforcement of alternative behavior
reinforces occurrences of a behavior that provides a desirable alternative to problem behavior but not necessarily incompatible with it)) reinforce acceptable alternative behavior & place problem behavior in extinction
imitation is automatically
reinforcing
Shaping
reinforcing successive approximations of a target behavior
SD
related to the differential availability of a currently effective form of reinforcement for a particular type of behavior example: the gas gauge in our car is a discriminative stimulus. The gauge controls our behavior by telling that we better emit a target behavior of buying gas otherwise an unpleasant consequence will result
Establishing/Motivating Operation
related to times when certain events are more valuable than others at times example: ads for an iPad make the desire for an iPad even greater. If the target behavior is saving money to buy a new computer, and if the iPad ad is successful in making you want one, then you are more likely to save for the iPad
matching law
relative rates of responding tend to equal the relative rates of reinforcement that they produce
B-01 bonus response cost
remove points or tokens from a pool of bonus reinforcers that the client has not earned
B-01 timeout
removing access to reinforcers, contingent on the occurrence of the severe infraction, for short period of time (2min) no longer than 5 min
B-01 negative reinforcement
removing something from the student that is aversive to increase the likelihood of behavior.
stimulus-stimulus pairing SSP
repeated pairing of a neutral stimulus with a reinforcing stimulus and the neutral stimulus becomes conditioned as a reinforcer
B-01 positive practice
repeatedly practicing a positive alternative behavior contingent upon the infraction Ex: mark wall, mark paper
bar graphs
represent the average of some data under different conditions
mand
request and demanding
Discrimination training
requires one response and two antecedent stimulus conditions. The response in the presence of one stimulus is reinforced while a response in the presence of the other is not
C-03 intermittent reinforcement makes the behavior more
resistent to extinction (when it does not produce reinforcement)
listener responding
responding to the mands of another, receptive language
C-11 stimulus generalization
response remains the same, but the stimulus or stimuli changes Ex: Looking at the face of several people, and say hello. - different stimulus, same response
B-01 restrained timeout
restrained contingent to problem behavior
A-05 data
results of measurement - quantified form - data collected must be graphed
Philosophy of normalization
select target's that are as culturally normal as possible
contact desensitization
shaping; differentially reinforce clients closer & closer approximation toward approaching an object of fear
SD feature example
show me the one thats red
cumulative graphs
show the sum of some measure over time (ex: total number of pages a student has read over time) -Can only have a slope of 0 or a positive slope
social skills development 1-3 months
smiling
social skills development 8-10 months
social referencing (facial expressions)
D-02 Motivating Operant MO/Establishing Operant EO
social/physical/food/tangible
B-01 corporal punishment
spanking,hitting, etc
schedules of reinforcement
start with continuous and fade to a variable ratio
Discriminative stimulus SD
stimuli in the environment that signal behavior and that are associated with reinforcement
shaping
systematically and differentially reinforcing successive approximations to a terminal behavior; used to help learners acquire new behaviors
C-07 discrimination training
teach client to know under what conditions a behavior is likely to be reinforced or not reinforced ((The conventional procedure requires one behavior and 2 antecedent stimulus conditions. Responses are reinforced in the presence of one stimulus condition , the SD, but not in the presence of the other stimulus the S-delta; example - to teach the color red, teacher places red ball (SD) and yellow ball (S-delta) in front of student and tells student to point to red ball. If he point to red ball, he gets reinforced. If he points to yellow ball, he does not))
D-04 DRA helps
teach the client what to do to get what they want in a more productive way
inadvertent prompts
teacher unaware of subtle prompts (glances, mouthing words)
problem with having a child "work for a break"
teaches that the child should escape or avoid work and that the best possible reinforcer is getting away from the teacher/work
mastery criteria
the ABA consultant determines the number of independent correct responses over a number of days needed for a target to be considered mastered (learned)- eg one independent response over a period of x days
Mastery criteria
the ABA consultant determines the number of independent correct responses over a number of days needed for a target to be considered mastered (learned)- eg one independent response over a period of x days.
stimulus overselectivity
the behavior is controlled by one or more non-relevant stimuli Ex: Table, chair out of place, client doesn't response to request
imitation
the emission of a behavior that is topographically similar and temporarily proximal to the behavior of a model
scrolling
the learner goes through a variety of signs or vocalizations to mand for an item/activity *do not reinforce these responses
behavior analysts use
the least restrictive procedures
it is NOT joint attention if
the motivation is merely to receive the relevant item
Premack principle
the opportunity to engage in a high-frequency or preferred behavior (i.e. playing video games) as a reinforcer for a low-frequency behavior (completing homework).
B-01 contingent observation
the person is repositioned within an existing setting such that observation of ongoing activities remains, but access to reinforcers is lost (sit away from group)
visual inspection
the process by which data is analyzed in order to determine whether or not changes in some measure can be attributed to the introduction of an intervention
DRO
the reinforcer is given as long as the targeted inappropriate behavior does not occur or it is given in the absence of targeted behavior. This serves to directly decrease the inappropriate behavior
DRI
the reinforcer is given when another behavior is used or observed
DRA
the reinforcer is given when another more appropriate behavior is used or observed
Extinction bursts
the sudden increase of behavior after extinction is implemented
latency (direct)
the time that occurs between the SD and the response
Generalization
the transfer of learning, is the process by which a behavior reinforced in one situation will be exhibited in another situation.
A-02 temporal locus: interresponse time
time that passes between occurrences of the inappropriate behavior. measure time between end of one response & beginning of the next response - measures time between 2 response
Prompt fading
to reduce assistance to a least intrusive prompt (ex: hand over hand to a light touch)
A-02 rate
total # of response over a period of time - response are free operant
SD class example
touch the food/fruit
examples of listener responding
touching a picture, following instructions
generalization
transfer of skills overtime, to untrained responses and across different environments
Transfer across operants
transfer of stimulus control from one operant to another
Time delay
transfers stimulus control to the natural stimulus by delaying the presentation of the prompt after that natural stimulus has been presented
breach
unacceptable, impermissible use or disclosure of PHI that compromises the security or privacy of PHI
C-11 generalization more likely to occur
under similar antecedent stimuli
assessment
use of empirical data to refine programs & improve learning
Video-modeling
used taped sequences as examples of behavior -Used to teach social skills, daily living skills, language acquisition or play skills
Verbal prompt
using vocalizations to indicate the desired response -can be: utterance- sound or part or a word, many words, or paragraph; question prompt or intraverbal prompt -difficult to fade
V
value of reinforcement, strength of MO for reinforcer -will engage in behavior with stronger MO
indiscriminate contingencies
vary the reinforce delivery schedule; so the client cant predict the next reinforcer
echoic
verbal imitation -Ex say dog: client says dog
Visual prompt
visual cue or picture- any object or printed material that is used to help teach a new behavior
echoic
vocal imitation, repeating the word
Free operant
watching what your learner chooses to do when they can play with anything available
Intraverbal
what one person says is based on what another person says (not in contact with the item, action or property) but does not match it exactly example: what says "Choo Choo"? (Child says train)
Echoic
what one person says is exactly the same as what another person says example: i say "car", you say "car"
Backward chaining
when all the behaviors that are identified in the task analysis are done by the teacher except the final behavior -Then all but the last two steps are done and so on
financial exploitation
when an employee misuses, mishandles, or exploits the property, possessions, or assets of an individual and includes using a person's property or assets without their consent, under false pretenses, or through coercion or manipulation
operational definition
when applied to data collection, is a clear, concise detailed definition of a measure.
pure mand
when learner cant see items and still requests it
C-03 intermittent reinforcement
when some not all, of the correct occurrences are reinforced - once the behavior has been taught or close to fluency decrease frequency of reinforce delivered
Transfer Trial Procedures
when you represent the original SD then use a lesser prompt than the first
cold probe data
whether the student was able to independently give the correct response upon first presentation of SD; yes or no
SD function example
which one can you eat
Time out
withdrawal or removal of opportunity to receive positive reinforcement for specific amount of time
D-05 extinction
withholding or blocking whatever reinforcers are supporting the unwanted behavior - reinforcer no longer follows a bx; future bx decrease under similar circumstance
hard data
written down
Comorbidity - What are They?
• ADHD • DISRUPTIVE BEHAVIOR DISORDERS (OPPOSITIONAL DEFIANT AND CONDUCT DISORDERS) • MOOD DISORDERS • ANXIETY DISORDERS • PTSD/ACUTE STRESS DISORDER • ADJUSTMENT DISORDERS WITH ANXIETY, DEPRESSION, MIXED EMOTIONS, AND CONDUCT • PHYSICAL AND OTHER COMORBIDITIES
NOT socially mediated functions of behavior
To gain automatic reinforcement
Prepare for the session as required by the skill acquisition plan.
To prepare for the session, have your materials and the environment set up so that you can run the plan as designed. Also, be sure to have reinforcement items easily accessible.
Systematic Desensitization
Treatment that practices engaging in successive approximations, toward the target or desired behavior often paired with anxiety reduction exercises and positive reinforcement
Unconditioned Aversive Stimuli
Unconditioned aversive stimuli naturally result in pain or discomfort and are often associated with biologically harmful or damaging substances or events. Examples include extreme heat or cold, bitter flavors, electric shocks, loud noises and pain. Aversives can be applied naturally (such as touching a hot stove) or in a contrived manner (such as during torture or behavior modification).
x axis
Unit of time Time frame: ex days
Aversives
Unpleasant stimuli that induce changes in behavior through punishment; by applying an aversive immediately following a behavior, the likelihood of the behavior occurring in the future is reduced. Aversives can vary from being slightly unpleasant or irritating (such as a disliked color) to physically damaging. It is not the level of unpleasantness, but rather the effectiveness the unpleasant event has on changing behavior that defines the aversive.
Hierarchy of Learning Levels: Evaluation
Use of the money for item or alternative use such as buying candy
Defining Characteristics of ABA: Applied
Used to solve socially significant problems
C-05 Incidental teaching IT
Using natural opportunities that are sometimes planned and sometimes unplanned
Motivating Operations (MO)
Variables in the environment that alter the relative value of a particular reinforcer at a particular time
Motivating Operations
Variables in the environment that can alter the relative value or a particular reinforcer at a particular time (ex: sleep, illness, hunger, medication, etc.)
Video self-modeling
View themselves as examples of behavior
listener responding to tact transfer example
What is it? Barbie Can you give me barbie?
Baseline
What the child's behavior starts or looks like before therapy
Stimulus Control
When a behavior is emitted more often in the presence of a particular SD (setting, objects, people)
Positive Reinforcement
When an occurrence of behavior is followed by the addition of a stimulus which results in increased behavior
Hierarchy of Learning Levels: Analysis
When given items and cost asked if you can buy them
Extinction Burst
When the behavior is no longer reinforced it will briefly increase intensely or frequency or duration
Positional prompt
When the target is placed closer to the individual
Other Variables That Might Affect the Client
When writing session notes, report on: - illness - significant changes in family dynamic - medication changes - changes in sleep patterns
Pairing
When you have paired yourself with reinforcement and you have become the "giver of all good things"
Time Out
Withdrawal or opportunity to earn positive reinforcement or loss of access to a positive reinforcer for a specific period of time
Extinction
Withholding reinforcement from a previously reinforced item -Does not always mean ignoring
technological
Written description of all procedures in the study is sufficiently complete and detailed to enable others to replicate it Applied interventions are described well enough that they can be implemented by anyone with training and resources.
Line graphs consist of
Y axis X axis Baseline side Treatment side Phase change line Titles
D-03 establishing operation EO/MO
a condition of deprivation or aversion that temporarily alters (usually raises) the value of a particular reinforcer. EX: food deprived makes food more of a reinforcer
Task Analysis
a list of written out steps that contain all of the components necessary to complete the task.
Joint Control
a means of accounting for performances, especially generalized performances, for which a history of contingency control does not provide an adequate account
Prompt hierarchies
a planned sequence of prompts in order of intrusiveness -Most to least (least to most is used with behaviors already learned or more complex behaviors that involve problem solving)
Chaining
a specific sequence of responses with each sequence associated with a particular stimulus condition
Reinforcement Assessment
a strategy that can be used by classroom teachers to determine the items, activities, and events that a student finds reinforcing
transfer trials
a trial that is presented after a prompted trial where the initial prompt is faded so that the learners response is eventually evoked by the MO and not the prompt
Total task presentation
a variation of forward chaining in which the student is taught each of the steps in the task analysis all at once -Student is helped with every step
occupational therapists do not have to
abide by BACB code of conduct
goal of services
achieve greater community inclusion, productivity, independence and self-determination
joint attention
act of sharing experiences with another; a child's actions that verify or produce simultaneous attending with another to some object or event in the environment
listener responding: function
action the item can do
B-01 positive punishment
add an aversive consequence following behavior, reduce likelihood behavior occurring in the future
B-01 positive reinforcement
adding/presenting something the student values to increase the likelihood of behavior.
verbal behavior
affecting the environment through the behavior of some other person or the person herself (self-talk)
B-02 paired-stimulus assessment
aka "forced-choice" simultaneous presenting 2 stimuli; the observer records which of the 2 the learner chooses; each stimulus is matched randomly with all other stimuli in the set. Data shows how many times each stimulus was chosen; stimuli are then rank ordered (high-low)
mixed VB box
all the tacts, listener responding, imitation, intraverbals, echoics and textuals the learner has mastered
Motivating operation
alter the effectiveness of some stimulus, object, or event as a reinforcer, and alter the current frequency of all behavior that has been reinforced by that stimulus, object, or event -effect -behavior more/less likely
disclose the minimum
amount of info
Conditioned Response
an automatic response established by training to an ordinarily neutral stimulus
Contingency
an established relationship between an A,B,C
social behavior
an interaction between two individuals
standard celebration chart
analyze frequency of behavior changes over time
intraverbal
answering a question
D-03 motivational operations - MO interventon
antecedent events that change the value of the consequence along with the immediate discriminative stimulus (SD) Ex: Class clown, provide short hang out with friends before class
intraverbal antecedent/reinforcement
antecedent: verbal stimulus reinforcement: non specific
abuse
any form of mistreatment by one person that causes harm to another
sexual abuse
any sexual behavior or sexual contact between an employee and an individual even if it is consesual
support
anything that empowers or allows a person to engage with their environment more effectively
treatment integrity
assurance that all program implementers implement the intervention as planned
social skills development 4-7 months
attention from caregivers acts as a reinforcer
listener responding: feature
attributes the item has such as color, shape, sounds