BCAT EXAM STUDY SHEET UPDATED 2022 A+ Solution Guide

BCAT EXAM STUDY SHEET UPDATED 2022 A+ Solution Guide 1. Deficits in Social Emotional Reciprocity: Range from abnormal social ap- proach and failure of normal back and forth conversations; to reduced sharing of interests, emotions, or affect: to failure to initiate or respond to social interactions. 2. Deficits in nonverbal communicative behaviors used for social interaction- : Manifested by absent, reduced, or atypical use of eye contact (relative to cultural norms), gestures, facial expressions, body orientation, or speech intonation. 3. Deficits in developing maintaining and understanding relationships: Rang- ing from difficulties adjusting behavior to suit various social context; to difficulties in sharing imaginative play or in making friends; to absence of interest in peers 4. Stereotyped or repetitive motor movements, use of objects or speech: - Simple motor stereotypies, lining up toys or flipping objects, echolalia, idiosyncratic phrases (language with a private meaning; only makes sense to those familiar with the situation where the phrases came from) 5. Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or non-verbal behavior: Extreme distress at small changes, difficulties with transitions, rigid thinking patterns, greeting rituals, need to take same route or eat same food everyday 6. Highly restricted, fixated interests that are abnormal in intensity or fo- cus: Strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interest 7. Hyper or Hypo reactivity to sensory input or unusual interests in sensory aspects of environment: Apparent indifference to pain/ temperature, adverse response to specific sounds or textures, excessive smelling or touching of objects, visual fascination with lights or movement. 8. Levels of severity across social communication and restrictive, repetitive behaviors: Level 1 Requiring support Level 2 Requiring substantial support Level 3 Requiring very substantial support 9. Postive Reinforcement: Sally took off her shoe independently yesterday, her mother clapped her hands and said, "Way to go Sally!" Sally took her shoes off independently again today. The clapping and "way to go" were the postive reinforcer. 10. Negative Reinforcement: When you start your car, an annoying noise is sounded. The noise turns off when you put your seatbelt on. The next time you get in the car you put your seatbelt on before you start the car, so you do not hear the noise. 11. Postive Punishment: Jose hit Lisa because he wanted her to play with him. The teacher reprimands Jose and told him not to hit her again. Jose then asked Lisa to play with him the next day. 12. Research regarding treatment intensity: Comprehensive undertaking that involves the child's entire family and a team of professionals. One-on-one treatment 30-40 hours per week 13. Early intensive behavioral intervention research: ABA (Applied Behavior Analysis) Early intensive intervention helps all ages, but those who start before age 2 were most likely to make dramatic gains. 14. Foundational Autism Research: IAN (Interactive Autism Network) a project collecting information online from families of children with autism, ABA which may help build the foundation for later social skills training 15. Difference between evidence-based interventions vs. non-evidence based interventions: -Evidence-based: a body of formal research indicates the effectiveness of the treatment. (occupational therapy, speech therapy, ABA, social skills therapy) -Non-evidence based: has not been proven effective ( Hippo therapy (horse-back riding), GFCF diet (Gluten free, Casein free) 16. Negative Punishment: Jake loves PE. He spits at the teacher during PE class. The teacher sent him to stand in the hall. The next PE class Jake did not spit. 17. Positive Reinforcement: A type of reinforcement in which the Presentation of the stimulus is contingent upon the response, resulting in an Increase in the future probability of that response. 18. Negative reinforcement: A type of reinforcement in which Removal of a stim- ulus is contingent on a response, resulting in an Increase in the future probablity of that response. 19. Positive Punishment: A type of punishment in which stimulus Presentaion is contingent on a response resulting in the Decrease of the future probability of that response. 20. Negative Punishment: A type of punishment in which stimulus Removal is contingent on a response, resulting in the Decrease of the future probability of that response. 21. Reinforcer: A stimulus that is either delivered or removed that will Increase the lielihood of that response occurring in the future 22. Punisher: Something that causes the target behavior to decrease 23. Conditioned Reinforcer: (Secondary reinforcer) A stimulus that initially has no reinforcing properties but through occurring simultaneouly with an uncondi- tioned or strongly contitioned reinforcer, acquires reinforcing properties. 24. Unconditioned Reinforcer: (Primary Reinforcer) Reinforcement that is inher- ent: food, clothing & shelter 25. Extinction: A procedure by which a behavior that was previously reinforced no longer recieves reinforcement and the probability of the behavior decreases. 26. Deprivation: The more deprived of a particular reinforcer, the more powerful that reinforce will be come, used to make it clear that reinforcement is available if the correct response is given 27. Satiation: Repeated presentation of a reinforcer weakens its effectiveness and for this reason the rate of responses declines. 28. Contingency: the relationship between two events, one being contingent or a consequence of the other event, 29. Motivating Operation: An environmental variable that alters the reinforcing effectiveness of some stimulus, object or event. 30. Satiation: Elijah has just eaten lunch. The TX brings him into session and plans on using pieces of carrots as a reinforcer. Carrots are Elijah's favorite food. Elijah refuses the carrots and begins to not respond during his ABA session. He just ate lunch and is satiated on food. 31. Deprivation: Tomi has not eaten since 7:00 am. it is now 10:00 am., the TX offers Tomi food during a preference assessment. Tomi chooses food. He gets 100% correct on his lesson with the food as a reinforcer for each correct response. 32. Antecedent: Jim threw his tablet at his mom when she answered the phone. 33. Antecedent: the events, actions, or circumstances that occur immediately before a behavior 34. Behavior: Anything an organism does 35. Consequence: what happens immediately after the behavior 36. 3-Term Contingency (ABC's): Antecedent, Behavior, Consequence - Illus- trates how behavior is elicited by the environment and how consequences of behavior can affect its future occurrence 37. Stimulus: a thing that evokes a specific functional reaction; a thing that arous- es activity or energy in someone, something that can elicit or evoke a physiological response 38. Discriminative Stimulus: (the cue)(SD) a specific environmental event or condition in response to which a child is expected to exhibit particular behavior 39. Stimulus Control: When the phone rings you answer it. When the class bell rings, the students change classes. When you ask "what is your favorite color?" the child says " red". 40. Response: the specific instance of a particular behavior, (Correct, Incorrect, No Response) 41. Discrete Trial Training: (DTT) an intervention method based on the science of ABA a highly structures method of teaching skills by breaking them down 42. Discrete Trial Training: TX tells child to "touch cup" Child touches cup, the TX gives the child a piece of apple 43. Discrimination Training: The process of reinforcing a target response only when the target antecedent or SD is present, the child is learning to tell the difference between two or more SD's 44. Discrete Trial Training: A specific method of teaching in which a task is isolated and taught across multiple trials. A specific opportunity is presented and a specific response from the learner is expected. A consequence follows the learners response 45. Natural Environment Training: (NET) teaching in the natural environment 46. Fluency-Based Instruction: a teaching model that encourages educators to teach specific elements of behavior over and over again until the behavior becomes fluent 47. Generalization: the process of taking a skill learned in one setting and apply- ing it in other settings, the process of taking one skill and applying it in different ways 48. Maintenance: the continuation of a behavior change after all or a part of the intervention responsible for the behavior change has been faded or terminated 49. Caregiver Training: training for the parents and/or family members or care- givers, given by the BCBA so they can support learning and skill practice through- out the day 50. Premack Principle: a principle that states that contingent access to high-fre- quency behaviors (preferred activities) serves as a reinforcer for the performance of low-frequency behavior 51. Preference Assessment: a collection of methods used to predict the extent to which stimuli will function as reinforcers for a given individual 52. Prompt: a cue or hint meant to induce a person to perform a desired behavior, an antecedent that induces a person to perform a behavior that otherwise does not occur 53. Errorless Learning: a therapy strategy that ensures children always respond correctly, as each skill is taught children are provided with a prompt or cue immediately following an instruction, the immediate prompt prevents any chance for incorrect responses 54. Most-to-Least Prompting: Fading from one type of prompt to another less intrusive prompt, using the most intrusive (full physical) to the least intensive (stimulus manipulation) used when teaching a new skill 55. Least-to-Most Prompting: a hierarchy of prompts is used and this hierarchy has a minimum of three levels, 1st is independent (no prompt) the remaining levels are sequenced to form the least amount of help to the most amount of help, the last level should be a controlling prompt that results in the learner doing the behavior correctly 56. Prompt Fading: decreasing the level of assistance needed to complete a task or activity, the overall goal is for the student to eventually engage in the skill independently 57. Time Delay Prompt: The transfer of stimulus control from the prompt to the target SD by increasing the elapsed time between the presentation of the target SD and the prompts across trials 58. Chaining: A chain of sequences of SDs and responses where each response in the sequence (except for the last one) produces the SD for the next response in the sequence. 59. Shaping: Systematically reinforcing successive approximations of a target behavior while extinguishing previous approximations. The successive approxima- tions become increasingly more similar to the target behavior. 60. Pacing: the speed or rate at which an instructor presents the task in a lesson, *In NET the learner effectively sets their own pace during therapy 61. Alternative and Augmentative Communication: (AAC) an umbrella term that encompasses the communication methods used to supplement or replace speech or writing for those with impairments in the production or comprehension of spoken or written language (picture or symbol boards) 62. Functional Approaches to Teaching Language Skills: (VB) Verbal Behavior: a method of teaching language that focuses on the idea that a meaning of a word is found in their functions to assess and facilitate language skills development 63. Mand Training: (Requesting or Asking) a verbal response that is controlled by an established operation controlled by states of deprivation and aversion, usually specifying its own reinforcer, we use mands to get needs and desires meet 64. Tact Training: Teaching a child to comment on the environment around them. A tact is a verbal operant that is controlled by a nonverbal antecedent and followed by a nonspecific consequence. 65. Training Echoic Behavior: (Vocal Imitation) Verbal behavior that is controlled by and matches a verbal antecedent, Involves 4 phases: Teaching the child to vocally imitate sounds the sound blends, combine the sounds and sound blends to form words, and to link the words together to form phrases and sentences 66. Training Intraverbal Behavior: (Conversational Behavior) Verbal behavior that is controlled by a verbal antecedent and does not match the verbal antecedent, occurs when a child hears a question or comment, says something related to but different from what is heard * Does not receive the item named 67. Training Joint Attention: teaching a child to comment by encouraging him/her to point to an object of interest and say the name of the object 68. Teaching Play Skills: basic hierarchy, based on developmental levels: Solitary play, Parallel play, Interactive, Cooperative, Pretend, Rule Based Play *Create a plan set concrete, small goals, determine how to measure progress and embed reinforcement into the task (start with cause-and-effect toys/ jack-in-the-box, key- board etc.) 69. Teaching Motor Skills: activities that require the coordination and movement of smaller muscles of the body, especially those of the hand *Gross Motor Skills-us- ing our larger muscle groups; like sitting, walking, jumping 70. Teaching Adaptive and Safety Skills: Adaptive skills means how well a person can deal with the tasks of everyday life, these include the ability to speak and understand, ability to perform home-living skill, use community resources, leisure time, self-care, self-direction and work skills * Safety Skills means proper behavior in the community and following safety measures 71. Teaching Social Skills: such as greeting others, eye contact, imitation, social ques, asking questions of others, commenting to others, and asking to join ongoing activities *Define a goal social skill, teach what the behavior looks like and why it is important, Model the behavior, Practice the behavior, Prompt, Reinforce, Generalize 72. Teaching Cognition Skills: development involves the progressive building of learning skills, such as attention, memory and thinking, emotions, desires, senses, physical states, etc. *These crucial skills enable children to process sensory infor- mation and eventually learn to evaluate, analyze, remember, make comparisons and understand cause and effect 73. Teaching Executive Function Skills (EF): EF deficits: planning, inhibition, attention, flexibility, memory, problem solving, emotional self- control 74. Teaching Academic Skills: Increase attention to tasks, responding appropri- ately, discrimination ability, ability to sit and work, tolerance to increased demands, letter recognition, colors, shapes, numbers, reading, counting, time, etc. 75. Visual Supports: photographs, drawings, object, written words, & lists * They support children in their ability to maintain attention, understand spoken language, sequence and organization in their environment 76. Curriculum Modifications: modified content, instruction, and/or learning out- comes to meet diverse student needs *A blanket term for any changes made to accommodate a student's particular needs - Entails altering the content taught 77. : 78. Behavior Treatment Plan (BIP): a plan that's based on the FBA (Functional Behavior Assessment) to help replace problem behaviors with more positive ones * A detailed written description of the problem behavior, and the treatment designed to decrease the behavior 79. Target Behavior: the behavior that has been selected for change *It should be defined in a clear, concise, and objective manner 80. Operational Definition: the behavior as to its topology and its function *An explicit definition that makes it possible for two or more disinterested observers to identify the same behavior when observed 81. Functional Behavior Assessment (FBA): a variation on procedures originally developed to ascertain the purpose or reason for behaviors displayed by an individual *Identifies a specific target behavior, the purpose of the behavior, and what factors maintain the behavior that is interfering with the student's educational progress 82. Escape Extinction: Planned ignoring of the problem behavior maintained by social negative reinforcement (the ability to escape a situation/demand) 83. Attention Extinction: Planned ignoring of the problem behavior maintained by social postive reinforcement (receiving attention from another person) 84. Access to Tangible Extinction: Planned ignoring of the problem behavior maintained by social positive reinforcement ( the ability to gain a desired item) 85. Automatic Function: occurs when a person's behavior creates a favorable outcome without the involvement of another person (One of the 4 Functions of Behavior) 86. Antecedent Interventions (ABI): a collection of practices in which environ- mental modifications are used to change the conditions in the setting that prompt a learner with ASD to engage in an interfering behavior to decrease the likelihood of problem student behavior making adjustments to the learning environment 87. Functional Communication Training (FCT): involves teaching the most meaningful vocabulary to children with ASD in the most naturalistic way, teaches the words for the child's most preferred objects in setting where he/she can have that object 88. Token Economy: a system of contingency management based on the system- atic reinforcement of target behavior *Based on principles of operant conditioning and behavioral economics (delivers a positive reinforcement) 89. High-p Request Sequence/ Behavioral Momentum: high probability re- quests * Behavioral momentum: to build up momentum to what you really want the child to do *cover the goal with 1-3 layers before presenting it 90. Non-contingent Reinforcement: the use of positive reinforcement that is not related to the occurrence of a target behavior * giving the reinforcement at timed intervals before the behavior occurs then increasing the number of times it is given until the behavior stops occurring without the reinforcer 91. Replacement Behaviors: a behavior you want to replace (an unwanted target behavior) teaching an appropriate behavior to meet the same need that the challenging behavior met 92. Escape Extinction: A TX asks a child a question, the child hits the TX. The TX continues to ask the child the question and does not allow the child to escape the demand due to the hitting. The TX will prompt until the child can answer the question. 93. Attention Extinction: A mother is on the phone, the child comes up to her and kicks her repeatedly. The mother ignores the behavior and makes the childs ask for attention appropriately before giving the child attention 94. Access to Tangible Extinction: A TX removes a toy from a child so they can run a lesson. The child spits at the TX. The TX continues to run the lesson and does not allow the child access to the toy due to the spiting. 95. Extinction Burst: A child has a baseline rate of 30 head bangs per hour. The BACB created a BIP that involveed escape extinction. When the plan began to be implemented the rate of head banging increased to 100 times per hour. 96. Continuous Reinforcement: a method of learning that compels an individual to repeat a certain behavior *a reinforcer is delivered after every single target behavior 97. Intermittent Reinforcement: the reinforcer is only given part of the time a subject gives the desired response 98. Differential Reinforcement of Alternative Behaviors (DRA): the reinforcer is given when another more appropriate behavior is used or observed * used to teach replacement behaviors 99. Differential Reinforcement of Incompatible Behaviors (DRI): a procedure in which a behavior is identified that is incompatible with, or cannot occur at the same time as the problem behavior *The focus is replacing negative behavior with positive behavior 100. Differential Reinforcement of Other Behavior (DRO): reinforcement of any behavior except the undesired behavior *Provides reinforcement for the absence or omission of a target behavior 101. Response Blocking: The source of reinforcement is blocked or stopped by the therapist in order to eliminate the reinforcing sensory stimulus 102. Redirection: Prompting a client to engage in a different behavior than they are trying to engage in 103. Overcorrection: (Punishment) a behavior reduction tactic contingent on each occurrence of the problem behavior the learner is requires to complete an effortful behavior to fix the damage caused by the inappropriate behavior 104. Response Cost: a procedure in which a specific amount of available rein- forcers is contingently withdrawn following a response in an attempt to decrease behavior * often used in token economy programs 105. Time-out Reinforcement: a procedure in which a child is placed in a different less rewarding situation or setting whenever he or she engages in undesirable or inappropriate behaviors 106. Spontaneous Recovery: the appearance of a conditioned response that has been extinguished can reoccur after a period of not being exposed to the conditioned stimulus (CS) 107. Measurement Dimensions: (ex. Rate, Duration, Percentage): a behavior has at least 6 dimensions: frequency or rate, duration, latency, topography, locus, and force 108. Measurement Procedures: (ex. Event Recording, Timing, Time Sampling): methods of observation in which a response is recorded (if a complete behavioral episode is observed it is an Event Recording) (a behavior is sampled over a long time scale is Time Sampling) 109. Skill Acquisition Data: Progress of a lesson (correct, incorrect, no response) 110. Problem Behavior: symptomatic expression of emotional or interpersonal maladjustment * Socially defined as a problem, as a source of concern, or as undesirable by the social/legal norms of conventional society * Elicits some form of social control response 111. Graphing: used to chart progress in an educational or behavioral program 112. Inter-Observer Agreement (IOA): the degree to which 2 or more observers report the same observed values after measuring the same event *comparing independent observations.