BCBA 2023 Exam Graded A

Importance of generalization - ANSWER-Most students with autism and severe disabilities have difficulty generalizing the skills they learn. An effective teacher has students perform targeted skills in different settings and with different instructors, cues, and materials before concluding with confidence that the student has acquired and generalized a skill. Adulthood is expressed through self-sufficiency. Generalization - ANSWER-The occurrence of relevant behavior under different conditions without the scheduling of the same events in those conditions as had been scheduled in the training conditions. Stimulus generality - ANSWER-The extent to which performance of the target behavior is improved in environments different than the original training environment Response generality - ANSWER-The extent to which the learner performs a variety of functional responses in addition to the trained response Maintenance - ANSWER-The extent to which the learner continues to perform the target behavior after a portion or all of the intervention has been terminated Generalization across participants - ANSWER-The changes in behavior of untreated persons as a function of the treatment contingencies that are applied to the client Techniques for programming the generality of behavior change - ANSWER-Introduce to natural reinforcement contingencies Train sufficient exemplars Train loosely Use indiscriminable contingencies Program common stimuli Mediate generalization Train to "generalize" Introduce to natural reinforcement contingencies - ANSWER-Transfer control from trainer to stable, natural contingencies Accomplished by choosing behaviors to teach that will meet maintaining reinforcement contingencies after training. Train loosely - ANSWER-Training is conducted with relatively little control over the stimuli presented and the correct responses allowed, so as to maximize sampling to relevant dimensions or transfer to other situation and other forms of the behavior Use indiscriminable contingencies - ANSWER-Use variable reinforcement schedules Delay reinforcement Hide Continuous reinforcement - ANSWER-Used to teach new skills Use until the data show stable responding for several days Intermittent reinforcement - ANSWER-Used to sustain/maintain intervention effects Used after stable responding has been achieved Can use a variable schedule to systematically fade reinforcement from continuous to intermittent Training diversely - ANSWER-Focused training yields focused effects Diverse training yields diverse effects Use sufficient stimulus exemplars Vary dimensions of antecedents Make contingencies indiscriminable Mediate generalization - ANSWER-Establish a response as part of the new learning that is likely to be used with other problems as well Language is the most common mediator Train to generalize - ANSWER-Reinforce generalization Use instructions to facilitate generalization Programming for generalization - ANSWER-Gradual approximate the antecedent stimulus conditions of the target environment by fading in natural distractors within the training environment Select antecedent stimuli for the training environments that can be altered to gradually approximate the stimuli in the target environment Gradually change the nature of the consequent stimulus conditions from contrived to natural reinforcers and punishing stimuli Behavioral contrast - ANSWER-If a behavior has been maintained in two or more contexts, and a procedure that decreases the behavior (e.g., DRO or extinction) is introduced in one of these contexts, the behavior may increase in the other context(s) despite no changes in the contingencies in these other contexts Terminating services - ANSWER-Never abandon clients Don't leave suddenly without adequately preparing Start planning ahead of time and collaborate with other professionals Criteria for terminating - ANSWER-They don't need your services Client is not benefitting Client is harmed by your service The environment is unsafe Risk-benefit analysis - ANSWER-The potential gain must be weighed against the risk of continuing This is done when deciding to take a case, continue with a case, and terminate a case Steps in a risk-benefit analysis - ANSWER-Assess risk of behavioral intervention Assess benefits Discuss the analysis with involved parties Decision Rule-governance - ANSWER-A rule specifies a contingency It may evoke or abate behavior without the behaver having to directly experience the contingency Organizational behavior management (OBM) - ANSWER-A sub-discipline of ABA, which is the application of the science of behavior Guided by the single theory of human behavior and has historically emphasized identification and modification of the environmental variables that affect directly observable or verifiable employee performance Components of OBM - ANSWER-Performance management (PM) Behavior systems analysis (BSA) Behavior-based safety (BBS) Pay for performance Performance management - ANSWER-The management of an individual employee or a group of employees through the application of behavior principles Interventions used in PM - ANSWER-Goal setting Feedback Job aids Token systems Lottery systems Clinical tasks - ANSWER-Implementing behavior plans, collecting data, implementing emergency procedures Variables effecting performance - ANSWER-Antecedents Equipment and processes Knowledge and skills Consequnces Performance monitoring - ANSWER-Procedural integrity (IV integrity) Monitoring effectiveness of behavior plan (DV integrity) Problems with conducting monitoring - ANSWER-Monitoring is hidden Staff don't know why they are being monitored Monitoring is done impolitely Results of monitoring are not shared Incorrect use of monitoring data - ANSWER-Used primarily for punishment, typically delayed punishment What to do with data - ANSWER-Reinforcement and corrective feedback for the staff member Minimum of 4:1 instances of reinforcement to corrective feedback Reinforcement every chance Why data collection doesn't sustain - ANSWER-Problematic definitions Unclear roles Insufficient materials Insufficient training Complexity of intervention Failure to generalize Competing contingencies Staff dissatisfaction Types of integrity - ANSWER-Observation Permanent product Self-report Steps to effective performance monitoring - ANSWER-Pinpoint - Specify what it is the staff are supposed to be doing Develop a tool that contains each component The observer collects data as the staff implements a behavior plan Determine if the staff meets a specified level of criteria Often the target behavior can be collected simultaneously Pinpoints - ANSWER-Observable Measurable Reliable Develop a tool - ANSWER-Create a data sheet Designate space for identifying information List the key components for successful implementation and make room to note Have a space to take notes How often to monitor - ANSWER-80% agreement for most plans At least once per week Increase monitoring if - ANSWER-Data is being collected on a vital skill/dangerous problem behavior New plan Problems are noticed When collecting data on deceleration - ANSWER-Arrange observations when problem behavior is most likely More worried about low agreement Integrity is more important in some procedures as opposed to others Reducing reactivity - ANSWER-Monitor frequently Self-monitoring Monitoring results Covert monitoring Using reactivity to your advantage Identifying pinpoints - ANSWER-Identify the biggest opportunity Select a few behaviors that will have the greatest impact Don't overwhelm with pinpoints Operational definitions - ANSWER-Observable Measurable Reliable Two or more people should be able to agree on whether or not the targets are occurring Measurement dimensions - ANSWER-Quantity Quality Cost Timeliness Quantity - ANSWER-How much of something Quality - ANSWER-How well something is done Timeliness - ANSWER-How long something takes to complete Identifying quality - ANSWER-Begin by asking managers and employees, "What makes someone good at X?" Engage in narrative recording while interviewing management and staff members Look for recurring themes, especially between managers and employees Quality assessment - ANSWER-Examine industry standards Observe the behavior Surveys Behaviorally anchored rating scale (BARS) - ANSWER-Allows for easy goal setting Allows for objective evaluation Negates the need for other forms of performance review Training - ANSWER-Important for direct care staff Should be implemented for new staff, when new plans are introduced, or when there is a skill deficit in existing staff members Antecedent manipulation Re-training - ANSWER-Decide if the staff "can't do" or "won't do" Task clarification How to train - ANSWER-Provision of written description Brief explanation with questions Classroom training Performance and competency-based training Behavioral skills training (BST) Steps for staff training - ANSWER-Verbally describe the skills and give a rationale Provide a written description Demonstrate how to perform the skills Observe trainee practice the skill Provide feedback on performance Repeats steps 3-5 until proficiency is reached Verbally describe the skills and give a rationale - ANSWER-A rationale explains why the staff will be responsible for implementing the plan The verbal description should be succinct but clearly explain the steps of the plan Provide a written description - ANSWER-Gives a permanent reference Do not provide additional information outside of what has to be implemented Consider a checklist Demonstrate how to perform the skills - ANSWER-Demonstrate the skill(s) while the employee watches Demonstrate the skills in the natural environment when possible It is critical to have a competent trainer in steps 3-5 Observe trainee practice the skill - ANSWER-Have the staff perform all aspects of the new skill in the natural environment If not possible, consider role-playing The trainer must observe the trainee as s/he demonstrates the skill The trainer notes correct implementation and any mistakes Provide feedback on performance - ANSWER-Provide immediate feedback following performance Describe what was done correctly and incorrectly Explain how to fix the incorrect elements Answer questions Repeat steps 3-5 until proficiency is reached - ANSWER-Continue the process until the trainee can perform the skill without corrective feedback Consider more stringent mastery criteria Considerations when using classroom training - ANSWER-Set very clear learning objectives Consider pre-test Provide rationale Using classroom training - ANSWER-Provide instruction using lecture, watching videos, internet broadcasting Avoid passive attendance by using active student responding (ASR) Role-playing - ANSWER-Some skills can be acted out One employee engages in a scripted behavior and another employee(s) complete a skill as taught Provide feedback either during or immediately after the performance Always have a mastery criteria Video modeling - ANSWER-Some skills are difficult to role-play, or you have a large group of trainees Evaluate video models performing behavior Employees evaluate correct and incorrect elements of a performance While watching the videos employees evaluate the performance with assessments tools Typical tools include checklists or other evaluation tools used on the job Provide feedback on the accuracy of recording Vary the scenarios What to teach staff - ANSWER-Industry specific-mandated information Data collection and behavior plan implementation ABA basics Population information When to use antecedent interventions - ANSWER-Role problems Competing contingencies Failure to generalize Types of antecedent-based interventions - ANSWER-Job description Supervisor presence Job aides Job description - ANSWER-Proper evaluation of pinpoints Clarification of management duties Clarification of roles Supervisor presence - ANSWER-May be especially helpful when reactivity is noted and/or the supervisor has been correlated with the availability of reinforcement Job aides - ANSWER-Can be used when formal training is not warranted Antecedent interventions - ANSWER-Task clarifications Checklists Conduct a task analysis of a job duty Place the tasks in order of occurrence Task clarifications - ANSWER-Highly detailed set of instructions of what is expected Checklists - ANSWER-A list of activities in sequential order that need to be completed Why reinforcement fails - ANSWER-Insincere Too thin Assumption of value Too delayed Too general Non-contingent Reaction from employee Use for negative reinforcement - ANSWER-Can get behavior started Should transfer to positive reinforcement as soon as pinpoint begins to occur Performance feedback - ANSWER-Positive feedback Constructive feedback Positive feedback - ANSWER-Provide immediate, specific, contingent, sincere statement Deliver fairly and equally, based upon data Spend time pairing yourself with reinforcement Be sensitive to public versus private praise Characteristics of good constructive feedback - ANSWER-Done in private Soon after the behavior Describe the desired performance Talk specifically about behavior, nothing else Use "I statements" Deliver when calm Staff information - ANSWER-Should always be informed about what is expected (goals) and how they are doing in relation to what is expected (monitoring and feedback) Goals - ANSWER-An antecedent that describes a terminal level of performance to be obtained Good goals - ANSWER-Difficult but achievable Under performer control Specific Setting goals - ANSWER-Set the goal and mark it on the graph Obtain employee input for the goal Consider sub-goals if significant improvement is required Outcome management - ANSWER-Identify outcome for consumer Specify target behavior for staff Provide training Monitor staff performance Provide data based reinforcement for correct performance Provide corrective feedback for insufficient performance Evaluate the effects of supervisory procedures Guidelines - ANSWER-Don't threaten punishment, just implement Punish the behavior, not the person Punish immediately Punish every time Make it clear what is expected and reinforce the occurrence Continue to deliver reinforcement for appropriate behavior Punish in private Be consistent Don't mix punishment and reinforcement Use an intense punisher Disciplinary action - ANSWER-Make sure the reinforcement procedures stay in effect Align with personnel policy Obtain upper management support Supervisors should persevere Contracts are not used for - ANSWER-Skill acquisition Contracts are used for - ANSWER-Permanent products Contracts - ANSWER-The individual's verbal repertoire must be sufficiently advanced so that his/her behavior comes under the control of the contract Necessary elements of a contract - ANSWER-Task Signatures Reward Data Collection Progress record - ANSWER-Should monitor progress of contract and provide interim rewards Premack principle - ANSWER-The opportunity to engage in a high-probability behavior contingent upon the occurrence of low-probability behavior will reinforce the low-probability behavior Contracting rules - ANSWER-Payoff should be immediate Initially reward small approximations Reward frequently with small amounts Reward accomplishments, not obedience Reward performance after it occurs The contract must be fair, honest, and positive The terms of the contract must be clear Contracting methods used systematically DeRisi model - ANSWER-Date contract begins and ends Behavior Amount and kind of reward Signatures of all involved Schedule for review of progress Contracting guide - ANSWER-Involve the individual in some or all aspects of developing the contract Select behavior-negotiate Describe behavior, must be observable and measurable Identify rewards Identify mediator, collect data, and reward Write understandable contract Collect data Troubleshoot the system if no improvement Rewrite contract Monitor, troubleshoot, rewrite for improvement Consider using group contingencies when - ANSWER-Group of persons share certain problem Unrealistic to set up individual programs Difficult to identify the person responsible for XX behavior Singling out one person to reward may cause problems with peers Types of group contingencies - ANSWER-Independent Dependent Interdependent Independent group contingency - ANSWER-A contingency in which reinforcement for each member of a group is dependent on that person's meeting a performance criterion which is in effect for all members of the group Dependent group contingency - ANSWER-A contingency in which reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of a select member within the larger group Dependent group contingency is also known as - ANSWER-Hero procedure Consequence sharing Interdependent group contingency - ANSWER-A contingency in which reinforcement for all group members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group Group average: Advantage - ANSWER-Group members may continue to work hard to meet criterion even when they see peers failing to meet the criterion Group average: Disadvantage - ANSWER-Some group members may become "free riders" Advantage of random selection within group contingencies - ANSWER-As it is uncertain who will be selected as the person to be evaluated, all members may work harder and try to meet the criterion Advantages of group contingencies - ANSWER-May save time as do not need to design multiple programs May be easier to implement than individualized programs May work quickly Takes advantage of natural peer-to-peer influence Group members may encourage "hero" or all other peers Group members may discontinue reinforcing undesirable behavior of "hero" or all other peers Disadvantages of group contingencies - ANSWER-Peers may put too much pressure on the "hero" or other peers If the "hero" does not earn the reward or if some peers lose the reward for the group, others may retaliate Can be tricky to implement successfully depending on the makeup of the group May have other undesirable effects Guidelines for implementing group contingencies - ANSWER-Choose powerful rewards Determine the behavior to be strengthened or weakened Set appropriate performance criteria Combine with other procedures when appropriate Select the most appropriate group contingency Monitor individual and group performance Indiscriminable group contingency - ANSWER-Can be used with independent, dependent, or interdependent group contingencies Members cannot predict which group members, target behaviors, settings, and/or times on which the reward will be contingent Can be a powerful strategy for promoting generalization and maintenance Steps in designing a token economy - ANSWER-Select tokens Identify target behaviors Select back-up items that can be exchanged for tokens Establish the ratio of earning and exchanging Develop procedures Field testing and training Select tokens - ANSWER-Consider: client characteristics, safety of the token, difficulty to bootleg, durability, cost, and ease of delivery Identify target behaviors - ANSWER-Mostly behavior to accelerate Observable Measurable Clearly defined Criteria for earning token(s) Select back-up items that can be exchanged for tokens - ANSWER-Try natural occurring activities/events before using contrived reinforcers If individuals can get back-up reinforcers for "free", tokens won't be as effective Can be tangibles, activities, or privileges Back-up reinforcers as MOs - ANSWER-Highly preferred back-up reinforcers function as an establishing operation for positive reinforcement They increase the effectiveness of tokens as reinforcement Non-preferred back-up reinforcers function as an abolishing operation Develop procedures - ANSWER-When to deliver tokens When to exchange tokens Plan for what happens when criteria are not met Data collection system Delivering tokens/praise - ANSWER-Immediately after behavior Use specific descriptive praise Field testing - ANSWER-Covertly record when tokens would have been delivered Training with tokens - ANSWER-Train staff Train participants Advantages of token economy systems - ANSWER-Powerful behavior change system Immediate delivery of reinforcement Does not interrupt task or activity Depth and individualization Facilitate money usage Facilitates data collection Disadvantages of token economy systems - ANSWER-Complex and cumbersome Staff intensive Requires constant monitoring May be unnatural or intrusive System eventually requires fading Phasing out token economy system - ANSWER-Always pair tokens with praise Gradually increase earning criteria Increase cost of items Switch to natural back-up reinforcers Fade out physical tokens Reduce amount of time in effect Use self-monitoring and level system Level system - ANSWER-A component of some token economy systems in which participants advance up or down throughout a succession of levels contingent on their behavior at the current level Best to use level systems when - ANSWER-Multiple behavior change targets Behaviorally similar population Similar target environments Target population's behavior is controlled, somewhat, by delayed or mediated contingencies Advantages of level systems - ANSWER-Simplifies staff training Provides systematic guidelines for decisions Can offset the individual differences that control decisions May be used to fade out a token economy program Disadvantages of level systems - ANSWER-Can become punitive Easily misused Relying on level system too much Self-management strategies - ANSWER-Identify target behavior Self-monitor Identify discriminative stimuli and establishing operations Arrange contingencies to support self-management Identify immediate and delayed positive and negative consequences for engaging in the target behavior Get an accountability partner Self-management strategies for problem behavior - ANSWER-Identify and display alternative responses that compete with and/or are incompatible with the target behavior Identify private and public precursors Ways to self-manage - ANSWER-Providing prompts Performing the initial steps of a behavior chain Removing necessary items Restricting stimulus conditions Advantages to self-management - ANSWER-Can lead to lasting change Skills may contribute to a more efficient classroom, workplace, or home Some people perform better under self-selected goals and standards One of the ultimate goals of education "Feels good" Self-monitoring is likely to be more effective if - ANSWER-The behavior is recorded immediately after it occurs Effective prompts cue the person to observe and record regularly Permanent product of the behavior or a record of its occurrence is made for evaluation Elements of teaching self-management - ANSWER-Self-selection and definition of the target behavior to be managed Self-observation and recording Specification of the procedures for changing the target behavior Implementation of the self-management strategy Evaluation of self-management program VB-MAPP - ANSWER-A norm-referenced developmental assessment and curriculum Essential for living - ANSWER-A functional assessment and curriculum Developmental instruments - ANSWER-Include skills that are typically acquired in a specific sequence by typically-developing children Functional instruments - ANSWER-Include skills that are required in other settings Taught in the same circumstances as those in which they typically occur In the absence of which someone would have to perform the skills for them Result in increased access to preferred items, activities, and people Incidental teaching - ANSWER-Structuring and sequencing learning opportunities so that they occur within a natural setting and which is used to give the learner an opportunity to practice a skill Echoic training - ANSWER-Echoic response is presented and successive approximations are reinforced Tact training - ANSWER-Pair MO with nonverbal prompts and echoic stimulus Intraverbal training - ANSWER-Use MO's to facilitate stimulus control Functional tasks - ANSWER-More closely resembles language as it naturally occurs Effective responding does not require induction Interspersed and mixed tasks - ANSWER-More closely resembles language as it naturally occurs Improves attentiveness Reduce the tendency to exhibit behavior that has resulted in escape Varied and functional cues - ANSWER-More closely resembles language as it naturally occurs More likely to result in stimulus generalization Motivating operations: capturing and contriving - ANSWER-Providing 'free' reinforcement Reducing the difficulty of tasks and fading-in demands Capturing and contriving events Teaching functional discriminations and alternative responses - ANSWER-May increase the rate of acquisition and result in more useful discriminations May decrease 'rote' responding and result in more useful responses Errorless learning - ANSWER-Acquiring particular discriminations by means of instruction designed to prevent errors Errorless prompting and rapid prompt-fading - ANSWER-Minimizes errors May increase the rate of acquisition May decrease the tendency to exhibit behaviors that have resulted in escape Fast-paced intense instruction - ANSWER-Prompt-out latency to achieve fluency Improves attentiveness Results in less frequent problem behavior Fluency-building - ANSWER-Improves retention Fluent component skills often result in the rapid acquisition of composite skills Mand training - ANSWER-Present nonverbal stimulus with echoic prompt Use the echoic-to-mand transfer procedure - ANSWER-If the learner repeats single words clearly and reliably To teach spoken-word mands The echoic-to-mand transfer procedure - ANSWER-Say the word Wait for the learner to repeat the words Provide the requested item or activity Use motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer procedure - ANSWER-If the learner does not repeat single words clearly and reliably, but uses hand and fingers to accomplish many daily tasks Motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer procedure - ANSWER-Quickly demonstrate the sign or prompt it hand-over-hand Wait for the learner to form the sign Provide the requested item or activity and say the word Use the hand-over-hand prompt-to-selection mand transfer - ANSWER-If the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks Hand-over-hand prompt-to-selection mand transfer procedure - ANSWER-Quickly prompt the selection response hand-over-hand Wait for the learner to make the selection response Provide the requested item or activity and say the word Use the echoic-to-tact transfer procedure - ANSWER-If the learner repeats single words clearly and reliably Use motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer procedure - ANSWER-If the learner does not repeat single words clearly and reliably but uses hands and fingers to accomplish many daily tasks The motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer procedure - ANSWER-Quickly demonstrate the sign or prompt it hand-over-hand Wait for the learner to form the sign Provide praise and say the word Use the hand-over-hand prompt-to-selection tact transfer procedure - ANSWER-If the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks The hand-over-hand prompt-to-selection tact transfer procedure - ANSWER-Quickly prompt the learner to select the printed word hand-over-hand Wait for the learner to select the printed word Provide praise and say the word Use the tact-to-transfer procedure - ANSWER-Regardless of whether the learner uses spoken words or signs or selects printed words The tact-to-transfer procedure - ANSWER-Ask a question which can be answered by saying, signing, selecting a printed word or previously learned as a tact Point to the corresponding item or activity Wait for the learner to say, sign, or select the word Provide some form of confirmation or approval Differential reinforcement of other behavior - ANSWER-A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times Differential reinforcement of alternative behavior - ANSWER-A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior Functional behavior assessment - ANSWER-A systematic method of assessment for obtaining information about the purpose of a problem behavior serves for a person Functional communication training - ANSWER-An antecedent intervention in which an appropriate communicative behavior is taught as replacement behavior for problem behavior usually evoked by an establishing operation FCT - ANSWER-Functional communication training Verbal behavior - ANSWER-Behavior whose reinforcement is mediated by a listener Speaker - ANSWER-Someone who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, and so on Listener - ANSWER-Someone who provides reinforcement for verbal behavior Verbal operants - ANSWER-Mand, tact, echoic, intraverbal, codic, duplic Nonverbal operants - ANSWER-Manded stimulus selection, manded complilance (listener responses) Intraverbal - ANSWER-An elementary verbal operant that is evoked by a verbal discriminative stimulus that does not have point-to-point correspondence with that verbal stimulus