BCBA Exam Prep 4th Edition Task list Full Set of Terms 2023

John Watson - ANSWER-Methodological Behaviourism (S-R Behaviourism, S-R Psychology) 1913-First person to describe behaviourism as formal system. Methodological Behaviourism only looks at publicly observed events. Not concerned with private events. Study Bx by direct observation of relationship between environemtal stimulus (S) and responses (R) they evoke 1920- Little Albert Experiment Ivan Pavlov - ANSWER-Classical Conditioning Respondent conditioning with dogs Habituation - ANSWER-When eliciting stimulus is presented repeatedly over a short time the strength of the respondent Bx diminishes Respondent Conditioning AKA: Classical Conditioning, Pavlovian Conditioning S-S pairing; Conditioned Stimulus-Conditioned Response (CS-CR) - ANSWER-Ivan Pavlov When new stimuli acquire ability to elicit responses US------>UR US----------->UR (food) (salivate) (food) (salivate) NS + US------------>UR (tone) (food) (salivate) NS--------> CS ------------>CR (tone) (no salivate) (tone) (salivate) Operant Behaviour AKA: S-R-S model, 3-term contingency - ANSWER-EMIT/EVOKE Probability of occurrence determined by history of consequences Voluntary Action Operants defined in terms of relationship to controlling variables (function) Operant NOT defined by topography FUNCTION IS WHAT MATTERS includes R+ and punishment Adaptation - ANSWER-Reductions in the responding evoked by an antecedent stimulus over repeated or prolonged presentations Ontogenic - ANSWER-Learning that results from an organism's interaction with his environment OPERANT BX-> ontogenic history Operant Conditioning AKA: Behavioural Contingency, 3-term contingency, ABC - ANSWER-Response (SD), the response, and outcome of the response The dependency of a particular consequence on the occurrence of the BX R+ or punisher said to be 'contingent' on a Bx, the Bx must be emitted for consequence to occur Phylogeny - ANSWER-Behaviour inherited genetically Respondent behaviour due to phylogenic history Mentalism AKA: Spiritual/psychic/subjective feelings/attitudes - ANSWER-Approach to explaining behaviour that assumes inner dimension exists and causes Bx Traditional psychology dominated by this Applied Behavior Analysis - ANSWER-A scientific approach for discovering environmental variables that reliably influence socially significant behaviour and for developing a technology of behaviour change that is practical and applicable Evidence based APPLIED science Science - ANSWER-A systematic approach for seeking and organizing knowledge about the natural world Based on Determinism Purpose: to achieve a thorough understanding of phenomena under study ABA-> socially important behaviours B.F Skinner - ANSWER-1938- Radical Behaviourism Radical because it includes private events into understanding behaviour Darwinian Selectionism AKA: Selection by consequences - ANSWER-Discuss 3-term contingency with regards to species and survival Belief that all forms of life, from single cells to complex cultures evolve selection with respect to function Operant selection by consequences requires variation in BX Best outcomes selected and survive. Pragmatism - ANSWER-A probabilistic AB because of C philosophy At the level of behaviour, the relation between the setting (A) and the behaviour (B) is because of consequences (C) Focuses on answering question: " How do things come to be as they are?" Charles S Pierce & William James Meaning of an idea or a proposition lies in its observable practical consequences rather than theory of dogma Respondent Behaviour AKA: reflex, reflexive relations, unconditioned stimulus-unconditioned response (US-UR) - ANSWER-ELICITED or "brought out" by antecedent stimuli Involuntary Behaviour one does not learn Reflex - ANSWER-The eliciting stimulus (unconditioned stimulus (US) and behaviour it produces (unconditioned response or UR) that is part of the organism's genetic endowment 3 Principles of Behaviour - ANSWER-Punishment Extinction Reinforcement Respondent-Operant Interactions - ANSWER-An experience can often include both respondent and operant conditioning together at the same time example: warming up food in a microwave Contiguity AKA: Temporal Contiguity - ANSWER-When 2 stimuli occur close in time, resulting in association of those 2 stimuli Respondent conditioning: temporal contiguity (how close in time) affects pairing of the CS & US Operant conditioning: affects the pairing of the behaviour and consequence This is how superstitious behaviour is developed Hypothetical Constructs AKA: Imaginary Constructs - ANSWER-Presumed, but unobserved entities ex: free will/information processing Effective - ANSWER-Improves behaviour in practical manner, not just statistically significant way Generality - ANSWER-Extends behaviour change across time, settings, other behaviour Analytical AKA: functional relation, Experimentation, Control, Causation - ANSWER-Functional relationship is demonstrated Experimenter demonstrated functional relationship between manipulated events and reliable change in measurable dimension of targeted behaviour Ultimate issue: BELIEVABILITY Conceptually Systematic - ANSWER-All procedures tied to basic behaviour principles of behaviour analysis where they came from Technological - ANSWER-Procedure is clear and detailed Replicable-> like a recipe Applied - ANSWER-ABA improves everyday life Focus on socially significant behaviour Helps peers/parents/significant others behave positively towards client Behavioural - ANSWER-Observable events Behaviour chosen must be a behaviour in need 7 Dimensions of ABA - ANSWER-Behavioural Applied Technological Conceptually systematic Analytic Generality Effective Philosophical Doubt - ANSWER-Healthy skepticism and critical eye about results of studies and our work with clients Parsimony - ANSWER-Simplest Theory Must be ruled out before exploring more complex explanations Helps scientists fit their findings within existing knowledge base Replication - ANSWER-Repeating experiments Helps determine RELIABILITY and usefulness of findings Discovers mistakes, making science a self-correcting enterprise Experimentation - ANSWER-Experimental Analysis Basic strategy of most sciences Requires manipulating variables IV effect on DV Empiricism - ANSWER-FACTS Experimental, data based scientific approach Based on experience and observation Objective quantifications and detailed description of events Determinism - ANSWER-Cause/Effect Lawfulness/ If-Then The world is orderly and predictable 6 Attitudes of Science/Philosophical Assumptions of Behaviour - ANSWER-Determinism Experimentation Empiricism Replication Parsimony Philosophical doubt 3 Levels of Scientific Understanding - ANSWER-Description Prediction Control Description - ANSWER-Systematic observations quantified and classified (not causal) Prediction AKA: Correlation/Covaration - ANSWER-2 events occur at the same time (don't cause each other) Control AKA: Causation - ANSWER-Functional relation is demonstrated Manipulating IV on DV Explanatory Fictions - ANSWER-Fictious variables that are another name for the observed behaviour They contribute nothing to an understanding of the variables responsible for maintaining behaviour words: "knows" "wants" "figures out" Circular Reasoning - ANSWER-Cause & Effect are both inferred from the same information 4 Branches of Behaviour Analysis - ANSWER-Conceptual Analysis of behaviour: (AKA: behaviourism) Examines philosophical, theoretical, historical and methodological issues ABA: Technology improving behaviour Behaviour Service Delivery: Consultation Experimental Analysis of Behaviour: Research on basic processes Response - ANSWER-A single instance of behaviour Measurable unit of analysis in the science of behaviour Behaviour - ANSWER-Larger set/class of responses that share physical dimensions ( hand flapping behaviour) or functions (studying behaviour) Response Class - ANSWER-A group of behaviours that comprise an operant (i.e., have the same function). OPERANT: Response consequence relationship. Similar behaviours that are strengthened or weakened collectively as a result of operant conditioning Repertoire - ANSWER-All the behaviours that an individual can do A collection of knowledge and skills an individual has learned that are relevant to a particular task Environment - ANSWER-Complex, dynamic universe of events that differs from instance to instance. All behaviour occurs within an environmental context Stimulus - ANSWER-Physical events that affect the behaviour of an individual May be external or internal to the individual An energy change that affects an organism through its receptor cells May occur prior to, during, or after a behaviour (temporal locus) May be described formally (physical features), temporally and functionally 3 types of Nervous Systems - ANSWER-Proprioceptive Interoceptive Exteroceptive Stimulus Class - ANSWER-A group of antecedent stimuli that have a common effect on an operant class. Group members tend to evoke or abate the same behaviour or response class, yet may vary across physical dimensions 3 Types of Stimulus Classes - ANSWER-Formal Temporal Functional Feature Stimulus Class - ANSWER-stimuli share: common topographies, common relative relations (spatial arrangements), infinite # of stimuli, developed through stimulus generalization ex: concept of dog, house, tree, bigger than... Arbitrary Stimulus Class - ANSWER-Stimuli comprising this class evoke the same response, but they do not share common stimulus features. They do not physically look alike or share a relative relationship, limited # of stimuli, developed through stimulus equivalence ex: apple, orange, banana all comprise this class for fruit Consequence - ANSWER-Only affects future behaviour Select response classes, NOT individual responses Immediate has the greatest effect Select any behaviour ( the timing of the reinforcement or punishment matters and can "hit" and behaviour, having its effects) Automaticity (of Reinforcement/Punishment) - ANSWER-A person does not have to know what a consequence means for it to work: Operant conditioning occurs automatically Automatic Reinforcement AKA: Sensory, Self-Stimulatory Behaviours, Stereotypy - ANSWER-Reinforcement that occurs independent of the social mediation of others. Other people do not deliver the consequence. Naturally produced sensory consequences Can either be negative or positive Automatic Punishment - ANSWER-Punishment that occurs independent of social mediation of others. Other people do not deliver the consequence Can either be negative or positive Reinforcement - ANSWER-Does not only strengthen rate, also: duration, latency, magnitude, topography A response becomes more frequent in the future if a reinforcer or an increase in reinforcement has followed it within 0-60 seconds in the past Immediacy is critical What happens right before reinforcement will be reinforced What Reinforcement Does - ANSWER-Makes antecedent stimulus conditions relevant Changes what comes after behaviour (consequences) and what comes before a behaviour (antecedents) 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 Unwanted Effects of Reinforcement - ANSWER-The effects may be temporary There are ethical concerns about the use of positive and negative reinforcement are similar and arise from the severity of the EO that occasions the behaviour Relying on the use of contrived reinforcers as opposed to natural ones Giving individuals reinforcers will result in a loss of intrinsic motivation for them to engage in the behaviour Positive Reinforcement AKA: Type 1, Sr+ - ANSWER-A process that occurs when a behaviour is followed immediately by the presentation of a stimulus that increases the figure frequency of the behaviour in similar conditions THE MOST IMPORTANT AND WIDELY USED CONCEPT IN ABA 5 Types of Positive Reinforcers - ANSWER-Edibles Attention Tangible Sensory Social Negative Reinforcement AKA: Type 11 Reinforcement, Sr- - ANSWER-A Process that occurs when a behaviour is followed by the reduction or removal of a stimulus that increases the future frequency of the behaviour in similar conditions Escape - ANSWER-A behaviour allows escape from (stop) from an ongoing aversive stimulus Avoidance - ANSWER-Discriminated Avoidance Free-Operant Avoidance Discriminated Avoidance - ANSWER-A contingency in which responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer Free-Operant Avoidance - ANSWER-NO WARNING. A contingency in which responses at any time during the interval prior to the scheduled onset of an aversive stimulus delays the presentation of the aversive stimulus. The avoidance behaviour is free to occur at any time. Unconditioned Reinforcer AKA: UCR, Primary Reinforcer, Unlearned Reinforcer - ANSWER-A stimulus change that can increase the future frequency of behaviour without prior pairing without any other form of reinforcement No learning history required Products of phylogeny. Conditioned Reinforcer AKA: CR, Secondary Reinforcer, Learned Reinforcer - ANSWER-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 Generalized Conditioned Reinforcer AKA: Generalized Reinforcer, GCSR - ANSWER-A type of conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers Does not depend on MO for its effectiveness They are likely to be reinforcing at any time Same reinforcement is given to people with different preferences Less susceptible to satiation Punishment - ANSWER-When a response is followed immediately by a stimulus that decreased the FUTURE frequency of similar responses Defined by the function, not the topography Defined by the future effects on behaviour, not what it does in the present 2 term contingency: Behaviour ->consequence Becomes a 3-term contingency when you add the A (antecedent) Recovery from Punishment - ANSWER-When punishment is stopped, its effects on behaviour are not permanent. The rate of the behaviour will increase back to its original rate ( and sometimes even exceed it) Equivalent to extinction for reinforcement Unwanted Effects of Punishment - ANSWER-The effects can be temporary People who are enacting the procedure may be negatively reinforced by their behaviour Does not address the cause of the challenging behaviour 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 setting in which the procedures are implemented Behavioural Contrast - ANSWER-A phenomenon in which change in one component of a multiple schedule increased 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 Positive Punishment AKA: Type 1 Punishment - ANSWER-A process that occurs when the addition of a stimulus immediately following a behaviour results in a decrease in the future frequency of the behaviour 5 Types of Positive Punishment Interventions - ANSWER-Reprimands Overcorrection Shock Exercise (contingent) Response Blocking Negative Punishment AKA: Type 11 Punishment, Penalty Principle, Penalty Contingency - ANSWER-A process that occurs when a response is followed immediately by the removal or a stimulus ( or a decrease in the intensity of a stimulus) that decreases the future frequency of similar responses under similar conditions Response Cost - ANSWER-Loss of a specific amount of reinforcement contingent on a behaviour Bonus Response Cost - ANSWER-When you make additional non-contingent reinforcers available to the individual and then take those away Direct Fines - ANSWER-Direct loss of positive reinforcers Time-Out - ANSWER-Non-Exlusionary Exclusionary 4 Types of Non-Exclusionary Time-Out - ANSWER-Ignoring/Planned Ignoring Withdrawal of a Specific Positive Reinforcer Observation/Contingent Observation Ribbion/Time-Out Ribbon 3 Types of Exclusionary Time-Out - ANSWER-Room/Time-Out Room Hallway Partition Unconditioned Punisher AKA: UCP, Primary Punisher, Unlearned Punisher - ANSWER-A stimulus change that decreases the frequency of any behaviour that immediately precedes it irrespective of the organism's learning history with the stimulus No learning history required Products of phylogeny ex: extremely hot temperature Conditioned Punisher AKA: CP, Secondary Punisher, Learned Punisher - ANSWER-A previously neutral stimulus change that functions as a punisher because of prior pairing with 1 or more punishers Learning history required Products of orogeny ex: A neutral tone, when paired with electric shock makes the tone a conditioned punisher Generalized Conditioned Punisher AKA: Generalized Punisher - ANSWER-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 punishing at any time Ex: Reprimands Verbal Analog Conditioning - ANSWER-Verbal pairing procedure whereby previously neutral stimuli can become conditioned punishers or reinforcers for humans without direct pairing Extinction: AKA: EXT; Operant Extinction - ANSWER-A procedure that occurs when a previously reinforced response is discontinued, so that behaviour decreases in the future No reinforcement--> behaviour decreases A maintaining reinforcer is no longer provided Possible unwanted effects of Extinction - ANSWER-Extinction bursts Extinction induced aggression Difficult to use on clients that rarely display target behaviour Not used in a treatment package can cause ethical concerns 3 Types of Extinction - ANSWER-Positive Reinforcement Automatic Reinforcement Negative Reinforcement Extinction Burst - ANSWER-An immediate increase in the frequency of responding when an extinction procedure is initially implemented Spontaneous Recovery - ANSWER-The behaviour that diminished during the extinction process reoccurs even though the behaviour does NOT produce reinforcement NOT an indication that the extinction procedure is ineffective Short-lived and followed by a decrease in behaviour Operant Extinction - ANSWER-Involves withholding reinforcement when the behaviour occurs Respondent Extinction - ANSWER-Involves the un-pairing of a conditioned stimulus (CS) and an unconditioned stimulus (US) Stimulus Control - ANSWER-When the rate/frequency, latency, duration, or amplitude of a response is altered in the presence of an antecedent stimulus Acquired when: Responses are reinforced only in the presence of a specific stimulus (SD) and not in the presence of other stimuli (stimulus delta) Masking - ANSWER-Even though a stimulus has acquired stimulus control over a behaviour, a competing stimulus can block the evocative function of that stimulus The behaviour is already in the individuals repertoire Overshadowing - ANSWER-The presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus Discriminative Stimulus - ANSWER-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 Lets you know the reinforcer 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 Stimulus Delta - ANSWER-A stimulus in the presence of which a given behaviour has not produced reinforcement in the past Is not always zero reinforcement. It can be lesser quality or amount of reinforcement than the SD Stimulus Generalization - ANSWER-When an antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of behaviour 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 behaviour is the same, but in different conditions Stimulus Discrimination - ANSWER-Occurs when new stimuli (similar or not similar to the controlling stimulus) do not evoke the same response as the controlling stimulus Tight degree of stimulus control Stimulus Discrimination Training - ANSWER-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) Concept - ANSWER-Not mentalism It is a product of both stimulus generalization and stimulus discrimination Requires an individual being able to discriminate between what is included in a stimulus class and what is excluded from that same stimulus class Simple Discrimination - ANSWER-An antecedent evokes or abates the behaviour A three-term contingency is involved a discriminative stimulus ->response->consequence Conditional Discrimination - ANSWER-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 stimulus is conditional on the presence of other discriminative stimuli (sometimes MO) 4-term contingency Matching-To-Sample - ANSWER-Selecting comparison stimulus corresponding to a sample stimulus Identity Matching-to-Sample - ANSWER-When the sample and comparison stimuli are physically identical ex: matching picture of baby to picture of baby Symbolic Matching-to-Sample - ANSWER-Matching-to-sample in which the relation between the sample and comparison stimuli is arbitrary ex: matching the word "baby" to the picture of the baby Stimulus Equivalence - ANSWER-The emergence of accurate responding to un-trained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations Must have a positive demonstration on 3 different behavioural tests that represent the following mathematical statement: If A=B, & B=C, then A=C Reflexivity AKA: Generalized Identity Matching - ANSWER-Simple non-symbolic matching-to-sample The behaviour of matching the 2 identical stimuli are under reflexive stimulus control Symmetry - ANSWER-Occurs with reversibility of the sample stimulus and the comparison stimulus If A=B, then B=A Transitivity - ANSWER-The final and critical test for stimulus equivalence Requires demonstration of 3 untrained stimulus-stimulus sequences A=B B=C A=C Equivalence Class - ANSWER-Results from stimulus equivalence training, the symbolic matching-to-sample procedures A set of arbitrary stimuli that need not to have common physical properties ( the spoken and written stimuli "Tyler" share no common physical properties with the photo of Tyler; instead, they are arbitrary, symbolic stimuli Is formed if all stimuli in that set are reflexive, symmetrical and transitive with each other Rule-Governed Behaviour AKA: Rule Governance, Rule Control, Rules - ANSWER-A verbal description of a behavioural contingency Learning these is a way that people's behaviour comes under the control of consequences that are too delayed to influence behaviour directly Reinforcers often delayed Contingency-Shaped Behaviour - ANSWER-When a behaviour is directly controlled by a contingency, NOT rules Consequence must occur 0-60 seconds following the response Motivation Operation - ANSWER-Describes an environmental variable that: Alters (increases or decreases) the reinforcing effectiveness of a stimulus & Alters (increases or decreases) the current frequency of all behaviour that have been reinforced by the stimulus Establishing Operation - ANSWER-A type of MO that increases the effectiveness of a stimulus as a reinforcer Makes something more desirable to you EO: Value Altering Effect - ANSWER-An increase in the current reinforcing effectiveness of a stimulus Makes the thing you want super valuable in the moment EO: Behaviour Altering Effect AKA: Evocative Effect - ANSWER-An increase in the current frequency of the behaviour that has been reinforced by the stimulus that is altered in effectiveness by the same MO Abolishing Operation - ANSWER-An MO that decreases the effectiveness of a stimulus as a reinforcer Makes something less desirable to you AO: Value Altering Effect - ANSWER-A decrease in the current reinforcing effectiveness of a stimulus Makes the thing you want less valuable in the moment AO: Behaviour Altering Effect AKA: Abative Effect - ANSWER-A decrease in the current frequency of behaviour that has been reinforced by the stimulus that is altered in effectiveness by the same MO Function Altering Effects - ANSWER-Refers to how the future behaviour of a person changes because of the MO they are experiencing in the moment Consequent variables ( reinforcement, punishment, extinction) alter the future frequency of whatever behaviour immediately preceded those consequences Unconditioned Motivating Operations (UMOs) - ANSWER-For all organisms, there are events, operations and stimulus conditions with value-altering motivating effects that are unlearned Conditioned Motivating Operations (CMOs) - ANSWER-A learned relation between the nature and value of an antecedent stimulus and the nature of a response Surrogate MO - ANSWER-A stimulus that has acquired its effectiveness by accompanying some other MO & has come to have the same value-altering and behaviour-altering effects as the MO that it has accompanied Reflexive MO - ANSWER-Conditions or objects that acquire their effectiveness as MOs by preceding a situation that either is worsening or is improving Transitive MO - ANSWER-An environmental variable that establishes (or abolishes) the reinforcing effectiveness of another stimulus and thereby evokes (or abates) the behaviour that has been reinforced by that other stimulus UMO effects (food deprivation) transfer to the conditional reinforcers (eating utensils) and when they do, they are called this Discrimination - ANSWER-Occurs when a limited spectrum of stimuli occasion a response Narrow stimulus control Generalization - ANSWER-Occurs when a large spectrum of stimuli occasion a certain response Critical element as to why the human species has survived and thrived 2 Types of Generalization - ANSWER-Stimulus Generalization Response Generalization (response induction) Response Generalization - ANSWER-Extent to which an individual exhibits novel 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 one 7 Strategies to Promote Generalization - ANSWER-Program Common Stimuli Loosely Train Multiple Exemplars (Teach Sufficient Examples; Multiple Exemplar Training) Mediation Indiscriminable Contingencies Negative Teaching Examples General Case Analysis Program Common Stimuli - ANSWER-The likelihood that the correct response will be occasioned in the generalized setting is increased if there is a lot of similarity between the instructional setting and the generalization setting Ensuring the same SDs exist in both the instructional and generalization setting Loosely Train (Train Loosely) - ANSWER-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 Exemplars AKA: Teach Sufficient Examples; Multiple Exemplar Training - ANSWER-The more examples utilized when teaching, the better Provide the individual opportunities to respond correctly to many examples of antecedent stimuli Mediation - ANSWER-Instruct others (parents, teachers) who will help maintain and generalize the newly acquired behaviours Indiscriminable Contingencies - ANSWER-A contingency in which an individual is not able to discriminate when his/her responses will be reinforced Behaviours continue at a high rate because they do not know when their next response will produce reinforcement Makes the contingencies unclear in the generalization setting Negative Teaching Examples - ANSWER-Instructing individuals regarding settings, times and conditions in which it is not appropriate to display a certain behaviour General Case Analysis - ANSWER-Ensuring that you are teaching all the different stimulus variations and response variations the individuals may encounter in the generalization, post-intervention environment Helps the individual to learn the similarities of stimuli within a stimulus class and the differences of stimuli within that same stimulus class Maintenance AKA: Response Maintenance - ANSWER-Following the removal of an intervention, the extent to which a particular response remains in the individuals repertoire over time Verbal Behaviour - ANSWER-Skinner created Verbal Behavior Book "Verbal Behavior" published in 1957 Private Events - ANSWER-Events taking place inside the skin Thoughts and feelings Considered behavior too Accessible only to one individual Technical Definition of Verbal Behavior - ANSWER-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 for them Verbal Operant - ANSWER-The unit of analysis in verbal behaviour (mands, tacts) MO/SD ->response ->consequence 6 Types of Elementary Verbal Operants - ANSWER-Echoic Mand Intraverbal Tact Textual Transcription Echoic - ANSWER-A type of verbal operant that occurs when the speaker repeats the verbal behaviour of another speaker Controlled by the verbal discriminative stimulus Produces GCSR Point-to-Point Correspondence - ANSWER-When the beginning, middle and end of the verbal stimulus match the beginning, middle and end of the response Formal Similarity - ANSWER-When the controlling antecedent stimulus and the response share the same sense mode ( both stimulus and response are visual, auditory, or tactile) and physically look exactly the same Echoic Training - ANSWER-Involves bringing the verbal response under the functional control of the verbal SDs that have point-to-point correspondence and formal similarity with the response How to teach: Shaping Mand - ANSWER-A type of verbal operant in which the speaker asks for what they need or want Controlled by MOs not SDs Occurs during a state of deprivation or aversive stimulation First verbal operants acquired by humans Mand Training - ANSWER-Involves bringing verbal responses under the functional control of MOs What motivates a person? When is that motivation strong? Make a list of potential motivators and related reinforcers Regular Mand - ANSWER-Mands that can actually be reinforced Extended Mand - ANSWER-Emitting mands to objects or animals that cannot possibly supply an appropriate response 2 Types of Extended Mands - ANSWER-Superstitious Mand Magical Mand Superstitious Mand - ANSWER-An extended mand in which reinforcement sometimes occurs incidentally Magical Mand - ANSWER-An extended mand in which reinforcement has NEVER occurred in the past Intraverbal - ANSWER-A verbal operant in which the speaker differentially responds to other people Answering a question The operant occurs when a Verbal Discriminative Stimulus (SD) evokes a verbal response that does not have point-to-point correspondence with the verbal stimulus Intraverbal Training - ANSWER-Involves bringing the verbal responses under the functional control of verbal SDs that lack point-to-point correspondence with the response The individual has acquired 50 mands and tacts Teach using prompting, fading and chaining Focus on what interests the learner and manipulate the EOs Tact - ANSWER-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 thing tacted Controlled by a nonverbal discriminative stimulus (nonverbal SD) Produces GCSR Tact Training - ANSWER-Involves bringing verbal responses under the functional control of the nonverbal SD Requires: echoics, some labelling of vocabulary, 5-10 mands The form of the verbal stimuli is " What is that?" 4 Types of Tact Extensions - ANSWER-Solistic Extension Metaphorical Extension Metonymical Extension Generic Extension Solistic Extension - ANSWER-Poor use of language Substandard verbal behaviour; slangs ex: " You speak good" Metaphorical Extension - ANSWER-Metaphors The novel stimulus shares some but not all of the features associated with the original stimulus ex: "his heart is as black as coal" Metonymical Extension - ANSWER-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 ex: saying "water" when shown an empty cup Generic Extension - ANSWER-The novel stimulus shares all of the relevant or defining features of the original stimulus Stimulus generalization ex: saying "twix" when shown a mars bar Textual - ANSWER-Reading without any implications that the reader understands what is being read Reading written words Understanding what one is reading involves other verbal and non-verbal operants, such as intraverbal behaviour and receptive language The operant occurs when a verbal discriminative stimulus (verbal SD) has point-to-point correspondence, but no formal similarity between the stimulus and the response Produces GCSRs Transcription - ANSWER-Writing and spelling words spoken to you Taking dictation This 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 Listener Training - ANSWER-Skinner's verbal behavior mainly focuses on speaker behavior, not listener behavior because what is most often described as a listener behavior ( thinking, understanding) is more correctly classified as speaker behavior Often the speaker & listener reside in the same skin Autoclitic - ANSWER-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 Effects are rapid and usually occur in the emission of a single sentence composed of 2 levels of responding Schedules of Reinforcement - ANSWER-A rule that describes a contingency of reinforcement The environmental arrangements that determine conditions by which behaviours will be reinforced Continuous Reinforcement - ANSWER-Provides reinforcement for every occurrence of the target behavior Utilized in strengthening novel behaviours when teaching is first initiated for a new skill that is being acquired Intermittent Reinforcement - ANSWER-This is between CRF and EXT Some, but not all, occurrences of the behavior are reinforced Used for maintaining behaviours that have already been established Helps to fade from artificial to natural reinforcement 4 Basic Schedules of Reinforcement - ANSWER-Fixed Ratio (FR) Variable Ratio (VR) Fixed Interval (FI) Variable Interval (VI) Fixed Ratio (FR) - ANSWER-Pattern of responding produced: Individual completes required responses with little hesitation Postreinforcement pause follows reinforcement Often produce high rates of reposes because quick responding produces a faster rate of reinforcement Contingency is met and reinforcement provided Variable Ratio (VR) - ANSWER-The strongest basic schedule of INT reinforcement Fast (high) rate of response The larger the ratio requirement, the faster the rate of response Contingency is met and reinforcement is provided (Slot Machine) Fixed Interval (FI) - ANSWER-Slow to moderate rate of response Postreinforcement pause Increase in Responding Contingency is met and reinforcement is provided (FISH) Variable Interval (VI) - ANSWER-Constant, stable rate of response Few hesitations between responses Contingency is met and reinforcement is provided Thinning Intermittent Reinforcement AKA: Schedule Thinning - ANSWER-Gradually increasing the response ratio or the duration of the time interval Ratio Strain - ANSWER-A result of abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules Common behavioural characteristics are avoidance, aggression Limited Hold AKA: LH - ANSWER-A restriction placed on an interval schedule requiring that to be eligible for reinforcement, the primed response ( the 1st response following termination of the required interval) must occur within a specified span of time following that interval Used to speed up the response rate of your client 3 Variations of Basic Intermittent Schedules of Reinforcement - ANSWER-Schedules of Differential Reinforcement of Rates of Responding: Use when the challenging behavior has to do with rates of response ( not enough or too much) Differential reinforcement helps with this problem DRH DRD DRL Differential Reinforcement of High Rates of Responding (DRH) - ANSWER-A schedule of reinforcement that provides reinforcement for emitting behaviours that are at or above a pre-established rate Helps increase behavior that the individual displays too infrequently Differential Reinforcement of Diminishing Rates of Responding (DRD) - ANSWER-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 Helps to decrease behavior that the individual displays too frequently, but not to eliminate it entirely Differential Reinforcement of Low Rates of Responding (DRL) AKA: Spaced-Responding DRL - ANSWER-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 IRT identifies the duration of time that occurs between 2 responses IRT & Rate of Responses are functionally related Consider the 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 Helps to decrease behavior that the individual displays too frequently, but not to eliminate it entirely Progressive Schedules of Reinforcement - ANSWER-A variation on basic INT schedules of reinforcement Systematically thins each successive reinforcement opportunity independent of the participant's behavior Reinforcer Assessment: assessment procedure for identifying reinforcers that will maintain treatment effects across increasing schedule requirements. During the session, this schedule is thinned to the "breaking point" when the participant stops responding. Comparing the breaking points and corresponding number of responses associated with each reinforcer can identify relative reinforcement effects Intervention: may be used to measure what is commonly referred to as the strength, potency, or effectiveness of scheduled reinforcers 7 Compound Schedules of Reinforcement - ANSWER-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 Concurrent Schedules of Reinforcement - ANSWER-Occurs when (a) 2 or more contingencies of reinforcement (b) operate independently & simultaneously (c) for 2 or more behaviours Choice making Matching law is part of this schedule Matching Law - ANSWER-A description of a phenomenon according to which organisms match their responses according to the proportion of payoff during choice situations Created by Herrnstein (1960s) Given 2 concurrently available response alternatives, individuals will distribute their behavior in the same proportion that reinforcers are distributed among those alternatives Multiple Schedules of Reinforcement - ANSWER-Presents 2 or more basic schedules of reinforcement in an alternating, usually random, sequence for only 1 or more behaviours 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 Chained Schedules of Reinforcement - ANSWER-Has 2 or more basic schedule requirements that occur successively and has an SD correlated with each independent schedule with 1 or more behaviours 3 important elements: 1. Basic schedules occur in a specific order 2. The behavior may be the same for all elements of the chain, or different behaviours may be required for different elements in the chain 3. Conditioned reinforcement for the 1st behavior in the chain is the presentation of the 2nd element and so on Mixed Schedules of Reinforcement - ANSWER-Presents 2 or more basic schedules of reinforcement in an alternating, usually random, sequence for only 1 or more behaviours The basic schedules within the multiple schedule occur successively and independently No SD correlated with the independent schedules Tandem Schedules of Reinforcement - ANSWER-Has 2 or more basic schedule requirements that occur successively and does not have an SD correlated with each independent schedule with 1 or more behaviours Alternative Schedules of Reinforcement - ANSWER-Provides reinforcement when the requirement of either a ratio or interval schedule is met, regardless of which of the component schedule requirements is met 1st Either/or schedule Conjunctive Schedules of Reinforcement - ANSWER-Provides reinforcement when the completion of the response requirements for both a ratio and interval schedule have been met. Both schedules. Adjunctive Behaviours - ANSWER-Behaviours are brought about by schedules of reinforcement during times when reinforcement is unlikely to be delivered. Time filling or interim behaviours ( smoking, doodling) Schedules of Punishment - ANSWER-All of the information provided on how to schedule reinforcement can also apply to this principle of behavior 4 Phases of Intervention - ANSWER-Assessment Planning Implementation Evaluation Assessment AKA: Functional Behavior Assessment (FBA) - ANSWER-A systematic method for obtaining information about the function challenging behaviours serve for a person Allows us to make empirically-based hypotheses for why behaviours occur Involves a variety of methods: direct observation, tests, checklists, interviews 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 Purposes of Assessment - ANSWER-Identifies and defines targets for behaviour change Guides us to create effective and positive interactions Being Ethically Prepared for an Assessment - ANSWER-You have to choose the right behaviours for assessment so you need to know what is socially significant and be able to prioritize behaviours Need to be skilled at conducting assessments You should accept as clients only those individuals or entities whose behaviour problems or requested service are commensurate with your education, training and expertise 5 Phases of Assessment - ANSWER-1. Screening and general deposition 2. Defining and quantifying problems or desired achievement criteria 3. Pinpointing target behaviours to be treated 4. Monitoring progress 5. Following-up Indirect Measures - ANSWER-Data obtained from recollections, reconstructions, or subjective ratings of events -Interviews -Checklists Should only be used as a supplement to other FBA methods Starts the hypotheses development process Direct Measures - ANSWER-Provide information about a person's behaviour as it occurs Preferred choice over other measures -Tests -Direct Observation 4 Ways to Acquire Information for Assessment - ANSWER-Checklists Observation Interviews Tests Checklists AKA: Behaviour Checklists - ANSWER-Likert scales Alone of with interview and rating scales Asks about antecedents and consequences of target behaviour Observation AKA: Direct Observation - ANSWER-Direct and repeated in the natural environment Identifies potential target behaviours Preferred method Anecdotal Observation: AKA- ABC recording: Basic form of direct observation. Temporally sequenced descriptions of behaviour patterns. Requires total attention for min. 20-30 minutes. Record only what is observable and measurable. Interviews AKA: Structured Behavioural Interview - ANSWER-First step in identifying list of behaviours, which can be used later in direct observation 2 sources: The individual Significant others Tests AKA: Standardized Tests - ANSWER-Many published standardized tests exist Consistent administration is key Most standardized tests do not work well with functional behaviour assessments because results are not translated directly into target behaviours Consider Biological Variables that may Affect client Using Non-Techincal Language - ANSWER-Rule out all medical causes for problem behaviour Refer client to undergo medical evaluation If biological/medical variables are affecting the behaviour then there may be no need for behaviour analytic services Collaboration with Mediators - ANSWER-It is your role as a behaviour analyst to initiate and maintain collaboration so that they consistently & correctly implement your plan Select Interventions based on Environmental and Resource Constraints - ANSWER-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 Ecological Assessment - ANSWER-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 Creates a lot of descriptive data Costly in terms of time, money One should know when it is appropriate to use Reactivity - ANSWER-The effects of the assessment process on the behaviour of the individual being assessed Reactivity most likely when observation methods are obtrusive Effects due to this are usually temporary Habilitation AKA: Adjustment - ANSWER-Assesses meaningfulness of change Is this change really useful to the client? 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 Normalization AKA: Mainstreaming - ANSWER-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 & procedures to establish personal behaviour which are as culturally normal as possible Behaviour Cusps - ANSWER-Behaviours that open a person's world to new contingencies Has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself ex: reading, generalized imitation