ABA Behavior Interventions
1. What is behavior?: -*observable* movement of a living thing
-one or more dimensions that can be observed or measured
2. Skinner: -experimental analysis of behavior
3. What is ABA?: -the application of behavior laws to change *socially significant* behavior to a *meaningful* degree
-*technological* (anyone else could *replicate*)
-long-*lasting*
4. A.B.A.: -*Applied*: addresses *socially significant* behaviors
-*Behavior*: precise measurement of *observable* behavior
-*Analytic*: demonstrated *control* over the occurrence and non-occurrence of the behavior
5. ABA also used for?: -animal training
-general education
-business
-health and fitness
6. Reinforcement: -*increases* behavior
-can be positive or negative
7. Positive reinforcement: -*adding* something *good* to *increase* behavior
8. Negative reinforcement: -*taking away* something *bad* to *increase* behavior
9. Positive punishment: -*adding* something *bad* to *decrease* behavior
-more *restrictive* than negative
10. Negative punishment: -*taking away* something *good* to *decrease* behavior
11. How to determine if it is punishment or reinforcement: -what behavior *changed*?
-did it *increase* or *decrease*?
-after the behavior, was something *added* or *taken away*?
12. Most popular principle of behavior change: -positive reinforcement
-basic building block of human behavior
,13. Reinforcer: -an *event* that *follows* a behavior and *increases* some dimension of that behavior
14. Motivating Operations: -variables in the *environment* that alter the relative *value* at a particular time
-if thirsty; water = more valuable
-use MOs when deciding on *which reinforcers* to use at that moment
15. Variables of reinforcer effectiveness: -deprivation
-immediacy
-size
-contingency
(DISC)
16. Deprivation as a variable of reinforcer effectiveness: -when a person hasn't had access to a particular reinforcer for a
*significant period of time*
-(if you have been deprived of food, food will be more valuable (reinforcing))
17. Immediacy as a variable of reinforcer effectiveness: -the more *immediate* the reinforcer, the more *effective* it becomes
-(when telling jokes, immediate laughter is more rewarding than delayed)
18. Size as a variable of reinforcer effectiveness: -*magnitude* of reinforcer -($100 is more rewarding than $1)
19. Contingency as a variable of reinforcer effectiveness: -when reinforcer is delivered
*only* for a *target* behavior, it becomes more *effective*
-(chocolate only for when you eat your veggies)
20. Schedules of reinforcement: -specifies how *often* a particular behavior is followed by a *reinforcer*
21. Main types of schedules of reinforcement: -continuous
-intermittent
22. Continuous schedule of reinforcement: -reinforced for *every* correct answer -used when learning a *new* behavior
23. Intermittent schedules of reinforcement: -behavior is reinforced *some* of the time
-generates *high response* rates
-prevents the behavior from *stopping*
-used to *maintain* a behavior
24. Types of intermittent schedules of reinforcement: -*ratio* schedules of reinforcement (*counting*)
, ABA Behavior Interventions
-*interval* schedules of reinforcement (*time*)
25. Ratio schedules of reinforcement (and types): -based on *counting* number of *responses* that have occurred since *last
reinforcement* -Types:
~*fixed ratio* schedule (FR)
~*variable ratio* schedule (VR)
26. Fixed ratio schedule of reinforcement (FR): -reinforcement after a *fixed* number of responses
-($20 for every 3 machines assembled -- fixed ratio of 3 (*FR:3*))
-often produces *pause* after reinforcer (because they know the next attempt won't be rewarded)
27. Variable ratio schedule of reinforcement (VR): -*average* number of responses must be made before *reinforcer*
-(like a *slot machine*; don't know when reinforcer will be delivered)
-used in *education*
-doesn't produce *pause* like in FR
-(8 responses then 12, avg = 10 (*VR:10*))
-*most resistant* to *extinction* (learner is less likely to give up when they don't know when they will be reinforced)
28. Interval schedules of reinforcement (and types): -based on passage of *time*
-*fixed interval* schedule
-*variable interval* schedule
29. Fixed interval schedule of reinforcement: -person only gets the reinforcer once the response
is given after the *fixed* amount of *time* -(walk next
to teacher; get candy every 3 seconds)
30. Variable interval schedule of reinforcement: -reinforcer is delivered for the *first response* that occurs after a *variable*
amount of *time*
31. Extinction: -when the *response* is no longer *reinforced*
-behavior is *still occurring*, reinforcement is not
-may cause *extinction burst*
-may also cause *spontaneous recovery*
32. Extinction burst: -a *brief* increase in *frequency*, *intensity*, and *duration* before the problem behavior *decreases*
, -basically trying to see if they will respond to a more intense behavior
-if rewarded, child may learn that they just need to cry harder for the reinforcer and problem behavior will increase 33.
Maintaining good behavior: -instead of using extinction to fade out reinforcements for good behavior, it is better to use
*intermittent* schedules of *reinforcement*
34. Spontaneous recovery: -when a behavior *randomly reoccurs* again even if it has not been reinforced in a long time
-same *frequency* and *intensity*
-if *extinction* continues to be in place, the behavior will *go away* again
35. Behavior Intervention Plan (BIP): -plans developed to guide *parents*, *teachers*, and other professionals on how to
*decrease* problem behaviors and *teach* or *increase replacement* behaviors in *all settings*
-(aka *Behavior Support Plan*)
-(aka *Behavior Reduction Plan*)
36. Stereotypy: -*repetitive* or *ritualistic* movements (*stimy*)
37. Functions of behavior (4): -to gain *attention*
-to gain an *item/activity* (*tangible*)
-to *escape/avoid* a situation
-to gain *automatic* reinforcement
38. What does a BIP look like? (steps): 1) Identify *target behaviors* that you are trying to *eliminate/decrease* (*operational*
definition)
2) Determine *setting events* and *antecedents* that may be *triggering* the behavior
3) List the *functions* of the behavior
4) List *antecedent interventions*
5) List *replacement behaviors*
6) List *consequence interventions*
7) Plan on how you are going to *measure* the *progress*
39. 3 Types of behavior intervention strategies: -*antecedent* interventions
-*replacement* behaviors
-*consequence* interventions
40. Antecedent interventions: -strategies that focus on *structuring* and *modifying* the *environment* and conditions that
occur *before* a behavior, so the behavior is *less likely* to occur -*proactive approach*
1. What is behavior?: -*observable* movement of a living thing
-one or more dimensions that can be observed or measured
2. Skinner: -experimental analysis of behavior
3. What is ABA?: -the application of behavior laws to change *socially significant* behavior to a *meaningful* degree
-*technological* (anyone else could *replicate*)
-long-*lasting*
4. A.B.A.: -*Applied*: addresses *socially significant* behaviors
-*Behavior*: precise measurement of *observable* behavior
-*Analytic*: demonstrated *control* over the occurrence and non-occurrence of the behavior
5. ABA also used for?: -animal training
-general education
-business
-health and fitness
6. Reinforcement: -*increases* behavior
-can be positive or negative
7. Positive reinforcement: -*adding* something *good* to *increase* behavior
8. Negative reinforcement: -*taking away* something *bad* to *increase* behavior
9. Positive punishment: -*adding* something *bad* to *decrease* behavior
-more *restrictive* than negative
10. Negative punishment: -*taking away* something *good* to *decrease* behavior
11. How to determine if it is punishment or reinforcement: -what behavior *changed*?
-did it *increase* or *decrease*?
-after the behavior, was something *added* or *taken away*?
12. Most popular principle of behavior change: -positive reinforcement
-basic building block of human behavior
,13. Reinforcer: -an *event* that *follows* a behavior and *increases* some dimension of that behavior
14. Motivating Operations: -variables in the *environment* that alter the relative *value* at a particular time
-if thirsty; water = more valuable
-use MOs when deciding on *which reinforcers* to use at that moment
15. Variables of reinforcer effectiveness: -deprivation
-immediacy
-size
-contingency
(DISC)
16. Deprivation as a variable of reinforcer effectiveness: -when a person hasn't had access to a particular reinforcer for a
*significant period of time*
-(if you have been deprived of food, food will be more valuable (reinforcing))
17. Immediacy as a variable of reinforcer effectiveness: -the more *immediate* the reinforcer, the more *effective* it becomes
-(when telling jokes, immediate laughter is more rewarding than delayed)
18. Size as a variable of reinforcer effectiveness: -*magnitude* of reinforcer -($100 is more rewarding than $1)
19. Contingency as a variable of reinforcer effectiveness: -when reinforcer is delivered
*only* for a *target* behavior, it becomes more *effective*
-(chocolate only for when you eat your veggies)
20. Schedules of reinforcement: -specifies how *often* a particular behavior is followed by a *reinforcer*
21. Main types of schedules of reinforcement: -continuous
-intermittent
22. Continuous schedule of reinforcement: -reinforced for *every* correct answer -used when learning a *new* behavior
23. Intermittent schedules of reinforcement: -behavior is reinforced *some* of the time
-generates *high response* rates
-prevents the behavior from *stopping*
-used to *maintain* a behavior
24. Types of intermittent schedules of reinforcement: -*ratio* schedules of reinforcement (*counting*)
, ABA Behavior Interventions
-*interval* schedules of reinforcement (*time*)
25. Ratio schedules of reinforcement (and types): -based on *counting* number of *responses* that have occurred since *last
reinforcement* -Types:
~*fixed ratio* schedule (FR)
~*variable ratio* schedule (VR)
26. Fixed ratio schedule of reinforcement (FR): -reinforcement after a *fixed* number of responses
-($20 for every 3 machines assembled -- fixed ratio of 3 (*FR:3*))
-often produces *pause* after reinforcer (because they know the next attempt won't be rewarded)
27. Variable ratio schedule of reinforcement (VR): -*average* number of responses must be made before *reinforcer*
-(like a *slot machine*; don't know when reinforcer will be delivered)
-used in *education*
-doesn't produce *pause* like in FR
-(8 responses then 12, avg = 10 (*VR:10*))
-*most resistant* to *extinction* (learner is less likely to give up when they don't know when they will be reinforced)
28. Interval schedules of reinforcement (and types): -based on passage of *time*
-*fixed interval* schedule
-*variable interval* schedule
29. Fixed interval schedule of reinforcement: -person only gets the reinforcer once the response
is given after the *fixed* amount of *time* -(walk next
to teacher; get candy every 3 seconds)
30. Variable interval schedule of reinforcement: -reinforcer is delivered for the *first response* that occurs after a *variable*
amount of *time*
31. Extinction: -when the *response* is no longer *reinforced*
-behavior is *still occurring*, reinforcement is not
-may cause *extinction burst*
-may also cause *spontaneous recovery*
32. Extinction burst: -a *brief* increase in *frequency*, *intensity*, and *duration* before the problem behavior *decreases*
, -basically trying to see if they will respond to a more intense behavior
-if rewarded, child may learn that they just need to cry harder for the reinforcer and problem behavior will increase 33.
Maintaining good behavior: -instead of using extinction to fade out reinforcements for good behavior, it is better to use
*intermittent* schedules of *reinforcement*
34. Spontaneous recovery: -when a behavior *randomly reoccurs* again even if it has not been reinforced in a long time
-same *frequency* and *intensity*
-if *extinction* continues to be in place, the behavior will *go away* again
35. Behavior Intervention Plan (BIP): -plans developed to guide *parents*, *teachers*, and other professionals on how to
*decrease* problem behaviors and *teach* or *increase replacement* behaviors in *all settings*
-(aka *Behavior Support Plan*)
-(aka *Behavior Reduction Plan*)
36. Stereotypy: -*repetitive* or *ritualistic* movements (*stimy*)
37. Functions of behavior (4): -to gain *attention*
-to gain an *item/activity* (*tangible*)
-to *escape/avoid* a situation
-to gain *automatic* reinforcement
38. What does a BIP look like? (steps): 1) Identify *target behaviors* that you are trying to *eliminate/decrease* (*operational*
definition)
2) Determine *setting events* and *antecedents* that may be *triggering* the behavior
3) List the *functions* of the behavior
4) List *antecedent interventions*
5) List *replacement behaviors*
6) List *consequence interventions*
7) Plan on how you are going to *measure* the *progress*
39. 3 Types of behavior intervention strategies: -*antecedent* interventions
-*replacement* behaviors
-*consequence* interventions
40. Antecedent interventions: -strategies that focus on *structuring* and *modifying* the *environment* and conditions that
occur *before* a behavior, so the behavior is *less likely* to occur -*proactive approach*
