ABA 1

Generality

- mastered -gernalized to other settings, cargivers, or behaviors --Produces behavior changes that last over time -Appear in other environments (other than the one in which intervention was implemented) -Or spread to other behaviors (those not directly treated by the intervention) -7. Generalization. Client performing behavior at different times, places, people

count

- repeatability Add up the behaviors or items Ex: raised hand five times

Applied behavior analysis (ABA)

-ABA is the science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change The application of the "principles of behavior" to issues that are socially important, in order to produce practical change -Is a science -Focus on behaviors of social importance -Science devoted to understanding and improving human behavior

Determinism

-Assuming the world is a lawful and orderly place rather than chaotic.=All events in the universe (including behavioral events) are Lawful, orderly, predictable, and determined by physical causes =Lawful, orderly relations of the universe =Predictable =Behavior does not spontaneously occur

behavior

-Larger set/class of responses that share physical dimensions (e.g. hand-flapping behavior) or functions (e.g. study behavior -Activity of living organism -Interaction with environment -"Displacement in space through time" -Results in measurable change in the environment -Dead man test= dead man can do it not a behavior -Larger set/class of responses that share physical dimensions (e.g. hand-flapping behavior) or functions (e.g. study behavior

operant behavior

-Operant behavior is under control of both antecedent and consequences -Any behavior whose probability of occurrence is determined by its history of consequences. -Most of our behavior is operant based (learned) -Encompasses both reinforcement and punishment -Principles =Consequences can only affect future behavior =An operant behavior cannot be defined by topography (it is not what it looks like but the function that matters) =Immediate consequence have the greatest effect =Consequences select any behavior that precedes them

Social validity

-Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced

Empiricism

-Relying on the objective observation of some phenomena in the development of scientific knowledge-Measuring objective, observable phenomena -Facts, based on data -Objective -Determinism must be empirically demonstrated before it is fully accepted Information avibel to science comes from the sense

Replication

-Repeated experiments in a structured way to demonstrate control and reliability of findings.-Replicating the same functional relation with multiple participants in a given experiment, and replicating it across experiments with different types of participants, in different contexts, and over time -=Repeating experiments and independent variable conditions =Can use on different people and in different settings =Accounts for accountability

reflex

-Respondent behavior -Helpful in survival -Don't have to learn -Occur naturally and are not learned

Respondent Behvaior

-Respondent behavior is under control of only the antcentdent -Involuntary behaviors elicited by stimuli that immediately precede them (antecedent) -An unconditioned stimulus and the unconditioned response are part of an organism's genetic makeup =Example: gag reflex when you choke on food -Change little if at all, during a person's lifetime -No necessary learning history

Functional relation

-Scientific understanding of behavior through control involves understanding _______ between events in the sense that changing one event reliably results in a specific chnage in another event -specific change in one event (the dependent variable) can reliably be produced by specific manipulations of another event (the independent variable), and that the change in the dependent variable was unlikely to be the result of other extraneous factors (confounding variables). -Changes in an antecedent or consequent stimulus class consistently alter a dimension of a response class -the primary products of basic and applied research in behavior analysis, provide the kind of scientific understanding that is most valuable and useful to the development of a technology for changing behavior

Philosophic doubt

-Scientists continually question the truthfulness of what is regarded as fact.-questioning the results -Healthy skepticism -Continue to question our assumptions, findings, and conclusions -Even after relationship between an independent and dependent variable numerous times, it is important to maintain reasonable degree of skepticism

Parsimony

-Scientists require that simple, logical explanations for functional relationships be systematically ruled out before more complex explanations are accepted.-Using the simplest explanation to explain behavior -Simply explanations must be ruled out before more complex ones are put in place

consequence

-Stimulus changes that occur AFTER behavior -Can only affect future behaviors -Immediate consequences have the greatest effect

Experimentation

-The act of controlling variables to determine if the independent variable changes the dependent variable.-Investigating functional relations =Assessment if one event caused another -Antecedent & consequence are the independent variable -Behavior is dependent variable

habilitation

-The degree to which the persons repertoire maximises short and long term reinforcers for that individuals and for others, and minimize short and longterm punishers -behaviors that maximize reinforcement and minimize punishment =Is this change really useful to the client?

Measurement

-The process of applying quantitative labels to describe and differentiate objects and natural events. -Measurement is applied behavior analysis involves three steps 1. Identifying the behavior to be measured 2. Defining the behavior in observable terms 3. Selecting an appropriate observation and data-recording

Experimental analysis of behavior (EAB)

-involves basic research to try to understand the basic process and principles that result in behavior. -often involves animal research in laboratories. -EAB believes that the basic principles of behavior can be understood through research with animals, because from an evolutionary standpoint, species "lower " than humans are influenced by the same laws of behavior as we are.

Radical behaviorism

-skinner -seeks to understand all human behavior, including private events such as thoughts and feels, but they are not special and they themselves dont cause behavior -human and animal behavior is completely determined by environmental and genetic influences -overriding philosophy in the field today

Applied

-socially important outcomes -Investigating socially significant behaviors with immediate importance to the participant(s) in settings of concern -Is it socially significant?

7 dimensions of ABA

1. Applied 2. Behavioral 3. Analytic 4. Technological 5. Conceptual Systems 6. Effective 7. Generality

The Cooper text gives 10 questions to consider when evaluating the social significance of potential target behaviors, list and define them and analyze why each is useful in determining the significance of a potential target behavior.

1. Continue to produce reinforcement 2. Behavioral cusp or pivotal behavior 3. Necessary prerequisite for other behavior 4. Age appropriate behavior 5. Real behavior of interest 6. Increase access to environments 7. Replacement behavior 8. Goal is a behavior 9. Improve interactions for client benefit 10. Actual problem/goal

Methodological behaviorism

A brand of behaviorism which asserts that, for methodological reasons, psychologists should study only those behaviors that can be directly observed. -Influenced by PAvlov -Must see a behavior before its considered a behavior

habituation

A decrease in responsiveness when an eliciting stimulus is presented repeatedly over a short period of time.

Explanatory fiction

A fictitious or hypothetical variable that other takes the form of another name for the observed phenomenon it claims to explain and contributes nothing to a functional account or understand of the phenomenon, such as "intelligence" or "cognitive awareness" as explanations for why an organism pushes the level when the light is on and food is available but does not push the level when the light is off and no food is available.

percentage

A ratio formed by combining the same dimensional quantities, such as count =example : 4 out of 5 questions right on quiz = 80%

Interresponse time (IRT)

Amount of time that elapses between two consecutive instances of a response class Example: 4 minute between bites of food

Mentalism

An approach to explaining behavior that assumes that a mental, or "inner," dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behavior, if not all. -Examples "He only does what he wants to" "I just felt like it" "His behavior problems occur because he is so angry" "He is so unmotivated about school work"

antecdent

An environmental condition or stimulus change existing or occurring prior to a behavior of interest. -Stimulus changes that occur BEFORE a behavior

'Applied' is a characteristic of ABA—behaviors targeted for change must be socially important and meaningful for stakeholders (a person whose behavior is being changed and others important in a setting like parents and teachers). This is one characteristic of social validity. Given this idea of 'applied', summarize why directly evaluating the social significance of potential target behavior(s) is so important in ABA.

Applied -Measuring behaviors in the natural setting that will improve our clients lives Social validity --Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced Directly evaluating the social significance of potential target behaviors is so important in ABA because -If the target behavior is not socially significant and can not improve the lives of the child then it is of no important and not helping anyone

rate

Ass up the behaviors or items over time -Ex: student raised hand five times in 30 minutes -repeatability

Discuss the role of assessment and measurement in ABA.

Assessments: = identify target behavior =Determine contingencies acting upon behaviors ==E.g. functions motivation operation =Monitor intervention progress and effectiveness Measurment =Why should we measure behavior ==Effective decisions ==Accountability ==Ethical standards ==Consuming research

Function-based definition

Based on their environment effects (e.g. function) =Easier to code and more accurate =Ecnompasses all relevant forms within the response class

Define and provide examples of behavior, response, and response class

Behavior -Larger set/class of responses that share physical dimensions (e.g. hand-flapping behavior) or functions (e.g. study behavior) =Examples: hans-flapping, study behavior Response -A single instance of behavior -Specific type of behavior occurring after a stimulus change in the environment =examples: say hi Response class -A group of behaviors that have the saMe function. Described using function or topography =Examples: gaining attention: say hi, scream name, tap shoulder

Selectionism

Behavior is selected based on its consequences

environment

Circumstance in which an individual operates -All behavior occurs within an environment -Complex and differ from instance to instance

repeatability

Counting the behavior as it occurs through time Example: count, rate, adn celeration

Attitudes of Science

DEER PP 1. Determinism 2. Empiricism 3. Experimentation 4. Replication 5. Parsimony 6. Philosophic Doubt

repertoire

Definition 1 =All of the behaviors a person can do Definition 2 =A collection of knowledge or skills an individual has learned pertaining to a skill, task, or setting

ABC recoding/Antecedent observation

Direct measure Non-systematic direct observation The observers records a descriptive, temporally sequences account of all behaviors of interest and the antecedent conscious and consequences for those behvaiors as those events occur in the client's natural environment

Provide an explanation of why it is important to select the criteria for successful outcomes of interventions before the interventions start? Relate how such a selection is related to the characteristic of 'effective' and 'applied'.

Effective Determining if we made meaningful changes in the behavior Applied Measuring behaviors in the natural setting that will improve our clients lives

reactivity

Effects of an observation and measurement procedures on the behavior being measured. Reactivity is most likely when measurement procedures are obtrusive, especially if the person being observed is aware od the observers presence and purpose

Define and contrast topographical and functional definitions of target behaviors. Indicate at least one positive reason for using each.

FBD =Easier to code and more accurate Based on their environment effects (e.g. function) =Easier to code and more accurate =Ecnompasses all relevant forms within the response class Ex: physical contact with a golf ball using a club that dislocates the ball topographical Focused on shape or form of behavior =Allows for dining target behaviors =May be necessary to use if we don't know the function of a behavior or when topography needs to be addressed Ex: specific parameters of how far apart feet must be, position of a golf club, direction and speed of swing, etc

behavior assessment

Idenityfy the concern Methods used to: Identify target behaviors Determine contingencies acting upon behaviors E.g. function (purpose), motivating operations Monitor intervention progress and effectiveness Includes a variety of methods: rating scales, direct observation, interviews, etc

Topography-based definition

Identifies instances of the target behavior by the shape or form of the behavior

Describe each of the following assessment methods used by behavior analysts, state if they are direct or indirect measures, and explain why: interviews, checklists, and direct observation.

Indirect -Data obtained from recollect, reconstrions, or subjective ratings of events =Example: interviews, checklists Direct -Provide information about a person's behavior as it occurs through time -Preferred over indirect measures =Examples: tests, direct observations Interviews (indirect) -First step in gathering a list of behaviors to guide direct observations -Structured interview =Sequenced, inflexible question asking scheme ==Example: vineland adaptive behavior scale -Semi-structured interview =Includes a framework for themes, but is more flexible ==Examples: FBA interview, typical day interview Behavior checklists and ratings (indirect) -Rater provides responses to descriptions of behaviors =Examples: child behavior checklist (CBCL), behavior assessment system for children (BASC) Direct observation (driect) -Measurement taken at the time and place that the behavior occurs -non -systematic (informal observation) =Notes behaviors, characteristics, adn personal interventions =Looking for patterns ==Example: ABC recording -Systematic observations =Codes one or more precisely defined behaviors of interest ==Example: time sampling procedures

Identify common facts and myths of ABA..

MYTH - only use with individuals with autism =Aba is a set principle that can be used with anyone MYTH - same as discrete trial training and repetitive drilling =Both are instructional strategies that use ABA principles. There is a range of ABA strategies MYTH- reinforcement is bribery =Reinforcement focuses on desired behavior and usually included natural consequences to increase intrinsic motivation MYTH - too complicated for classroom use =Research has shown ABA to be very effective inclassrom, both general and special education MYTH- implemented only by a BCBA =A variety of people and professionals have been taught to use behavioral strategies, such as parents, teachers, school psychologists, paraprofessionals, bus drivers, etc

Pivotal behavior

Makes modifications in untrained responses. The untrained response results in new reinforcement opportunities =Example: joint attention, communication

celeration

Measures how response rates change overtime (accelerate or decelerate) -Ex: hand raising accelerated from 5 time in 45 minutes to 10 times in 45 minutes over a period of 7 days -repeatability

Explain the concept of mentalism and contrast this concept with radical behaviorism.

Mentalism = inner dimension cause behavior radical behaviorism = inner dimension (thoughts and feelings) dont cause behavior =behavior is determined by environmental adn genetic influences

Selectionism

Operant behavior or learning occurs due to selection of consequences

Behavior checklist

Provides a description of specific behvaiors and the conditions under which each behavior occurs Behavior checklists and ratings Rater provides responses to descriptions of behaviors Examples: child behavior checklist (CBCL), behavior assessment system for children (BASC)

Behavioral cusp

Provides immediate access to a whole new work, which includes new environments, stimuli, and contingencies =Example: crawling -> walking =Example: reading: dependent on parents, when they can ready opens whole new world. Able to read menu

Given a statement concerning behaviorism, classify the statement as reflecting radical or methodological behaviorism.

Radical =skinner =private events are a behavior Methodological =pavlov =must see a behavior for it to be considered a behavior

Partial-interval recording

Recorded when target behavior occurred at any time during the interval Advantages =Provides estimate without event event being recorded =Easy to measure multiple behaviors concurrently =Does not require continuous observation Disadvantages =May overestimate (e.g. intervals too long) or underestimate behaviors (high occurring) =Must observe until the behavior occurs for that interval

Momentary time sampling

Recorded when target behavior occurred at the end of the interval Advantages =Does not require continuous observation =Able to observe multiple participants =Good for behaviors that can be easily and quickly identified Disadvantages =Much of the behavior of interest is missed or unaccounted =Intervals need ot be short (i.e. under a minute) to reduce overestimates and underestimates of behavior

Compare and contrast operant and respondent behavior.

Respondent -Involuntary -Determined by antecedent -Behavior does NOT have to be learned Operant behavior -Voluntary -Determined by consequences and elicited by antecedents -Behaviors learned as a result of an organism's interaction with his or her environment

response class

Response class -A group of behaviors that have the saMe function. Described using function or topography =Examples: gaining attention: say hi, scream name, tap shoulder

stimulus

Stimulus: environment event that affects organisms -And "energy change" that affects an organism through its receptor cells -Physical events that affect the behavior of an individual -External or internal to an individual =Examples: heat, car alarm, card with picture of an apple

Target behavior

The behavior identified and selected to change through intervention

phyogeny

The history of the natural evolution of a species

Latency

Time between onset of a stimulus and initiation of a response Example: student started working 3 minutes after teacher said "begin work"

Ecological assessment

Variety of information obtained about the target student and the environment =Examples: program evaluation, instructional environment assessment ==Checklists of positive behaviors

Measurement by permanent product

a method of measuring behavior after it has occurred by recording the effects that the behavior produced on the environment

response

a reaction to a stimulus -Specific type of behavior occurring after a stimulus change in the environment -A single instance of behavior -Measurable unit of analysis in the science of behavior

Planned activity check (PLACHECK)

a variation of momentary time sampling in which the observer records whether each person in a group is engaged in the target behavior at specific points in time; provides a measure of "group behavior"

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 -Examination of inappropriate behavior and its antecedents and consequences to determine one or more purposes (functions) that the behavior might serve for the learner.

artifact

an outcome or result that appears to exist because of the way it is measured but in fact does not correspond to what actually occurred

socially mediated contingency

another person presents an antecedent stimulus and/or the consequence for the behavior A contingency in which an antecedent stimulus and/or the consequence for the behavior is presented by another person. -reinforcement

Free operant

any operant behavior that results in minimal displacement of the participant in time and space

Discrete trial

any operant whose response rate is controlled by a given opportunity to emit the response

Technological

clearly defined procedures - throughly and accurately describing the procedures when conducting experiments and implementing behavioral intervention -use vocabulary for other knowledgable people to run --Written description of all procedures in the study is sufficiently complete and detailed to enable others to replicate it -All operative prosecuted are identified and described in detail & clarity -Replicable technology -4. Program can be run by anyone anywhere with proper training and materials

stimulus class

examples: breed of dogs Any group of stimuli sharing a predetermined set of common elements in one or more of these dimensions. These dimensions are used to describe stimulus events 1.Formally: physical features of stimuli =Ex: shape, color, spatial position 2.Temportailly: when stimuli occur in respect to behavior of interest =Example: antecedent or consequence 3.Functionally: effect of stimulus on behavior =Example: hearing an alarm on a phone or oven

Pragmatism

extent to which statements promote effective action

Behavioral

focusing on observable behaviors Behavior must be measurable and observable events -2. Is the actual behavior observable and measurable -Attempt to identify the function of the behavior by manipulating environmental events as independent variable and observing changes in behavior as the dependent variable

Analytic

functional relationships between independent and dependent varibales -strive to demonstrate a functional relation between our treatment and any observed changes in target behavior --Demonstrates experimental control over the occurrence and non-occurence of the behavior (a functional relation is demonstrated) -Functional & replicable relationships -Clearly and empirically verifies the functional relationships related to problem behaviors -3. The clinician has control over the behavior

frequency

how often a behavior occurs. some anlaysts use frequency to mean count. others use it to mean rate

Conceptually systematic

interventions rooted in ABA principles based on the principles of behavior --5. The terminology is consist over all the clinicians. Language must be consistent -Behavior change intervention are derived from basic principles of behavior -To better enable research consumer to derive other similar procedures from the same principle(s)

Effective

large effects that have practical value -socially important change in target behavior -Improves behavior sufficiently to produce practical results for the participant -Improvements in behavior must reach clinical or social significance -Extent to which changes in the target behavior(s) result in noticeable changes -6. Is it effective? Did your intervention work

Event recording

measurement procedure for obtaining a tally or count of the number of times a behavior occurs

unconditioned stimulus (US)

naturally and automatically triggers a response

Science

organized way of gathering and analyzing evidence about the natural world -based on determinism

Describe why it may be necessary to prioritize possible target behaviors during assessment. List and briefly discuss five issues to consider when prioritizing target behaviors for treatment.

potential danger Frequency Chronicity Produce reinforcement Future skill development Reduce negative attention Reinforce significant others Potential success Cost-effectiveness

Hypothetical construct

presumed but unobserved entities that could not be manipulated in an experiment -ex cognitive process, drives, and free will

normalization

s a philosophy in principle, the belief that people with this abilities should, to the maximum extent possible, be physically and socially integrated into the mainstream of society regardless of the degree or type of disability.

Philosophical assumptions of ABA

selectionism pragmatism

Define and provide examples of stimulus and stimulus class

stimulus= physical events that effect the behavior of an individual example: heat, car alarm stimulus class= set of stimuli that share common elements in formally, temporally, functionally example: dog breed, You pick up your phone when you hear it ringing, even if your child changed your ring tone to a really weird song

Relevance of behavior rule

that only behaviors that will actually be relevant (useful and capable of producing reinforcement) in an individual's real life should be targeted for teaching.

duration

the amount of time in which a behavior occurs Total duration per session Example: amount of time a student tagged in solitary play during entire recess period Total duration per occurrence Example: amount of time a student engaged in each instance of solitary play prior to intitain play with a peer

magnitude

the force of intensity with which a response is emitted

ontogeny

the process by which an individual changes in the course of its lifetime - that is, grows up and grows old

Behaviorism

the science of behavior that focuses on observable behavior only -focuses on the worldview of philosophy of behavior analysis -one of the 3 branches of behavior analysis