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Applied Behavior Analysis > Chapters 1-5 > Flashcards

Chapters 1-5 Flashcards

Intro and basic concepts

1
Q

What are the dimensions of ABA?

A

Generalizability, Effective, Technological, Applied, Conceptually Systematic, Analytical, Behavioral (See article notes)

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2
Q

3 levels of scientific understanding

A

Description, Prediction, and Control (p 3)

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3
Q

Empiricism

A

the practice of objective observation of the phenomena of interest (p 5)

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4
Q

Determinism

A

Philosophic position that the universe is a lawful and orderly place in which all events occur as the result of other events (p 5)

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5
Q

Experimentation

A

Carefully conducted comparison of some measure of the phenomenon of interest (DV) under two or more different conditions in which only one factor at a time (IV) differs from one condition to another (p 6)

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6
Q

Parsimony

A

rule out simple, logical explanations before considering more complex or abstract explanations (p 6)

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7
Q

Philosophic Doubt

A

Continually question the truthfulness of what is regarded as fact (p 6)

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8
Q

Trend

A

Overall direction taken by a data path. (Direction, degree (steep or gradual), and variability) (2/6)

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9
Q

Level

A

The value on the vertical axis around which a series of behavioral measures converge (2/6)

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10
Q

Variability

A

The frequency and extent to which multiple measures of behavior yield different outcomes (2/6)

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11
Q

Functional Relation

A

Exists when a well controlled experiment reveals that a specific change in one event (DV) can reliably be produced by specific manipulations of another event (IV), and that the change in the dependent variable was unlikely to be the result of other extraneous factors (confounding variables) (p 4)

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12
Q

Stimulus class

A

A group of stimuli that share specified common elements along formal, temporal, and/or functional dimensions

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13
Q

Response Class

A

A group of responses of varying topography, all of which produce the same effect on the environment

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14
Q

Operational definition

A

Precise description of bx generally described by its common function or topography. Accurate, objective, complete, concise (straightforward), exclusionary criteria

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15
Q

Topography-Based

A

identifies instances of the target behavior by the shape or form of the behavior.

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16
Q

Reactivity

A

The effects of an assessment procedure on the behavior being assessed (p 55)

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17
Q

Describe why and how to write an operational definition

A

How: objective, clear, and complete
Why:
-specific instances are observed and recorded reliably
-accurate and believable evaluation of program effectiveness
-technological-meaning that it enables other to use and replicate it. Also discriminates between what is and what is not an instance (p 65 & 68)

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18
Q

Questions to ask about an operational definition

A
  • Can you score frequency or duration? Yes
  • Could a stranger read definition and score R? Yes
  • Can definition be reduced to simpler Rs? No
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19
Q

Describe the fundamental dimensions of behavior

A

Repeatability, Temporal extent, Temporal locus

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20
Q

Repeatability

A

Countabliltiy; instances can occur repeatedly through time

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21
Q

Temporal extent

A

duration

22
Q

Temporal locus

A

Occurs at a certain point in time in relation to other events

23
Q

Define different types of interval recording

A

Partial, whole, and momentary time sampling

24
Q

Whole Interval Recording

A
  • Observation period divided into intervals

- observer marks that behavior occurred IF it occurred through the WHOLE interval

25
Q

Partial interval recording

A
  • Observation period divided into intervals

- observer marks that behavior occurred IF it occurred through ANY TIME during the interval

26
Q

Momentary time sampling

A
  • Observation period divided into intervals

- observer marks that behavior occurred IF it occurred at the END the interval

27
Q

topography

A

the physical form or shape of a behavior

28
Q

magnitude

A

The force or intensity with which a response is emitted; sometimes called amplitude

29
Q

latency

A

the elapsed time from the onset of a stimulus to the initiation of a response. A measure of of temporal locus

30
Q

interresponse time

A

Elapsed time between two successive responses. A measure of temporal locus

31
Q

duration

A

A measure of the total extent of time in which a behavior occurs

32
Q

trials-to-criterion

A

number of responses needed for a person to achieve a pre-established level of accuracy or proficiency. A special form of event recording

33
Q

measurement artifact

A

something that appears to exist because of the way it is examined or measured

34
Q

Permanent Product

A

Measuring the effects that the behavior produced on the environment

35
Q

event recording

A

detecting and recording the number of times a behavior occurs

36
Q

Whole Interval Recording

A
  • Observation period divided into intervals

- observer marks that behavior occurred IF it occurred through the WHOLE interval (p 90)

37
Q

Partial interval recording

A
  • Observation period divided into intervals

- observer marks that behavior occurred IF it occurred through ANY TIME during the interval (p 92)

38
Q

Momentary time sampling

A
  • Observation period divided into intervals

- observer marks that behavior occurred IF it occurred at the END the interval (p93)

39
Q

Define and describe some threats to measurement validity

A
  • Indirect measurement-provides second-hand or ‘filtered’ info that requires the researcher or practitioner to make inferences about the relationship between the event that was measured and the behavior of interest
  • Measuring wrong dimension of behavior-ex measuring frequency when rate should be measured
  • Measurement artifacts-overestimating or underestimating actual occurrence. Can be due to:
  • type of continuous/discontinuous measurement
  • poorly scheduled measurement periods or
  • insensitive and/or limited measurement scales
40
Q

Factors that contribute to human error and minimizing it

A
  • Poorly designed measurement system (simplify cumbersome systems)
  • Inadequate observer training (Select observers carefully, train observers to an objective standard of competency, provide ongoing training to minimize observer drift)
  • Unintended influences on observers (mitigate observer expectations by using naive observers)
  • Observer reactivity (use unobtrusive methods, keep taking data until observers are habituated to observer’s presence, separating multiple observers, ect)
41
Q

General purpose of interobserver agreement (IOA)

A
  • High IOA data is likely to indicate that data recorded is close to the true amount of behavior displayed
  • determine competence of new observers
  • detect observer drift
  • Increases confidence that the definition of the target behavior was clear and unambiguous
42
Q

Accuracy of measurement

A

the extent to which the observed value matches the true value of the event as it exists in nature

43
Q

Calibration

A

Any procedure used to evaluate the accuracy of a measurement system, and when sources of error are found, to use that information to correct or improve the measurement system

44
Q

Discontinuous Measurement

A

measurement conducted in a manner such that some instances of the responses classes of the interest behavior may not be detected

45
Q

Continuous Measurement

A

measurement conducted in a manner such that all instances of the response classes of interest are detected during the observation period

46
Q

Indirect measurement

A

“What is actually measured is in some way different from” the target behavior of interest

47
Q

Observer drift

A

Observers altering the way they apply a measurement system

48
Q

Direct measurement

A

“The phenomenon that is the focus of the experiment is exactly the same as the phenomenon being measured”

49
Q

Scored-interval IOA

A

Only intervals in which either or both observers recorded the occurrence of the target behavior are used for calculating

50
Q

Unscored-interval IOA

A

Only intervals in which either or both observers recorded the non-occurrence of the target behavior are used for calculating

51
Q

Remember to study types of IOA as well as the types of behavioral mx for which they are appropriate!

A

Exact IOA, Proportional IOA, and Interval IOA

52
Q

Know how to implement +/- Sr and +/- Sp (procedure) and their effects on behavior (process)

A

Know how to implement +/- Sr and +/- Sp (procedure) and their effects on behavior (process)

Applied Behavior Analysis (6 decks)

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