ABA Test #1 Flashcards Preview

EPSY515 Applied Behavioral Analysis > ABA Test #1 > Flashcards

Flashcards in ABA Test #1 Deck (53)
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1

Conceptual dimension of ABA

Applied interventions/intervention effects arise from a theoretical base of theory related to learning/conditioning.

2

Applied dimension of ABA

Applied interventions deal with problems of demonstrated social importance.

3

Generality dimension of ABA

Applied interventions are designed to operate in new environments and continue after the formal treatments have ended.

4

Technological dimension of ABA

Applied interventions are described well enough that they can be implemented by anyone with training and resources.

5

Effective dimension of ABA

Must produce changes in behaviour that are large enough and clinically significant.

6

Analytic dimension of ABA

Applied interventions require an objective demonstration that the procedures caused the effect (i.e. IV causes DV)

7

Social Validity dimension of ABA

A measure of appropriateness and satisfaction with ABA goals and intervention - it needs to have social value.

8

Behavioural dimension of ABA

Applied interventions deal with measurable behaviour.

9

What are the two meanings of the term analysis/analytic in ABA

1. Analysing the environment to identify causes of behaviour - i.e. stimuli prompts and consequences that maintain it.

2. Demonstrating that IV is responsible for changes in the DV.

10

What is the Premack Principle?

You can play xbox IF you do your homework first.

i.e. If behaviour B is of a higher probability than behaviour A, then behaviour A can be made more probable by making behaviour B contingent on it.

11

From an ABA perspective, what are some reasons for or causes of behaviour?

- Access to tangible goods
- Attention
- Sensory stimulation
- Escape from a situation
- Reinforcement (or lack of)

What takes the least effort and brings about the most reward.

12

From an ABA perspective, what are some causes for lack of behaviour?

- They are incapacitated
- Lack of reinforcement
- Too small of reinforcement

13

Reinforcement

Relation between response and consequence in which the probability of the response is increased when followed by that consequence

Negative reinforcement - involves taking something bad away e.g. opening the window gets rid of the bad smell

14

Punishment

Relation between response and consequence in which the probability of the response is decreased when followed by that consequence

15

Shaping

Conducted by reinforcing successive approximations to a desired, terminal behaviour.

16

Extinction

Probability of a response decreased if the reinforcer is withheld when the response occurs.

17

Fading

Gradual lessening of prompting or reinforcement. Have to do it at the right time by the right amount.

18

Stimulus control

When a behaviour is emitted more often in the presence of an antecedent than its absence due to reinforcement or extinction.

e.g. red light - stop, green light - go

19

Discrimination training

When R1 is reinforced in presence of SD but if SD is absence, R1 is not enforced.

E.g. lamp example. Lamp on = talk to teacher is reinforced, Lamp off = talk to teacher not reinforced.

20

Chaining

Sequences of individual behaviours that when linked together form a terminal behaviour e.g. brushing teeth. Can be backwards or forwards.

21

Baseline

Condition where IV of interest is not present

22

Intervention

Condition where IV of interest is present

23

Follow-up

When the analyst comes back after a certain period of time to see if the intervention is still having an effect and is being implemented with fidelity.

24

Experimental control

1. can demonstrate functional relationship between IV and DV - can achieve this through ABAB design
2. control of IV by presenting it, drawing it, varying its value, and by eliminating/holding constant all confounding and extraneous variables

25

Law of effect

Behaviour is a function of its consequences. Effects of our actions determine whether we will repeat them.

26

Dependent and Independent Variables

IV - what is going to be changed - the intervention
DV - the resulting behaviour that you are going to measure

27

What are different ways that target behaviours can be defined?

- Talking to the teacher about what the child is doing - or not doing - that is of concern.
- By observing the child in the place/environment where the target behaviour is happening
- Writing up an operational definition of the behaviour that can be observed and measured
- Functional analysis (for example, if the assessment data suggests that a child may be attention seeking with his/her behavior, then the functional analysis will be implemented so that in one condition, the child is given a toy immediately following the challenging behavior but in the comparison condition, the child is given attention immediately following the challenging behavior. )

28

What are different ways that target behaviours can be measured?

Magnitude/Force
Frequency
Latency
Duration
Interresponse time
Percentage correct
Percentage of time
Presence/absence of behaviour
Locus (internal, external)
Topography

29

Stable data

Not much of a change in trend of slope. Indicates stable environment.

30

Ascending data

Starts low and increases at rapid rate.

Could be due to reinforcement