BACB EXAM STUDY SET

10.0 the behavior analyst and research

"Do no harm"

Hancock v Avery

1969 court ruling from Tenessee that places limitations on the duration and conditions of time out

4 typical original conditions of functional analysis

3 test conditions and 1 control condition: 1. contingent attention 2.contingent escape 3. alone 4. control (play) condition

Discriminated avoidance

A contingency in which responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforce.

Stimulus Class

A group of antecedent stimuli that a common effect on an operant class. Group members of a stimulus class tend to evoke or abate the same behavior or response class, yet may vary across physical dimensions.

Exercise/Contingent Exercise

An individual is required to perform a response not topographically related to the behavior

enforcing disciplinary and ethical standards

BACB professional disciplinary and ethical standards

formula for decreasing behaviors

Baseline average > initial Criterion >(or equal to) lowest performance in baseline

components of contingency

Behavior Reward Data

Phylogenic/Phylogeny

Behavior is inherited genetically. Respondent behavior is due to Phylogenic history

Technical Definition of Verbal Behavior

Behavior that is reinforced through the mediation of another person's behavior Communication that helps individuals get what they desire and avoid what is undesirable to them Verbal behavior is defined by the function of the response, not the topography Any response form can become verbal behavior Verbal behavior is not necessarily vocal Verbal behavior includes spoken and non-spoken behaviors Involves social interaction between speaker and listener

4 patterns of Baseline Data

Descending baseline Ascending baseline Variable baseline Stable baseline

Observation

Direct and repeated in the natural environment identifies potential target behaviors preferred method

Generative Learning (derived relations)

Enhancing comprehension of new material due to previous learning how do we achieve it? through teaching material to ensure the client is fluent with the material and through teaching the client behavior cusps and pivotal behaviors

mand training

FIRST verbal operant to teach a person because it is the first one we acquire as human beings when a person learns to mand, he/she will the learn the amazing power of language and contue language development in the future involves bringing verbal responses under the functional control of MOs

Punisher vs Aversive stimulus

Punisher - a stimulus change that decreases the future frequency of the behavior that immediately precedes it vs Aversive stimulus: unpleasant stimulus

3 parts of stimulus equivalence

Reflexivity Symmetry Transitivity

Habituation

When the eliciting stimulus is presented repeatedly over a short time, the strength of the respondent behavior diminishes.

Time Sampling

Whole interval Recording Partial interval Recording Momentary Time Sampling

Contingency

a causal relationship

social comparison

a comparison of the performance of clients exposed to the intervention with an equivalent or "normal" group

fluency

accuracy plus speed

noncontingent event

an event that is not dependent on anything

Confounding variables

any uncontrolled factor known or suspected to exert influence on the dependent variable

ways to measure a learner's behavior

approach contact engagement

rule-governed behavior

behavior under the control of a rule

removing stimulus prompts

fading and shape

Threats to measurement accuracy and reliability

human error

obtrusive assessment

measuring performance when the person is aware of the ongoing observation

Immediate reinforcement

no longer than 1 second, closer to 0 seconds

3 parts of baseline logic

prediction verification replication

assessing social validity

social comparison subjective evaluation of experts

design and conduct

success of ABA depends on effective reinforcers

accuracy

the extent to which the observed value matches the true value of an event

reinforcer

thing, event, change of conditions

10.18 animal research

treat animals humanely

7.03 being familiar with these guidelines

you have an obligation to be familiar with these guidelines lack of awareness and understanding is not a defense

Ethical issues about using MOs

you should minimize the use of items as potential reinforcers that may be harmful to the long-term health of the client or participant or that may require undesirably marked deprivation procedures as MOs

9.02 scientific inquiry

you should promote the analysis of behavior as a legitimate field of scientific inquiry

Reprimands

"no! stop!"

Repertoire

1. All behaviors that an individual can do. 2. A collection of knowledge and skills an individual has learned that are relevant to a particular task.

How to use competency-based training for mediators

1. a precise description of the skill 2. a brief written description 3. demonstration 4. video models 5. an opportunity to practice and learn through role play 6. trainer to observe 7. provide feedback 8. repeat until mastery

Data points

1. a quantifiable measure of the target behavior recorded during a given observation period 2. the time and/or experimental conditions under which that particular measurement was conducted different symbols are used to show different sets of data

causes of measurement artifacts

1. discontinuous measurement 2. poorly scheduled measurement periods 3. insensitive and or limiting measurement scales

Rules of Permanent Product

1. each instance of the target behavior must produce the same permanent product 2. permanent product can only be produced by the target behavior 3. permanent product cannot result from any behaviors by participant other than the target behavior 4. Permanent product cannot result from the behavior of any person other than the participant 5. Will obtaining a contrived permanent product unduly affect behavior (reactivity)?

10 questions to ask yourself when evaluating the habilitation/social significance of target behaviors

1. is this behavior likely to produce reinforcement in the client's natural environment after intervention ends? 2. is this behavior a prerequisite for a more complex functional skill? 3. will this behavior increase the client's access to environments? 4. will changing this behavior predispose others to interact with the client in a more supportive manner? 5.is this behavior a pivotal behavior or a behavioral cusp? 6.is this an age appropriate behavior? 7.if this behavior is to be reduced/eliminated from the client's repertoire, has an adaptive and functional behavior been selected to replace it? 8.does this behavior represent the actual goal, or is it only indirectly related? 9. is this "just talk" or is it the real behavior of interest? 10. if the goal itself is not a specific behavior, will this behavior help achieve it?

Guidelines for DRA/DRI

1. select incompatible/alternative behavior 2. select reinforcers that are powerful and can be delivered consistently 3. reinforce behavior immediately and consistently 4. withhold reinforcement for the challenging behavior 5. combine with other procedures

Guidelines for multiple baseline design

1. select independent, yet functionally similar baselines behaviors are functionally independent of one another behaviors share enough similarity that they will change with the application of the same IV behaviors should be of different response classes 2. select concurrent and plausible related multiple baselines behaviors must be measured concurrently all relevant variables that influence one behavior must have the opportunity to influence other behaviors 3. Do not apply the IV to the next behavior too soon 4. vary significantly the lengths of multiple baselines the more baselines differ in length, the stronger the design 5. intervene on the most stable baseline first

Planning for Generalization

1. select target behaviors that will meet with natural contingencies of reinforcement behavior for generalization must be functional for the individual follow the relevance of behaviors rule. only choose behaviors that generate reinforcers after intervention ceases. 2 types of contingencies naturally occurring contingencies - any contingency of reinforcement or punishment that operates independent of your efforts in the generalization setting Contrived contingency - any contingency of reinforcement (or punishment) designed by you to achieve acquisition, maintenance, and or generalization of a behavior change. 2. specify all desired variations of the behavior and the situations in which it should (and should not) occur after instruction has ended list all behaviors that need to be changed list all situations in which the behavior should/should not occur do this in the beginning of your PLANNING stage

prioritizing target behaviors

1. threat to health or safety of client or others 2. frequency: opportunities to use new behavior. are there a lot of opportunities so that the behavior is maintained in the natural environment? occurrence of problem 3. longevity of problem: chronic problem should come before new one 4. potential for higher rates of reinforcement 5. relative importance of this target behavior to future skill development and independent functioning 6. reduction of negative attention from others 7. reinforcement for significant others: exercise caution when considering this 8. likelihood of success: some behaviors are harder to change than others 9.cost benefit ratio to change client's behavior: costs include time and effort. cost should be low and benefit should be high

John Broadus Watson (1878-1958) and Methodological Behaviorism (stimulus-response Behaviorism; S-R Psychology; Watsonian Behaviorism)

1913- First person to describe behaviorism as a formal system Influenced by Pavlov Methodological behaviorism only looks at publicly observable events in their analysis of behavior They do NOT concern themselves with private events. Watson said we should study behavior by direct observation of the relationship between environmental stimuli (s) and the responses (r) they evoke 1920 - Little Albert Experiment: A case study that illustrated classical conditioning on a 9month old baby boy they named "Albert". A white rat was paired with a loud clanking noise resulting in Albert crying and showing fear when he saw the rat.

Burrhus Frederic Skinner (1904-1990) and Radical Behaviorism

1938-Skinner unveils radical behaviorism to the world it is called radical behaviorism because it included private events into an understanding of behavior This was a very new philosophy and was considered radical at the time. Influenced by Watson, Pavlov, Thorndike, Peirce and James.

Wyatt v Stickney

1972 court ruling from Alabama that discusses a client's right to food, privacy, and basic activities and that these basic rights do not need to be earned

Favell & McGimsey

1993 acceptable characteristics of treatment environments: engaging environment: humane functional skills: observed evidence of training and progress Behavior problems eliminated least restrictive stable safe client chooses the environment; client choices are offered

the review committee

2 BACB certificants, and one current or former director may appoint other members

Cartesian plane

2 dimensional area formed by 2 perpendicular lines that intersect

concurrent schedule reinforce assessment

2 or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors pits 2 stimuli against each other to see which will produce the larger increase in responding when presented as a consequence for responding shows the relative effectiveness of high preference and low preference stimuli as reinforcers may be used to determine differences between relative and absolute reinforcement effects of stimuli think matching law

Guidelines for changing criterion design

3 parts 1. length of phases each phase must be long enough to achieve stable responding target behaviors that are slower to change require longer phases validity of the design is increased when you vary the length of each phase 2. magnitude of criterion changes the size of the changes between each criterion should vary to prove strong functional relations changes in the size must be large enough to be detectable, but not so large as to be unachievable changes in size can be smaller if you are dealing with stable data 3. number of criterion changes the more criterion changes, the better proof of experimental control

Darwinian Selectionism (Selection by Consequences)

3 term contingency with regard to species and survival A belief that all forms of life, from single cells to complex cultures, evolve as a result of selection with respect to function. Selection by consequences operates during the lifetime of the individual (Ontogeny) and is similar to natural selection in the evolutionary history of a specieces (Phylogeny) Operant selection by consequences requires variation in behavior. Behaviors that result in the best outcomes are selected and survive leading to more adaptive repertoires.

ethical principles of psychologists and code of conduct

5 general principles and 10 areas of ethical standards

Analytical (AKA functional Relation, Experimentation, Control, Causation) (Dimension of ABA)

A FUNCTIONAL RELATIONSHIP IS DEMONSTRATED. Describes when the experimenter has demonstrated a functional relation between the manipulated events and reliable change in some measureable dimension of the targeted behavior. Ultimate issue is BELIEVABILITY: Is the experimental control sufficient to prove a reliable functional relation?

Applied Behavior Analysis (ABA)

A Scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that is practical and applicable. An evidence based applied science.

Response

A Single instance of behavior. Measureable unit of analysis in the science of behavior.

Escape

A behavior allows escape from an ongoing aversive stimulus

Indiscriminable Contingencies

A contingency in which an individual is NOT able to discriminate when his/her responses will be reinforced. Thus, behaviors continue at a high rate because he/she does not know when his/her next response will produce reinforcement. Make the contingencies unclear in the generalization setting

Behavior Altering effect, abative effect of AO

A decrease in the current frequency of behavior that has been reinforced by the stimulus that is altered in effectiveness by the same MO Makes your behavior alter in that you do not try to go get that thing you want in the moment

Response Class

A group of behaviors that comprise an operant (i.e. have the same function)

Conditioned Motivating Operations (CMOs)

A learned relation between the nature and value of an antecedent stimulus and the nature of a response

Automaticity (of reinforcement and punishment)

A person does not have to know what a consequence means for it to work. Operant conditioning occurs automatically.

Behavioral Contrast

A phenomenon in which change in one component of a multiple schedule increases or decreases the rate of responding on that component that is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule.

Pragmatism

A probabilistic AB because of C philosophy. At the level of behavior the relation between the setting (A) and the behavior (B) is because of consequences (C). It focuses on answering the questions "How do things come to be as they are?" and "How can things be changed?" Originally developed by Charles S. Peirce and William James the doctrine stresses that the meaning of an idea or proposition lies in its observable practical consequences, rather than by theory or dogma.

Noncontingent Reinforcement

A response independent (i.e. time based) schedule an antecedent intervention that includes providing stimuli with increasing reinforcement properties on a fixed time or variable time schedule independent of the individual's behavior uses 3 distinct procedures that identify and deliver stimuli with known reinforcing properties positive reinforcement: providing the reinforcer maintaining the behavior non-contingently negative reinforcement: providing the negative reinforcer maintaining the behavior non-contingently automatic reinforcement: providing the reinforcer maintaining the behavior noncontingently should be used in a treatment package most use FT but can also use VT start with a dense FT or VT and gradually thin

Unconditioned reinforcer/reinforcement, UCR, Primary Reinforcer, unlearned reinforcer

A stimulus change that can increase the future frequency of behavior without prior pairing without any other form of reinforcement No learning history required. Products of phylogeny. All members of a species generally share the same UCRs.

Unconditioned punishers/punishment UCP, primary punisher, unlearned punisher

A stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus no learning history required products of phylogeny. all members of species generally share the same unconditioned punishers.

Discriminative Stimulus (SD)

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 in the past let's you know that reinforcement is available any form of physical energy capable of detection by the organism can function as an SD. the physical energy must relate to the sensory capabilities of the organism.

Science

A systematic approach for seeking and organizing knowledge about the natural world. Science based on Determinism.

Applied (dimension of ABA)

ABA improves everyday life of clients Improves SOCIALLY SIGNIFICANT BEHAVIORS Also helps significant others so that they behavior move positively towards the client.

at least one subject (single-subject designs, within subject designs, intra-subject designs)

ABA uses single subject designs this does NOT mean there is only one subject called single-subject because the subject acts as his/her own control this means repeated measures of the subject's behavior during each phase of the study provide the basis for comparing experimental variables as they are presented or withdrawn in subsequent conditions the individual is exposed to each condition several times over the course of a study ABA studies usually involve more than one subject each subject's data are graphed separately ABA does not use group comparison designs that are traditionally used in psychology that have a large number of subjects. Group designs mask individual progress.

horizontal axis (x)

Abcissa represents passage of time and the presence, absence or value of the IV left to right passing of time in equal intervals tic marks are placed with equal spacing utilize a scale break to represent discontinuities in time

2.02 accepting clients

Accepting clients who you are trained to work with you should accept as clients those individuals or entities whose behavior problems or requested service are commensurate with your education, training and experience. If these conditions are not met, you must attain supervision or consult with a behavior analyst whose credentials permit working with such behavior problems or services.

advantages and disadvantages of a reversal design

Advantages clear demonstration of the existence or absence of a functional relation between the IV and DV enables us to count the amount of behavior change return to baseline tells us we need to program for maintenance Disadvantages irreversibility ethical, social and educational issues can arise when you remove an effective IV

Conceptually Systematic (dimension of ABA)

All procedures used should be tied to the basic principles of behavior analysis from which they were derived.

Interresponse Time

Amount of time that elapses between 2 consecutive instances of a response class should be used when time between responses is important often reported by mean or median and range of IRTs per session functionally related to the rate of response

Mentalism (AKA Spiritual, Psychic, Subjective, Feelings, Attitudes, Processing)

An approach to explaining behavior that assumes an inner dimension exists and causes behavior. Traditional psychology has been and continues to be dominated by mentalism.

Respondent Operant Interactions

An experience can often include both respondent and operant conditioning that occur together at the same time.

4 phases of intervention

Assessment Planning Implementation Evaluation

4 elements of behavior

Behavior is individual it is defined as a person's interaction with the environment groups of people do not behave experimental strategy of ABA is based on single-subject methods of analysis; NOT large groups Behavior is continuous behavior changes over time thus it requires continuous measurement over time behavior is determined the occurrence of any event is determined by the functional relations it holds to other events behavior is a natural phenomenon and subject to the same natural laws as other natural phenomena behavior variability is extrinsic to the organism variability is the result of the environment, such as the IV under investigation some uncontrolled aspect of experiment uncontrolled factor outside of experiment

Behavior vs. Response

Behavior: Larger set/class of responses that share physical dimensions (e.g., hand flapping behavior) or functions (e.g. study behavior). Vs. Response: A single instance of behavior.

7 dimensions of ABA

Behavioral Applied Technological Conceptually Systematic Analytical Generality (Generalization) Effective

methods of maintaining and expanding professional competence

CEUS Conferences Committees Literature

Determinism

Cause and Effect, Lawfulness: if/then statements, the word is orderly and predictable

4 ways to acquire information for assessment

Checklists Observation Interviews Tests

Being ethically prepared for an assessment

Choose the right behaviors for assessment, know what is socially significant and be able to prioritize behaviors you also need to be skilled at conducting assessments you should accept as clients only those individuals or entities whose behavior problems or requested service are commensurate with your education, training and experience as outlined in the guidelines for responsible conduct for behavior analysts

7 strategies to promote generalization

Common Stimuli Loosely Train Exemplars Mediation Indiscriminable contingency Negative Teaching Examples General case analysis

Environment

Complex, dynamic universe of events that differs from instance to instance. All behavior occurs within an environmental context.

2.09 disclosures without consent

Consultation, Protects, Payment, Services

repeatability measures

Count Rate (frequency) Celeration

6 Attitudes of science/philosophical assumptions of behavior

D-Determinism E-Empiricism E-Experimentation (AKA Experimental Analysis) R-Replication P-Parsimony P-Philosophical Doubt

Technological (dimension of ABA)

Defines proves clearly and in detail so they are REPLICABLE (like a recipe)

3 Levels of Scientific Understanding

Description - Systematic observations that can be quantified and classified. Not casual explanations. Prediction (AKA Correlation, Covariation) - Two events may occur regularly at the same time. This does not necessarily mean that the one causes the other. Control (AKA Causation) - Functional relation. THE HIGHEST LEVEL OF SCIENTIFIC UNDERSTANDING. Experimental demonstration that manipulating one event (Independent Variable) results in another event (Dependent Variable).

Functional communication training

Developed by Carr & Durand (1985) a strategy that teaches individuals ways to functionally communicate to compete with challenging behaviors evoked by EOs a way to execute Mand Training Uses differential reinforcement

Discrimination vs Generalization

Discrimination occurs when a limited spectrum of stimuli occasion a response. Narrow stimulus control. Generalization occurs when a large spectrum of stimuli occasion certain responses. It is a critical element as to why the human species has survived and thrived.

Operant Behavior (S-R-S Model, 3 terms contingency, ABC)

EMIT/EVOKE any behavior whose probability of occurrence is determined by its history of consequences. VOLUNTARY ACTION operants must be defined in terms of their relationship to controlling variables (i.e. function) an operant cannot be defined by topography. not what it looks like, but the function that matters. encompasses both reinforcement and punishment ADAPTATION: Reductions in the responding evoked by an antecedent stimulus over repeated or prolonged presentations.

Respondent Behavior (Reflex, Reflexive Relations, Unconditioned)

Elicited - or brought out by stimuli that immediately precede them (i.e. antecedent stimuli) Involuntary - Behaviors someone does not have to learn Reflex - the eliciting stimulus (i.e. unconditioned stimulus or US) and the behavior it produces (i.e. unconditioned response or UR) that is part of the organism's genetic endowment Changes little, if at all, during a person's lifetime Product of natural evolution because it sometimes has survival value for species Habituation

General Case Analysis (AKA General Case Strategy)

Ensuring that you are teaching all the different stimulus variations and response variations the individual may encounter in the generalization, post-intervention environment General case strategy helps the individual to learn the similarities of stimuli with a stimulus class and the differences of stimuli with the same stimulus class.

types of negative reinforcement

Escape and Avoidance

Types of MOs

Establishing Operation Abolishing Operation

Procedures for measuring behavior

Event recording timing time sampling

Loosely Train (train loosely) (generalization)

Expanding the heterogeneity of SDs Noncritical elements of the teaching setting are altered in arbitrary ways this decreases the likelihood that the individual too narrowly discriminates some noncritical stimulus and that noncritical stimulus acquires exclusive control over the target response Methods to train loosely: teach upstairs in home one day and teach down stairs another day, etc

Generality (Generalization) (Dimension of ABA)

Extends behavior change across time, settings, or other behaviors.

Empericism

FACTS, Experimental, data-based scientific approach, drawing upon observation and experience, requires objective quantification and detailed description of events.

Intermittent schedules of reinforcement INT

FR, VR, FI, VI this is between CRF and EXT some, but not all occurrences of behavior are reinforced used for maintaining behaviors that have already been established helps to fade from artificial to natural reinforcement

Explanatory Fictions

Fictitious variables that are another name for the observed behavior. They contribute nothing to an understanding of the variables responsible for maintaining behavior. Words that are associated with explanatory fiction include the following: knows, wants, figures out, etc.

Maintenance, Response Maintenance

Following the removal of an intervention, the extent to which a particular response remains in the individual's repertoire over time a history of intermittent reinforcement tends to promote persistence under extinction. meaning, when the target behavior is no longer yielding contingent reinforcement, the behavior will still maintain due to its intermittent reinforcement

3 types of stimulus Classes

Formal: physical features of stimuli Temporal: refers to time. Stimulus changes that exist or occur prior to (antecedents) the behavior of interest and stimulus changes that follow a behavior of interest (consequences). Functional: stimulus changes are understood best through a functional analysis of their effects on behavior, The effect of the stimulus on the behavior, There can be multiple functions of a single stimulus.

personalized system of instruction (PSI)

Fred Keller, 1963 An ABA instructional methodology characterized by self-pacing, use of proctors, unit mastery, emphasis on the written word, and motivational lectures initially created for college classrooms

Types of Differential Reinforcement

H _ differential reinforcement of high rates I _ differential reinforcement of incompatible behaviors L _ differential reinforcement of low rates A _ differential reinforcement of alternate behaviors O _ differential reinforcement of other behaviors D _ differential reinforcement of diminishing rates of responding

Philosophical Doubt

Having healthy skepticism and a critical eye about the results of studies and your work with clients.

4 types of non-exclusionary time-out

Ignored/Planned ignoring: social reinforcers removed for a specific period of time. Withdrawal of a specific positive reinforcer: taking something preferred away. Observation/Contingent Observation: individual is repositioned in room, so they can observe everything, but do not participate. Ribbon/Time out ribbon: colored band placed on the individual's wrist. This becomes discrimated for getting reinforcement

Effective (dimension of ABA)

Improves behavior in a practical manner, not simply making a change that is statistically significant.

Negative Reinforcement (Escape Extinction)

Individual cannot escape aversive situation

2 ways to create indiscriminable contingencies

Intermittent Schedules of reinforcement Use CRF initially during acquisition, then move to INT All indiscriminable contingencies involve INT schedules, but not all INT schedules are indiscriminable. Delayed rewards Rewards are delayed (not presented immediately after correct behavior occurs) it is unclear what stimuli will produce reinforcement

Respondent Conditioning (Classical Conditioning, Pavlovian Conditioning, S-S Pairing, Conditioned Stimulus-Conditioned Response

Ivan Pavlov When new stimuli acquire the ability to elicit respondents US-Unconditioned stimulus UR-Unconditioned Response NS-Neutral Stimulus CR-Conditioned Response CS-Conditioned Stimulus

Discrete Trial

Ivar Lovaas, 1960's a single cycle of behaviorally based and systematic instructional routine

Ontogenic/Ontogeny

Learning that results from an organisms interaction with his environment. Operant behavior is due to Ontogenic history

Response Cost

Loss of specific amount of reinforcement contingent on behavior. Produces moderate to rapid decrease in behavior.

Motivating Operation (MO)

MO describes an environmental variable that alters the reinforcing effectiveness of a stimulus alters the current frequency of all behavior that have been reinforced by that stimulus

Function altering effects

MO's also have function-altering effects on behavior refers to how the future behavior of a person changes because of the MO they are experiencing in the moment consequent variables (e.g. reinforcement, punishment, extinction) alter the future frequency of whatever behavior immediately preceded those consequences the MO the person experiences in the moment functions as SP to cause a decrease in the future frequency of the particular type of behavior that immediately preceded that instance of whatever discomfort the person is experiencing

What Reinforcement Does

Makes antecedent stimulus conditions relevant Changes what comes after behavior and what comes before behavior creates stimulus control, making responding in the presence of the SD more likely When the SD is added the 2-term contingency becomes the 3-term contingency of the discriminated operant Reinforcement depends on motivation

Confounding threats to internal validity

Measurement Confounds IV Confounds Subject Confounds Setting Confounds

Continuous measurement procedures

Measurement conducted in a manner such that all instances of the response class of interest are detected during the observation period all instances of the response class of interest are detected during the observation period advantages useful for behaviors that are free operant, have a discrete beginning and ending, require minimal displacement of the organism in time/space, can be emitted at any time, do not require much time for completion Disadvantages not useful for behaviors that occur at high rates, are measured via discrete trials, occur for extended periods of time, are opportunity based

Permanent Product

Measuring behavior after it has occurred by measuring the effects the behavior produced on the environment

Avoidance

More common than escape. A response that prevents or postpones the presentation of a stimulus. 2 types of avoidance: discriminated avoidance and free-operant avoidance

Free Operant Avoidance

No warning. A contingency in which responses at any time during the interval prior to the schedules onset of an aversive stimulus delays the presentation of the aversive stimulus. The avoidance behavior is "free" to occur at any time.

Behavioral (dimension of ABA)

Observable events, the behavior one chooses must be the behavior in need of improvement, Behavior must be measureable (not feelings)

Symmetry

Occurs with reversibility of the sample stimulus and the comparison stimulus the stimulus control of stimuli A & B are said to be symmetrical if A=B, then B=A

Precision Teaching PT

Ogden Lindsley a formal individualized ABA instructional method that emphasizes rate building, charting of performance and designing and implementing teaching that reinforces the emission of each specific behavior under all conditions in which it is expected to occur utilized with other strategies

Consequences

Only affect FUTURE behavior. Consequences select response classes, NOT individual responses. Immediate consequences have the greatest effect. Consequences select any behavior (i.e. the timing of the reinforcement or punishment matters and can "hit" any behavior having its affects.)

vertical axis (y)

Ordinate represents full range of values of the DV on an equal interval graph, the scaling of this axis is really important to see changes in the level trend and variability in data

3 types of Nervous Systems (that are affected by stimuli)

Perioceptive - stimulation from joints, tendons, muscles, etc. necessary for posture, balanve and movement (related to internal events) Interoceptive- stimulation from organs, related to internal events Exteroceptive - five senses

Stimulus

Physical events that affect the behavior of an individual Stimuli may be internal or external to the individual An energy change that affects an organism through its receptor cells Stimuli may occur prior to, during, or after a behavior (i.e. temporal locus of stimuli) Stimuli may be described formally (i.e. physical features)

3 types of extinction

Positive reinforcement Automatic Reinforcement Negative reinforcement

Positive Punishment Type I punishment

Present or increase intensity of stimulus, decrease the future frequency of behavior. A process that occurs when the addition of a stimulus immediately following a behavior results in a decrease of the future frequency of the behavior.

Positive Reinforcement Type I Reinforcement; Sr+

Present or increase intensity of stimulus, increase the future frequency of behavior. A process that occurs when a behavior is followed immediately by the presentation of a stimulus that increases the FUTURE frequency of the behavior in similar conditions. Positive reinforcement is most important and widely used concept in ABA.

Hypothetical Constructs (Imaginary Constructs)

Presumed but unobserved entities (free will, readiness, unobservable storage and retrieval mechanisms for memory, information processing, etc.

Percentage

Ratio formed by combining the same dimensional quantities such as count expresses the proportional quantity of some event in terms of the number of times the event occurred per 100 opportunities that the event could have occurred advantages: use when one wants to document percentage of correct responses Disadvantages: does NOT have a dimensional value imposes lower and upper limits on the data cannot use to record proficiency or fluency

Important Information about Reinforcement

Reinforcement does NOT only strengthen rate. Can also strengthen: Duration, Latency, Magnitude, Topography. A response becomes more frequent in the future if a reinforce or an increase in a reinforce has followed it within 0-60 seconds in the past. The immediacy of the reinforce is critical: a response to reinforcement delay of 1 second will be less effective than a 0 second delay. What happens right before reinforcement will be reinforced. Delayed consequences are not technically reinforcement, but they can influence behavior

Automatic Reinforcement AKA Sensory, self-stimulatory behaviors, stereotypy

Reinforcement that occurs independent of the social mediation of others. Other people do not deliver the consequence. Naturally produced sensory consequences (i.e. sounds good, looks good, tastes good, smells good, feels good to the touch or movement feels good). You can have automatic reinforcement that is positive or negative. DO NOT ASSUME SOMETHING IS AUTOMATIC JUST BECAUSE IT SOMETIMES COULD BE AUTOMATIC.

Restitutional overcorrection

Repair environment to its original state before the behavior and make it a lot better on top of that.

Dimensional quantities of measurement

Repeatability, Temporal Extent, Temporal Locus

Replication

Repeating experiments, The method that scientists use to determine the reliability and usefulness of their findings, How scientists discover their mistakes thus making science a self-correcting enterprise

Positive Practice Overcorrection

Replacement behavior. The individual is required to repeatedly perform a correct form of the behavior for a certain amount of time or a certain number of times. Educative.

5 types of positive punishment

Reprimands Overcorrection (restitutional overcorrection and positive practice overcorrection) Shock/Contingent Electrical Stimulation/ECT Exercise/Contingent Exercise Response Blocking

Ivan Petrovich Pavlov (1849-1936) and Classical Conditioning

Respondent Conditioning with dogs 1906 Pavlov publishes first studies

Stimulus generalization

Responding to antecedent stimuli sharing certain aspects of the original SD a broadening of the spectrum of stimuli that occasion certain responses. The individual responds to something in the same way that resembles the original thing from which they learned.

Operant

Response Consequence relationship. Similar behaviors that are strengthened or weakend collectively as a result of operant conditioning.

Temporal Locus measures

Response Latency Interresponse time IRT

3 types of exclusionary time-out

Room/time out room: confined space outside the individual's normal environment; devoid of positive reinforcers; individual safely placed. Should be located near the time-in setting. Minimal furnishing. Partition time out: individual remains in the room, but his/her view is restricted by a wall or partition H-hallway time-out: individual sits in the hallway

DTT

SD Prompt Response Reinforcement Inter-trial intervental

SD vs MO

SDs and MOs in combo are called, "repertoire-altering effect" they share 2 things: both occur before the behavior (antecedents), both have evocative functions (bring about behavior) MO: something that changes the value of a stimulus as a reinforcer. Related to the differential reinforcing effectiveness of an environmental event SD: a response in the presence of an SD must produce more reinforcement than it does in its absence. The SD has to have the promise of the reinforcer based on the differential reinforcement history of that individual, but an MO is going to produce the response regardless of reinforcement history

Schedules of punishment

Scheduling punishment is related to scheduling reinforcement

3 Principles of Behavior

Scientifically derived rules of nature that describe the predictable relation between a biological organism's responses and objects and events that can influence behavior. There are 3 principles of behavior. ALL STRATEGIES ARE DERIVED FROM THESE 3 PRINCIPLES. Punishment Extinction Reinforcement

Examples of Negative Automatic Reinforcement

Scratching an insect bite to stop the itch. In the future you are more likely to scratch when an insect bites you.

5 phases of assessment

Screening and general deposition defining and quantifying problems or desired achievement criteria pinpointing target behaviors to be treated Monitoring progress following up

5 types of positive reinforcement

Sensory Edible Activity Tangible Social

4 functions of problem behavior

Sensory Escape Access Tangible

Shock/Contingent Electrical Stimulation/ECT

Shock after an individual's behavior

Direct Instruction

Siegfried E. Engelmann A published ABA instructional methodology that involves: a. carefully designed curriculum b. teaching in small groups c. fast paced teaching d. scripts e. signals and choral responding f. applying specific techniques for correcting and preventing errors believes ALL children can learn

Verbal Behavior

Skinner created verbal behavior Book "verbal behavior" published in 1957

4 types of tact extensions

Solistic extension Metaphorical extension Metonymical extension Metonymical extension Generic extension

Ethical warning about negative reinforcement

Sometimes creating an aversive condition for the individual is unethical and may even bring about more challenging behaviors

Programming for stimulus generalization

Sometimes you may want to teach a person stimulus generalization skills they may be lacking you want the person to respond in the same way to similar but not identical stimuli

Arbitrary Stimulus Class

Stimuli comprising this class evoke the same response, but they do NOT share a common stimulus feature. They do not physically look alike or share a relative relationship. LIMITED NUMBER OF STIMULI. Developed through stimulus equivalence.

Feature Stimulus Class

Stimuli in this class can share: Common topographies, common relative relations (i.e. spatial arrangements), infinite number of stimuli, Developed through stimulus generalization

2 types of generalization

Stimulus generalization Response generalization

Trend line

Straight line drawn through the data

Experimentation AKA Experimental Analysis

The basic strategy of most sciences, requires manipulating variables so as to see the effects on the dependent variable (DV), An assessment to determine if one event caused another event, requires that all variables be controlled except the DV.

Circular Reasoning

The cause and effect are both inferred from the same information.

Exemplars (teach sufficient examples, multiple exemplar training) (generalization)

The more examples utilized when teaching, the better Provide the individual opportunities to respond correctly to multiple examples of antecedent stimuli Provide the individual with multiple response examples

Operant Contingency (Behavioral Contingency, Contingency, 3 term contingency, ABC)

The occasion for a response (SD) the response and the outcome of the response. The dependency of a particular consequence on the occurrence of the behavior. When a reinforce or punisher is said to be "contingent" on a behavior, the behavior must emitted for the consequence to occur.

Behaviorism

The philosophy of the science of behavior It emerged in the early 20th century as a reaction to "mentalistic" psychology, which often had difficulty making predictions that could be tested using experimental methods. Environmental (not mentalistic) explanation of behavior.

Parsimony

The simplest theory, all simple and logical explanations must be ruled out before considering more complex explanations, Help scientists fit findings within the field's existing knowledge base.

Ethical Considerations of Reinforcement

The use of positive and negative reinforcement are similar and arise from the severity of the EO that occasions the behavior. Most EOs for behaviors maintained by negative reinforcement can be viewed as aversive events. Extremely noxious events, when presented as antecedent stimuli cannot be justified as part of a typical behavior change program. The presence of the aversive stimuli can itself generate behaviors that compete with the acquisition of desired behavior.

Purpose of Science

To achieve a thorough understanding of the phenomena under study. In ABA, the phenomena are socially important behaviors.

reasons we abide by ethics

To produce meaningful behavior change of social significance to the client to reduce/eliminate harm to conform to the ethical standards of learned societies and professional organizations

How to program for maintenance

Use intermittent/variable reinforcement with your client because this maintains behavior Think VI and VR schedules of reinforcement

VB-MAPP

Verbal Behavior Milestones Assessment and Placement Program

Contiguity (Temporal Contiguity)

When 2 stimuli occur close in time resulting in an association of those 2 stimuli. Respondent Conditioning - temporal contiguity affects the pairing of the CS and US. Operant Conditioning - Temporal contiguity affects the pairing of the behavior and consequence. This is how superstitious behavior can be developed because of the temporal contiguity between a specific response and reinforce or punisher.

Conditioned reinforcer/reinforcement, CR, Secondary Reinforcer, Learned Reinforcer

When a previously neutral stimulus acquires the ability to function as a reinforcer through stimulus-stimulus pairing with one or more unconditioned or conditioned reinforcers. Learning history required. Products of ontogeny.

Punishment, SD-, SDP, SP, Punishment based SD

When a response is followed immediately by a stimulus that decreases the future frequency of similar responses. Defined by function, not topography, defined by future effects on behavior, not what it does in the present. 2-term contingency: behavior->consequence Becomes 3 term contingency when you add the Antecedent. Called the "discriminative effects of punishment" when punishment occurs only in some conditions and not in others. THREATS ARE NOT PUNISHMENT. If a person stops a behavior when you threaten them, this is NOT because of punishment, but because the threat functions as the MO that evokes alternative behaviors that avoid the threatened punishment.

Recovery from punishment

When punishment is stopped, its effects on the behavior are not permanent. The rate of the behavior will increase back to its original rate (and sometimes even exceed it). Equivalent to extinction for reinforcement.

Bonus Response cost

When you make additional non-contingent reinforcers available to the individual and then take those away.

Pre-assessment considerations

Who has the authority, permission, resources, and skills to complete an assessment and intervene with the behavior? (if you do not have any of these, you cannot do the assessment) Also, you should obtain the client's or client surrogate's approval in writing of the behavior assessment procedures implementing them, as outlined in the guidelines for responsible conduct for behavior analysts

Negative Punishment type II punishment penalty principle penalty contingency

Withdraw or decrease the intensity of stimulus, decrease the future frequency of behavior. A process that occurs when a response is followed immediately by the removal of a stimulus (or a decrease in the intensity of a stimulus) that decreases the future frequency of similar responses under similar conditions.

Negative Reinforcement Type II reinforcement Sr-

Withdraw or decrease the intensity of stimulus, increase the future frequency of behavior. A process that occurs when a behavior is followed immediately by the reduction or removal of a stimulus that increases the future frequency of the behavior in similar conditions.

Reinforcement trumps Punishment

You should recommend reinforcement rather than punishment whenever possible, as outlined in the guidelines for Responsible Conduct for Behavior Analysts

Examples of Positive Automatic Reinforcement

You taste salty caramel brownies for the first time, and now you bake them all the time at home.

BAB reversals

a 3 phase reversal design phase 1: IV phase 2: IV removed (baseline) phase 3: IV reintroduced weaker than the ABA design because it does not enable assessment of the effects of the IV during baseline disadvantage: sequence effects best design when your client displays sever and dangerous behaviors as you do not wait to start intervention with this design appropriate for when an IV is already in place and you have limited time

Shaping

a behavior change strategy it is used to teach novel behaviors. a novel behavior is developed by reinforcing response criterion in shaping are topographical in nature, requiring different forms of behavior at each new level

functional relation

a change in one event can reliably be produced by specific manipulations of another event and that the change in the dependent variable was unlikely to be the result of other extraneous factors

rule-governed analog to behavioral contingency

a change in the frequency of a response because of a rule describing the contingency

Group contingencies

a common consequence is contingent on the behavior of 1 member of the group, or part of the group or all of the group can save time more practical takes advantage of peer influence

brief functional analysis

a condensed version of the functional analysis

control condition

a condition not containing the presumed crucial value of the independent variable

performance-management contingency

a contingency explicitly used to manage performance when the natural contingencies are ineffective or when they move performance in the wrong direction.

direct acting contingency

a contingency in which the outcome of the response reinforces or punishes that response

Token economy

a contingency package with 3 parts specified list of responses to reinforce tokens for exhibiting the specified responses back up reinforcers that can be purchased with the token

indirect acting contingency

a contingency that controls the response through the outcome of the response, does NOT reinforce or punish that response

ineffective contingency

a contingency that does not control behavior

natural contingency

a contingency typically available prior to performance management

Value altering effect of AO

a decrease in the current reinforcing effectiveness of a stimulus makes the thing you want less valuable in the moment

rule

a description of a behavioral contingency

matching law (matching theory)

a description of the phenomenon according to which organisms match their responses according to the proportion of payoff during choice situations created by Herrnstein (1960's) states that: given 2 concurrently available response alternatives, individuals will distribute their behavior in the same proportion that reinforcers are distributed among those alternatives

extended functional analysis

a full functional analysis

Prediction, verification, and replication in the multiple baseline design

a functional relation requires a change in behavior with the onset of the intervention apply IV to behavior 1 when you can confidently predict that the behavior would remain the same in constant conditions if behaviors 2 and 3 remain unchanged after the application of the IV to behavior 1 this verifies the prediction if the IV changes behavior 2 like it did behavior 1, the effect of the IV has been replicated the more replications, the more convincing the demonstration most commonly 3-5 tiers

stimulus-generalization gradient

a gradient of responding showing an increase in stimulus control as the test stimulus becomes less similar to the training stimulus

Generalization gradient aka stimulus generalization gradient

a graph of the extent to which behavior that has been reinforced in the presence of a specific stimulus condition is emitted in the presence of other stimuli the gradient shows relative degree of stimulus generalization and stimulus control (or discrimination) when looking at the graph look for: flat slope= little stimulus control increasing slope = more stimulus control

ecological assessment

a great deal of information is gathered about the individual and the various settings in which that individual lives and works included is information about physiological conditions, physical settings, interactions with others, home environment, etc. creates a lot of descriptive data costly in terms of time money etc one should know when it is appropriate to use

Control Group

a group of subjects not exposed to the presumed crucial value of the independent variable

condition labels

a label written at the top and parallel to the x-axis, that describes experimental conditions in effect during each phase of research

access behaviors

a means of producing indirect benefits to clients

Trials to criterion

a measure of the number of response opportunities needed to achieve a predetermined level of performance criteria a trial depends on the nature of the target behavior and the desired performance level use: count, rate, duration and latency to measure often used to compare the relative efficiency of 2 or more treatments useful for assessing a learner's increasing competence in acquiring a related class of concepts Use for: skills such as shoe tying, as each opportunity to tie the show can be considered a trial and trials to criterion data are reported as the number of trials required for the learner to tie a shoe correctly

High probability request sequence

a method designed to increase the probability that a low probability behavior will occur by presenting stimuli known to promote a high probability of responding prior to an activity less likely to be performed

interrupting and breaking behavior chains

a method designed to lessen behavior by unlinking one element of the chain from the next so that one link no longer serves as a discrinative stimulus for the next link nor as a conditioned reinforce for the prior link

habit reversal

a multi-component treatment package for reducing unwanted habits that involves identifying events that precede a target behavior and engaging in competing responses skinner called this doing something else

Steady state responding (stable state responding)

a pattern of responding that exhibits very little variation in its measured dimensional quantities over a period of time provides the bases for baseline logic

Behavior Analyst

a person who studies or explicitly uses the principles of behavior

conditioned punishers/punishment, CP, secondary punisher, learned punisher

a previously neutral stimulus change that functions as a punisher because of prior pairing with 1 or more other punishers learning history required products of ontogeny

Contingency Contracting

a procedure in which a contract is developed collaboratively that stipulates a certain contingency for an individual between a behavior and a reinforcer is a permenant product used in treatment packages

Differential reinforcement of incompatible behavior

a procedure in which behavior cannot behavior cannot be emitted simultaneously with the challenging behavior; they are mutually exclusive response classes subtype of DRA

Total task chaining

a procedure in which every step of the TA is taught every session

Differential reinforcement of alternate behavior

a procedure in which one reinforces occurrence of behavior that provides a desirable alternative to the problem behavior; NOT incompatible, part of the same response class meaning they will result in the same consequence

Different reinforcement of other behaviors

a procedure in which reinforcement is contingent on the absence of the challenging behavior reinforcers are received when challenging behavior has NOT been displayed during or at certain time periods delivery of reinforcement is determined by how the omission requirement is implemented and scheduled

stimulus discrimination training (discrimination training)

a procedure in which responses are reinforced in the presence of one stimulus condition (the SD) but NOT in the presence of the other (sdelta)

motivating operation

a procedure or condition that affects learning and performance with respect to a particular reinforce or aversive stimulus

Extinction EXT, operant extinction

a procedure that occurs when a previously reinforced response is discontinued, so that behavior decreases in the future no reinforcement -> behavior decreases a maintaining reinforcer is no longer provided

stimulus equivalence training

a procedure to develop stimulus equivalence while reducing the amount of symbolic matching of the stimuli so that reflexive, symmetrical, and transitive stimulus-control relations emerge when just a few of the combinations are explicitly trained

shaping

a process involving systematically and differentially reinforcing successive approximations to a terminal behavior

addictive reinforcer

a reinforce for which repeated exposure is a motivating operation

continuous reinforcement

a reinforcer follows each response

Fixed Ratio Schedule of Reinforcement

a reinforcer is contingent on the last of a fixed number of responses

aggression reinforcer

a reinforcing stimulus resulting from acts of aggression

punishment principle

a response becomes less frequent if an aversive stimulus or an increase in an aversive stimulus has followed it in the past

reinforcement by the presentation of reinforcers

a response becomes more frequent in the future if a reinforce or an increase in a reinforce has followed within 60 seconds in the past.

the escape principle

a response becomes more likely if it has removed or reduced an aversive stimulus in the past

principle of punishment by prevention

a response occurs less frequently if it has prevented the removal of an aversive stimulus in the past

Reinforcement Principle

a response will occur more frequently if a reinforcer or an increase in a reinforcer has followed it in the past, in similar settings

limited hold (LH)

a restriction placed on an interval schedule requiring that to be eligible for reinforcement,, the primed response must occur within a specified span of time following that interval LHs can be imposed on any type of schedule to speed up the response rate of your client, use LHs!

ration strain

a result of abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules

Schedules of Reinforcement

a rule that describes a contingency of reinforcement the environmental arrangements that determine conditions by which behaviors will be reinforced

Differential reinforcement of high rates of responding

a schedule of reinforcement that provides reinforcement for emitting behaviors that are at or above a pre-established rate DRH helps to increase behavior that individual displays too infrequently

Differential reinforcement of low rates of responding

a schedule of reinforcement that provides reinforcement only if the behavior occurs following a specific period of time during which it did not occur or since the last time it occurred an interresponse time (IRT) identifies the duration of time that occurs between 2 responses IRT and rate of response are functionally related consider for DRL: the longer the IRT, the lower the overall rate of responding. The shorter the IRT, the higher the overall rate of responding. by increasing IRT you are lowering the rate of responding DRL helps to decrease behavior that individual displays too frequently, but not to eliminate it entirely

Differential reinforcement of diminishing rates of responding

a schedule of reinforcement that provides reinforcement when the number of responses in a specified time period is less than, or equal to a prescribed limit DRD helps to decrease behavior that the individual displays too frequently, but not to eliminate it entirely

behavioral chains

a sequence of responses linked together with connecting stimuli

behavioral chain

a sequence of stimuli and responses. Each response produces a stimulus that reinforces the preceding response and is an SD or operandum for the following response

equivalence class

a set of arbitrary symbolic stimuli that are reflexive, symmetrical, and transitive with each other

Response class

a set of responses that either a. are similar on at least one response dimension or b. share the effects of reinforcement and punishment, or serve the same function (produce the same outcome)

stimulus class

a set of stimuli, all of which have some common physical property

Verbal repertoire

a set of verbal operants emitted by someone

multiple baseline across settings

a single behavior is targeted in 2 or more different settings or conditions after steady state baseline responding, the IV is applied to the first setting, while other settings are kept in baseline when steady state responding is reached for the first setting, then the IV is applied to next setting

behavior chain

a specific sequence of direct responses each associated with a particular stimulus condition where each response and the associated stimulus condition serve as an individual component of the chain

Dual functioning chained stimuli

a stimulus in a behavioral chain reinforces the response that precedes it and is an SD or operandum for the following response

stimulus delta (sdelta)

a stimulus in the presence of which a given behavior has NOT produced reinforcement in the past Sdelta is not always zero reinforcement. it can be less quality or amount of reinforcement than the SD.

Surrogate MO

a stimulus that has acquired its effectiveness by accompanying some other MO and has come to have the same value-altering and behavior-altering effects as the MO that it has accompanied alters the value of consequences that are under the control of an MO with which it has been paired

aversive stimulus (negative reinforcer)

a stimulus that increases the future frequency of a response that its removal (termination) follows

learned reinforcer

a stimulus that is a reinforcer because it has been paired with another reinforcer

learned aversive stimulus

a stimulus that is aversive because it has been paired with another aversive stimulus

warning stimulus

a stimulus that precedes an aversive condition and thus becomes a learned aversive stimulus

Celeration trend line

a straight line drawn through the graphed data representing the direction and degree of the trend

Momentary DRO

a subtype of DRO in which a reinforce is provided following an interval of time ONLY if the challenging behavior is not occurring at the end of that interval momentary DROs are very effective at maintaining the decrease of challenging behaviors

Interval DRO

a subtype of DRO in which a reinforce is provided following an interval of time throughout which the challenging behavior did not occur if the challenging behavior does not occur the interval is reset interval DROs are very effective at decreasing challenging behaviors more popular

prompt

a supplemental stimulus that raises the probability of a correct response

verbal prompt

a supplemental verbal stimulus that raises the probability of a correct response

Assessment aka functional behavior assessment (FBA)

a systematic method for obtaining information about the function challenging behaviors serve for an individual allows us to make empirically based hypotheses for why behaviors occur involves a variety of metods including direct observations, interviews, checklists and tests to identify targets for behavior change discovers resources, assets, significant others, competing contingencies, maintenance and generalization factors and potential reinforcers and or punishers that may be included in intervention plans

spontaneous recovery

a temporary recovery of the extinguished behavior

Skinner Box

a test chamber with a response device and a source of reinforcers

choice measures

a tool given to employees to have them evaluate if they like how their employers are monitoring and supervising them that involves items that the must choose between on the measure choice measures are more sensitive than questionnaires

Establishing Operation, EO

a type of MO that increases the effectiveness of a stimulus as a reinforcer makes something more desierable to you 2 types - value altering effect, behavior altering effect

Generalized conditioned punishers (generalized punisher)

a type of conditioned punisher that has been paired with many unconditioned and conditioned punishers does not depend on an MO for its effectiveness likely to be punishing at any time

Generalized conditioned reinforcer, Generalized Reinforcer, GCSR

a type of conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers. Does not depend on an MO for its effectiveness. They are likely to be reinforcing at any time.

multiple treatment reversal

a type of reversal design that compares 2 or more IVs to baseline and/or one another you can tell you are dealing with a multiple treatment reversal when letters are added like C and D, etc disadvantage: sequence effects

Mand

a type of verbal operant in which the speaker asks for what he/she needs or wants wants controlled by MOs Occurs due to a state of deprivation or aversive stimulation manding is reinforced by attaining the manded items allows the listener to infer what EO may be affecting the speaker mands often become strong forms of verbal behavior because of specific reinforcement received mands are the first verbal operants acquired by humans

Echoic, verbal imitation

a type of verbal operant that occurs when the speaker repeats the verbal behavior of another speaker repeating/echoing/verbally imitating the echoic operant is controlled by the verbal discriminative stimulus SD this means whatever the speaker said controls what the listener is going to say the ability to echo is essential for identifying objects and actions echoic behavior produces generalized conditioned reinforcement the verbal SD have to things in common with the response: point to point correspondence formal similarity

Progressive schedules of reinforcement

a variation of basic INT schedules of reinforcement systematically thins each successive reinforcement opportunity independent of the participant's behavior using progressive schedules for reinforce assessment: an assessment procedure for identifying reinforcers that will maintain treatment effects across increasing schedule requirements. Using these: systematically increasing the requirements for reinforcement may be used to measure what is commonly referred to as the strength, potency or effectiveness of scheduled reinforcers there is a direct relation between how hard an organism will work for access to an object, as indexed by the largest ratio completed under a PR schedule (the breaking point), and the potency of the reinforcer

reinforce assessment

a variety of direct, data based methods used to present one or more stimuli contingent on a target response and then measuring the future effects on the rate of responding used to determine the relative effects of a give stimulus as reinforcement under different and changing conditions and to assess the comparative effectiveness of multiple stimuli as reinforcers for a given behavior under certain conditions puts the potential reinforcers to a direct test by presenting them contingent on occurrences of a behavior and measuring any effects on response rates the only way to know for sure whether a given stimulus serves as a reinforce is to present it immediately following the occurrence of the behavior and note its effects on responding

Rule governed behavior, rule governance, rule control, rules

a verbal description of a behavioral contingency learning the rules is a way that people's behavior comes under the control of consequences that are too delayed to influence behavior directly behavior under the control of a rule, not a contingency or reinforcement reinforcers are often delayed

intraverbal

a verbal operant in which the speaker differentially responds to other people answering a question the intraverbal operant occurs when a verbal discriminative stimulus SD evokes a verbal response that does NOT have point to point correspondence with the verbal stimulus (they do not match each other) allows the person to talk about and think about things that are not physically present the intraverbal produces generalized conditioned reinforcement

performance contract

a written rule statement describing the desired or undesired behavior the occasion when the behavior should or should not occur, and the added outcome for that behavior.

performance contract

a written rule statement describing the desired or undesired behavior, the occasion when the behavior should or should not occur and the added outcome for that behavior

2.13 fees, financial arrangements, terms of consultation

a. as early as is feasible, in a professional or scientific relationship, you and the client reach agreement specifying compensation and billing arrangements b. fees are consistent with the law, and you do not misrepresent your fees c. prior to implementation of services, you will provide in writing the terms of consultation

4.0 the behavior analyst and the individual behavior change program

a. design programs based on behavior analytic principles b. involve the client or the client surrogate in the planning of such programs c. obtain the consent of the client d. respect the right of the client to terminate services at any time.

9.04 statements by others

a. if you employ others to present your organization, you are responsible for what they say b. you prevent them from making deceptive statements c. you correct any deception once you learn of it d. a paid advertisement must be identified as such

1.06 dual relationships and conflicts of interest

a. in many communities and situations, it may not be feasible or reasonable for you to avoid social or other nonprofessional contacts with persons such as clients, students, supervisees, or research participants. You must always be sensitive to the potential harmful effects of other contacts on your work and on those persons with whom you deal. b. You refrain from entering into or promising relationships that might impair your objectivity or otherwise interfere with your ability to effectively perform your functions as a behavior analyst or might harm or exploit the other party. c. If you find that, due to unforeseen factors, a potentially harmful multiple relationship has arisen, you attempt to resolve it with due regard for the best interests of the affected person and maximal compliance to these guidelines

Principles of incidental teaching

a. natural environment b. timing c. training loosely d. indiscriminable contingencies e. facilitates generalization f. language use/verbal skills

2.07 maintaining confidentiality

a. primary obligation and take reasonable precautions to respect the confidentiality of those with whom you work or consult b. clients have a right to confidentiality c. in order to minimize intrusions on privacy, you include only information germane to the purpose for which the communication is made and written and oral reports, consultations, etc d. you discuss confidential information only for appropriate purposes and with appropriate people

2.06 rights and prerogatives of clients humane treatment is the top priority

a. support individual rights under the law b. current set of credentials c. permissions for recording of interviews and services d. informed consent e. comply with all requirements for criminal background checks

2.10 Treatment efficacy

a. you always have the responsibility to recommend scientifically supported most effective treatment procedures b. clients have a right to effective treatment c. you are responsible for review and appraisal of likely effects of all alternative treatments, including those provided by other disciplines and no intervention d. in those instances where more than one scientifically supported treatment has been established, additional factors may be considered in selecting interventions, including but not limited to, efficiency and cost effectiveness, risks and side effects of the interventions, client preference and practitioner experience and training

2.11 documenting professional and scientific work

a. you appropriately document your professional and scientific work in order to facilitate provision of services later by yourself or by other professionals, to ensure accountability and to meet other requirements of institutions or the law b. when you have reasons to believe your records will be used in legal proceedings involving recipients of or participants in your work, you have a responsibility to keep and maintain detailed, quality and consistent notes c. you obtain and document 1. institutional review board/ local committee approval 2. confirmation of compliance with institutional requirements when data gathered during your processional services

1.04 integrity

a. you are truthful and honest b. your behavior conforms to the legal and moral codes of the social and professional community of which you are a member c. the activity of a behavior analyst falls under these guidelines only if the activity is part of your work-related functions or the activity is behavior analytic in nature d. if your ethical responsibilities conflict with law, you make known your commitment to these guidelines and take steps to resolve the conflict in a responsible manner in accordance with law

2.04 arrange for appropriate consultation, and cooperate with other professionals

a. you arrange for appropriate consultations and referrals based principally on the best interests of clients, with appropriate consent and subject to other relevant considerations, including applicable law and contractual obligations b. when indicated and professionally appropriate, you cooperate with other professionals in order to serve your clients effectively and appropriately. you recognize that other professions have ethical codes that may differ in your specific requirements from those guidelines.

9.03 public statements

a. you comply with these guidelines in public statements relating to your professional services, products, or publications or to the field of behavior analysis b. public statements include but are not limited to paid or unpaid advertising, brochures, etc.

3.02 functional assessment

a. you conduct an FA to provide the necessary data to develop an effective behavior change program

1.07 exploitative relationships

a. you do not exploit persons over whom you have supervisory, evaluative or other authority such as students supervisees, employees, research participants and clients b. you do not engage in sexual relationships with clients, students or supervisees in training over whom you have evaluative or direct authority because such relationships easily impair judgment or become exploitative c. you are cautioned against bartering with clients because it is often 1. clinically contraindicated and 2. prone to formation of an exploitative relationship

9.06 media presentations and emerging media based services

a. you ensure that everything is accurate and appropriate, consistent with these guidelines b. you consider ethical challenges presented by technology

2.16 interrupting or terminating services

a. you make reasonable efforts to plan for facilitating care in the event that behavior analytic services are interrupted by factors such as your illness, impending death, unavailability or relocation or by the client's relocation or financial limitations b. when entering into employment or contractual relationships, you provide for orderly and appropriate resolution of responsibility for client care in the event that the employment or contractual relationship ends, with paramount consideration given tot he welfare of the client c. you do not abandon clients d. prior to termination, you discuss needs, provide appropriate pre-termination services

1.05 professional and scientific relationships

a. you provide behavioral diagnostic, therapeutic, teaching, research, supervisory, consultative, or other behavior analytic services only in the context of a defined, remunerated professional or scientific relationship or role b. when you provide assessment, evaluation, treatment, counseling, supervision, teaching, consultation, research or other behavior analytic services to an individual, a group or an organization, you use language that is fully understandable to the recipient of those services c. where differences of age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status significantly affect your work concerning particular individuals or groups, you obtain the training, experience, consultation or supervision necessary to ensure the competence of your services or you make appropriate referrals. d. in your work related activities you do not engage in discrimination against individuals or groups based on age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, socioeconomic status, or any basis proscribed by law. e. you do not knowingly engage in behavior that is harassing or demeaning to persons with whom you interact in your work based on factors such as those person's age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status in accordance with law. f. you recognize that your personal problems and conflicts may interfere with your effectiveness.

1.02 competence

a. you provide services, teach and conduct research only within the boundaries of your competence, based on your training, supervised experience, or appropriate professional experience. b. you provide services, teach or conduct research in new areas or involving new techniques only after first undertaking appropriate study, training, supervision, and or consultation from persons who are competent in those areas or techniques.

methods of achieving professional competence

academic training practicum experience exam

Association for Behavior Analysis

accredits university programs

2.14 Accuracy in reports

accuracy in reports to those who pay for services in your reports to those who pay for services you accurately state the nature of the research or service provided, etc.

stimulus prompts

act on the antecedent stimuli, not the response call attention to the stimulus in need of help 3 forms movement position redundancy

response prompts

act on the response, not the antecedent stimuli 3 forms verbal (vocal and non-vocal) modeling physical

expanded trial

adding or inserting distracters between the SDs that are currently on acquisition. make sure the distracters have been mastered

What is worth doing?

addresses the goals and objectives of practice what are we trying to accomplish? how are we trying to accomplish it? social validity cost-benefit ratio

capacity to decide

adequate mental process ability to select and express his/her choice ability to engage in a rational process of decision making

Advantages and disadvantages of changing criterion design

advantages does not require reversal of improved behavior enables an experimental analysis within the context of a gradually improving behavior disadvantages the target behavior must already be in the students repertoire not appropriate for analyzing the effects of a shaping program it is NOT a comparison design

advantages and disadvantages of alternating treatment designs

advantages does not require treatment withdrawal speedy comparison minimizes irreversibility problem minimizes sequence effects can be used with unstable data can be used to assess generalization of effects intervention can begin immediately without baseline data disadvantages multiple treatment interference: this is always a problem with this design, as multiple treatments are going on at the same time unnatural nature of rapidly alternating treatments limited capacity of the design selection of treatments should be significantly different from one another

Advantages and Disadvantages of Multiple Baseline Design

advantages successful intervention does NOT have to be removed evaluates generalization easy to implement disadvantages functional relationship is NOT directly shown in this design effectiveness of IV is demonstrated but not information regarding function of target behavior IV may be delayed for certain behaviors, settings, or subjects. takes resources to implement properly

advantages and disadvantages of functional analysis

advantages: clear demonstration of variables that relate to problem behavior standard to which all other forms of FBA are evaluated enables development of effective reinforcement-based treatment disadvantages: may temporarily strengthen the problem behavior may result in the behavior acquiring new functions acceptability is low difficult to use for serious, low frequency behaviors if conducted in contrived settings, may not identify idiosyncratic variables related to problem behavior requires time, effort and professional expertise

Fixed ratio responding

after a response is reinforced, no responding occurs for a period of time then responding occurs at a high, steady rate until the next reinforcer is delivered

independent group contingency

all members of a group are offered a contingency but only the individuals who meet the contingency earn the reinforcement

Experimental Question

all well planned experiments begin with this a brief but specific statement of what the researcher wants to learn from conducting the experiment can be in question or statement form question form: what are the effects of the IV on the DV for what population and in what setting? Statement form: the purpose of the study was to the effects of the IV on the DV

interpreting functional analysis: automatic reinforcement

alone condition=automatic reinforcement this condition tests for automatic reinforcement how it works: the client remains in a room without demands and with no social interaction if challenging behavior occurs, no consequence is given if the problem behavior occurs in the absence of social consequences, automatic reinforcement is the maintaining reinforcer

Scheduling observation and recording periods

always be mindful of validity elements to consider: times of day, days of the week, weather conditions, task assignments, physical or social surroundings, motivating operations

Abolishing Operation, AO

an MO that decreases the effectiveness of a stimulus as a reinforcer makes something less desirable to you value altering and behavior altering effects

functional assessment

an analysis of the contingencies responsible for the behavioral problems

Simple discrimination

an antecedent evokes or abates the behavior a 3-term contingency is involved: SD->Response->Consequence

overall response rate

an average rate of response over a given time period, such as during a specific session or phase in a study calculated by dividing the total # of responses recorded during the period by the # of observation periods indicated on the x-axis

Transitive MO

an environmental variable that establishes (or abolishes) the reinforcing effectiveness of another stimulus and thereby evokes (or abates) the behavior that has been reinforced by that other stimulus UMO effects transfer to the conditional reinforcers and when they do they are called transitive MOs.

Equivalence class

an equivalence class results from stimulus equivalence training, the symbolic matching to sample procedures a set of arbitrary stimuli that need not to have common physical properties is formed if all stimuli in that set are reflexive, symmetrical and transitive with each other

medical model myth

an erroneous view of human behavior that behavior is always a mere symptom of an underlying psychological condition

Alternating treatments design

an experimental design in which 2 or more conditions are presented in rapidly alternating succession independent of the level of responding and the differential effects on the target behavior are noted compares 2 or more IV's to one another to see which IV it would be best for you to utilize with your client based on stimulus discrimination for each IV data are plotted separately on the same graph IVs may be alternated across daily sessions given in sessions occurring the same day implemented during each portion of the same session

DRO/DRI/DRA reversal technique

an experimental technique for showing the effects of reinforcement by using DRO, DRA, or DRI as a control condition instead of a baseline condition in which no reinforcement is provided DRO: reinforcement following any behavior other than the target behavior DRI: reinforcement following behavior that's physically incompatible with target behavior DRA: reinforcement following an alternative behavior other than the target behavior allows us to examine contingent reinforcement

NCR reversal technique

an experimental technique for showing the effects of reinforcement by using NCR as a control condition instead of a baseline condition in which no reinforcement is provided allows us to examine contingent reinforcement the reinforce is presented on a fixed or variable time schedule independent of the subject's behavior

Immediacy

an imitative behavior must follow within seconds of the model

Extinction Burst

an immediate increase in the frequency of responding when an extinction procedure is initially implemented

behavior altering effect, evocative effect of EO

an increase in the current frequency of behavior that has been reinforced by the stimulus that is altered in effectiveness by the same MO Makes your behavior alter so that you go get that thing you want in that moment

Value altering effect of EO

an increase in the current reinforcing effectiveness of a stimulus makes that thing you want super valuable in the moment

Overcorrection

an individual is required to engage in effortful behavior that is directly related to the challenging behavior.

learn unit

an occasion for a response, the response, and an outcome of that response

multiple probe design

analyzes relation between the IV and acquisition of skill sequences instead of simultaneous baselines, probes provide basis for determining if behavior change has occurred prior to intervention

Extraneous variables

any aspect of the environment that must be held constant to prevent unplanned environmental variation

Reversal design

any experimental design in which the researcher reverses responding to a level obtained in a previous condition encompasses experimental designs in which the IV is withdrawn or reversed in its focus alternation between baseline and a particular intervention each reversal in a reversal design strengthens experimental control evidence of a functional relation is strengthened with each reversal for a reversal to occur, the behavior must approximate the level during baseline requires at least 3 consecutive phases A-baseline B-intervention A-return to baseline ABAB preferred over ABA as stronger design Most powerful within-subject design for demonstrating function

negative reinforcer

any stimulus whose termination following a response increase the frequency of that response

aversive stimulus

any stimulus whose termination following a response increases the frequency of the response

Appeals

appeals committee (3BACB current or former directors) in-person appeals held at the next board meeting candidates and certificants are responsible for their own costs may waive in-person hearing decision is final and may not be further appealed the BACB may publish the name standards violated, and sanction issued against any current or former certificant that is sanctioned in a final review or appeal committee action with a sanction that results in a limitation on practice, such as a suspension or revocation of certification

Reporting requirements

applicants and certificants must report the following to the BACB within 30 days of the occurrence of a name change criminal charges disciplinary charges all notices must be sent via verifiable methods of delivery

asking about stimulus preferences

ask the target person ask significant others offer a pre-task choice

3 basic methods of stimulus preference assessment

asking about stimulus preferences free operant observation trial based methods

steps of imitation training

assess and teach prerequisite skills for imitation training select models for training pretest sequence models for training implement imitation training

habilitation (adjustment)

assess meaningfulness of change is this change really useful to the client habilitation occurs when a person's repertoire has been changed such that short and long term reinforcers are maximized and short and long term punishers are minimized you want to assess if the target behaviors you might potentially change in a client will be haibiltative for your client.

guidelines for shaping

assess terminal behavior and available resources select the terminal behavior determine criterion for success analyze the response class identify the first behavior to reinforce eliminate interfering and extraneous stimuli proceed in gradual stages limit the number of approximations at each level continue reinforcement when the terminal behavior is achieved

the right to effective education

association for behavior analysis requires that assessment and educational interventions are based on research, address functional relations, are monitored and evaluated

the right to effective behavioral treatment

association for behavior analysis (ABA) rights of people receiving ABA services and how we can make sure clients are served appropriately

Fading procedure

at first the SD and Sdelta differ along at least one irrelevant dimension, as well as the relevant dimensions. then the difference between the SD and Sdelta is reduced along all but the relevant dimensions until the SD and Sdelta differ along only those relevant dimensions

the aggression principle

aversive stimuli and extinction are motivating operations for aggression reinforcers

Bar graphs (histograms)

based on the Cartesian plan NO distinct data points representing successive response measures through time does NOT allow for analysis of variability and trend in behavior use when you want your data to effectively communicate the following relevant quantitative relations: displaying separate sets of data that ARE NOT related to one another and summarizing performance within a condition or a group of individuals

Formula for increasing behaviors

baseline average<initial criterion<(or equal to) highest performance on baseline

Anecdotal observation (ABC recording)

basic form of observation temporally sequenced description of behavior patterns requires total attention of observer for at least 20-30 minutes continuously not good option for classroom teacher because they have other things to do and cannot commit full attention to data do NOT write interpretations; only what is observable and measurable carry out for several days so reactivity effects can decrease

tool skills

basic foundational components of more complex skills

advocating for the client

before initiating services a behaviorist has the responsibility to validate that a referral warrants action

check the assumed reinforcer first

before spending much time trying to reinforce behavior, make sure you have a true reinforcer

most to least prompting

beginning with a prompt known to reliably evoke the behavior and gradually proceed to less intrusive prompts

2.0 behavior analysts responsibility is to operate in the best interest of the client

behavior analysts responsibility is to operate in the best interest of the client

response differentiation

behavior change produced by differential reinforcement reinforced members of the current response class occur with greater frequency and unreinforced members occur less frequently (because they are on extinction) overall result=a new response class

terminal behavior

behavior not in the repertoire or not occurring at the desired frequency, the goal of the intervention

intermediate behaviors

behavior that more closely approximates the terminal behavior

initial behavior

behavior that resembles the terminal behavior along some meaningful dimension and occurs at least with a minimal frequency

4 essential components of a behavior support plan

behaviors antecedents consequences environmental set ups

Forward Chaining

behaviors in the TA are taught in natural order

adjunctive behaviors

behaviors that are brought about by schedules of reinforcement during times when reinforcement is unlikely to be delivered time-filling or interim behaviors

existing exigencies

behaviors that are more severe warrant intervention before others that are less problematic be careful of situational ethics

Continuous behaviors

behaviors that do NOT have a clear beginning and ending

behavior cusps

behaviors that open a person's world to new contingencies exposes the individual's repertoire to new environments, especially new reinforcers and punishers, new contingencies, new responses, new stimulus controls and new communities of maintaining or destructive contingencies. When some or all of these events happen, the individual's repertoire expands; it encounters a differentially selective maintenance of the new as well as some old repertoires, and perhaps that leads to some further cusps has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself cusps are not the same as prerequisite behaviors you should select behavior cusps as goals for intervention with your clients if possible to make their learning more effecient

Ethics

behaviors, practices and decisions that address 3 fundamental questions that guide how you conduct yourself to help others improve their physical, social, psychological, familial or personal condition

delayed reinforcement

between 1 and 60 seconds

Form vs function of behavior/language

both are important! Form- formal properties of language involve the topography Function - effects of the response

Fixed ratio vs Fixed interval

both produce postreinforcement pauses

address cost v benefit issues

bring the issues to a committee give the greatest consideration to the perspectives of those with the highest stake in the outcome seek a hierarchy of opinion and input to gain the widest possible viewpoint

Response deprivation hypothesis

built on premack principle a model for predicting whether contingent access to one behavior will function as reinformcement for engaging in another behavior based on whether access to the contingent behavior represents a restriction of the activity compared to baseline restricting access to the behavior creates deprivation that serves as an EO which makes the restricted behavior a very strong form of reinforcement

teaching intraverbal behavior

by using prompting, fading, chaining focus on what interests the learner and manipulate the EOs teach in the natural environment as much as possible continue teaching new mands as you teach intraverbals For beginning intraverbals: begin with fill in the blank activities by using favorite songs or characters teaching the client to give his/her name gender etc use animal sounds use common association wh questions intraverbals should be taught systematically when teaching mands and intraverbals doing so in the natural environment fosters generalization short sessions training on the floor at a table playground etc

error of reification

calling a process or activity a thing

line graph variations

can be complicated, especially when multiple data paths are represented 2 or more dimensions of the same behavior 2 or more different behaviors measure of the same behavior under different conditions changing values of the IV same behavior of 2 or more participants

required elements to ensure informed consent

capacity voluntary knowledge

Response Contingent

caused or produced by the response

Behavior Analyst Certification Board (BACB)

certifies individual practioners

behavior chain with Limited hold

chain performed correctly and within a certain time accuracy and rate are essential dimensions

Rules of experimental design

change only variable at a time if examining a treatment package, ensure that the entire package is presented or withdrawn at the same time

Variable interval DRO

changeable period of time (based on averages or mean) a variable interval of time is established and if the challenging behavior does not occur during that interval, the individual earns reinforcement at the end of that interval

variable momentary DRO

changeable period of time at the conclusion of the interval the individual earns reinforcement at the end of that interval

limits to confidentiality

child abuse, imminent sever harm to another or the person

Self administered consequences

choose consequences that are small and easy to attain eliminate bootleg reinforcement if you experience difficulty with this process, another individual may be allowed to deliver your consequences

Base decision making on data

choose the method that demonstrates the most ethical and valid representation of the target behavior

Beginning mands

choose words that: are related to strong motivation for each item you teach your client you can control access to can be available for a short period of time initially are easy to deliver and or remove are consistently strong the client prefers and not what the adult prefers involve a response form already in the client's repertoire

knowledge of the treatment

clear nontechnical language

Default technologies

coercive punishment based interventions often selected arbitrarily

assessing treatment integrity

collect treatment integrity data to measure how the actual implementation of the conditions matches the written methods observation and calibration give the researcher the ongoing ability to use retraining and practice to ensure high treatment integrity reduce eliminate or identify the influence of potential confounding variables

7 compound schedules of reinforcement

combination of continuous reinforcement 4 interment schedules of reinforcement differential reinforcement of various rates of responding extinction 7 compound schedules of reinforcement concurrent schedules of reinforcement multiple schedules of reinforcement chained schedules of reinforcement mixed schedules of reinforcement tandem schedules of reinforcement alternative schedules of reinforcement conjunctive schedules of reinforcement

systematic desensitization

combining relaxation with a hierarchy of fear-producing stimuli arranged from the least to most frightening

3 purposes of graphs

communicate assess I/D relationship

visual analysis of temporal relations between conditions

comparing the data in the different conditions, determine whether change in level, trend and/or variability occurred and to what extent any changes were significant

factors affecting the performance of a behavior chain

completeness of the TA length or complexity of chain schedule of reinforcement stimulus variation response variation

total duration IOA

computed by dividing the shorter of the 2 durations reported by the 2 observers by the longer duration and multiplying by 100% formula: shorter duration/longer duration X100%

Concept, concept formation, concept acquisition

concept is NOT mentalism it is a product of both stimulus generalization and stimulus discrimination stimulus generalization with a stimulus class and stimulus discrimination between stimulus classes needed to form concept a concept requires an individual being able to discriminate between what is included in a stimulus class and what is excluded from that same stimulus class

Figure Caption

concise statement that provides information to identify the IV and DV also explains symbols used and unplanned events printed below graph

Reflexive MO

conditions or objects that acquire their effectiveness as MOs by preceding a situation that either is worsening or is improving since the condition or object comes before the aversive event, escape or avoidance would now be highly reinforcing to the person Alternatively, getting closer and closer to one's goal may function as a reflexive MO that encourages continued performance

brief functional analysis (description)

conducting a functional analysis in a short period of time systematically manipulating environmental variables to trigger the problem behavior and reinforce it when it happens determines which variable is maintaining the behavior 4 variables: attention, escape, alone and play each condition is run for 10 minutes each condition, except the alone condition, must include an MO and SD that signal reinforcement is available within each condition you purposefully trigger the problem behavior and reinforce it when it occurs to observe if it increases if that consequence is the function, the behavior will increase if that consequence is not the function, the behavior will not increase or will not occur again at all

split line quarter

connect the 2 mid-date and mid-rate points of intersection

Data path

connects data points with a straight line illustrates level and trend of behavior between 2 consecutive data points should be examined to interpret graphs

informed consent

consent to intervene in a way that is experimental or risky. the participant or guardian is informed of the risks and benefits and of the right to stop the intervention.

Assessing social significance of potential target behaviors

consider whose behavior is being assessed and why not ok to change behavior for benefit of others or because you want to always ask yourself to what extent will the proposed change improve the person's life

what is the right thing to do?

considerations related to cultural practices. differences across time.

multiple schedule reinforce assessment

consists of presenting 2 or more component schedules of reinforcement for a single response, with only one component schedule in effect at any given time an SD signals the presence of each component schedule and that stimulus is present as long as the schedule is in effect

methods for increasing duration of DRO intervals

constant amount of time proportionately session to session change based on the performance of the individual extend the application of DRO to other settings and times of day combine DRO with other procedures

fixed-momentary DRO

constant or not changeable period of time at the conclusion of the interval an interval of time is established and if the challenging behavior does not occur at the end of that inter the individual earns reinforcement at the end of that interval

fixed interval DRO

constant or not changing period of time an interval of time is established and if the challenging behavior as behavior improves, intervals increase gradually

Satiation

consuming a substantial amount of a reinforce decreases relevant learning and performance

Interpreting functional analyses: Attention function

contingent attention condition=positive reinforcement this condition tests for positive reinforcement how it works: the client is given attention and then attention is removed to establish the MO if the problem behavior occurs, a mild reprimand is give and attention is removed again each time the problem behavior occurs a reprimand is given and attention is again removed if rates of problem behavior are higher in this condition, attention is the maintaining reinforcer

Interpreting functional analyses: escape function

contingent escape condition=negative reinforcement this condition tests for negative reinforcement how it works: the client is given non-preferred demands repeatedly to establish the MO if the client makes no response to the demand or emits an incorrect response, you prompt a correct response if the problem behavior occurs, the demands are removed each time the problem behavior occurs, demands are removed and then started again after some time has passed if the rates of problem behavior are higher in this condition, escape is the maintaining reinforcer

at least one setting

control 2 sets of environmental variables to demonstrate experimental control IV (present, withdraw or vary its value) Extraneous Variables (prevent unplanned environmental variation) in labs, we can control the environments better, but it is harder to control the natural setting when unplanned variations take place, you must try to wait them out or incorporate them into the design. Repeated measures of behavior tell us whether unplanned environmental changes are of concern

limitations on applying

conviction of a felony related to behavior analysis and or public health and safety is ineligible to apply

Steps to a split middle line of progress

count divide mid rate mid date quarter split

chaining steps

create and confirm task analysis assess baseline level of mastered targets behavior chaining methods

ABC narrative recording

data are collected only when behaviors of interest are observed recording is open ended you can calculate conditional probability with this method too! advantages: less time-consuming than continuous recording disadvantages: utility in identifying behavioral function not established may yield false positives because data are collected only when behavior occurs the same antecedent and consequent events may be present when problem behavior is absent reliability is low observers may report "inferred states" rather than events difficult to discriminate which environmental events actually occasion the problem behavior

External validity

degree to which a study's results are generalizable to other subjects, settings and/or behaviors degree to which a function relation discovered in a study will hold under different conditions external validity is on a spectrum ranging from a little to a lot replication establishes external validity

delayed delivery of a reinforcer

delivered after 60 seconds, and probably won't reinforce the response

rules that are easy to follow

describe outcomes that are both sizable and probably, the delay isn't crucial

rules that aren't easy to follow

describe outcomes that are either too small (though often of cumulative significance) or too improbable

Fourth edition task list

describes knowledge skills and attributes expected of a behaviorist describes numerous tasks across 3 main sections

Whole interval recording

design and implement a. divide the observation period into a series of brief time intervals b. at the end of each interval, record whether the target behavior occurred throughout the interval c. reporting data: always percentage - you record the percentage of total intervals in which the target behavior occurred advantages: best for measuring a behavior you want to INCREASE disadvantages: not good to use when you want to decrease behavior you are required to observe the target behavior throughout the entire interval

single opportunity method

designed to assess an individual's ability to perform each behavior in the task analysis in correct sequence. once a minus is scored, all subsequent steps are scored a minus.

benefits and uses of IOA

determines the competence of new observers detects observer drift increases or decreases confidence that the definition of the target behavior was clear and the measurement code was not too difficult gives confidence that variability in data is not a function of which observers were on duty therefore implying that changes in data actually reflect changes in behavior

Cumulative records

developed by Skinner to record data in EAB research in 1957 enables subject to draw his own graph keep adding on responses during each observation period to the total number of all previously recorded responses the y-axis value represents the total number of responses recorded since the very start of data collection Exception: when the total number of responses exceeds the upper limit of the y-axis scale (in which case the data path resets to 0 on the y-axis and begins its rise again cumulative records generally are used for rate/frequency data

poorly designed measurement systems

difficult and cumbersome measurement systems number of participants to observe, number of behaviors to record, duration of observation period, and or duration of observation intervals simplified systems minimize errors

contingency control

direct control of behavior by a contingency, without the involvement of rules

Direct fines

direct loss of positive reinforcers

Measuring treatment integrity

direct methods = observation indirect methods = self reports, questionnaires, behavior rating scales

direct descriptive FBA

direct observation of problem behavior under natural conditions events are not arranged in a systematic manner provides data on the occurrence of the behavior within the context of the natural environment in which it occurs and also the environmental events that surround it direct assessments like indirect assessments are approximations of functional analyses involves baseline data collection

scientific replication methods in ABA

direct replication systematic replication

Validity

directly measuring socially significant target behavior measuring dimension of the target behavior relevant to the question or concern about the behavior ensuring that the data are representative of the behavior's occurrence under conditions during times that are most relevant to the concern about the behavior if any of the above elements are lacking even if data seems valid and reliable, the validity of the resultant data are compromised, even meaningless measurement is valid when it yields data that are directly relevant to the phenomenon measured and to the reasons for measuring it

7.04 misrepresentation

discouraging misrepresentation by non-certified practitioners from misrepresenting that they are certified

Mean count per interval IOA

dividing the observation period into a series of smaller counting times observers record the number of occurrences of the behavior within each interval calculate the agreement between the count of the 2 observers within each interval use the agreements per interval as the basis for calculating the IOA for the total observation period formula: int 1 IOA + int 2 IOA + int N IOA/total number of intervals

10.19 accuracy of data

do not fabricate data or falsify results

10.05 deception in research

do not use deception in research particularly if they would then choose not to participate

10.24 withholding data

do not withhold the data on which your conclusions are based from other competent processionals

information for clients

documentation: indicates understanding of information and agreements for specific policies to be discussed and presented confidentiality and its LIMITS provider qualifications risks and benefits of treatment nature of procedure and alternatives logistics anything to do with fees means of communication/contact cancellation policies termination of services responsibilities of analyst and client

cost-benefit ratio

doe the benefits outweigh the risks

split line divide

draw a vertical line to put data points in half

advantages of variable momentary DRO

easier to implement than interval DROs because of the challenging behavior does not require consistent monitoring research indicates that individuals meet with more frequent reinforcement with VM-DRO as compared to other DROs

Skinner's 6 types of elementary verbal operants

echoic mand intraverbal tact textual transcription

things to consider

effectiveness intrusiveness possible deleterious side effects of potential treatments even if this means delaying intervention temporarily

Sequence effects

effects on a subject's behavior in a given condition that are the result of the subject's experience with a prior condition

conditional stimulus

elements of a stimulus have their value or function only when they are combined, otherwise, the individual elements may be neutral

conditional stimulus

elements of a stimulus have their value or function only when they are combined; otherwise the individual element are relatively neutral

incidental teaching

embedding learning opportuinities in ongoing everyday activities with a focus on child's interest and initiations

Overgeneralization

emitting a response appropriate to some contexts in an appropriate context. An inappropriate generalization.

extended mands

emitting mands to objects or animals that cannot possibly supply an appropriate response

self-management

employment of behavior analytic interventions to the behavior of oneself the definition of self management requires the desired change in the behavior. if the desired change is not exhibited, one cannot call it "self-management"

systematic performance monitoring

ensure procedures carried out correctly involves data collection determine if plan is working accomplishes 2 goals: provides means for evaluating staff performance and program implementation exhibits a program's effect on the individual's target behavior

high order respondent conditioning

establishing a conditioned stimulus by pairing a neutral stimulus with an already established conditioned stimulus

multiple opportunity method

evaluates the individual's baseline level of mastery across all behaviors in the task analysis. if a step is performed incorrectly out of sequence, or the time limit for the step is exceeded, the behavior analyst completes the step for the individual and prompts the next step.

Behaviorally anchored rating

evaluation system that uses narrative description, incident reporting and measurable ratings since score is based on descriptive information as well as well as quantitative measurement feedback is specific and less judgmental

masking

even though a stimulus has acquired stimulus control over a behavior, a competing stimulus can block the evocative function of that stimulus the behavior is already in the individual's repertoire but is masked by other elements

procedures for measuring behavior

event recording timing time sampling

Private events

events taking place inside the skin thoughts and feelings private events are behavior too private events are accessible only to one individual, not to 2 or more individuals

visual analysis of temporal relations within conditions

examining the data within each condition, determine the level, trend and/or variability in each condition

Changing Criterion Design

experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment. there is only one behavior in this design. behavior in this design has to already be in the subject's repertoire. evaluates treatment that is applied in a graduated or step-wise fashion. technically, it is a variation of the multiple step baseline design.

subjective evaluation of experts

experts' evaluation of the significance of the target behaviors and the outcome

Response Generalization aka Response induction

extent to which an individual exhibits novice responses that are functionally equivalent to the trained target response. the effects of intervention are expanded from a targeted response to a similar non-targeted behavior. the form of the response/behavior

treatment integrity

extent to which the IV is implemented or carried out as planned low treatment integrity, very difficult to interpret experimental results

Possible unwanted effects of extinction

extinction bursts extinction induced aggression difficult on clients that rarely display the target behavior difficult to know what the reinforcer is for a client's behavior difficult to control the reinforcer for a client's challenging behavior difficult or dangerous to ignore challenging behavior of clients, especially when it is loud and long tantrums or self-injurious behaviors sometimes the challenging behaviors placed on extinction are imitated by other people extinction that is not used in a treatment package can cause ethical concerns always use it with reinforcement

Interviews (structured behavioral interviews)

first step in identifying list of behaviors, which can be used later in direct observation 2 interview sources the individual: ask what, when, etc questions DO NOT ASK WHY; identify primary concerns of the individual you can give the individual questionnaires or have them record self-monitoring data significant others: sometimes one cannot interview the individual directly or one need information from important others; interviewing significant others is a great way to assess the participation of significant others in your intervention plan

designing and implementing time sampling procedures

first, divide the observation period into equal intervals of time next record the presence or absence of behavior within or at the end of each interval

10.03 conforming with laws and regulations

follow laws, and the behavioral code of ethics

what does it mean to be a good behavior analyst

follow professional codes of conduct keep client welfare in your ideas do unto others as you would have them do unto you

10.01 scholarship and research

follow skinner's 1953 model of operant conditioning in research

9 main UMOs for humans

food deprivation, sleep deprivation, oxygen deprivation, becoming too warm, increase in pain, water deprivation, activity deprivation, sex deprivation, becoming too cold

Planned Activity Check

for GROUPS a variation of momentary time sampling

Unconditioned Motivating Operations (UMOs)

for all organisms there are events, operations, and stimulus conditions with value altering motivating effects that are unlearned

split line mid date

for each half of data find the middle point (left to right)

split line mid rate

for each half of data find the middle point (up to down)

Magnitude

force/intensity/severity of a behavior certain responses need to be emitted at specific levels of intensity

massed practice

forcing oneself to perform an undesired behavior repeatedly occasionally this strategy may decrease behavior *making a person engage in the undesired behavior over and over again can be very dangerous

topography

form or shape of the response should be used when the form of the behavior is critical malleable dimension of behavior=responses of varying form are shaped and selected by their consequences does not equal function

Imitation

formal similarity model immediacy controlled relation

Count

formula: add the behaviors or items on its own, count does NOT give us enough information to make decisions regarding a client's behavior intervention program most useful when observation time is constant across observations

Rate

formula: add up the behaviors or items over time in other words, count/time the most popular data method in ABA rate/frequency is usually reported per second per minute per day per week per month per year report the unit of time in your rate measure the unit of time must be standard within the study if the units of time are NOT STANDARD you cannot compare data successfully use when you are recording free operants do NOT use when you are recording behaviors that occur only within limited or restricted conditions you are measuring continuous behaviors that occur for extended periods of time

Celeration

formula: count per unit of time/time this is the same thing as saying frequency/time measure of how rates of response change over time celebration can mean accelerate or decelerate accelerate: rates of response accelerate when responding is faster over time decelerate: rates of response decelerate when responding slows over time a minimum of 7 measures of rate is recommended for celebration Response rate is displayed on the vertical (y) axis time in days (calendar) is displayed on the horizontal (x) axis

Speaker

gains access to reinforcement and controls their environment through the behavior of the listener. Skinner's verbal behavior is mainly concerned with the behavior of the speaker

the theory of generalized imitation

generalized imitative responses occur because they automatically produce imitative reinforcers

select intervention strategies based on environmental and resource constraints

get to know the physical, material and human resources in the family or organization within which the change is to occur learn about the values and concerns of the key stakeholders look to see what adjustments might be required within the system to encourage, monitor, and sustain the kinds of changes being sought if the resources are not available for us, then we must return to the drawing board to adjust our goals and or methods

voluntary decision

given in absence of coercion, duress, or any undue influence and when it is issued with the understanding it can be withdrawn at any time

Individuals with disabilities education act (IDEA)

gives children with disabilities a right to: a free appropriate public education. does not require that education be state of the art. have an individualized education their parents having rights, such as an equal say in IEP meetings and the right to request due process if an agreement is not reached.

block trial

giving a "block" of one SD followed by a block of another SD. the target changes one time during the series of trials

thinning intermittent (INT) reinforcement (schedule thinning)

gradually increasing the response ratio or the duration of the time interval

reinforcer reduction

gradually reduce the amount or frequency of physical reinforcers, while replacing them with praise or other social reinforcers

PVR in the Changing Criterion design

graphs in changing criterion designs should have the lines separate a lot to show a functional relationship experimental control is evidenced by the extent the level of responding changes to conform to each new criterion if data points do not fall around the criterion lines, that shows us that there is very little experimental control the greater the vertical distance between the criterion lines, the more experimental control

Equal interval graphs

graphs in which the distance between any 2 consecutive points on both the x-axis and y-axis is always the same all intervals are the same size line graphs, bar graphs, cumulative records, scatterplots

Dependent group contingency

group's reinforcer is dependent on the behavior of an individual or small group of individuals the goal is to make a hero out of the person by ensuring he/she will meet the criterion for reinforcement for the entire group if you use this procedure, make sure the person(s) you choose can realistically meet the criterion because if the person(s) fail to meet the criterion you may have a situation in which the group turns on the person(s) and behaves negatively towards them

Chained schedules of Reinforcement

has 2 or more basic schedule requirements that occur successively and has an SD correlated with each independent schedule with 1 or more behaviors 3 important elements basic schedules occur in a specific order the behavior may be the same for all elements of the chain, or different behaviors may be required for different elements in the chain conditioned reinforcement for 1st behavior in the chain is the presentation of the 2nd element and so on

parts of a line graph

horizontal axis vertical axis condition change lines condition labels data points data path figure caption

mean level line

horizontal line drawn down through the data points on the vertical axis equaling the average or mean value of the data use with caution because can obscure important variability adds an easy to see summary of average performance

Median level line

horizontal line drawn through the data points on the vertical axis that shows the most typical performance within a condition better than the mean level line when your data has extreme outliers either high or low

Partial interval recording

how to design and implement a. divide the observation period into a series of brief time intervals b. at the end of each interval, record whether the target behavior occurred at any time during the interval reporting data: always percentage! used to represent the proportion of the entire observation period that the behavior occurred advantages: easy to measure multiple behaviors concurrently best for measuring a behavior you want to DECREASE disadvantages: not good to use when you want to increase behavior must observe the target behavior throughout the entire interval

momentary time sampling

how to design and implement: a. divide the observation period into a series of brief time intervals b. at the end of each interval, record whether the target behavior occurred at the end of that time interval only c. reporting data: always percentage used to estimate the proportion of the total observation period that the behavior occurred advantages: you do not have to continuously measure throughout the entire interval disadvantages: much of the behavior of interest is missed or unaccounted to avoid this problem, you should keep the intervals short and observe the target behavior frequently

Mixed schedules of reinforcement

identical to multiple schedules, except the mixed schedule has no SD correlated with the independent schedules

Purposes of Assessment

identifies and defines targets for behavior change guides us to create effective and positive interventions

stimulus preference assessment

identifies stimuli that are likely to function as reinforcers a variety of procedures used to determine stimuli that a person prefers the relative preference value of stimuli the conditions under which those preference values change when task demands, deprivation states, or schedules of reinforcement change

indirect FBA

identifying potential events in the natural setting that correlate with the challenging behavior by gathering information from others who know the individual displaying the challenging behavior very well via methods such as rating scales checklists, structured interviews advantages: contributes to hypothesis development about what may be maintaining problem behavior simple to use because they do not require observations disadvantages: informants may not be accurate little research supports the reliability of information obtained best used for hypothesis development

Dead-man test

if a dead man CAN do it, it probably isn't a behavior

transitive relationship

if a=b, and b=c, then a=c

DTT response to errors

if an individual responds incorrectly when an SD is presented the instructor may say "no", thus closing one trial. Then, the instructor re-presents the SD and a prompt to ensure the individual responds correctly, followed by providing reinforcement. Finally, the instructor will re-present the trial again until correct responding occurs.

10.17 grant reviews

if asked to peer review, you cannot use the findings in your own research

premack principle

if one activity occurs more frequently than another, the opportunity to do the more frequent activity will reinforce the less frequent activity

6.06 conflicts with organizations

if the demands of an organization with which you are affiliated conflict with the guidelines, seek to resolve the conflict in a way that permits the fullest adherence to these guidelines

Positive Reinforcement (extinction)

if the function of an individual's behavior is attention, then ignoring is the correct form of extinction if the function of an individual's behavior is tangibles, not giving the tangibles to him/her is the correct form of extinction

Ethical concerns about reversals

if there are severe and dangerous behaviors then do NOT spend time just taking baseline data from the start. It is your ethical responsibility to get in there and immediately provide treatment for the health and safety of your client, so you can use a BAB reversal

eye contact general rule

if you are having trouble getting a person to listen to you, be sure that you have eye contact before you start talking

10.14 extra credit

if you recruit participants from classes and the participants are provided additional credit for participating in the research, non participating students must be provided alternative activities that generate comparable credit

Making a recommendation regarding behaviors that must be established maintained increased or decreased

if your FBA indicates the client is need of their behavior being established: when results show your client does not have the target behavior or skill in his/her repertoire you should teach your client the new behavior or skill maintained: after you establish the target behavior or skill in his/her repertoire, you must work on maintenance in the natural environment increased: when results show the problem is that the rate of the behavior is too low, then you increase that target behavior to a level that is acceptable decreased: when results show the problem is that the rate of the target behavior is too high, then you decrease that target behavior to a level that is acceptable if you need to eliminate the target behavior, you would generate a plan to do that conduct a discrepancy analysis: tells you if problem behavior is at problematic levels helps you determine the behavioral standard for acceptability

generalized imitation

imitation of the response of a model without previous reinforcement of imitation of that specific response

benefits of graphs

immediate picture of an individual's behavior allows you to explore interesting variations in behavior as they are occurring judgmental aid to help you interpret the results of a study or treatment a conservative method for determining the significance of behavior change, because a behavior change that is statistically significant may not look impressive on a graph independent judgment and evaluation of data

obtaining certification and licensure

in 1999, the BACB started credentialing behaviorists in the US and other countries. The BACB certification is based on Florida's certification program. It ensures consumers that an individual's specialization is ABA

10.07 minimizing interference

in conducting research you interfere with the participants or environment from which data are collected only in a manner that is warranted by an appropriate research design and that is consistent with your roles as a scientific investigator

the sick social cycle (victim's escape model)

in escaping the perpetrator's aversive behavior, the victim unintentionally reinforces that aversive behavior

interdependent group contingency

in order for the group to earn reinforcement, all of the individuals in a group must meet the criterion of the established contingency

10.21 acknowledging contributions

in presenting research you acknowledge the contributions of others to the conduct of the research by including them as co-authors or footnoting

At least one behavior (dependent behavior)

in some studies, more than one DV is measured. Reasons for multiple dependent variables include the following: provide data patterns that can serve as controls for evaluating and replicating the effects of an IV assess the presence and the extent of the IV's effects on behaviors other than the response class to which it was directly applied determine whether changes in the behavior of a person other than the subject occur during the course of an experiment and if such changes can explain changes in the subject's behavior

Basic principles

include principles of reinforcement, punishment, and stimulus control

high order principles

include the contingencies that make rules easy and hard to follow

benefits of chaining

increases independent living skills so that individuals can function more independently in society elaborates an individual's current behavioral repertoires

Threats to measurement validity

indirect measurement measuring the wrong dimension of the target behavior measurement artifacts

indirect vs direct assessment measures

indirect measures: data obtained from recollections, reconstructions, or subjective ratings of events interviews checklists what out - indirect measures: are not as reliable as direct descriptive methods should only be used as a supplement to other FBA methods starts the hypotheses development process Direct measures: provide information about a person's behavior as it occurs preferred choice over indirect measures tests direct observation

Non-exclusionary time out

individual not removed from space preferred more than exclusionary because less restrictive

Exclusionary time-out

individual removed from space

affirmation of the consequent

inductive logic: if the IV were not applied, the behavior, would not change the experimenter predicts the IV will change the behavior if the IV is controlling the DV then the data path in the presence of the IV will show that the DV has changed when the IV is present, data show DV has changed Thus the IV is controlling the DV

Effectively Monitor Staff

inform friendly overt feedback

10.06 informing of future use

inform research participants of any future use of information

Delayed multiple baseline design

initial baseline and intervention begin and subsequent baselines are added in a delayed or staggered fashion effective when (1) reversal design is not possible (2) limited resources preclude a full-scale design (3) when a new behavior, subject or setting becomes available limitations: shorter baselines do not show interdependence of DVs

Delayed prompting

inserting time delays between the SD and the prompt in order to systematically eliminate prompts upon successful initial implementation of the delayed prompting strategy, the prompt is no longer even needed for the person as the person should be responding prior to the prompt

Mediation

instruct others who will help maintain and generalize the newly acquired behaviors IT IS YOUR ETHICAL RESPONSIBILITY TO COLLABORATE WITH OTHERS TO MAINTAIN THE CLIENT'S PROGRESS AFTER YOUR SERVICES TERMINATE. Cooperating with other professionals in order to serve your clients effectively and appropriately

Negative teaching examples

instructing individuals regarding settings, times, and conditions in which it is NOT appropriate to display a certain behavior "don't do it" exemplars strengthen discrimination skills

errorless learning

instructional methods specifically designed to prevent or substantially minimize any learner errors that are used to teach particular discriminations most to least prompting and fading methods are especially suitable for teaching new skills errorlessly we remove prompts so gradually that the likelihood of any failure goes away

10.02 using confidential information for didactic or

instructive purposes protect confidential information

force

intensity of a response

aversive

intensive dislike

Origin

intersection of the horizontal and vertical axis represents the zero value of DV marked as zero

Tact training

involves bring verbal responses under the functional control of nonverbal SDs Prerequisites echoics some labeling of vocabulary 5-10 mands that occur without echoic prompts

Echoic training

involves bringing verbal responses under the functional control of verbal SDs that have point to point correspondence and formal similarity with the response Goal: to enable the speaker to repeat the teacher's sounds generally the end goal is to transfer the response form to other generally more advanced verbal operants

intraverbal training

involves bringing verbal responses under the functional control of verbal SDs that lack point to point correspondence with the response prerequisites: the individual has acquired 50 mands and tacts

PVR for Reversal design

involves prediction verification and replication IV is responsible for behavior change if repetition of baseline and treatment phases approximate the original phases

Bribe

involves reinforcers for immoral or illegal deeds

Problems avoided by alternating treatments design

irreversibility sequence effects unstable data

High rate behavior

it is difficult to distinguish one response from another

social validity

it is your ethical responsibility to ensure your assessment with your client has social validity involves 3 factors social significance of the goals social appropriateness of the procedures social importance of the effects

provide behavior analytic services in collaboration with others who support and/or provide services to one's client

it is your role as a behavior analyst to initiate and maintain the collaboration so that other professionals, family members and staff will consistently and correctly implement your plan

maintaining records

keep records of interactions with clients everything is kept confidential a release must be obtained records kept in a secure area well maintained records facilitate the provision of future services, meet agency or institutional requirements, ensure accurate billing, allow for future research, and comply with legal requirements

Guidelines for imitation training

keep training sessions active and short reinforce both prompted and imitative responses pair verbal praise and attention with tangible reinforcers if progress breaks down, back up and move ahead slowly record data fade out prompts

performance monitoring

knowledge of target behavior environment understanding of antecedents use of consequences understanding of behaviors to increase and staff response to these behaviors understanding of behaviors to decrease and staff response to these behaviors how staff conforms to specified routines practice of discrete trial training

fundamental properties of behavior change

level trend variability

Checklists

likert scales alone or with interview and rating scales asks about antecedents and consequences of the target behaviors

types of ABA graphs

line graphs bar graphs cumulative records Semilogarithmic charts scatter plots

semilogarithmic charts

logarithmic scales look at behavior change through proportional or relative change x-axis= in equal intervals y-axis= scaled logarithmically graphs in which one axis is scaled proportionally all behavior changes of equal proportion are shown by equal vertical distances on the vertical axis

Resistance to Extinction

long history of reinforcement intermittent schedules of reinforcement more resistant to extinction than continuous reinforcement high quality reinforcer large amount of reinforcor response requiring little effort number of previous extinction trials. this relates to intermittent schedules and these schedules are resistant to extinction.

split line count

looking at a graph full of data points, how many data points are on graph?

Pre-attending skills

looking at instructor, looking at materials, listening to directions, and sitting quietly for short periods must be taught before stimulus control

Component analysis

looks at the effect of each part of treatment package determines the effective components of an intervention package

2.08 maintaining records

maintain confidentiality in how you keep records maintain and dispose of records in accordance with applicable law or regulation and corporate policy

higher-level mands to teach/complex mands

manding for attention manding people to do things for you manding for information using mands with adjectives/prepositions increase the length of mands

regular mand

mands that can actually be reinforced

antecedent based self management tactics

manipulating MOs providing response prompts performing initial steps of a behavior chain removing materials required for an undesired behavior limiting undesired behavior to restricted stimulus conditions dedicating a specific environment for a behavior

augmentative communication systems

many individuals cannot communicate using vocal speech therefore we should utilize augmentative verbal communication methods we must assess the individual's current repertoire of verbal skills, along with those of his audience other options include: computerized voice systems picture exchange systems

Tests

many published standardized tests exist consistent administration is key: each time a standardized test is administered, the same questions and tasks are presented in a specified way and the same scoring criteria and procedures are used most standardized tests do NOT work well with functional behavior assessments because results are not translated directly into target behaviors

Automatic Reinforcement (sensory extinction)

mask or remove the sensory consequence

symbolic matching to sample

matching to sample in which the relation between the sample and comparison stimuli is arbitrary

Discontinuous measurement procedures

measurement conducted in a manner such that some instances of the response class of interest may NOT be detected advantages: useful for behaviors that: occur at high rates, occur for long durations of time, are measured via discrete trials, are measured via percentage Disadvantages not useful for behaviors that: are free operant, it is important to obtain every occurrence of that behavior, require constant attending by the observer

observer reactivity

measurement error resulting from an observer's knowledge that others are evaluating the data he/she reports. an observer can be influenced by how he/she anticipates another observer will record the data.

Conducting a punisher assessment

measuring negative verbalizations, avoidance movements, and escape attempts associated with each potential punishing stimulus this is different than reinforcer assessments in which we record data on engagement or duration of contact with each potential reinforcing stimulus we use the data from punisher assessments to develop a hypothesis on the relative effectiveness of each stimulus change as a punisher

unobtrusive assessment

measuring performance when the person is not aware of the ongoing observation

Temporal Locus

measuring the TIME at which behavior occurs examines when an instance of behavior occurs with respect to other events

data

medium with which the behavior analyst works results of measurement empirical basis for decision making it is difficult to assess what is happening with the target you are trying to measure if you only look at raw data this is why ABA uses graphs

metaphorical extension

metaphors the novel stimulus shares some but not all of the features associated with the original stimulus

event recording

methods to record the number of times a response occurs choose an event recording device advantages: fairly accurate method simple to implement great to use with free operant behaviors

unscored interval IOA

minimizes the effects of chance agreements for interval data on behavior that occur at very high or very low rates only considers intervals in which either or both observers recorded a non-occurrence of behavior formula: #of intervals both recorders recorded non-occurrence/#of intervals at least one recorder recorded non-occurrence X100%

both illegal and unethical

misrepresenting promised services or skills stealing a client's belongings abusing a client physically, emotionally, financially, socially or sexually engaging in consensual sexual relations with persons under age 18

guidelines for selecting and using stimulus preference assessments

monitor the learner's activities during the time period before the stimulus preference assessment session to be aware of MOs use the methods that balance the cost-benefit of brief assessments with more prolonged assessments that may delay reinforcement identification when time is brief conduct a brief stimulus preference assessment with fewer items in an array when possible, combine data from multiple assessment methods and sources of stimulus preference

Benefits of choral responding

more frequent opportunities to respond keeps students focused on material allows the teacher to check on each student's responses every time a question is posed

concurrent contingency

more than one contingency of reinforcement or punishment is available at the same time

single stimulus

most basic method for assessing presence well suited for individuals who have a hard time selecting among 2 or more stimuli target stimuli among all sensory systems presented one at a time in random order and the person's reaction to each stimulus is recorded approach or rejection responses are recorded in terms of occurrence, frequency or duration after recording, the next item is presented items should be presented several times and the order should be varied

line graphs (frequency polygons)

most common graphs in ABA based on Cartesian plane use a balanced ratio between the height and width of the axes y axis is shorter than x axis each point shows the level of quantifiable dimension of the DV in relation to the IV in effect when the data was recorded comparing data points lets us examine level, trend and variability use when you want your data to effectively communicate the following relevant quantitative relations: data that can be scaled along some dimension, such as time or the order of responses in a sequence

Multiple baseline design

most widely used design highly flexible staggered implementation of the intervention in a step-wise fashion across behaviors, settings, and subjects do not have to withdraw a treatment variable in this design when it is unethical or impractical to reverse conditions or when the behavior is irreversible use this design instead of a reversal design

Experimental designs

multiple baseline changing criterion reversal alternating treatments withdrawal

variations of multiple baseline design

multiple probe design delayed multiple baseline design both inherently weaker than traditional multiple baselines use these when extended baseline measurement is unnecessary, impractical, too costly, or unavailable

Listener

must learn how to reinforce the speaker's verbal behavior

legal but unethical

nature of job determines what is legal v illegal, ethical v unethical breaking a professional confidence accepting heirlooms in lieu of payment engaging in consensual sex with a client over the age of 18

Variable baseline

no clear trend if data is variable wait it out and do not introduce the IV variability is assumed to be due to environmental variables that are uncontrolled. if you introduce the IV now, you will not be able to tell if it changed the behavior or not. you should try to control uncontrolled sources of variability

Stable Baseline

no evidence of ascending or descending trend all of the values of the DV fall in a small range of values BEST way to look at the effects of the IV on the DV You can introduce IV now

Time-out (time out from positive reinforcement)

non-exclusionary and exclusionary

types of experimental designs

nonparametric analysis: IV either present or absent during study parametric analysis: the value of the IV is manipulated. seeks to discover the differential effects of a range of values.

measurement bias

nonrandom measurement error errors in measurement likely to be one direction data that overestimates or underestimates the true value of an event expectations that a target behavior will occur under certain conditions or change with a certain treatment can influence what is recorded and threaten the accuracy of measurement

feed back

nonverbal stimuli or verbal statements contingent on past behavior that can guide future behavior

operant behavior

not elicited by preceding stimuli but instead are influenced by stimulus changes that have followed the behavior in the past

Environment (ecology)

not just the physical setting in which the client lives and or works, but the people in that environment as well by changing the ecology and/or how others engage with your client, your client's behavior can be changed when you are conducting your indirect FBA you should identify: environmental variables that may trigger the behavior and that occur after a behavior may be reinforcorcing the behavior

define environmental variables in observable and measurable terms

not only should you define target behaviors using OCC, but also you should define environmental variables using OCC as well

characteristics of good operational definitions

objective refer to only the observable clear readable and unambiguous complete delineates boundaries of a definition

Measurement system and ongoing analysis of data

observation and recording procedures must be conducted in a standardized manner standardization involves every aspect of the measurement system behaviorists must detect changes in level trend and variability

requisites for obtaining valid IOA

observers must use the same measurement system observers must measure the same event observers must be independent

inadequate observer training

observers need explicit and systematic training 1. select observers carefully 2. train observers to a standard of competency 3. provide ongoing training to minimize observer drift

10.13 written consent

obtain it at the beginning

unplanned models

occur in everyday social interactions

concurrent schedules of reinforcement

occurs when (a) 2 or more contingencies of reinforcement (b) operate independently and simultaneously (c) for 2 or more behaviors we make choices among concurrently available events every day choice making matching law is part of this schedule

Stimulus Discrimination

occurs when new stimuli (similar or not similar to the controlling stimulus) do NOT evoke the same response as the controlling stimulus stimulus generalization and stimulus discrimination are relative relations stimulus generalization = loose degree of stimulus control stimulus discrimination = tight degree of stimulus control

PVR in Alternating Treatments

on graphs: visual inspection of the differences between or among the data paths produced by each treatment functional relation shown when one data path is consistently higher than the other no overlapping data paths the degree of differential effects produced by 2 different treatments is determined by the vertical distance between the respective data paths prediction replication verification not identified in separate phases of the design each successive data point in treatment plays all 3 roles

incompatible contingencies

one causes the response frequency to increase, while the other causes it to decrease

Terminating successful interventions

one must systematically terminate successful interventions one should assess how intricate the intervention is, how quickly did the intervention produce the desired change for the individual, and the availability of natural contingencies of reinforcement for the newly acquired skill From the beginning attempt to reduce the need to generalize Prior to, during, and following intervention, probe for generalization Mediators should have responsibility in the generalization process

Fixed Ratio (FR)

one of the BASIC schedules of INT reinforcement fixed=constant, set criteria (does not change at all) ratio= a certain number of occurrences of the behavior have to occur before 1 response produces reinforcement pattern of responding produced by FR schedules: individual completes required responses with little hesitation postreinforcement pause follows reinforcement a post reinforcement pause is when the individual does not respond for certain time following reinforcement the size of the ratio influences the duration of the post reinforcement pause large rations=long pauses, short rations = short pauses rate of response produced by FR schedules: FR schedules often produce high rates of response because quick responding produces a faster rate of reinforcement the larger the ration requirement, the higher the rate of response

Fixed Interval

one of the basic schedules of INT reinforcement fixed=constant, set criteria interval=specific amount of time elapses before a single correct response produces reinforcement pattern of responding: post reinforcement pause only during the early part of the interval at the end of the interval there is an FI scallop wich is a gradually accelerating rate of response toward the end of the interval. Called this because of the rounded curves in the graph and resemblance to scallops. Rate of response slow to moderate the larger the fixed interval requirement the longer the post reinforcement pause

Variable Interval

one of the basic schedules of INT reinforcement variable=changing, variable criteria; average; mean of responses interval= specific amount of time elapses before a single correct response produces reinforcement pattern of responding: constant, stable rate of response few hesitations between responses rate of response: low to moderate rate of response the larger the average interval, the lower the overall rate of response

multiple baseline across subjects

one target behavior, for 2 or more subjects in the same setting after steady state baseline responding, the IV is applied to the first subject, while other subjects are kept in baseline when steady state responding is reached for the first subject, then the IV is applied to the next subject most widely used multiple baseline design

treatment without consent

only in life threatening emergency or when there is imminent risk of serious harm

tangible condition

only use this when you hypothesize access to tangibles to be the function of the behavior how it works: client is given access to highly preferred items and or activities for a set amount of time if the problem behavior occurs the tangible item is returned immediately for a set amount of time and then is removed again each time the problem behavior occurs, the tangible item is returned for a set amount of time and then removed again if problem behavior increases, access to tangibles is the maintaining reinforcer

Scored interval IOA

only uses intervals in which both observers scored an occurrence of the behavior to calculate the IOA minimizes the effects of change agreements for interval data on behavior that occur at very high or very low rates because it ignores the intervals in which measure by chance is highly likely recommended for behaviors that occur at frequencies of approximately 30% or fewer of intervals to avoid overinflated and possibly misleading IOA measures formula: #of intervals both recorders recorded occurrence/#of intervals at least one recorder recorded occurrence X 100%

operant extinction vs respondent extinction

operant extinction: involves withholding reinforcement when the behavior occurs vs respondent extinction: involves the un-pairing of a conditioned stimulus (CS) and an unconditioned stimulus (US)

Trend

overall direction taken by the data path general direction and rate increase or decrease answers the question "in what direction is the change headed?" described in terms of direction, degree and extent of variability

types of cumulative record response rates

overall response rate local response rate

Establishing conditioned reinforcers and punishers

pair the desired new conditioned reinforcer/punisher with an existing unconditioned or conditioned reinforcer/punisher for the individual repeatedly until the new conditioned reinforcer/punisher actually becomes a reinforcer/punisher for the individual independently

types of trial based methods of stimulus preference assessments

paired stimulus multiple stimulus single stimulus

Derivative measures

percentage trials to criterion

derivative measures

percentage trials to criterion

transfer of training

performance established at one time, in one place now occurs in a different time and place

characteristics of a behavior chain

performance of a specific set of discrete responses performance of each response changes the environment must be completed in the correct order, close in time

Principles of PSI

personalized/self-pacing unit mastery written materials proctors lectures used as reinforcers

Prompt levels of echoics

physical touch face, gradually shape mouth formations

Response blocking

physically intervening as soon as the individual begins to emit the challenging behavior to "block" the completion of the response.

Locus

point in time

the real cause of poor self-management

poor self management results from poor control by rules describing outcomes that are either too small (though often of cumulative significance) or too improbable. the delay isn't crucial.

Solistic Extension

poor use of language substandard verbal behavior

factors that contribute to human measurement error

poorly designed measurement systems inadequate observer training expectations about what the data should look like

planned models

pre-arranged antecedent stimuli that help learners acquire new skills

factors affecting stimulus control

pre-attending skills stimulus salience

how to ensure a high level of treatment integrity

precise operational definition of treatment procedures simplify standardize and automate as simple treatments are more likely to be consistently delivered and simple easy to implement techniques are more likely to be used and socially validated

respondent extinction

present the conditioned stimulus without pairing it with the unconditioned stimulus or with an already established conditioned stimulus and the conditioned stimulus will lose its eliciting power

mass trial

presentation of a single SD for new material on acquisition. prompts are normally included if necessary and all trials are reinforced at the beginning of this process. Individuals should receive 80%-100% accuracy in the mass trial phase alone and with a neutral distracter before proceeding to the next phases

random rotation

presenting any random SD within a set of mastered items

multiple schedules of reinforcement

presents 2 or more basic schedules of reinforcement in an alternating,, usually random sequence for only 1 or more behaviors the basic schedules within the multiple schedule occur successively and independently an SD is correlated with each basic schedule and is present as long as the schedule is in effect

hypothetical constructs

presumed but unobserved entities that could not be manipulated in an experiment

Data

primary material to guide and evaluate behavioral work

10.22 principal authorship and other publication credits

principal authorship and other publication credits accurately reflect the relative scientific or professional contributions

covert behavior

private behavior (not visible to the outside observer)

symptom substitution myth

problem behaviors are symptoms of an underlying mental illness. So if you get rid of one problem behavior another will take its place until you get rid of the underlying mental illness.

Scatter plot

procedure for recording the extent to which a target behavior occurs more often at particular times than others divide day into blocks of time for each time period enter a symbol to indicate whether problem behavior occurred a lot, some, or not at all analyze for patterns to identify temporal distributions of behavior and events that occur at that time advantages: identifies time periods when the problem behavior occurs can be useful for pinpointing periods of the day when more focused ABC assessments can be conducted Disadvantages: subjective does not determine the function of problem behavior does not offer any replacement behaviors

self-monitoring

procedure in which a person observes his/her own behavior systematically and records occurrence or nonoccurrence of the behavior

Personal histories

professional training and experiences Training trumps experience

stimulus salience

prominence of the stimulus in person's environment increased salience makes things easier to learn

least to most prompting

prompting begins with minimal cues that systematically and gradually increase in prompt hierarchy level until resulting in the correct response proceed to increasingly intrusive prompts only if the individual needs them most effective prompting strategy to utilize when you want to use the fewest artificial prompts necessary

Guidelines for self monitoring

provide materials that make self-monitoring easy provide supplementary prompts the most important dimension of the behavior early and often reinforce accuracy

progressive-ration schedule reinforcer assessment

provides a framework for assessing the relative effectiveness of a stimulus as reinforcement as response requirements increase requirements for reinforcement are increased systematically over time independent of the participant's behavior the practitioner gradually requires more responses per presentation of the preferred stimulus until a breaking point is reached and the response rate declines

Continuous Reinforcement (CRF)

provides reinforcement for every occurrence of the target behavior utilized for strengthening novel behaviors when teaching is first initiated for a new skill that is being acquired

conjunctive schedules of reinforcement

provides reinforcement when the completion of the response requirements for both a ratio and interval schedule have been met both schedule

alternative schedules of reinforcement

provides reinforcement when the requirement of either a ratio or interval schedule is met, regardless of which of the component schedule requirement is met 1st either/or schedule

Documents that describe standards of professional conduct and ethical practice for ABA

psychologists behavioral treatment education task list guidelines

differential punishment procedure

punishing one set of responses and not punishing another set of responses

local response rate

rate of response during periods of time smaller than that for which an overall response rate has been give same calculation as overall response rate, but only using a small portion of the data on the graph

textual

reading without any implications that the reader understands what is being read reading written words understanding what one is reading involves other verbal and nonverbal operants, such as intraverbal behavior and receptive language the textual operant occurs when a verbal discriminative stimulus Verbal SD has point to point correspondence but no formal similarity between the stimulus and the response like all verbal operants except the mand, the textual produces generalized conditioned reinforcement

Guidelines for using DRH/DRD/DRL

recognize limitations chose most appropriate procedure use baseline data to guide the selection of the initial response or IRT limits gradually thin the schedule to achieve the desired final rate of responding provide feedback to the learner

4.05 reinforcement/punishment

recommend reinforcement rather than punishment if punishment is necessary, you always include reinforcement procedures for alternative behavior in the program

ABC continuous recording

record occurrences of targeted problem behaviors and selected environmental events within the natural routine during a specified period of time all ABC data should be recorded for a minimum of 20-30 minutes advantages: uses precise measures provides useful contextual information and correlations regarding environmental events and the problem behavior which can provide useful information for later functional analyses calculates conditional probabilities proportion of the occurrence of problem behavior preceded by a specific antecedent proportion of the occurrence of problem behavior followed by a specific consequence can be misleading disadvantages: often antecedent and consequences do not reliable precede and follow problem behavior, making correlations difficult to detect

Contrived permanent product

recording equipment, in the presence of which a person may act differently

breaking an inappropriate chain

reexamine the SD and response determine whether similar SDs cue different responses analyze the natural setting to identify relevant and irrelevant SDs

baseline logic

refers to experimental reasoning inherent in single-subject experimental designs. entails 3 elements Prediction Verification Replication Each of these elements depends on an overall experimental approach called steady state strategy

interobserver agreement

refers to the degree to which 2 or more independent observers report the same values after measuring the same events reporting IOA increases believability that the data is trustworthy and deserving of interpretation

reflexivity

refers to the results of simple non-symbolic matching to sample

Types of Mands

regular mand extended mands

Differential reinforcement

reinforcement contingent on: 1. the occurrence of a behavior other than the challenging behavior challenging behavior occurring at a reduced rate 2. withholding reinforcement for the challenging behavior as much as possible

intermittent reinforcement

reinforcement schedule in which a reinforcer follows the response only once in awhile

hedonic

reinforcing in their own right, even on occasions when clearly they will not lead to backup reinforcers or aversive stimuli

response induction (response generalization)

reinforcing one response along a dimension (such as distance of the lever press) also increases the frequency of other responses along that dimension, even though those other responses won't produce the reinforcer

differential reinforcement procedure

reinforcing one set of responses and not reinforcing another set of responses

discrimination training procedure

reinforcing or punishing a response in the presence of one stimulus and extinguishing it or allowing it to recover in the presence of another stimulus

Concept training

reinforcing or punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class

differential reinforcement

reinforcing those responses within a response class that meet a specific criterion along some dimension and placing all other responses in the class on extinction

Pivotal behaviors

relates to the treatment of people with autism and developmental disabilities Koegel and Koegel UC Santa Barbara A behavior that, once learned, produces corresponding modifications or covariations in other adaptive untrained behaviors Once you learn it, it will lead to more complex behaviors

Behavior Chain Interruption Strategy

relies on an individual's ability to perform the critical steps of the chain independently, but the chain is interrupted at a predetermined step so that another behavior can be emitted effective strategy for increasing speech and language abilities

Steady state strategy

repeated exposure of a given subject to a given condition while trying to eliminate extraneous influences on behavior and obtaining a stable pattern of responding before introducing the next condition

variations of the ABAB design

repeated reversals BAB reversals multiple treatment designs NCR reversal technique DRO/DRI/DRA reversal technique

Replication

replication is the essence of believability shows reliability of behavior change; we can make it happen again! replication accomplished by reintroducing the IV

task analysis

required to implement chaining breaking complex skills into small teachable units individualized to the person

direct replication

researcher exactly duplicates a previous study intrasubject direct replication=same subject used intersubject direct replication=different subject used

Systermatic Replication

researcher purposefully varies one or more aspects of an earlier experiment demonstrates reliability and external validity by showing the same effect can occur under different conditions ABA research generally uses systematic replication

conceptual stimulus control

responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training

avoidance contingency

response contingent prevention of an aversive condition resulting in an creased frequency of that response

avoidance of loss contingency

response-contingent prevention of loss of a reinforcer resulting in an increased frequency of that response

2.03 responsibilities

responsibility is to all parties affected by behavioral services

Review records and data at the outset of the case

review all records and available data this is part of your indirect FBA

consider biological/medical variables that may be affecting the client

rule out medical causes for the problem behavior refer client to undergo medical evaluation if biological/medical variables are affecting the behavior, then there may be NO need for behavior analytic services if no biological medical variables are affecting the behavior, the there may be a need for behavior analytic services you should recommend seeking a medical consultation if there is any reasonable possibility that a referred behavior is a result of a medication side effect or some biological cause, as outlined in the guidelines for responsible conduct for behavior analysts

backward chaining with leaps ahead

same as backward chain, but not every step in TA is trained, some steps are probed

punisher assessment

same as reinforcer assessments advantages: the sooner an effective punisher can be identified, the sooner it can be used as treatment for the problem behavior informs us of the intensity of the punisher needed to effectively decrease or eliminate the problem behavior. we want to use the smallest intensity of the punisher but that is still effective

3 variations of basic intermittent schedules of reinforcement

schedules of differential reinforcement of rates of responding: use when the challenging behavior has to do with rates of response differential reinforcement helps with this problem! it is a variation of ration schedules because reinforcement is contingent upon behaviors occurring at higher or lower rates than a specified criterion 3 variations DRH DRD DRL

4.03 environmental conditions that hamper implementation

seek to eliminate the environmental constraints

a good practioner is self-regulating

seeks ways to calibrate decisions over time to ensure that values, contingencies and rights and responsibilities are integrated and an informed combination of these is considered

guidelines for DRO

select reinforcers that are powerful and can be delivered consistently recognize limitations set initial intervals that assure frequent reinforcement do not inadvertently reinforce other undesirable behaviors gradually increase the time interval

Steps for a token economy

select tokens identify target behaviors and rules choose back up reinforcers set up exchange ratio develop procedures for when token requirements are not met field test the token system

Matching to sample

selecting a comparison stimulus corresponding to a sample stimulus

self-instruction

self generated verbal responses that function as response prompts for desired behavior often used to guide a person through a behavior chain

controlling response

self management behavior: the process to the product

Function of baseline data

serves as a control condition does not imply the absence of intervention can be the absence of a specific IV

how to teach echoics

shaping the teacher presents a vocal verbal stimulus and reinforces the individual's successive approximations toward the sample for beginning echoics choose sounds that are simple are in the client's repertoire echoics should be taught systematically introduce consonants after client has mastered all vowels oral motor imitation: build physical strength

variable outcome shaping

shaping that involves a change in the value of the reinforce or aversive condition as performance more and more closely resembles the terminal behavior

fixed outcome shaping

shaping that involves no change in the value of the reinforce, or aversive condition, as performance more and more closely resembles the terminal behavior

split line split

shift the quarterly intersect line up or down (keeping parallel) so that an equal number of points fall above and below

scatter plots

shows relative distribution of individual measures in a data set data points are unconnected depicts changes in value on one axis correlated with changes in value on the other axis one variable is plotted on the y-axis and second variable is plotted on the x-axis use when you want your data to effectively communicate the following relevant quantitative relations: to discover the temporal distribution of the behavior the grouping of the individual data points may help to identify elusive environmental stimuli

Ascending baseline

shows the behavior is already changing Generally one should NOT implement IV when baseline is ascending But you can do so if the behavior you are trying to change is something you want to decrease and the ascending trend shows it is worsening

Descending baseline

shows the behavior is already changing Generally one should not implement IV when baseline is descending But you can do so if the behavior you are trying to change is something you want to increase and the descending trend shows it is worsening if descending baseline is due to a behavior you want to decrease, then you should wait because the behavior is already improving

teaching tacts

similar to mands different verbal stimuli (what is that, what do you see) NOT a PURE TACT really, but part tact/part intraverbal, as there is a non-verbal SD and a verbal SD controlling the person's response continue with mand training simultaneously with tact training intersperse manding and tacting trials for beginning tacts, choose words that: were used during mand training 3-D nouns that are related to the client Easy to present and manage during teaching sessions Tacts should be taught systematically: teach with mand component teach without mand component

Tandem schedules of reinforcement

similar to the chained schedule except the tandem schedule does not use an SD the only difference between the tandem and chained schedule is the presentation of the SDs it is present in the chained but not present in the tandem

Positive punishment vs negative reinforcement aversive control

similarity: both are called "aversive control" because aversive events are associated with both. difference: effect on behavior (I.e positive punishment decreases behavior and negative reinforcement increases behavior) Positive punishment - aversive event added Negative reinforcement - aversive event rempoved

repeated reversals

simple extension of ABAB the more reversals, the stronger your evidence of control redundancy may be a concern

Reflexivity (generalized identity matching)

simple non-symbolic matching to sample the behavior of matching the 2 identical stimuli are under reflexive control

Total count IOA

simplest method for event recording percentage of agreement between the total number of responses recorded by 2 observers calculated by dividing the smaller of the counts by the larger count and multiplying by 100 overestimates the extent of actual agreement formula: smaller#/larger # X 100%

paired stimulus (forced choice)

simultaneous presentation of 2 stimuli observer records which of the 2 stimuli the learner chooses data reflects how many times each stimulus is chosen stimuli are ranked in terms of high, medium, or low preference sometimes this method outperforms single stimulus presentation in terms of ultimately identifying reinforcers. it is more efficient takes more time because every pair of stimuli must be presented

multiple stimulus

simultaneous presentation of an array of 3 or more stimuli reduces assessment time 2 variations multiple stimuli with replacement multiple stimuli without replacement

variations of alternating treatment design

single phase without baseline: does not require an initial baseline with baseline: whenever possible, baseline should be conducted, as it shows the change produced by each treatment compared to the natural level of performance without an intervention

Listener training

skinner's verbal behavior mainly focuses on speaker behavior, not listener behavior because what is most often described as listener behavior is more correctly classified as speaker behavior often the speaker and listener reside in the same skin this means the listener behaves simultaneously as a speaker this happens during conversations; a speaker asks a question, then the listener responds by let's say, providing an intraverbal or echoic response a verbal episode requires a speaker and listener the role of the listener and what you need to teach them to do: listener plays role as mediator of reinforcement for speaker's behavior listener also acts as an SD for the speaker's behavior this makes the listener the audience for verbal behavior understanding: skinner's term for a certain type of listener behavior in which the listener provides a non-verbal response to verbal SD ... receptive language skills!

Possible unwanted effects of punishment

society dislikes this and does not want to use these procedures. The effects of punishment can be temporary. after you stop a punishment procedure, the individual's challenging behavior may reoccur. People who are enacting the procedures may be negatively reinforced by their behavior. Does address the cause of the challenging behavior in the first place. Emotional and aggressive reactions may be produced in the client. Escape and avoidance of the people implementing the procedure or the settings in which the procedures are implemented. Imitation by individuals of the punishing agent's behaviors. Requires lots of supervision, resources and time.

Withdrawal design

some authors use the term, withdrawal design, to describe experiments based on ABAB analysis and reserve the term REVERSAL design in which the behavioral focus of the treatment variable is reversed as in the DRO/DRI/DRA reversal techniques withdrawal design is a term used by some authors as a synonym for ABAB design also used to describe experiments in which an effective treatment is sequentially or partially withdrawn to promote the maintenance of behavior changes However, reversal design as the term is used most often in the literature encompasses both withdrawals and reversals of the IV signifying the researcher's attempt to demonstrate behavioral reversibility

Selecting the right measurement system

some classes of behavior lend themselves to one system of recording; others to another you should select a way to record data that provides the most ethical and valid depiction of the target behavior

client surrogate

someone legally empowered to make decisions for the person(s) whose behavior the program is intended to change

Conditional discrimination

sometimes it is important to know not just fine discriminations but also the circumstances under which the discrimination is appropriate only if the particular antecedent stimuli are presented and accompanied by particular additional stimuli, then you reinforce that response a form of complex stimulus control in which the role of one discriminative stimuli, sometimes an MO conditional discriminations involve a 4-term contingency conditioned stimuli->antecedent stimuli->response-> consequence also, different contexts can change the effects of discriminative stimuli on behavior

Identify and make environmental changes that reduce the need for behavior analysis services

sometimes you do not have to create a complicated treatment package for the client's inappropriate behavior. Sometimes simply changing the environment is enough if environmental conditions hamper implementation of the behavior analytic program, you seek to eliminate the environmental constraints or identify in writing the obstacles to doing so

Process vs Product

sometimes you need to make reinforcers and feedback contingent on the component responses of the process not just the product

4 ways to create a procedural integrity system

specify train monitor reinforce

Ethical codes of behavior

specify what is a violation guidelines for deciding a course of action or conducting professional duties help to discriminate between legal and ethical distinctions making us more likely to: provide effective services maintain sensitivity toward clients not break the law of professional standards of conduct

protocol for providing feedback

start with a positive empathetic statement identify skills performed correctly identify skills performed incorrectly specify how to change or improve performance problems allow individual to ask questions describe what should be done next end with a positive and supportive statement

Premack principle

states that making the opportunity to engage in a high probability behavior contingent upon the occurrence of low probability behavior First, then

trial based methods

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 the more a person approaches, touches or engages with a stimulus the more likely it is that the stimulus is preferred preferred stimuli are sometimes labeled as high preference medium preference low preference

imitative reinforcers

stimuli arising from the match between the behavior of the imitator and the behavior of the model that function as reinforcers

emergent relations

stimulus control relations that emerge without being explicitly trained

recovery from punishment

stopping the punishment or penalty contingency for a previously punished response causes the response frequency to increase to its frequency before the punishment or penalty contingency

self directed systematic desensitization

substituting one behavior for unwanted behavior hierarchy of situations of least to most fearful is developed gradual exposure to each situation is then accomplished, first imagining each situation and then moving in to the actual real life situations

types of extended mands

superstitious mand - an extended mand in which reinforcement sometimes occurs incidentally magical mand - an extended mand in which the reinforcement has never occurred in the past

prompts

supplementary antecedent stimuli that are introduced to evoke a desired response when the SD is evident functional but irrelevant SD such as a hint or reminder, designed to set the occasion for a desired response

science

systematic approach for seeking and organizing knowledge about the natural world

description

systemic observation enabling scientists to describe it accurately

controlled response

target behavior one desires to alter: the product

Differential Negative reinforcement of incompatible/alternative behavior (DNRA/DNRI)

terms that are sometimes used to refer to differential reinforcement procedures that specifically involve escape as the reinforcer

BACB professional disciplinary and ethical standards

the BACB may issue sanctions including, but not limited to, denials of initial certification, renewal or recertification revocation suspension or any other limitation of certification or combination of sanctions.

Variable Ratio

the STRONGEST BASIC schedule of INT reinforcement variable= changing, variable criteria, average, mean of responses ratio=a number of occurrences of the target behavior have to occur before 1 response produces reinforcement pattern of responding: produce consistent, steady rates of response do NOT produce postreinforcement pause, possibly because of the absence of info about when the next response will produce reinforcement responding remains steady because the next response may produce reinforcement rate of the response produced by VR schedules: fast rate of response (like FR schedules) the larger the ratio requirement, the faster the rate of response

intervention package (treatment package)

the addition or change of several independent variables at the same time to achieve a desired result, without testing the effect of each variable individually

trial by trial IOA

the agreement between 2 observers who measured the occurrence or nonoccurrence of discrete trial behaviors for which the count for each trial, or response opportunity, can only be 0 or 1 can be calculated by comparing the observers' total counts or by comparing their counts on a trial by trial basis formula: #of trials of Agreement/total # of trials X100%

Duration

the amount of time in which a behavior occurs use it when you want to measure the amount of time of a behavior for behaviors that occur for too long a period of time, or too short a period of time high rate behaviors 2 methods for calculating total duration per session: cumulative amount of time a person engages in the target behavior in the total session Duration per occurrence: duration of time that each instance of the behavior occurs

Antecendent intervention (contingency intervention)

the antecedent is NOT dependent on the consequences of behavior for developing evocative and abative effects the antecedent itself affects behavior sonequence relations MOs=contingency independent strategies that alter the MOs by influencing which classes of contingencies function effectively as reinforcers create AOs because they decrease the effectiveness of reinforcers that maintain challenging behavior usually utilized in treatment package

Antecedent control (contingency dependent)

the antecedent is dependent on the consequence of behavior for developing evocative and abative effects Stimulus control=contingency dependent strategies that alter the stimulus control changes in response can be achieved by using within or extra stimulus prompts

prediction

the anticipated outcome of a presently unknown measurement data should be collected until stability is clear the more data points, the better the predictive power there is no "magic number" of data points are data stable enough to serve as the basis for experimental comparison?

research design

the arrangement of the various conditions of an experiment or intervention to reduce the confounding of independent variables

backward chaining

the behavior analyst completes all steps except for the last step, and the individual is taught the final step.

target behavior

the behavior being measured, the dependent variable

stimulus generalization

the behavior contingencies in the presence of one stimulus affect the frequency of the response in the presence of another stimulus

Spontaneous Recovery

the behavior that diminished during the extinction process reoccurs even though the behavior does NOD produce reinforcement not an indication that the extinction procedure is ineffective short-lived and followed by a decrease in behavior

Normalization

the belief that people with disabilities should, to the maximum extent possible, be physically and socially integrated into mainstream society regardless of the degree or type of disability the use of progressively more typical settings and procedures to establish personal behavior which are as culturally normal as possible

multiple stimuli without replacement

the chosen item is removed from the array, the order or placement of the remaining items is rearranged and the next trial begins

2.01 providing services to the client

the client is the person for whom you provide services an individual person, parent/guardian, an institutional representative, a public/private agency, a firm or corporation

in vivo desensitization

the client uses relaxation skills to face real-life, fear producing situations

reliability measurement

the comparison of measurements of dependent variables and independent variables obtained by independent observers

natural contingencies

the contingencies present in our daily lives

performance maintenance

the continuing of performance after it was first established

objective measure

the criteria for measurement are completely specified in physical terms and the event being measured is public and therefore observable by more than one person

subjective measure

the criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience

Treatment Integrity

the degree to which a treatment plan is implemented as it is written (Gresham 1989) Not correctly collecting the data or waiting to start the program, BUT HOW THE STEPS OF THE PROGRAM ARE IMPLEMENTED

reinforcement

the delivery of the reinforcer and the resulting change in behavior

shaping with punishment

the differential punishment of all behavior except that which more and more closely resembles the terminal behavior

shaping with reinforcement

the differential reinforcement of only the behavior that more and more closely resembles the terminal behavior

law of effect

the effects of our actions determine whether we will repeat them

the law of effect

the effects of our actions determine whether we will repeat them

Possible unwanted effects of reinforcement

the effects of reinforcement can be temporary Relying on the use of contrived reinforcers as opposed to natural reinforcers Giving individuals reinforcers will result in loss of intrinsic motivation for them to engage in the behavior. People confusing reinforcement with bribery. Using items as potential reinforcers that may be harmful to the long-term health of the client or participant or that may require undesirably marked deprivation procedures as MOs

reactivity

the effects of the assessment process on the behavior of the individual being assessed reactivity most likely when observation methods are obtrusive self monitoring=most obtrusive data collection method reactive methods are usually temporary to reduce reactivity, you should: be as unobtrusive as possible repeat observations until reactive effects subside take effects into account when interpreting your data

case study

the evaluation of the results of an applied intervention or a naturally changing condition that involves confounded variables

teleology

the explanation of current events in terms of future events

reliability

the extent to which a measurement procedure yields the same value when brought into repeated contact with the same state of nature

internal validity

the extent to which a research design eliminates confounding variables

Internal validity

the extent to which an experiment shows convincingly that changes in behavior are a function of the IV and not the result of uncontrolled or unknown variables

variability

the extent to which the data "bounce around" the graph "how consistent is the change that is taking place?" frequency and degree to which multiple measures of behavior yield different outcomes

Transitivity

the final and critical test for stimulus equivalence requires demonstration of 3 untrained stimulus-stimulus sequences A=B relation B=C relation A=C relation

imitation

the form of the behavior of the imitator is controlled by the similar behavior of the model

operant level

the frequency of responding before reinforcement

imitation training

the goal is to teach individuals to do what the model does

multiple stimuli with replacement

the item chosen remains in the array and the items not chosen are replaced with new items

Irreversibility

the level of behavior observed in an earlier phase cannot be reproduced even though experimental conditions are the same as they were during the earlier phase when irreversibility is a problem, use DRO/DRI/DRA conditions as control techniques or multiple baseline designs

outcomes

the lifestyle changes a client has identified as the ultimate goals of behavioral services. It refers to the quality of life issues of the person. Behaviors selected for change must benefit the person, not the caregiver.

Common stimuli, Program Common Stimuli (generalization)

the likelihood that the correct response will be occasioned in the generalization setting is increased if there is a lot of similarity between the instructional setting and the generalization setting. The process of programming common stimuli involves ensuring the same SDs exist in both the instruction and generalization setting

how to establish true values for accuracy measures

the measurement to determine true values must be different than the measurement procedures used to obtain the observed values

stimulus equivalence

the mergence of accurate responding to un-trained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations matching to sample tasks are part of stimulus equivalence useful for teaching complex verbal relations must have a positive demonstration on 3 different behavioral tests that represent the following mathematical statement if A=B and B=C, then A=C

formal similarity of imitation

the model and the behavior must look alike

Controlled relation

the model must serve as the SD for the imitative behavior

Generic extension

the novel stimulus shares all of the relevant or defining features of the original stimulus stimulus generalization

behavioral contingency

the occasion for a response, the response, the outcome of the response

stimulus discrimination (stimulus control)

the occurrence of a response more frequently in the presence of one stimulus than in the presence of another, usually as a result of a discrimination training procedure

functional analysis

the only FBA method that allows us to confirm hypotheses regarding functional relations between behaviors and environmental events antecedents and consequences are arranged so that their separate effects on behavior can be observed the "gold standard" of assessment procedures analogs-the arrangement of variables (not the setting in which assessment occurs) analog conditions allow for better control of variables research shows the functional analyses done in natural settings yield same results as those done in simulated settings 2 types of functional analyses extended functional analysis brief functional analysis

pairing procedure

the pairing of a neutral stimulus with a reinforcer or aversive stimulus

value altering principle

the pairing procedure converts a neutral stimulus into a learned reinforcer or learned aversive stimulus

operandum (manipulandum)

the part of the environment the organism operates (manipulates)

an experimental design

the particular arrangement of conditions in a study so that meaningful comparisons of the effects of the presence, absence, or different values of the IV can be made

At least one treatment (independent variable (IV), intervention, experimental variable

the particular aspect of the environment that the experimenter manipulates to find out whether it affects the subject's behavior

Competency based training (for staff)

the people who implement behavior support plans and interventions are crucial to the outcome of the client's success. their skill level, training, consistency, and natural consequences must be securely in place. interventionist's success=client's success

exact count per interval IOA

the percentage of intervals in which 2 observers recorded the same count the most strict event recording IOA method formula: #of intervals of 100% agreement/total number of intervals X 100%

the sick social cycle (victim's punishment model)

the perpetrator's aversive behavior punishes the victim's appropriate behavior. And the victim's stopping the appropriate behavior unintentionally reinforces that aversive behavior.

baseline

the phase of an experiment or intervention where the behavior is measured in the absence of an intervention

response dimensions

the physical properties of a response

stimulus dimensions

the physical properties of a stimulus

informed consent

the potential recipient of services or participant in a research study gives their explicit permission before any assessment or treatment is provided. requires more than permission. must come after full disclosure and information is given to the client

overshadowing

the presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus the individual cannot even learn the behavior because the learning is overshadowed by another element

interval by interval IOA

the primary observer's data for each interval is matched to the secondary observer's data for the same interval likely to overestimate the actual agreement measuring behaviors that occur at very high or very low rates subject to random or accidental agreement between observers formula: #of intervals both recorders are in agreement/total # of intervals X 100

penalty contingency

the response contingent removal of a reinforcer resulting in a decreased frequency of that response

response cost contingency

the response contingent removal of a tangible reinforcer resulting in a decreased frequency of that response

time out contingency

the response contingent removal of access to a reinforcer resulting in a decreased frequency of that response

Reinforcement Contingency

the response-contingent presentation of a reinforcer resulting in an increased frequency of that response

punishment by prevention of a reinforcer contingency

the response-contingent prevention of a reinforcer resulting in a decreased frequency of that response

punishment by prevention of removal contingency

the response-contingent prevention of removal of an aversive condition resulting in a decreased frequency of that response

Escape contingency (negative reinforcement contingency)

the response-contingent removal of an aversive stimulus resulting in an increased frequency of that response

successive approximations

the sequence of new response classes that emerge during the shaping process as a result of differential reinforcement

response topography

the sequence, for, or location of components of a response relative to the rest of the body

total task presentation

the simultaneous training of all links in a behavioral chain

rule control

the statement of a rule controls the response described in that rule

cumulative record response rates

the steeper the slope, the higher the response rate rate/frequency: number of responses/time

Model

the stimulus that is presented in an effort to evoke the imitative behavior

Principles of PT

the student is always right focuses on directly observable behavior measures performance in rate/frequency uses standard celebration chart

Behavior analysis

the study of the principles of behavior

fading

the systematic and gradual removal of intrusive prompts until the control transfers to the natural stimulus fading is a maximal to minimal prompting procedure used to foster independence from supplemental prompts, and/or to shift control to the stimuli designated to evoke the response

shape

the systematic and gradual transformation of the physical shape of the stimulus the shape is gradually altered to become the natural SD over time

Tact

the tact is a type of verbal operant in which the speaker names things and actions that the speaker has direct contact with through any of the sense modes labeling the environment verbal response in the presence of the thing tacted tact are controlled by a nonverbal discriminative stimulus (nonverbal SD) produces generalized conditioned reinforcement (GCSR)

Progressive delayed prompting

the time between the SD and the prompt gradually increased

fixed delayed prompting

the time between the SD and the prompt is fixed

latency

the time between the signal or opportunity for a response and the beginning of that response

duration

the time from the beginning to the end of a response

physical prompt

the trainer physically moves the trainee's body in an approximation of the desired response

Verbal Operant

the unit of analysis in verbal behavior MO/SD -> Response -> Consequence

Errorless discrimination procedure

the use of a fading procedure to establish a discrimination, with no errors during the training

schedule of reinforcement

the way reinforcement occurs because of the number of responses, time since reinforcement, time between responses, and stimulus conditions

client rights

therapeutic environment most effective interventions available treatment by a competent behaviorist ongoing evaluation and assessment teach functional skills goal is personal welfare

Conduct a preliminary assessment of the client in order to identify the referral problem

there is a need for intervention and no identified medical causes... now what? conduct an indirect assessment to start your identification and hypothesis process information is gathered "indirectly" via interviews, rating scales, screening forms, etc when conducting a preliminary assessment of the client, as yourself there is a need for intervention does the individual's behavior pose a danger to self or others? does the behavior affect the client's well being? does the behavior affect the client's well being? Does the behavior prevent the individual from accessing less restrictive environments in various settings? How does the behavior compare to same-aged typically developing peers?

Tact Extensions (extended tacts)

there is not one name for one thing; there are many ways to describe the same thing a new stimulus being similar to another known stimulus may evoke a response like the original stimulus the disctinction is based on the degree to which a novel stimulus shares features with the original stimulus

things to know about extinction

third principle of ABA NOT a punishment procedure only behavior that is put on extinction (reinforcement is withheld) can be extinguished using extinction and punishment together is often effective extinction will be more rapid with a behavior that has been maintained by a continuous schedule of reinforcement (CRF)

play condition (control)

this condition tests for automatic reinforcement and serves as a control condition how it works: leisure materials are freely available while attention is given on average every 30 seconds no consequence is delivered for the occurrence of problem behavior with the exception of withholding attention until the problem behavior has ceased if it occurred at the 30 second mark where attention was to be delivered if the problem behavior occurs in the presence of preferred items, in the absence of demands and with intermittent attention automatic reinforcement is the maintaining reinforce or another functional analysis may need to be done

interpreting functional analyses: undifferentiated pattern

this means that problem behavior is occurring across all conditions (including play condition) or is variable across conditions means one of 2 possibilities inconclusive results problem behavior is maintained by automatic reinforcement

conducting a review

through written documentation all decisions are final unless appealed within 30 days

Response Latency

time between onset of a stimulus and initiation of a response should be used when one wants to measure how much time occurs between an opportunity to emit a behavior and when the behavior is initiated

measuring staff performance (data based)

time sampling - brief observation periods evaluate data collection permanent product

continuous response avoidance

to avoid the loss of reinforcers, do what needs to be done to avoid the aversive condition

to be contingent

to be caused by

the error of reification

to call a behavior or process a thing

action rule

to change behavior use action, not words

to confound variables

to change or allow to change two or more independent variables at the same time so you cannot determine what variables are responsible for the change in the dependent variable

SD/CS test

to determine if a stimulus is an SD or a CS, look at its history of conditioning: look for a plausible US-UR relation and alternatively, look for a plausible SD->R->SR contingency

Benefits of baseline data

to use the subject's performance in the absence of the IV as an objective basis for detecting change to obtain descriptions of ABC correlations for the planning of an effective treatment to guide us in setting the initial criteria for reinforcement to see if the behavior targets for change really warrants intervention

Definitional measures

topography magnitude

Shaping Across

topography of behavior changes during shaping behaviors are still in the same response class

shaping within

topography remains constant another measureable dimension of behavior is changed

multiple baseline across behaviors

two or more different behaviors of same subject each subject serves as his/her own control after steady state baseline responding, the IV is applied to the first behavior, while other behaviors are kept in baseline when steady state responding is reached for the first behavior, then the IV is applied to the next behavior

confounded variables

two or more possible independent variables have changed at the same time; so it is not possible to determine which of those variables caused the changes in the dependent variable

analog

two procedures are alike in some ways, and not alike in other important ways

Errors in evaluating ABA research

type I error: assuming the IV affected the DV, when it actually did NOT do so type II error: assuming the IV did NOT affect the DV when it actually did

standard celebration chart

type of semilogrithmic chart Ogden Lindsley created it to be used in ABA educational methodology called precision teaching Academic and Social behaviors are charted to provide a standardized means of charting and analyzing how frequency of behavior changes over time scale goes up by multiples self-monitor

10.09 ensuring participant anonymity

unless specifically waived by the participant or surrogate

behavior trap

use an added reinforcement contingency to increase the rate of behavior. Then the behavior can be reinforced by natural reinforcement contingencies and those natural contingencies can maintain that behavior.

10.04 informed consent

use language that is understandable provide an appropriate explanation, discontinue research if the person shows unwillingness to continue and obtain permission from a legally authorized person

Mean duration per occurrence IOA

used to calculate duration per occurrence data a more conservative and usually more meaningfull assessment of IOA than total duration data this formula can also be used to compute the mean latency per response IOA or mean IRT per response IOA formula: duration IOA B1+ duration IOA B2 + duration IOA Bn/n Behaviors with duration IOA

Timing

used to measure: duration, response latency, interresponse time

graduated guidance

utilizing the minimal amount of physical prompting required to occasion the correct response and then gradually reducing physical prompts

Indicators of trustworthy measurement

validity, accuracy, reliability

Level

value on the vertical axis around which a series of data measures converge a change is illustrated when the data's average value changes answers: how much has the behavior changed? examined by looking at your data's mean, median, and/or range

time sampling (interval recording)

variety of methods for recording behavior during intervals or at specific moments in time time sampling methods give us an approximation of the actual instances of behavior advantages great for recording continuous and/or high rate behaviors disadvantages do NOT use when you want to record certain important but fairly infrequent behaviors

chaining

various methods for linking specific sequences of stimuli and responses to form new performances

Autoclitic

verbal behavior about one's own verbal behavior a secondary verbal operant in which some aspect of a speaker's own verbal behavior functions as an SD or an MO for additional speaker verbal behavior a form of verbal behavior that modifies other forms of verbal behavior effects are very rapid and usually occur in the emission of a single sentence composed of 2 levels of responding

Verbal analog conditioning

verbal pairing procedure whereby previously neutral stimuli can become conditioned punishers or reinforcers for humans without direct pairing

metonymical extension

verbal responses to novel stimuli that share none of the relevant features of the original stimulus, but some irrelevant but related feature has acquired stimulus control

Verification

verification of a previously predicted level of baseline responding by termination or withdrawal of the treatment variable

condition line changes

vertical lines drawn upward from x-axis to show points in time at which lines in the IV occurred solid lines = major changes dashed lines= minor changes

graphs

visual format for displaying data reveals relations among and between a series of measurements and relevant variables helps people make sense of quantitative information how behavior analysts organize, store, interpret, and communicate the results of our work

identifying potential punishers

what is punishing for one person may not be for another sometimes hard to determine for people with intellectual disabilities punishers are transitory

procedures for identifying putative (supposed) reinforcers

what is reinforcing for one person may not be reinforcing for another sometimes hard to determine for people with intellectual disabilities preferences are transitory. what was once reinforcing is not always reinforcing.

Starting Mand Traning

what motivates a person? when is that motivation strong? can you capture or contrive the motivation to teach a mand? make a list of potential motivators and the related reinforces select the first few words to teach

2.05 third party requests for services

what others share with you is confidential and what you share with others is confidential. everyone needs approval to share client information.

Repeatability

when a behavior can be counted instances of a response class occur repeatedly through time

Contingency shaped behavior, contingency control

when a behavior is directly controlled by a contingency, NOT rules remember a behavior contingency is: the occasion for a response->the response->the outcome of the response consequence must occur 0-60 seconds following the response

Experimental control (functional relations, analysis, control)

when a predictable change in behavior can be reliably produced by the systematic manipulation of some aspect of the individual's environment the analysis dimension of the 7 dimensions of ABA

Stimulus Generalization

when an antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of behavior tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus stimuli that are similar to the original SD evoke the same responses as the original SD the evocative function of stimuli that share physical properties with the controlling antecedent stimulus the extent to which the learner improves his/her performance under conditions different from this in which the original training occurred the behavior is the same but in different conditions

treatment drift

when application of the IV in later phases differs from the original application

Describe and explain behavior including private events in behavior-analytic (non-mentalistic) terms

when conducting an assessment and talking to various people about the client, you should speak in your behavioral language do NOT discuss the problems in mentalistic terms why? because speaking to others in mentalistic terminology does not offer a solution

Treatment package (behavioral package)

when multiple IVs are bundled into one program, such as a token economy plus praise plus time out

observer drift

when observers unknowingly alter the way they measure a behavior unintended changes in the way data are collected may produce measurement error occurs when observers have a shift in how they interpret the definitions of the target behavior

ethics of social validity

when results show meaningful, significant and sustainable change when the goals procedures and results of an intervention are socially acceptable to the client the behavior analyst and society not every skill has social validity

Explain behavioral concepts using non-technical language

when speaking to others, you want to be careful about using very complicated, technical behavior analytic language. People may not understand what you are saying so try to use language that is not too technical (but be careful: don't use mentalistic language either)

Point to point correspondence

when the beginning middle and end of the verbal stimulus match the beginning middle and end of the response

formal similarity

when the controlling antecedent stimulus and the response share the same sense mode and physically look exactly the same

temporal extent

when the duration of behavior can be measured every instance of behavior occurs during some amount of time temporal extent measure - duration

Stimulus Control

when the rate/frequency, latency, duration, or amplitude of a response is altered in the presence of an antecedent stimulus. stimulus control is acquired when responses are reinforced only in the presence of a specific stimulus and not in the presence of other stimuli

Identity matching to sample

when the sample and comparison stimuli are physically identical

8.01 ethical violations by behavioral and non-behavioral colleagues

when you believe there has been a violation bring it to their attention, then proceed from there.

select intervention strategies based on the social validity of the intervention

when you decide on what interventions you will use with your client you want to determine if the mediators and others in the client's environment agree with the procedures if they do not view the interventions as acceptable, then they will not adhere to them in the future

2.15 referrals and fees

when you pay, receive payment from, or divide fees with another professional other than in an employer-employee relationship, the referral should be disclosed to the client

don't say rule

with nonverbal organisms don't say: expects knows thinks figures out in order to trying to makes the connection associates learns that imagines understands with any organism, don't say wants

situational ethics

with very serious behaviors, the promise of fast results in the short term is compromised by not understanding long term effects

Deprivation

withholding a reinforce increases relevant learning and performance

transcription

writing and spelling words spoken to you taking dictation the transcription operant occurs when a spoken verbal discriminative stimulus Verbal SD controls a written, typed or finger-spelled response there is point to point correspondence between the stimulus and the response product, but no formal similarity

6.0 the behavior analyst and the workplace

you adhere to job commitments assess employee interactions before intervention, work within your scope of training, develop interventions that benefit employees and resolve conflicts within these guidelines

6.01 job commitments

you adhere to job commitments made to the employing organization

10.12 answering research questions

you answer all questions of the participant about the research that are consistent with being able to conduct the research

6.02 assessing employee interactions

you assess the behavior-environment interactions of the employees before designing behavior analytic programs

7.02 disseminating behavior

you assist the profession in making behavior analysis methodology available to the general public

environmental enrichment rule

you can increase the frequency of entering a setting by putting more reinforcers in that setting but you will have to make some reinforcers contingent on productive behavior if you want to increase productivity in that setting

4.07 on-going data collection

you collect data needed to assess progress within the program

2.12 records and data

you create, maintain, disseminate, store, retain, and dispose of records and data relating to your research, practice, and other work in accordance with applicable laws or regulations and corporate policy and in a manner that permits compliance with the requirements of these guidelines

5.0 the behavior analyst as teacher/supervisor

you delegate to your employees supervisees, and research assistants only those responsibilities that such persons can reasonably be expected to perform competently

3.05 describing program objectives

you describe in writing the objectives of the behavior change program to the client or client-surrogate before attempting to implement the program

4.01 Describing conditions for program success

you describe to the client or client surrogate the environmental conditions that are necessary for the program to be effective

6.04 employees' interventions

you develop interventions that benefit the employees as well as management

6.05 employee health and well being

you develop interventions that enhance the health and well being of the employees

9.08 in-person solicitation

you do not engage in uninvited in-person solicitation

9.05 avoiding false or deceptive statements

you do not make public statements that are false, deceptive, misleading or fraudulent, either because of what you state convey or suggest or because of what you omit concerning your research, practice or other work activities or those of persons or organizations with which you are affiliated

10.20 authorship and findings

you do not present portions or elements of another's work or data as your own

10.23 publishing data

you do not publish, as original data, data that have been previously published

9.07 testimonials

you do not solicit testimonials from current clients or patients or other persons who because of their particular circumstances are vulnerable to undue influence

5.02 limitations on training

you do not teach the use of techniques or procedures that require specialized training licensure, or expertise in other disciplines to individuals who lack these except as these techniques may be used in behavioral evaluation of the effects of various treatments, interventions, therapies, or educational methods

4.11 termination criteria

you establish understandable and objective criteria for the termination of the program and describe them to the client or client-surrogate

4.09 program modifications consent

you explain program modifications and the reasons for the modifications to the client or client-surrogate and obtain consent to implement the modifications

7.0 the behavior analyst's ethical responsibility to the field of behavior analysis

you have a responsibility to support the values of the field, to disseminate knowledge to the public, to be familiar with these guidelines, and to discourage misrepresentation by non-certified individuals

8.0 the behavior analyst's responsibility to colleagues

you have an obligation to bring attention to and resolve ethical violations by colleagues

6.03 preparing for consultation

you implement or consult on behavior management programs for which you have been adequately prepared

10.11 debriefing

you inform the participant that debriefing will occur at the conclusion of the participants involvement in the research

10.10 informing of withdrawal

you inform the participant that withdrawal at any time is without penalty except as stipulated in advance, as is fees contingent upon completing a project

1.03 professional development

you maintain a reasonable level of awareness of current scientific and professional information in your fields of activity and undertake ongoing efforts to maintain competence in the skills you use by reading the appropriate literature, attending conferences and conventions, participating in workshops and/or obtaining BACB supervision

1.0 Professional Behavior

you maintain the high standards of professional behavior of the professional organization

4.06 avoiding harmful reinforcers

you minimize the use of items as potential reinforcers that may be harmful to the long-term health of the client

4.08 program modifications

you modify the program on the basis of data

3.01 behavioral assessment approval

you must obtain the client's or client-surrogate's approval in writing of the behavior assessment procedures before implementing them.

4.04 approving interventions

you must obtain the client's or client-surrogate's approval in writing of the behavior intervention procedures before implementing them

3.04 consent - client records

you obtain the written consent of the client or client-surrogate before obtaining or disclosing client records from or to other sources, including your clinical supervisor

9.0 the behavior analyst's responsibility to society

you promote the general welfare of society through the application of the principles of behavior

5.04 describing course requirements

you provide a clear description of the demands of the supervisory relationship or course preferably in writing

5.03 providing course or supervision objectives

you provide a clear description of the objectives of a course or supervision, preferably in writing at the beginning of the course or supervisory relationship

5.05 describing evaluation requirements

you provide a clear description of the requirements for the evaluation of student/supervisee performance at the beginning of the supervisory relationship

5.06 providing feedback to students/supervisees

you provide feedback regarding the performance of a student consistent with BACB requirements

5.07 feedback to students/supervisees

you provide feedback to the student/supervisee in a way that increases the probability that the student/supervisee will benefit from the feedback

5.11 training, supervision and safety

you provide proper training, supervision, and safety precautions to your employees or supervisees and take reasonable steps to see that such persons perform services reasonably, competently, and ethically

4.02 environmental conditions that preclude implementation

you recommend for other professional assistance in this case

1.01 reliance on scientific knowledge

you rely on scientifically and professionally derived knowledge when making scientific or professional judgments in human service provision, or when engaging in scholarly or professional endeavors

4.10 least restrictive procedures

you review and appraise the restrictiveness of alternative interventions and always recommend the least restrictive procedures likely to be effective in dealing with a behavior problem

assessment is ongoing

you should continue to monitor how effective your interventions are over time functions of challenging behavior are dynamic and change over time ongoing evaluation and assessment is also one of the 6 basic client rights

9.01 promotion in society

you should promote the application of behavior principles in society by presenting a behavioral alternative to other procedures or methods

10.08 commitments to research participants

you take reasonable measures to honor all commitments

3.03 explaining assessment results

you take reasonable steps to ensure that appropriate explanations of the results are given

4.12 terminating clients

you terminate the relationship with the client when the established criteria for termination are attained, as in when a series of planned or revised intervention goals have been completed

7.01 affirming principles

you uphold and advance the values, ethics, principles and mission of the field of behavior analysis participation in both state and national or international behavior analysis organizations is strongly encouraged

5.08 reinforcing student/supervisee behavior

you use positive reinforcement as frequently as the behavior of the student/supervisee and the environmental conditions allow

5.09 utilizing behavior analysis principles in teaching

you utilize as many principles of behavior analysis in teaching a course as the material, conditions and academic policies allow

5.01 designing competent training programs and supervised work experiences

you who are responsible for education and training programs and supervisory activities seek to ensure that the programs and supervisory activities: are competently designed provide the proper experiences meet the requirements for licensure, certification, or other goals for which claims are made by the program or supervisor

10.15 paying participants

you who pay for research involvement must obtain IRB or human rights committee approval of this practice and conform to any special requirements that may be established in the process of approval

3.0 Assessing behavior

you who use behavioral assessment techniques do so for purposes that are appropriate in light of research. you recommend seeking a medical consultation if there is any reasonable possibility that a referred behavior is a result of a medication side effect or some biological cause.

10.16 withholding payment

you who withhold part of the money earned by the participant until the participant has completed their research involvement must inform the participant of this condition prior to beginning the experiment

Identifying practical and ethical considerations in single-case experimental designs to demonstrate treatment effectiveness

your #1 goal when using single case assigns is to clearly show that your IV changed the target behavior and nothing else but sometimes there is a lack of clarity about your treatment's effectiveness it is your job to identify the practical and ethical issues about single case designs showing treatment effectiveness Baseline trends Excessive variability in data Duration of phases

5.10 requirements of supervisees

your behavioral requirements of a supervisee must be in their behavioral repertoire if they are not, you attempt to provide the conditions for the acquisition of the required behavior and refer the supervisee for remedial skill development services

functional equivalence

your intervention must match the function of the behavior when you decrease behavior, you must select an acceptable alternative behavior to be established or increased for your client teaching functional skills is also one of the 6 basic client rights

Pure Tacts

your ultimate goal is that a person can tact without anything in place but the non-verbal SD