Applied Behavior Analysis: Behavioral Objectives, Baseline, and Measurement (Modules 3 & 4)

Vocabulary flashcards covering key concepts from Modules 3 & 4, including ABC analysis, writing behavioral objectives, baseline measurement, sampling formats, and stages of learning.

ABC Analysis

An assessment process that involves operationalizing behavior, collecting multiple samples, analyzing antecedents and consequences for consistencies, formulating a hypothesis, writing a behavioral objective, and manipulating antecedents or consequences.

Context

A component of a behavioral objective that specifies who, what, where, and when the behavior is to be demonstrated, often introduced using phrases like 'If…' or 'Given…'.

Topography

The component of a behavioral objective describing the specific physical format or form of the behavior that counts as present.

Criteria

The component of a behavioral objective composed of dimensions of behavior, specifying target performance, level of support, generality, and long-term effectiveness over time.

Baseline

The initial data collection performed in treatment to determine if an intervention is needed and whether a skill level or problem size was over- or underestimated.

Anecdotal Observation

A continuous observation method where an observer records a descriptive account of antecedents, behaviors, and consequences as they naturally occur in the client's environment.

Transitory Events

Behavioral occurrences that require a live observer or continuous recording for measurement because they do not leave a permanent physical product.

Permanent Products

Tangible, lasting physical outcomes or environmental artifacts produced by a behavior that allow measurement without direct continuous observation.

Stages of Learning

The five sequential phases of skill mastery, consisting of Acquisition, Fluency, Generalization, Maintenance, and Adaptation.

Acquisition

The initial stage of learning during which a student first acquires a new skill or behavior.

Fluency

The second stage of learning, focused on performing a newly acquired skill accurately and at an appropriate speed or rate.

Generalization

The stage of learning where a student performs a learned skill across different settings, conditions, people, or stimuli.

Maintenance

The stage of learning in which a student retains and continues to perform a mastered skill over time after intervention ends.

Adaptation

The final stage of learning where a student adapts and applies a previously learned skill to solve new or novel problems.

Whole Interval Recording

A time sampling format for transitory events where a behavior is recorded as occurring only if it persists throughout the entire duration of an interval.

Partial Interval Recording

A time sampling format for transitory events where a behavior is recorded if it occurs at any point during a specified interval.

Point in Time Sampling

A time sampling method for transitory events where an observer records whether a behavior occurs at the exact moment an interval ends.

Permanent Products: Measurement Limitations

Drawbacks including an inability to record behaviors that leave no physical trace (e.g., eye contact), uncertainty regarding how or by whom the product was made, vulnerability to loss or damage before measurement, and failure to represent the complete behavioral process.

Permanent Products: Measurement Advantages

Benefits including the ability to measure behavior without direct continuous observation, flexibility to score products at convenient times, increased accuracy through re-examination, and simplified collection of interobserver agreement data.

Circle ‘ems

Circle each correct/incorrect response as it happens.

Check-offs

Put a checkmark when the behavior/skill occurs or is completed.

Initial probe

Test the skill before teaching/intervention to see what the person can already do.

Multiple probe

Take probes at different times/steps instead of collecting data continuously.

10 trials

Give the person 10 opportunities to perform the skill and record each response.

Trial by trial

Record the person's response after every individual trial/opportunity.

Trials to criterion

Record how many trials it takes the person to reach the predetermined mastery level

“Tape tallies”

Use tally marks to count how many times a behavior occurs, often while using an audio/video recording.

“Marble moves”

Move a marble/object from one container to another each time the behavior occurs; count the marbles afterward.

permanent product

Number of 2 digit addition problems completed correctly in 15 min

duration

Time on task for a highly motivated student......

event / frequency recording

Use of “um” by instructor during lecture........

partial interval time sampling

Tremors of an advanced Parkinson’s patient

whole interval time sampling

Time in seat for a child with ADHD

Topography

James hit Mary with a clenched fist

Frequency

Cam spit at me four times

duration

Arabella took forty five minutes to finish her lunch

accuracy

Amir got a 67% on the spelling test

latency

It took Nini two minutes to get started on her worksheet once I put it in front of her

rate

DeeDee had six accidents yesterday

duration

Juanita practiced her articulation exercises for an hour after dinner

topography

Caro greeted me with a smile

intensity

Tina broke skin when she bit Sam

latency

Harry starts talking before his friends finish their statements

not operatioanlized

John won't sit in his seat

rate

Lashaun sold twenty cars this month