ABA1

Whole Interval Time Sampling

bx has to occur the entire time

Whole Interval Advantage

provides estimate of duration of bx without measuring every incident

whole interval disadvantage

underreport frequency, requires sustained observation

partial interval time sampling

A method where the observer records whether the target behavior occurred at any time during the interval.

Partial-Interval Disadvantage

overestimate frequency; less precise

partial-interval advantage

good for brief/frequent behaviors

Momentary Time Sampling

records whether the target behavior is occurring at that moment each time interval ends

Momentary time sampling advantage

least effort; good for many clients at once

momentary time sampling disadvantage

can under- or overestimate; may miss behavior between checks.

Reinforcement

delivery of the reinforcer and the resulting change in behavior

Reinforcer

a consequence that increases future behavior

punishment

a consequence that decreases future behavior

discriminative stimulus

any stimulus that provides a cue for a certain response to gain reinforcement (reinforcement is available)

Stimulus class

A group of stimuli that share specified common elements along formal, temporal, and/or functional dimensions.

Establishing Operation (EO)

A motivating operation that increases the effectiveness of some stimulus as a reinforcer. for example: food deprivation-food becomes more reinforcing

Abolishing Operation (AO)

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event. For example, the reinforcing effectiveness of food is abolished as a result of food ingestion.

factors that impact effectiveness

rate, response cost, response delay

positive reinforcement

adding a stimulus to increase a behavior

negative reinforcement

removing a stimulus to increase behavior

Premack Principle

High-probability behavior reinforces low-probability behavior (first, then)

response deprivation hypothesis

a behavior becomes a reinforcer when access to it is restricted below baseline levels

Fixed Ratio (FR)

produces high rate of responding; post-reinforcement pause

Variable Ratio (VR)

high, steady rate of responding; very resistant to extinction

Fixed Interval (FI)

scallop effect

Variable Interval (VI)

moderate, steady responding

Differential Reinforcement of Other Behavior (DRO)

reinforcement of any other behavior during a time period

Noncontingent Reinforcement (NCR)

Reinforcement is delivered on a schedule independent of behavior.

Limited Hold

reinforcement only available for a brief time after interval ends

ratio strain

breakdown in responding when ratio increases too quickly; can result in avoidance, pauses

positive punishment

Adding a stimulus to decrease behavior.

negative punishment

Removing a stimulus to decrease behavior.

Conditioned Punisher

learned punisher through pairing

Unconditioned Punisher

A stimulus that decreases behavior regardless of the clients previous learning history

essential characteristics of punishment

consistent, immediacy, varied punisher, decreases future behavior

Potential Negative Effects of Punishment

emotional responding

Avoidance and escape

Modeling of undesirable behavior

Extinction

withholding reinforcement for a previously reinforced behavior until the behavior decreases

Extinction Burst

a temporary increase in the frequency and intensity of responding when extinction is first implemented

Response Variation

new forms of behavior appear

emotional responding

crying, aggression, frustration

spontaneous recovery

the reappearance of a learned response after extinction has occurred

gradual decline

behavior decreases over time

respondent behavior

involuntary, elicited, reflex

operant behavior

voluntary, controlled by consequence

neutral stimulus (ns)

stimulus that doesn't elicit a response before conditioning

Unconditioned Stimulus (US)

naturally elicits a reflex (UR)

Conditioned Stimulus (CS)

a stimulus that elicits a response only after learning has taken place

stimulus salience

more noticeable stimuli become conditioned faster

Conditioned Emotional Response (CER)

learned emotional reaction (fear, joy, anxiety)

Tier 1: Universal

supports for all students; school wide expectations

Tier 2: Targeted

supports for students at risk; small group intervention; frequent monitoring

Tier 3: Intensive

Individual treatment; high intensity interventions; one on one supports

treatment integrity

degree to which intervention is implemented as designed

Social Validity

ensures goals are meaningful and acceptable to stakeholders

dimensions of social validity

goals; procedures; outcomes

Importance of Progress Monitoring

determines effectiveness, helps modify interventions early

Ways to Measure Target Behaviors

progress monitoring, universal screening (benchmarking)

AB Design

baseline; intervention; simple comparison

ABAB (Reversal) Design

Replication of effect; strong experimental control

Multiple Baseline Design

Staggered start across subjects, settings, or behaviors; no withdrawal

Changing Criterion Design

Stepwise increases or decreases; behavior follows criterion changes

Alternating Treatments

Rapid alternation of two or more conditions; compares interventions