Content
Area
1
1
Term
2 ways of finding where the
record floor goes on a standard
chart?
Approval of programs
1
Bill of Rights of the
Developmentally Disabled & other
rights
1
Components and limitations of
emergency procedures
1
Confidentiality
1
1
Counting period floor (used to be
called record floor)
Echoic (controlling variables)
1
Emergency procedures
1
Emergency situations
Definition
1. Right hand axis
2. 1/# minutes
For restrictive programs, informed consent
should be obtained where appropriate;
informed consent may be circumvented if the
client is in serious danger, if the treatment has
a reasonable chance of success, and if there
are procedural safeguards in place. Approval
should also be obtained by a BCBA or LRC
chair as stated in 65-G.
Developmentally disabled individuals should
be afforded basic rights, including the right to
medical care, privacy, central file, habilitation
plan, personal belongings, due process,
freedom from unnecessary restraints or cruel
and unusual punishment, etc.
a. Should be accompanied by active
programming strategies
b. Use only when absolutely necessary
c. Behaviors and precursors should be clearly
defined
d. Train staff in how to implement - consider
logistical problems
e. Ensure adequate staff
f. Ensure reporting, monitoring, and
evaluation
g. Avoid or minimize negative side effects avoid dangerous confrontations when
possible
Attempt to keep a client's personal
information away from public view, to be
released only with consent of the client or
guardian
# minutes spent observing
Verbal stimulus determines form + audience
(SD) + GCR. PTP and similar forms.
Procedures designed to protect the person,
others or the environment from immediate
harm, not as therapeutic interventions. Two
types: 1. immediate restraint 2. immediate
isolation
Situations that present a risk to the client or
others. Three types: 1. behavior that is
totally unexpected 2. behavior that is low
frequency (< 6/year) 3. behavior that must be
managed until a program is in place
1
1
1
Example of verbal behavior under
multiple control (e.g., impure tact)
HRSM 160-4
1
If data points are going down on a
Standard Chart, and the data are
duration data, what is the trend?
If data points are going down on a
Standard Chart, and the data are
rate data, what is the trend?
If data points are going up on a
Standard Chart, and the data are
duration data, what is the trend?
If data points are going up on a
Standard Chart, and the data are
rate data, what is the trend?
Informed consent
1
Intraverbal (controlling variables)
1
Least restrictive treatment
1
Mand (controlling variables)
1
1
Meaning of a word
Normalization
1
Procedure selection (5 issues)
1
Program Review Process
1
1
1
Kid who tacts "paper" that is evoked by
specific EO.
Behavior Management Guidelines maintained
by Developmental Services of HRS.
Specifies the range of aversive procedures
that can be used and the approval
requirements thereof.
Upward trend
Downward trend
Downward trend
Upward trend
Required when restrictive procedures are
used. For informed consent, the person must
be 1. informed of cost/benefits and
alternatives 2. capable of giving consent 3.
voluntarily giving consent. The person must
have the opportunity to withdraw consent at
any time.
Verbal stimulus determines form + audience
(SD) + GCR. No PTP correspondence of
stimulus and response
Using treatment that minimizes suspension of
basic rights or freedoms. The "least
restrictive treatment" that has a reasonable
change of success should be used.
EO determines form + audience (SD) +
specific reinforcer
Variables responsible for its emission.
Living environments and treatment
procedures should be used that are most like
those applied to normal populations
A behavioral programmer should consider the
following issues in selecting a procedure:
Use the least restrictive procedure; use the
most normal procedure; are staff trained to
implement procedure; is there a competent
behavior analyst to supervise; and is there
support for the procedure by significant others
LRC (Local Review Committee): approves
restrictive behavior programs in its DCF
district.
PRC (Peer Review Committee): comprises
1
1
Right hand axis on Standard
Chart
Tact (controlling variables)
1
Textual (controlling variables)
1
Verbal behavior
1
1
2
X-axis on a standard chart
Y-axis on a standard chart
ABCD analysis: what is D
2
2
Analogue FA
Analogue FA conditions
2
Analytic
2
Applied
2
Applied Behavior Analysis vs
Experimental Analysis of
Behavior
2
Assumptions/Characteristics of
Science
2
Automatic reinforcement
2
Behavioral
2
Behavioral assessment: 2
general kinds
Behavioral assessment: goal
Behavioral Technologies
2
2
experts in the field, provides technical
assistance
HRAC (Human Rights Advocacy Committee):
attempts to ensure that basic client rights are
protected
Time
Nonverbal stimulus determines form +
audience (SD) + GCR
Verbal stimulus determines form + audience
(SD) + GCR. PTP correspondence but
dissimilar forms
Behavior that is reinforced with the mediation
of another person
Days
Count per minute
Non-socially mediated consequence of
behavior
Setup conditions to mimic real-life situations
Control, attention, escape from task, alone,
tangible
Characteristic of ABA. Scientifically based
experimental designs are used to assess the
effectiveness of interventions under study.
Characteristic of ABA. Focuses on behavior
with social significance.
Both use systematic manipulations and data
analysis of individual organisms.
ABA: Behaviors of social significance to the
person are investigated
EAB: Behaviors of no social significance of
the person are investigated
1. Determinism
2. Law of Parsimony
3. Scientific Manipulation
4. Empiricism
5. Philosophic Doubt
6. Replication
A reinforcer that is produced by the behavior
without the participation of other people. For
example, echolalia produces sounds that may
maintain the behavior. It can be positive or
negative reinforcement.
Characteristic of ABA. Behavior is the focus,
not a hypothetical entity.
1. Functional analysis
2. Descriptive assessment
Identify the function of behavior
Collection of procedures that have arisen
from research and are applied to practical
2
Behaviorism
2
Characteristics of ABA
2
Conceptually Systematic
2
2
Dependent Variable
Determinism
2
Discrepency analysis
2
Effective
2
Empiricism
2
Explanatory Fiction/Circular
Reasoning
2
Generality
2
2
2
2
How to sample high rate behavior
Hypothesis testing (1 kind)
Hypothesis testing (2nd kind)
Inadequate Explanations of
Behavior
2
Incident method of pinpointing
2
2
Independent Variable
Kinds of descriptive assessments
problems by practitioners. Ex: behavioral
momentum is now implemented by many
service providers in clinics, schools, and
homes
Philosophy of behavior that assumes
behavior is a function of current and past
environments as well as genetics.
1. Effective
2. Technological
3. Conceptually Systematic
4. Generality
5. Analytic
6. Applied
7. Behavioral
Characteristic of ABA. Procedures are tied to
the basic principles of behavior.
Measure of behavior of interest
Assumption of Science. Behavior is caused
by some event.
Compare data with those of norm group to
determine changeworthiness of current
behavior
Characteristic of ABA. Attempt to produce
large enough effect that has an impact on the
person's life.
Assumption of Science. Information is
collected by objective observations
Explaining behavior by using entity that lies
within the behavior itself. (Eric is aggressive
because he has an aggressive trait.
Evidence of aggressive trait is his aggressive
behavior)
Extent to which the results or functional
relations will be observed if the experiment is
changed in some way. Can be tested by
implementing the Tx with different Ss,
settings, behaviors, or species.
Continuous recording for short period of time
Tx vs no Tx probes in real life setting
Set up FA conditions to test hypothesis
1. Nominal Fallacy
2. Teleology
3. Reification
4. Circular reasoning
Have caregiver report a specific incident of
problem behavior, and derive the definition
from the incident
Treatment or intervention
1. Direct observation
2. Records review
2
Law of Parsimony
2
Mentalistic Explanations of
Behavior
2
Nominal Fallacy
2
Philosophic Doubt
2
Pinpoint behavior
2
Private Events
2
Reasons why you might need to
intervene
2
Reification
2
Scatterplot
2
Scientific Manipulation
2
Social Significance
2
Systematic Manipulation
2
Technological
2
Teleology
2
Trigger analysis
2
What is Behaviorism?
3. Interviews
Assumption of Science. The simplest
explanation of behavior should be provided,
all else being equal
Explanations that appeal to mental,
unobservable processes. Ex: The child was
aggressive due to his frustration with school.
Explaining behavior by naming or classifying
it (The behavior is PICA to explain eating
inedible objects)
Assumption of Science. Conclusions of
science are tentative and can be revised as
new data comes to light.
Objective definition of the behavior in
question
Behavior and/or stimuli that can only be
observed by the person. (Ex: headaches)
These behaviors and stimuli still must be
explained by appealing to a history of
environmental contingencies or biological
processes.
A. Danger to self, others
B. Safety hazard
C. Welfare in current environment
D. Prevent access to less restrictive
environment
Explaining behavior by appealing to nonexistent entity (ID, ego, self, etc.)
A chart that shows occurrences of behavior in
a given time frame
Characteristic of Science. Systematically
manipulating an event to see effects on
behavior
Characteristic of Applied Behavior Analysis
whereas the behavior is socially significant to
the person as well as the changes that occur.
Assumption of science. To see if an event
affects behavior, the event is systematically
manipulated and the effects on behavior are
noted.
Characteristic of ABA. Provides written detail
of procedures to permit replication of
techniques in other settings.
Explaining behavior by appealing to future,
unexperienced events (I am doing my
homework to graduate)
Examine the evocative effects of a particular
antecedent stimulus
Philosophy of behavior that assumes that
behavior is a function of past and current
2
What is the difference between
Applied and Experimental
Analysis?
3
Abative effect
3
Abolishing Operations
3
Adventitious Reinforcement
3
3
Antecedent
Audience
3
Autoclitic
3
Avoidance behavior
3
Behavior
3
Behavior contrast: negative
3
Behavior contrast: positive
3
3
Behavioral view of “sensory
defensiveness”
Categories of functions
3
COD
3
Collateral Measures
events as well as genetics.
The difference is that with Applied the
behaviors have social significance to the
person being investigated whereas with
Experimental Analysis they do not.
When a stimulus causes an immediate
weakening of a response. Term applies to
the effect of an S-delta or SDP.
1. Decreases the reinforcing effectiveness of
some stimulus
2. Decreases the strength of the behavior that
has produced that stimulus in the past
Refers to accidental reinforcement, results in
superstitious behavior. In this kind of
reinforcement, the reinforcer is not produced
by the response, but nontheless occurs after
it. Ex: Pitcher wears socks and has good
game, then wears sock at all games.
Event before the behavior
The individual(s) who provides the
reinforcement for VB. The audience is an SD
for the VB.
VB that is used to modify the effect of other
VB on the listener ("You are moving really
slowly")
Avoidance behavior that is reinforced by the
postponement or avoidance of an aversive
stimulus (negative reinforcer).
Interaction of a person and his/her
environment. Action of the muscles and/or
glands
When a treated behavior increases (e.g., ext
or punishment), and the same untreated
behavior in another situation decreases. In
the laboratory, contrast is studied in multiple
schedules.
When a treated behavior decreases (e.g., ext
or punishment), and the same untreated
behavior in another situation increases. In
the laboratory, contrast is studied in multiple
schedules.
Tactile stimuli are negative reinforcers
Positive reinforcement (Direct and SM)
Negative reinforcement (Direct and SM)
Change over delay - when a concurrent
superstition occurs, a delay is programmed
after the first behavior occurs to eliminate the
superstition.
Measures of behaviors other than the primary
3
Concurrent superstition
3
Conditioned Motivative
Operations (CMO)
3
Conditioned Reinforcer (punisher)
3
3
Consequence
Contingency
3
Contingency Shaped Behavior
3
CR
3
CS
3
Cycle
3
Dead Man’s Test
3
Deprivation
3
Discrete Trials
3
Discriminated Operant
3
Discrimination
3
Discrimination Training
3
Echoic
3
Environment
target behaviors
When a behavior (e.g., tantrum) is maintained
by the reinforcer for another behavior (e.g.,
mand for food).
Have the same effects that motivative
operations have, but are due to a conditioning
history
A consequence that increases (or decreases)
the rate of behavior because it has been
paired with another reinforcer (or punisher)
Event that occurs after the behavior
Dependency among behavior and stimuli or
among stimuli. Can be expressed as an IfThen Statement.
Behavior that occurs because it has resulted
from direct exposure to contingencies.
Conditioned Response – a response elicited
by a conditioned stimulus
Conditioned Stimulus – a neutral stimulus that
comes to elicit a conditioned response
through pairing with a US
Specifies when a behavior begins and when it
ends.
Test for evaluating whether a goal or
objective is viable. If a dead man can do it,
then it may not be a functional, useful goal.
Absence of reinforcer for a period of time,
thereby making that event more effective as a
reinforcer.
An instructional method wherein the client is
presented with formal opportunity to perform
behavior. Consequence is provided
depending on behavior.
Behavior that requires some "opportunity" or
specific antecedent to occur. Ex: in order to
follow directions, there must first be a
direction given.
Refers to a change in observed behavior
when antecedent stimuli are changed
Reinforcing a behavior in the presence of
some antecedent and extinguishing (or
punishing) the behavior in the absence of the
antecedent.
Verbal behavior under antecedent control of
prior verbal stimulus. Point to point
correspondence between the antecedent
stimulus and the response. (imitative
behavior)
Entire constellation of stimuli that can affect a
person (includes both internal/external)
3
Escape behavior
3
Escape Extinction
3
Establishing Operation
3
Evocative effect
3
Extinction
3
Extinction Side-Effects
3
Free Operant
3
Functional Response Definition
3
Function-altering
3
Function-altering: Operant
conditioning
3
Function-altering: Respondent
conditioning
Function-altering: Rules
3
3
Fundamental Characteristics of
Behavior
3
Generalization Gradient
3
Intraverbal
3
Mand
3
Motivational Operation (2 effects)
Escape behavior is behavior that is
reinforced by escaping from a aversive
stimulus (negative reinforcer)
Extinction of a negatively reinforced behavior.
Withholding escape.
1. Increases the reinforcing effectiveness of
some stimulus
2. Increases the strength of the behavior that
has produced that stimulus in the past
When a stimulus causes an immediate
strengthening of a response. Term applies to
the effect of an SD, CS, or US.
Withholding a stimulus that normally occurs
after a behavior, resulting in a decrease in the
rate of behavior.
Extinction burst, emotional behavior,
aggression, increase in variety of
topographies, increase in intensity of behavior
Behavior that can occur at anytime, given
some motivation.
Includes the topography of response as well
as the functional antecedents and/or
consequences.
The concept that conditioning (and rules)
alters the function of stimuli. For example,
discrimination training creates SDs. And,
reinforcement creates EO s.
Reinforcement alters the function of neutral
stimuli and results in the emergence of SDs
and EO s.
The pairing of a NS and US results in a
change of the NS function - it becomes a CS.
Rules create new CSs, SDs, conditioned
reinforcers, EO s, etc.
1. Temporal locus
2. Temporal extent
3. Repeatability
Rate, Latency, Duration are derived from this.
A graph that shows the frequency of a
behavior in various stimulus conditions, one
of which is the "training" situation and then
other similar but untrained "test" situations.
Verbal behavior evoked by some antecedent
verbal stimulus, but without point to point
correspondence (ex: red white and_____)
Verbal behavior that specifies its reinforcer
and is evoked by some establishing
operation. (asking for)
1. Changes the reinforcing effectiveness of
3
Negative Punisher
3
Negative Reinforcement
3
Negative Reinforcer
3
NS
3
Operant
3
Operant Conditioning
3
Positive Punisher
3
Positive Reinforcement
3
Positive Reinforcer
3
Primary Reinforcer
3
Reflexive CMO
3
Resistance to Extinction
3
Respondent (classical)
Conditioning
3
Respondent Extinction
3
3
Response
Response Definition
3
Response Generalization
some stimulus
2. Changes the strength of behavior that has
produced that stimulus in the past
Stimulus that when withdrawn after a
behavior, decreases the rate of the behavior.
Note that IRT will increase.
Process in which a stimulus is withdrawn after
a behavior, and the rate of the behavior
increases.
Stimulus that when withdrawn after a
behavior, increases the rate of the behavior.
Note that IRT will decrease.
Neutral Stimulus – stimulus that does not
elicit a response prior to conditioning
A collection of responses with a common
effect on the environment. Ex: child may do a
variety of things to obtain attention.
Kind of learning where a class of behavior
(operant) is modified by changing its
consequences.
A stimulus that when presented after a
behavior, decreases the rate of behavior.
The IRTs would increase.
Process in which a stimulus is presented after
a behavior and the rate of the behavior
increases. The IRTs would decrease.
Stimulus that when presented after a
behavior, increases the rate of the behavior.
Note that the IRT will decrease.
Reinforcer effective without previous
experience (food, water)
Have their effects because their presence
signals a "worsening" or "improvement" of
conditions. In the former, their offset is
reinforcing. In the latter, their offset is
punishing.
The extent to which behavior persists when
the maintaining reinforcer is withheld.
Abbreviation: RTE
Kind of learning in which one stimulus is
paired with a second stimulus and, as a
result, the first comes to elicit the same or
similar response that the second elicits
Decrease in the strength of a CR as a result
of presenting the CS alone
A single instance of a behavioral class.
Description of a response that is in objective
and observable terms
Effects of a contingency spread to responses
not yet associated with the contingency.
3
Rule-Governed Behavior
3
Rules
3
Satiation
3
SD
3
S-delta
3
SDP
3
Sensory Extinction
3
Skinner’s Verbal Behavior
3
Social Extinction
3
Social Learning Theory
3
Spontaneous Recovery
3
Stimulus
3
Stimulus Class
3
Stimulus Control
3
Stimulus Generalization
Behavior resulting from rules rather than
direct exposure to contingencies. For
example a person may put together a bike
using the instruction manual.
Contingency-specifying stimuli that describe
relations between stimuli or between stimuli
and behavior
Decrease in responding due to the reduced
effectiveness of the reinforcer, because the
person has received too much of it.
Stimulus that 1. evokes a behavior 2.
because that behavior has been reinforced in
the presence of the stimulus.
A stimulus that 1. suppresses a behavior 2.
because that behavior has been extinguished
in the presence of the stimulus
Stimulus that 1. decreases or suppresses a
behavior 2. because that behavior has been
punished in the presence of the stimulus.
Extinction of a behavior maintained by
sensory reinforcers. The sensory reinforcers
are withheld.
A system of language that classifies verbal
behavior according to its function.
Extinction of a behavior maintained by social
reinforcers. Withholding social reinforcement.
Theory of learning that posits learning occurs
as a result of observations that subsequently
affect the person through cognitive
mediational processes.
Following an extinction session, a temporary
re-appearance of the behavior in the
beginning of the next extinction session. It is
thought that the re-appearance is due to the
relative novelty of the "beginning of the
session" that was only briefly experienced in
the previous session.
An energy change in the environment that
affects a person through his/her senses.
Collection of stimuli with a common
characteristic. Ex: any stimulus that evokes
tantrums, or any stimulus of a certain
wavelength.
The extent to which a behavior occurs when
the antecedent stimulus is presented. EX:
Mom has stimulus control over a child's
tantrums to the extent that the child tantrums
in the presence of mom, and does not
tantrum in her absence.
Effects of a contingency spread to stimuli not
3
Superstitious Behavior
3
Surrogate CMO
3
Tact
3
Tact extensions
3
3
Target Behavior
Textual
3
3
3
Topographical Response
Definition
Topography of Response
Transitive CMO
3
Unconditioned Reinforcer
3
UR
3
US
3
Verbal behavior
4
Antecedent Manipulation
4
Baseline
4
Behavioral Assessment
4
Complete Behavioral Support
Plan
4
Conditional probability
yet associated with the contingency.
Behavior that occurs due to accidental or
adventitious reinforcement. In this kind of
reinforcement, the reinforcer is not produced
by the response, but nontheless occurs after
it.
A surrogate CMO has its effect because of a
history of pairing with an MO, and these
effects mimic those of the MO.
Verbal behavior that is evoked by some nonverbal environmental stimulus (naming)
Generic, metaphor, metonomy, solistic degrees of generalization of the tact
Behavior to be changed.
Verbal behavior evoked by some written
stimulus with some point to point
correspondence
Includes only description of the form, or
topography, of the response.
Form of response (e.g. kicking, hitting,)
Change the reinforcing value of some other
stimulus, and change the strength of behavior
that has produced that stimulus in the past.
A reinforcer that is effective without previous
experience. Ex: food, drinks
Unconditioned Response- response elicited
by an unconditioned stimulus
Unconditioned Stimulus – stimulus that elicits
a behavior w/o any history.
Behavior that is maintained by reinforcement
mediated by another person.
Adding or removing antecedents that evoke
behaviors
Pre-intervention assessment that is used to
refine recording procedures, design the
intervention and provide data with which to
compare intervention data when evaluating
intervention effects.
Assessment that examines the person's entire
life in order to identify possible causes of the
behavior in question. You may use
descriptive assessment methods or functional
analyses.
4 Elements: motivational operations,
discriminative control, replacement behaviors
and consequence manipulations
The likelihood of an event occurring, given
another event (e.g., how often a behavior
occurs, given an antecedent). Formula: #A-->
B/ # A OR # B --> C/# B.
4
Contextual Variables (setting
events)
4
Descriptive Assessment
4
Direct Solutions to Behavior
Problems
4
Ecological Changes
4
Functional Analysis
4
Functional analysis best practice:
how many controls to use
Functional analysis best practice:
natural vs contrived environments
Functional analysis best practice:
role of supplemental information
Functional analysis best practice:
what to do with tangible condition
4
4
4
4
4
4
Functional analysis models
Functional analysis: brief
Functional Analysis: MultiComponent Manipulations
4
Functional analysis: Pair wise
4
Functional analysis:
undifferentiated data
4
Interventions that follow from
Variables that are more generally present
stimuli that are not necessarily manipulated
as part of a behavior change program. May
influence the efficacy of behavioral
procedures. Ex: medical status, task
variation, number of staff, etc.
Includes: records review, interviews of clients
or significant others, and direct observations.
The goal is to identify patterns of behavior,
topographies and frequencies in order to
develop an hypothesis
Solutions to behavior problems that do not
involve formal behavior programs. Ex:
treating a medical condition, removing an
antecedent stimulus, changing some feature
of the environment, etc.
Changing schedules, staffing patterns,
activities, diet, etc.
Manipulation of environmental conditions to
determine a functional relation between
problem behavior and independent variables.
Goal is to confirm hypothesis developed in
descriptive assessment.
Use one control for each test (pair wise)
Natural
To develop an hypothesis
If descriptive assessment does not indicate
behavior occurs to produce tangibles, then
don't include in test conditions.
AB and ABC
An FA that involves 1 or 2 sessions
Arranging for particular conditions/situations
(task, alone, enriched environment, etc) and
measuring behavior. Reinforcers may be
provided for problem behavior.
When a particular test condition (e.g., FR 1
attention) has a corresponding control
condition (e.g., continuous attention). A pair
wise is often used to test a particular
hypothesis (e.g., is the behavior maintained
by attention?).
This suggests that the behavior is under
multiple control (there is more than 1 operant)
- or it may suggest that there is some
idiosyncratic variable that is maintaining the
behavior in all conditions.
Ecological changes, antecedent manipulation,
assessment
4
Lag sequential analysis
4
Lag sequential analysis: Lag 1
4
Lag sequential analysis: Lag 2
4
Pattern Analysis
4
Replacement Skills
4
Sequence Analysis
4
Testing Hypothesis in Functional
Analysis
5
Alternating Treating (multielement) Design
5
Between subject designs
5
Changing Criterion
5
Component Analysis
replacement skills, change consequences of
appropriate and inappropriate behaviors,
emergency procedures, motivational
operations
When conditional probabilities are calculated.
It can be between an A and B, or between a B
and C. Formula for A and B: Prob(A->B)/Prob(A). Formula for B and C: Prob(B->C)/Prob(B)
When conditional probabilities are calculated.
It can be between an A and B, or between a B
and C. Lag 1 refers to the fact that the CP
examines the A just before the B, or the C just
after the B.
When conditional probabilities are calculated.
It can be between an A and B, or between a B
and C. Lag 2 refers to the fact that the CP
examines the A that is two antecedents
before the B, or the C that is two
consequences after the B.
Looking for patterns of behavior, noting any
kind of correlation of behavior and some other
factor. Ex: time of day, staff, curriculum, etc.
Common type of pattern analysis is
scatterplot.
New skills that are taught to replace target
behaviors in order to obtain the same
reinforcer
Identifying events that typically precede and
follow a target behavior. Also called ABC
Analysis.
Conditions are arranged to test the
hypothesis. Ex: high v.s. low attention
conditions to assess behavior thought to
occur for attention
Two or more treatments with their own signal,
alternated across time - usually in the same
day.
Participants only receive 1 condition (e.g., BL
or TX). The mean of each group is typically
reported.
A design in which criterion in reinforcement is
systematically changed. Control is shown
when changes in behavior shadow changes
in criterion.
Taking treatment apart and identifying which
component is the effective component. Can
be accomplished by slowly taking each
element out -or- by starting with a single
element and slowly adding each element.
5
Confounding Variable
5
Correlation
5
Deductive Processes
5
Direct Replication
5
Experimental Design
5
External Validity
5
Functional Relation
5
Inductive processes
5
5
Integrity of the Independent
Variable
Internal Validity
5
Multiple Baseline (3)
5
Multiple Probe
5
Parametric Analysis
5
Practical Issues with Alternating
Treatments Design
Uncontrolled variables or events that
influence the outcome of an experiment.
Often accompany the IV and thus are
indistinguishable from the IV.
Two events co-vary. One may cause the
second, the second may cause the first, or
both may be caused by a third variable.
Testing hypothesis by collecting data in
systematic manipulation format.
Repeating the exact experiment with the
same (intra-subject) or similar subjects (intersubject). When used with the same
participant, allows for assessment of internal
validity.
A sequence of conditions that permit
conclusions about whether the changes in
behavior resulted from the intervention
Extent to which intervention can be
successfully applied to other people, other
situations, or other behaviors. Also termed
generality.
When an independent variable lawfully affects
a dependent variable
Generating a hypothesis from data that has
already been collected.
Refers to the extent to which the treatment is
implemented as intended.
Whether or not changes in behavior can be
attributed to the intervention. AB designs lack
strong internal validity, but ABA or ABAB
designs have strong internal validity.
Baseline data are collected on two or more
subjects, situations, or behaviors.
Intervention is applied to the first, and then
the first and second, etc.
Multiple baseline design except that untreated
behaviors are assessed periodically through
probes until they receive the intervention.
Studying different values or levels of a
treatment. Can be accomplished by randomly
presenting the different values in a ABCDEF
design varied across participants -or- by
presenting the values in an
ascending/descending series in
ABCDEDCBA design. This design is often
used in drug studies.
Effects of one treatment can be seen in other
conditions due to rapid alternation. If
treatment procedures are not discriminable,
differences may not be evident in data.
5
Practical Issues with Changing
Criterion Design
5
Practical Issues with Multiple
Baseline Design
5
Practical Issues with Withdrawal
& Reversal Designs
5
Reversal Design
5
Steady state
5
Systematic Replication
5
Threats to Internal Validity
5
Transition state
5
Withdrawal Design
5
Withdrawal with Probe Design
5
Yoking: between subject
5
Yoking: within subject
Not all behaviors/treatments can be studied
with this design. In some cases, a
reinforcement parameter may be able to be
varied.
Requires untreated behaviors, participants or
settings which could be dangerous. Internal
validity can be unclear when generalization
occurs.
1. Requires counter-therapeutic change
2. Not appropriate for irreversible changes
3. SIB can be dangerous in this design
A design in which an intervention is applied to
behavior, then removed and a second
intervention is applied to the same behavior
(ex: NCR), and then the second intervention
is removed and the first is re-applied.
When data show no trend according to some
criterion (e.g., no visible trend over 5
sessions)
Purposefully changing elements of the
experiment and repeating the new
experiment. Displays external validity or
generality.
Events that call into question whether the
changes in behavior resulted from the
treatment. Include maturation of the
subject(s), inaccurate or biased recording,
poor implementation of the treatment,
unplanned environmental changes, etc.
When there is a trend in the data, and there is
presumably an ongoing behavioral process
that is changing the strength of the behavior.
Transition states occur between steady
states.
Design in which baseline conditions are
alternated with intervention conditions.
Minimum alternations are ABA or BAB.
A standard ABAB design except the return to
the A condition is very brief.
Between subject yoking: when some
parameter in a condition is used in another
condition for a different subject (e.g., one
subject, called the master, is responding
under a FR 5 condition. When this subject
earns a reinforcer, another subject receives a
reinforcer. This would be used to generate a
VT schedule for the "slave." ).
Within subject yoking: when some parameter
in a condition is used in another condition for
a subject (e.g., the rate of reinforcement in a
6
ABC recording
6
Accuracy
6
Behavior Definitions
6
Bias of partial interval recording,
whole interval recording and
momentary time sampling
6
Celeration
6
Continuous vs. Sampling
Recording
6
Descriptive analysis: limits
6
Descriptive analysis: strengths
6
Direct Observation
6
Divided attention
6
Duration
6
Duration Recording
6
6
Event Recording
Frequency
6
Functional analysis: AB model
6
Functional analysis: ABC model
6
Functional analysis: limits
FR 5 condition is used to program a FT
schedule in another condition).
Recording antecedent, behavior,
consequence streams. Used in descriptive
assessments.
Presumed to be present when there is
agreement between 2 trained observers. But
more correctly, when data are consistent
"true values."
Observable and measurable description of
behavior
Partial interval: overestimates rates, used for
reduction targets
Whole interval: underestimates rates, used for
acquisition skills
Momentary time sampling: no systematic
bias
A measure of the change in behavior over
time (10/min --> 20/min = doubling)
Continuous - uninterrupted observation and
recording
Sampling - behavior observed and recorded
occasionally
1. Sometimes inaccurate conclusions
2. Function might change over time
1. Easy for practitioner
2. No risk
3. Little training is needed
Observing behavior directly, instead of
assessing through testing
When attention is diverted to another person,
and not just withheld
Time between the beginning of a response
and the end of that response
Using some timing device, recording the
length of time of the behavior/response
# of occurrences of a response are recorded.
Number of times a behavior occurs (Ex:
count)
FA in which an EO is manipulated (task vs no
task; frequent attention vs low attention). No
consequences are presented when behavior
occurs.
FA in which consequences are manipulated.
Attention condition: FR 1 attention for
problem behavior. Tangible condition: FR 1
tangible for problem behavior.
1. Does analogue apply to real life
2. Sometimes misses idiosyncratic variables
3. Doesn't always investigate complex
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Functional analysis: strengths
6
Intensity
6
Inter-observer agreement (IOA)
6
Inter-observer agreement (IOA):
exact count per interval
6
Inter-observer agreement (IOA):
mean count per interval
6
6
Inter-observer agreement (IOA):
total count
Inter-observer agreement (IOA):
Trial by trial
IRT - Interresponse Time
6
Latency
6
Maladaptive behavior: problem
6
Momentary-Time Sampling
6
Narrative recording
6
6
Observation Times for High Rate
Behavior
Observation Times for Low Rate
Behavior
Observer drift
6
Partial Interval Recording
6
Percentage Correct
6
Permanent Product Recording
6
6
variables
1. High degree of confidence in determining
functional relations
Force of behavior, which could be measured
in decibels (loudness) or lbs/sq in (pressure)
Extent to which two observer's data agree. It
is said to estimate accuracy.
1. Divide observation time into intervals
2. Compute IOA for each interval by dividing
small/large x 100
3. # of intervals = 100%/# intervals
1. Divide observation time into intervals
2. Compute IOA for each interval by dividing
small/large x 100
3. Average all interval IOA
(Smaller count/larger count) X 100
(# trials with agreement/# trials) x 100
Time between end of a response and the
beginning of another response.
Duration of time between a stimulus and the
beginning of response
It is assumed that behavior is adaptive, as it
has a function.
A recording procedure in which a time period
is divided into bins. A "+" is recorded if the
behavior occurs at the end of the bin. A "-" is
recorded if behavior does not occur at the end
of the bin. There is no systematic bias.
On-line description of behavior, antecedents
and consequences written in prose.
Can be brief
Longer duration to catch the behavior
Tendency for an observer's recording to
gradually change across time. It can be
pinpointed to the time when an observer's
scores differ from those of a 2nd observer.
One cause is a change in response definition.
Recording procedure in which a time period is
divided into bins. A "+" is recorded in each
bin if a behavior occurs at all during that bin.
A "-" is recorded if the behavior did not occur
at all during that bin. This recording
procedure tends to be an overestimate.
# of correct responses/ # of total responses,
multiplied by 100
Recording the effects of the behavior, not the
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6
Rate
Reactivity
6
Recalibration
6
Recording Procedures
6
Reliability
6
Setting events: issue
6
Training observers
6
Trials to Criterion
6
True Values
6
Whole Interval Recording
7
Bar Graphs (Histograms)
7
7
Characteristics of Graphed Data
Condition Change Line
7
Cumulative Record
7
Data
7
Data path
behavior itself (Ex: bed made)
#of responses/ time (Ex: responses/minute)
Extent to which the act of recording influences
behavior (behavior changes when being
observed)
Re-training an observer to increase accuracy,
used to decrease/correct observer drift
Methods for recording behavior that produce
data transposable into a measure
Extent to which a given measurement result
will be obtained with the same sample of
behavior
Setting events is not technical term in the
field. They typically refer to motivational
operations
Observers can be trained through
explanation, video tapes, modeling and
feedback. They can be calibrated using
behaviors for which frequencies are known.
Number of trials required for a behavior to
meet some criterion (Ex: number of trials it
takes to complete a task without error)
Data in which extraordinary measures have
been taken to eliminate sources of error.
True values hould approximate the true
measure of the behavior in the sample.
A recording procedure in which a time period
is divided into bins. A "+" is recorded if the
behavior occurred during the entire bin. A "-"
is recorded if the behavior did not occur
during the entire bin. This recording tends to
be an underestimate.
Graphs used to show the average # of
behaviors or other measures such as # in a
category. Not appropriate for showing daily
frequencies in real time.
Level, Trend and Variability
Vertical line on graphs to indicate change.
Solid line for planned treatment/condition
changes. Dashed line for unplanned
environment changes (Ex: changes in staff).
Graph that shows the cumulative number of
responses over time. Rate of response is
represented by the slope of the line.
The results of measurement usually in a
quantifiable form (e.g., # aggressions in a
day, the rate of correct vs incorrect flash
cards).
The line connecting two successive data
points.
7
Functional analysis on high
intensity behavior
7
7
Functional analysis: role of
precursors
Functional equivalence
7
Graph
7
7
Hebephile
Horizontal Axis Label
7
Ignored Day
7
Level
7
Low rate behavior: why it occurs
7
Matching equation
7
Matching equation: 2 ways to
decrease R1
7
Motivational operation: distal
7
7
Motivational operation: proximal
No Chance Day
7
7
Pedophile
Precursors: role in assessment
7
Precursors: role in treatment
1. Look at the latency to the first response in
the condition. Then end the condition.
2. Or, just study precursors.
Can be the DV if the problem behavior is
dangerous.
When two or more behaviors have the same
effect (they belong to the same operant).
This concept is often used in identifying a
replacement behavior.
Visual display of data, used for decision
making and comparisons of different
treatments
Attraction to pubescent children
Some unit of time (days, sessions, weeks,
etc)
A day wherein the behavior did have a
chance to occur but no data were collected,
thus, the previous data point and the one
following are connected
General height of the points, typically
described by median/mean of points
The assumption is that the independent
variables are low rate
Equation that expresses a fundamental
functional relation: the rate of response will
be sensitive to the rate of reinforcement for
that response as well as the rate of
reinforcement for other responses
Equation:
R1
=
r1
---------------------------R1 + R2
r1 + r2
1) decrease the rate of reinforcement for R1
and 2) increase the rate of reinforcement for
R2.
An MO that is temporally removed from a
behavior - for example, several hours prior to
the behavior that is strengthened.
An MO that occurs close in time to a behavior
A day wherein the behavior could not occur,
thus, the previous data point and the one
following are not connected.
Attraction to pre-pubescent children
In the case of high intensity behavior,
precursors maybe assessed for safety
reasons
It can be useful to intervene, and treat,
precursor behavior: 1) less restrictive
procedures can be used 2) a given Tx maybe
more effective, as precursors are earlier in the
7
Response class covariation
7
Sexual offenders Tx: role of
confederates
7
Sexual offenders Tx: Example of
manipulating MO
Sexual offenders Tx: Example of
manipulating SD
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7
7
7
7
7
7
Sexual offenders: Advantage of
Tx in community with supervision
Sexual offenders: Assessment
methods
Sexual offenders: Assessment
problem with incarceration
Sexual offenders: Assessment
problem with outpatient Tx
Sexual offenders: Drug Tx
Sexual offenders: Masturbatory
reconditioning
7
Split Middle Method
7
Standard Chart: Celeration
calculation
7
Standard Chart: Dark Vertical
Lines
Standard Chart: Duration Data
Points Going Down
Standard Chart: Duration Data
Points Going Up
Standard Chart: Left hand Y Axis
Standard Chart: Rate Data Points
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7
7
7
chain and therefore maybe weaker
Operants contain various responses. If the
strength of one member of the operant is
changed by reinforcement or punishment,
then the strength of the other members is
changed as well.
1. They can act as observers in situations
where offenses have occurred
2. Confederate can entice the offender into
situations where offenses have occurred
NOTE: confederates should never put
anyone at risk!
Give drugs (e.g., Depo-Provera) to reduce
value of sexual stimuli
1. Remove opportunity for contact with inapp
sexual stimuli
2. Provide opportunities for contact with
appropriate sexual stimuli
1. Can see precursors with very little risk as
long as supervised
1. Records review
2. Interviews with person and others
3. Direct observation
4. Plethysmograph
No chance for the behavior to occur and be
assessed
Supervision
Depo-Provera
1. Pairing of appropriate sexual images with
arousal: Masturbate to appropriate sexual
images
2. Pair inappropriate sexual images with no
arousal: Imagine inappropriate images during
refractory period
Method for drawing a trend line. The line is
drawn so that half of the data points fall above
the line and half of the data points fall below
the line.
Rate of change, computed by drawing a best
fit line and dividing the rates on 2 consecutive
Sundays.
Sunday lines
Duration is increasing
Duration is decreasing
Count per minute
Rate is decreasing
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7
7
Going Down
Standard Chart: Rate Data Points
Going Up
Standard Chart: Record Floor
7
7
Standard Chart: Right Hand Y
Axis
Standard Chart: X Axis
Trend
7
Variability
7
8
Vertical Axis Label
Behavioral Goal
8
Behavioral Objective (five
elements)
8
Choice Availability
8
Constructional Approach
8
Environmental Changes to
Reduce the Need for Tx
8
Fair Pair
8
Foundational Skills
8
Functional Goals
8
Intermediate outcomes
Rate is increasing
Dash on a particular day that shows the
duration the person was observed. Can be
plotted by dividing 1/# min or using the right
hand scale.
Time
Calendar Days
Direction of the data points, described by a
"trend line"
Extent to which the data points vary from day
to day, often expressed as the range of data
points. Range is the highest value - lowest
value.
The measure of behavior
Statement when behavioral program will be
successful. Includes specific behaviors but
not specific criteria for success. Should be
age-appropriate.
Precise description of when a program will be
successful: Includes measure, criterion for
success, antecedent, behavior, and
consequences (schedule of reinforcement)
when the program is completed.
Extent to which clients are given choices
about their lives and events therein. When
choices are provided, fewer problem
behaviors may be exhibited.
Approach to decreasing inappropriate
behavior by focusing on building new
behaviors to replace inappropriate behaviors
(replacement skills)
Making changes in the environment that will
reduce the need for a behavior program: find
interesting job, satisfying places to
live/recreate, network of friends, provide
choices
1. ID the inappropriate behavior and program
a procedure to directly decrease it
2. ID a replacement behavior and teach it
These 2 elements constitute a "fair pair"
Skill that must be taught before other skills
can be taught
Goals that will improve the life of the client
and allow more independence and choice. If
not accomplished, a caregiver will be required
to perform the activity for the person.
Goals that lead to ultimate outcomes Ex:
8
Program Design Relating to
Implementers
8
Recommendations Regarding
Interventions
8
Reinforcer Assessment
Procedures
8
Task analysis
8
Ultimate outcomes
8
Weakening Behavior:
Replacement skills
9
Adjusting Ratio
9
Alternative Schedule
9
Antecedent Manipulations (5)
9
Artificial v.s. Natural
Contingencies
9
Backup Reinforcer
9
Backward Chaining
learning to dress, ride the bus
Design the Tx while keeping in mind the
contingencies controlling the implementers
behavior: will Tx be monitored, will staff
receive feedback, etc.
Consider: client preferences, task analysis
info, client's current repertoire, supports
available in environment, environmental
constraints, social validity, assessments and
best practice
Test to see if the stimulus when presented
contingent on a behavior, will increase the
rate of the behavior - can use withdrawal
design, reversal design, concurrent schedules
Task in broken into smaller elements and
elements are stated in their correct order
Goals that relate to health, safety, choice,
access to positive reinforcers, avoiding
aversive events and quality of life.
Select a replacement skill that is easy to emit
and has the same function as the
inappropriate behavior
Ratio schedule in which size of the ratio
increases as responding becomes more rapid
and consistent, but decreases when
responding deteriorates.
A reinforcer is given when one of the two
schedules is completed. There is only one
response option. Food is given when Bill
completes a FI1’ or FR 50, whichever comes
first.
1. Antecedent control procedure
2. Establishing Operation
3. Present SDs for appropriate behavior
4. Remove SDs for inappropriate behavior
5. Increase response effort for inappropriate
behavior
Given a choice, a behavioral programmer
should select contingencies that approximate
those in the natural environment, rather than
artificial contingencies. Where artificial
contingencies must be used, however, they
should be changed to more normal
contingencies whenever possible.
A reinforcer that is obtained by exchanging a
token for it in token systems
Teaching a sequence of responses by initially
training the last response of the chain, the
second to last and the last, etc. Reinforcer is
delivered after the required number of steps
9
Behavioral Momentum: Applied
9
Behavioral Momentum:
Laboratory
9
Behavioral Rehearsal
9
Chain Schedule
9
Chaining
9
Combined Prompts
9
Concept Formation
9
Concurrent Schedule (Conc)
9
Conditioned suppression: ABA
9
Conditioned suppression: EAB
9
Conjunctive Schedule (Conj)
9
Contingency Contract
9
Contingent Effort
9
Contingent Observation
are completed.
Applied: Following low probability directions
can be increased when they are proceeded
by several high probability directions with
reinforcers delivered after each.
Laboratory: subjects behavior patterns and
characteristics temporarily persist even when
the contingencies are changed.
Practicing a skill under stimulated conditions
that approximate those in the natural
environment.
Two or more schedules are presented
successively each with its own signal. A
reinforcer is given only at the end of the
sequence (FR10-FI1’-VR20-Reinforcer)
Systematically linking together individual skills
into a larger chain of skills.
Prompts are given at the same time or just
after the SD
Generalization within a class of stimuli and
discrimination between classes. E.g..
Learning to identify all canines as dogs and
learning to discriminate between dogs and
cats
Two or more schedules are available
simultaneously that can be selected (choose
to work in workshop or watch TV)
When the signal of an upcoming aversive
event is on (you are waiting in the Dr office),
ongoing responding is suppressed (it is hard
to have an intelligent conversation in the DR
office).
Animal responds under VI schedule for food.
Periodically, a stimulus comes on and then is
soon followed by a shock. When the stimulus
is on, responding for food is suppressed.
A reinforcer is given when both of the two
schedules are completed. There is only one
response option. Food is given when Bill
completes a FI 1’ and FR 50.
Agreement between client and programmer
that states specific behaviors by the client and
what consequences will be forthcoming for
each behavior.
Any one of several procedures that involve
requiring, contingent on a response, client to
engage in an effortful activity.
Contingent on Behavior, the person is
removed from ongoing activities and
permitted to observe same.
9
Continuous Reinforcement
9
Delayed Imitation
9
Delayed Prompts
9
Dependent Group Contingency
9
Differential Reinforcement
9
Direct Instruction
9
DRA
9
DRH
9
DRI
9
DRL
9
DRO
9
DRO: Momentary
Refers to a FR1 schedule wherein every
response produces a reinforcer
When a person imitates a model, but the
model is no longer present.
Prompts are given after a period of time
elapses after the SD (gives the person a
chance to perform independently)
Reinforcer for a group depends on the
behavior of a single person or small # of
people
When a reinforcement contingency depends
on 1. presence or absence of a feature of a
response, as in response differentiation -or2. the presence or absence of an antecedent
stimulus, as in discrimination training
A method of teaching material such as
reading and math that involves scripted
presentations, active student participation,
and immediate feedback from the teacher.
Differential Reinforcement of Alternative
Behavior. Reinforcer is delivered when a
response occurs for a fixed amount of time.
The response is chosen because it is an
alternative to the target behavior but not
necessarily incompatible.
Differential Reinforcement of High Rates of
Behaviors. Reinforcer is delivered for more
than a fixed number of responses in a time
period -or- Reinforcer is delivered after an
IRT less than some criterion amount of time.
Used to increase behavior.
Differential Reinforcement of Incompatible
behavior. Reinforcer is delivered when a
response occurs for a fixed amount of time.
The response is chosen because it is
incompatible with the target behavior.
Differential Reinforcement of Low Rates of
Behavior. Reinforcer is delivered for no more
than a fixed number of responses in a time
period -or- Reinforcer is delivered after an
IRT greater than some criterion amount of
time. Used to decrease behavior.
Differential Reinforcement of Other Behavior.
Reinforcer is delivered when a response does
not occur for a fixed (or varied in VDRO)
amount of time.
MDRO 5 min = observe person after 5
minutes, and if the decel target behavior is
not occurring at the moment, then deliver
some stimulus
9
Empirical Assessment of
Reinforcers
9
Errorless Discrimination
9
Exclusion Timeout
9
Extinction-Induced Aggression
9
Extra-stimulus Prompts
9
Facial Screening
9
Fading
9
Feedback
9
FI- Fixed Interval
9
Forced Choice Preference
Assessment
9
Forward Chaining
9
FR-Fixed Ratio
9
FT- Fixed Time
9
General case analysis
9
Generalized Imitation
9
Generalized Reinforcer
Present the possible reinforcer contingent on
a behavior and see if the behavior is
strengthened
Teaching Discrimination with few or no errors.
Ex: Fading in S-delta (incorrect stimulus) -orsuperimposing a new set of stimuli on an
already learned discrimination then fading out
the already learned stimuli
Timeout from reinforcement in which the
person is removed from the immediate
situation, but kept in the general area.
Aggressive behavior that occurs when a
behavior is being extinguished.
Those prompts that are "outside" the SD,
such as physical guidance to prompt hand
washing
Briefly covering the eyes or restricting visual
input in some way, contingent on a behavior
The gradual withdrawal of prompts, such that
the SD alone evokes the desired behavior
Providing information contingent on a
behavior. Can function as reinforcement or
punishment, depending on the nature of the
information.
Reinforcer delivered after the first response
after a fixed amount of time has elapsed.
Produces a scalloped rate of responding
Present pairs of reinforcers and note which is
selected. Pair each reinforcer with all others
on the list of possible reinforcers.
Teaching a sequence of responses by initially
training the first response of the chain, then
the first and second, etc. Reinforcer is
presented after the required number of steps
are completed.
Reinforcer delivered after fixed number of
responses. Produces steady, high rate of
response with pauses after reinforcement
A reinforcer is delivered after a fixed time ,
irrespective of behavior.
When training for generalization, including all
relevant stimuli/responses that might be
encountered. For example, when training
hand washing, all possible sink/soap
combinations might be trained to prepare the
person.
Imitation skills that will occur even to
untrained models.
Reinforcer that is effective in many situations
because it can be exchanged for a wide
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Graduated Guidance
9
Incidental learning
9
Independent Group Contingency
9
Instructions
9
Interdependent Group
Contingency
9
Isolation Timeout
9
Kinds of Prompts
9
Learn unit
9
Least-to-Most Prompting
9
Limited Hold
9
Maintenance
9
Maintenance procedures
9
Mixed Schedule
9
Model
9
Model Characteristics
variety of backup reinforcers. Ex: tokens,
money
Give prompts were they are required, but
immediately fade when a person begins to
perform the response
Learning that occurs in naturally occurring
activities, not as a result of programmed,
artificial learning trials.
Reinforcer is available for any person whose
behavior meets a criterion
Verbal descriptions of behavior and
antecedents/consequences.
Reinforcer is available if all people in the
group meet a minimum criterion -or- the
group's overall performance meets a criterion
A timeout from reinforcement in which the
person is placed in another location away
from others
Physical guidance, gestural, written, verbal,
imitation (modeling)
A concept in instruction in which the teacher
presents an SD, there is active student
responding, and the teacher provides
feedback to the student. Ideally, learn units
should occur frequently.
Give SD and then wait for response to be
performed. If it is not, give the least intrusive
prompt first, then second least intrusive, etc.
When reinforcer is available for the next
response, that response has a limited amount
of time to occur or the reinforcer is lost (FI 1’
LH10”)
Extent to which a procedure can produce
durable changes in behavior -or- a phase of
acquisition that uses specially designed
procedures to maintain an already-learned
response
1. Thin schedules of reinforcement to
increase RTE
2. Use natural reinforcers and stimuli
3. Train to fluency
Two or more independent schedules that are
presented successively but each does not
have its own signal. Independent schedules
are those that program their own schedule of
reinforcement. (Mix FR 10 FI 2')
Some antecedent stimulus that is
topographically identical to the behavior to be
strengthened
Characteristics that might influence whether a
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Modeling
9
Molar (level) Systems
9
Momentary DRO
9
Most-to-Least Prompting
9
Multiple Schedule (Mult)
9
Negative Contrast
9
Negative Practice
9
Observation in preference
assessment
Personalized System of
Instruction (PSI)
9
9
Planned Ignoring
9
Polydipsia
9
Positive Contrast
9
Positive Practice Overcorrection
model's behavior will be imitated: model
similarity, prestige of model, emphasis on
modeled behaviors, how nurturing the model
is, and instructions.
Providing a model for another person to
imitate.
Level System wherein clients begin at bottom
level and then work their way up to higher
levels. Each level has its own behavioral
criteria for entry and its own collection of
reinforcers.
DRO schedule in which reinforcer is delivered
if the target behavior is not occurring at the
moment the DRO interval terminates.
Present the prompt at maximum intensity, and
gradually use a less intense prompt over
successive trials.
Two or more schedules that are presented
successively each with their own signal (1st
period has FR10 attention for tasks, 2nd
period with different teacher has Ext for task
completion). (Mult FR 10 Ext)
Behavior in a changed situation increases,
resulting in a decrease of the behavior in an
unchanged situation.
Contingent on some inappropriate behavior,
requiring client to engage in that behavior
repeatedly. Has been used in smoking
cessation.
Observe a person in free time and record
what they do
Material is broken down into units and each
unit has its own study objectives. Students
work at their own pace, study the material and
then take an exam. Students must meet
mastery criterion on an exam and may re-take
exams until criterion is met.
Behavior maintained by social reinforcers,
and such reinforcers are withheld for a given
period of time contingent on the behaviors.
Excessive drinking - generated by schedules
of food delivery. Rats under a FT 1 min
schedule will drink up to 4-5 times their body
weight in water. Also seen in FI schedules.
Behavior in a changed situation decreases,
resulting in an increase of the behavior in an
unchanged situation. Typically, the behavior
in the changed situation is decreased with
extinction or punishment.
Contingent on some inappropriate behavior,
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Post-Reinforcement Pause
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Precision Teaching
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Predictability
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Preference assessment: Forced
choice
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Preference assessment: Multiple
stimulus
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Preference assessment: Single
stimulus
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Preference Assessment: Types
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Premack Principle
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Probe Trials
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Procedural integrity DV
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Progressive Ratio
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Progressive ratio break point
requiring person to practice the appropriate
behavior that should have occurred. Ex: if a
child wets his pants, he will then practice
standing up and walking to the bathroom.
A brief pause of responding immediately after
reinforcement under fixed-ratio or variable
ratio schedules. Is sometimes called the preratio pause, as the pause duration is
determined by the size of the upcoming ratio.
Using behavioral teaching methods and the
standard chart.
Used in behavior programs to decrease
problem behavior. This can involve written or
picture schedules of upcoming events.
Present person with pairs of reinforcers, and
note which one is selected. Pair each
reinforcer with all of the others on the list of
possible reinforcers. Graph the # times each
item is selected.
Multiple stimulus with (or without)
replacement – present an array and record
how often an item is selected. The without
replacement can be used to rank order
preference.
Present a single stimulus, and see if person
contacts it. Or, record the latency or duration
of contact.
1. Interviews
2. Free operant - see what person contacts in
free time
2. Single stimulus
3. Forced choice
4. Arrays with/without replacement
Procedure in which high probability behavior
can be used to reinforce low probability
behavior and low probability behavior can be
used to punish high probability behavior
A method of measuring generalization in
which the behavior is measured in untrained
situations.
The typical DV is % of competencies correctly
displayed.
Ratio Schedule in which the ratio size
gradually increases over time. This schedule
is sometimes used to assess reinforcer
effectiveness. To do so, the "break point" is
identified - when the organism stops
responding.
In a PR schedule, the break point is the last
ratio size completed before the organism
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Progressive Relaxation
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Prompts
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Public Commitment
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Punishment Guidelines for
Efficacy (7 guidelines)
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Punishment Side Effects (x5)
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Rank Order Preferences
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Ratio Strain
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Reducing a response using
matching law
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9
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Reflexivity
Rehearsal
Reinforcer Menu
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Reinforcer Sampling
stops responding. In reinforcer assessments,
the higher the break point, the more effective
is the reinforcer.
Technique of relaxation wherein the person
relaxes various muscle groups. When
completed, the person is able to totally relax
all major muscle groups under the control of a
cue.
An extra antecedent stimulus that is used to
evoke a behavior such that it can then be
reinforced
Person designing his/her own self-control
program enlisting the contingency
management support of friends or family.
a. Immediate after the target behavior
b. Consistent- punish every response (FR1)
c. Provide alternative behavior that obtains
same reinforcer
d. Do not allow reinforcer to follow to closely
after punisher
e. Use High Intensity Punisher
f. Withhold all reinforcers that can be
produced by the target behavior
g. Punisher should be linked to assessment
data.
a. Escape from the punishing agent
b. Aggression towards punishing agent
c. Emotional behavior
d. Modeling by observers
e. Inappropriate generalization – person
afraid to do anything.
Analyze choices to determine the most and
least preferred items. Formula is # times an
item is selected divided by total number of
pairs in which the item appeared then multiply
the total by 100.
A decrease in responding under a ratio
schedule because ratio size is too large or
was increased to rapidly
1. Decrease rate of reinforcement for the
response
2. Increase rate of reinforcement for other
responses
If A=A, then A=A
Practicing a behavior to be learned
A visual display of several reinforcers from
which the person may choose
Requiring a person to sample various
reinforcers, such that he/she has sufficient
experience with them to choose the preferred
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Reinforcer Survey
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Relation between reinforcer
effectiveness and delay, amount,
quality, deprivation, and variety.
Required Relaxation
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Resistance to extinction:
schedule effects
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Response Cost
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Response Deprivation
Procedures
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Response Differentiation
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Response Generalization
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Restitutional Overcorrection
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Rules for Designing a Token
System
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Schedule Induced (adjunctive)
Behavior.
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Schedule of reinforcement
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Schedule Thinning
reinforcer
Ask people about their preferences. Now
more correctly referred as a preference
assessment.
Reinforcer effectiveness increases with
shorter delay, larger amounts, higher quality,
greater deprivation, and greater variety.
Contingent on some inappropriate behavior,
requiring person to lie down and relax in quiet
area for a period of time.
Extinction after dense schedules (FR 1):
rapid. Extinction after lean schedules (VR
100): slow
Contingent on some inappropriate behavior,
the removal of a reinforcing object (radio,
token, magazine).
Procedure that involves depriving an
organism of the opportunity to emit a
response and then using the opportunity to
emit the response as a potential reinforcer for
other behavior.
A use of differential reinforcement to change
a characteristic of behavior. For example, a
father may only listen to his son when the son
talks about sports. As a result, the son
frequently talks sports.
Effects of some contingency spread to
responses not yet associated with the
contingency.
Contingent on some inappropriate behavior,
requiring the person to restore the
environment to a condition superior to that
before the behavior occurred.
-base it on functional assessments
-ID tokens that are easily used
-ID target behaviors and rules for obtaining
tokens
-ID schedule of token exchange
-ID how tokens will be conditioned as
reinforcers
-field test the system and fine tune as needed
Behavior that seems to appear because it is
under a schedule of reinforcement. E.g. Some
organisms will exhibit aggression under FR
50 schedules of food delivery, rats will exhibit
copious drinking when exposed to FI 1
schedules of food delivery.
A rule that specifies when a reinforcer will be
delivered.
Gradually decreasing the rate of
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Self Control
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Self Management
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Self-Punishment
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Self-Recording
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Self-reinforcement
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Shadowing
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Shaping
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Side Effects of Negative
Reinforcement
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Side Effects of Positive
Reinforcement
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Simple Schedules of
Reinforcement
Social Validity
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Spatial Fading
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Stimulus Equivalence
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Stimulus Generalization
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Stimulus Over-Selectivity
reinforcement. In a FR schedule, the FR size
increases. In a FI schedule, the time
requirement increases.
Involves procedures that are implemented by
the client. Typically requires some external
source of contingency management.
Another term for self control. The person
actively participates in the recording, goal
setting, or reinforcement procedures.
Client decides if their behavior meets criteria
for punishment and delivers the punisher (or
arranges for its delivery) if it does.
Client decides if and when their own behavior
meets a criterion, and then recording the
behavior if it does.
Clients decides if behavior meets criteria for
reinforcement and delivers the reinforcer (or
arranges for its delivery) if it does.
When the trainer moves his/ her hands along
with the client's hands as he performs the
skill.
Gradually changing the form or topography of
a behavior by reinforcing successive
approximations to the correct response
Similar to punishment side effects: escape
from aversive stimuli, aggression, emotional
behavior, etc.
Schedule-induced aggression, frequent
requests for reinforcer (nagging), "shadowing"
the source of reinforcement, attempts to
escape schedule when the requirements are
high (e.g., high FR schedules).
Single schedules such as FR, VR, FI, VI, FT,
VT
Whether goals, procedures, and outcomes
are acceptable. This can be determined by
asking community members, experts,
competent individuals, family or the client.
Gradually changing the spatial locus of a
prompt during fading. E.g. going from hand,
to wrist, to forearm, etc.
When a class of stimuli evoke the same
responses or more generally have the same
effects on behavior. Stimuli that evoke the
response "dog" include 1. word dog 2. picture
of dog 3. sight of dog 4. sound of dog barking
Effects of some contingency spread to stimuli
that have not been associated with the
contingency.
The tendency of lower functioning individuals
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Stimulus Shaping
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Superstitious Behavior
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Symmetry
Tandem Schedule
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Target Setting
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Task interspersal
9
Task Variation
9
Teaching VB using transfer of
stimulus control
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Timeout
9
Tokens
9
Total Task Training
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Train Loosely for Generalization
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Transfer of Stimulus Control
to attend to one and only one element of a
complex SD. With a red A and blue B, the
individual may only attend to the colors and
fail to attend to the letters.
Involves transfer of stimulus control from an
already effective stimulus to a new stimulus.
E.g. using two apples to teach number 2 and
then fading them into the number 2.
Behavior that occurs as a result of
"accidental" or adventitious reinforcement. In
this kind of reinforcement, the reinforcer is not
produced by the response, but nontheless
occurs after it.
If A=B, then B=A
Two or more schedules that are presented
successively, but there is no signal for each.
A reinforcer is given only at the end of the
sequence
Setting to which a client will be placed after
behavioral programming has finished. Setting
to which generalization efforts are directed
In instruction, difficult tasks should be
presented and interspersed with easier tasks
(such as maintenance tasks).
The extent to which tasks are varied in a
block of time. There is some research that
suggests rapidly varying the tasks may
engender improved learning.
1. Teach echoics or textuals
2. Use echoics or textuals as prompts when
teaching mands, tacks, intraverbals
3. Fade use of echoics or textuals as prompts
Time out from reinforcement – signaling the
removal of opportunity to earn reinforcement
for a period of time, contingent on
inappropriate behavior.
Generalized conditioned reinforcers that when
earned can be exchanged for other
reinforcers, or backup reinforcers. Benefits:
quickly & easily delivered, exchanged for a
variety of backup reinforcers.
When an entire task is trained at once,
instead of implementing a chaining
procedure. Usually includes graduated
guidance
During training, vary the environment such
that there is not narrow stimulus control over
the skill. This procedure tends to flatten the
generalization gradient.
When one stimulus can evoke a response,
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Transitivity
VI-Variable Interval
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VR-Variable Ratio
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VT- Variable Time
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Ways to Encourage Maintenance
(6 ways)
9
Ways to Program Generalization
(8 ways)
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Within-stimulus Prompts
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Competency based training
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Counter control
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Information sharing and display
and then that capacity is transferred to a
second stimulus
If A=B and B=C, then A=C
Reinforcement delivered after the first
response after an average amount of time
has elapsed. Produces a steady, medium
rate of response with little pausing.
Reinforcement delivered after average
number of responses. Produces a steady,
very high rate of response with brief, if any,
pauses after reinforcement
A reinforcer is delivered after a variable
amount of time (average) irrespective of
behavior.
-train to fluency
-use naturally occurring stimuli
-fade out artificial stimuli
-use delayed consequences
-use self-control repertoires
-use intermittent schedules of reinforcement
-Instructions – train a response and give
instruction to encourage generalization
-Train in many stimulus conditions.
-Design supportive environment-untrained
situations.
-Train loosely
-Program common stimuli
-Delayed/intermittent reinforcement
-Self Management
-Use a variety of prosthetic devices
Those prompts that are contained within the
SD, such as isolating and exaggerating the
critical difference between an "E" and "F"
The kind of training that is essential in staff
training and management. This training
involves a needs assessment, learning
objectives, performance criteria, training
procedures (instruction, simulations, in vivo
training), and on-line feedback. Training
systems observe the principles of behavior
that are found in CBA class.
Attempts by the subjects of behavior
programming to change the behavior of the
programmer. For example, students learned
to train their teachers to deliver more praise
and positive comments.
Information about behavior analysis services
should be provided to those directly involved
(clients, trainers, parents), and to those who
have a legitimate interest
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Obtain Support from Others
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Outcomes management
10
Performance Monitoring Systems
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Procedural Integrity
10
Staff training: best practice
10
Support for behavior analysis
services
(educational/governmental officials,
administrators). When sharing data with nonprofessionals, the display should be easily
interpreted (avoid 6 cycle graphs - consider
bar graphs).
To maintain a client's behavior, you should
secure support from those in their natural
environment and work in collaboration with
others who are involved with the client.
When feedback is given to participants and
the feedback depends on an outcome (some
permanent product such as $ made, skills
taught, etc).
Systems designed to encourage and maintain
appropriate staff behavior. They involve
objectively defined job descriptions, sufficient
training in the job, on-line frequent feedback,
and a system of incentives for excellent
performance
Collecting data on the extent to which the
program is being implemented correctly.
Contingencies are used to maintain and
shape behavior of implementers.
Explanation, demonstration, and feedback on
their implementation. It is particularly
important to have them practice the skills and
receive feedback.
A behavior analyst should enlist support for
her/his technology from those who are directly
affected by the services and by those only
indirectly affected, but who may have decision
power over them (administrators,
educational/government officials, advocacy
committee, HRS, popular media). Such
support can be obtained by educational
programs, and feedback/outcome measures
that show cost effectiveness of the
technology.