Behavior Acquisition RBT Training

Applied dimension

interventions that address behaviors that are socially significant

Behavioral dimension

Target behaviors must be observable and measurable

Analytic dimension

A specific intervention caused a behavior change (not by random chance)

Technological dimension

Interventions must be clearly described so that others can understand and implement them

Effective dimension

Interventions must produce significant and socially meaningful improvements in behavior

Generality dimension

Interventions should be designed so behavior changes can be maintained across time and transferred into different environments and circumstances

Conceptually systematic dimension

Interventions are consistent with concepts and theories of behavior analysis

What does ABA stand for?

Applied behavior analysis

Operant conditioning

Pairing a behavior with a consequence

Classical conditioning

Learning that involves associating a neutral stimulus with a stimulus that naturally produces a response

Instrumental/voluntary behavior

When Edward Thorndike studied problem-solving behavior of kittens, dogs, and chicks who were escaping from an enclosure

Behaviorism

John Watson's theory defining psychology as the science of behavior

Verbal behavior

Language is a behavior influenced by its consequence

Early Intensive Behavioral Intervention (EIBI)

Highly structured and intensive teaching to reduce symptoms of Autism and increase skills

How is ABA used for those with intellectual disabilities?

Helps them learn how to use socially acceptable behaviors, help them get their needs met, and reduce behaviors that can negatively affect/limit their options in the world

Cultural humility

Recognizing and respecting the different cultural backgrounds of clients and their families

Assent

When clients voluntarily agree to participate in interventions

Important parts of assent

- Voluntary participation

- Understanding

- Communication and respect

- Ongoing assent

- Nonverbal cues

Reinforcement

Any stimulus that will increase the chance of a behavior occurring again

Positive reinforcement

To give or add something that will likely help a behavior to occur again (ex. praise/attention, sticker added to chart)

Negative reinforcement

Removing stimulus to increase chance of behavior (ex. removing homework to increase rate of classwork completion, washing dishes to stop nagging)

Primary reinforcement

Biological needs (food, drink, shelter)

Secondary reinforcement

Something that you have learned to value (ex. money, verbal praise, sticker)

Punishment

A stimulus that follows a behavior and decreases it

Positive punishment

Adding stimulus to reduce future occurrence of behavior

Negative punishment

Removes something to reduce behavior

Extinction

Previously reinforced behavior is no longer reinforced

Extinction burst

When a problematic behavior temporarily increases before it starts to decline due to previous strong reinforcement history

Stimulus control

When a behavior is performed more frequently in the presence of a specific stimulus (ex. shutting a door signals the client to take a seat)

Motivating operations (MOs)

Events or conditions that temporarily alter the value of a reinforcer or punisher (ex. a client being hungry would make food a more motivating reinforcer for completing a task)

Generalization

When someone can apply behaviors they learned in one setting to different settings

Discrimination

Being able to differentiate between different stimuli and respond appropriately based on the characteristics of those stimuli (ex. stopping a car when you see a stop sign, but you continue to drive if you see a yield sign)

Shaping

The process of reinforcing smaller steps to a larger target behavior

Successive approximations

Small steps in behavior, one after the other, that lead to a particular goal behavior

Chaining

Breaking a complex behavior into smaller units and linking them together to form a "chain"

Forward chaining

Teaching the first behavior in the sequence first, then gradually adding subsequent steps

Backward chaining

Starting with the last behavior in the sequence and working backward

Behavioral function

Purpose or reason behind a specific behavior

Antecedent

Events or conditions that happen before a behavior (ex. noisy lunchroom is the antecedent of the behavior of someone placing their hands over their ears)

Consequences

Anything that follows a behavior that will influence whether or not it will occur again

What are the two reasons someone engages in a behavior

Either to (1) escape a situation or (2) gain something

Differential reinforcement of incompatible behavior (DRI)

Reinforces a behavior that cannot be displayed at the same time as the undesirable behavior (ex. walking versus running, you can't do both at the same time)

Differential reinforcement of alternative behavior (DRA)

The replacement behavior is different than the problem behavior

Differential reinforcement of other behavior

Giving reinforcement for any appropriate behavior whenever a problem behavior is not displayed during a specific interval of time (ex. if a child does not throw a tantrum for two minutes, you can provide reinforcement such as sitting, speaking quietly, and playing appropriately)

Reinforcement schedules

A pattern that defines how often a desired response will be reinforced

Continuous reinforcement schedules (CRF)

Delivering a reinforcer each time a behavior is displayed (ex. giving a sticker each time someone answers a question correctly)

Fixed Ratio Schedule (FR)

Delivering a reinforcer after a certain number of times a behavior is displayed (ex. getting a reinforcer after a child picks up two toys, FR2)

Fixed interval schedule (FI)

Delivering a reinforcer after a certain amount of time has passed (ex. reward of playing a video game for 5 minutes after doing homework for 10 minutes)

Variable ratio

Delivering a reinforcer after a behavior is displayed an average number of times

Variable interval

Delivering a reinforcer after a client displays a behavior for an average amount of time

Is positive or negative reinforcement preferred?

Positive reinforcement

Tips for making reinforcement effective

- Use items the client likes

- Vary the reinforcing items so the client does not tire of any one item

- Only use items the client does not have free access to

- Make the reinforcer contingent on the specific behavior

- Give the reinforcer quickly after the behavior is displayed

- Pair tangible reinforcers with social reinforcers

Token economy

A system that provides a structure for the delivery of immediate and delayed reinforcement to modify behavior

Response cost

A punishment that works by withdrawing a reinforcer following the display of a specific undesirable behavior

Potential drawbacks of response cost

- A negative balance

- Understanding behaviors when tokens are removed

- The individual stops engaging in desired behavior

Immediacy

How soon after the behavior occurs is the reinforcement given?

Consistency

How reliable is the reinforcer being delivered contingent on the behavior?

Value of the reinforcer

Is the reinforcer important enough to the individual for them to engage in the target behavior?

Contingency

Does the reinforcer only occur when the behavior occurs?

Magnitude of reinforcement

Is the amount of reinforcer enough to match the amount of effort that the individual needs to engage in the desired behavior?

Variety of reinforcers

Are there enough different reinforcers so they can continue to be interested in whatever is available as a reinforcer?

Individualization

Are the items to be used as reinforcers being selected based on what the individual likes?

Abolishing operation

Variable that decreases a consequence's effect on behavior (ex. a snack is less reinforcing after you eat lunch)

Satiation

Getting so used to a reinforcer that their motivation to engage and access the item decreases

Establishing operation

Variable that increases the consequence's effect on behavior (ex. if you haven't eaten in a few hours, food becomes more valuable)

Deprivation

When a person has not had frequent access to the item but wants said item

Matching law

Behavior that will likely be displayed matches the amount of reinforcement that is available for that behavior

Goal of preference assessments

Help determine which items, activities, or experiences a person enjoys and might work as reinforcers

Indirect preference assessment

Gathering information from other sources or observations of child's actions to figure out a person's preference for items.

Indirect observational preference assessment

Casually observing the client as they interact with stimuli in their natural environment

Direct preference assessments (stimulus preference assessments)

Presenting different stimuli to clients to determine which ones are reinforcing

Free Operant Preference Assessment

Observing and timing how long a client engages with an item or items without interruptions

Single Stimulus Preference Assessment

Presenting the learner with one stimulus at a time and recording the level of engagement with each item.

Paired Stimulus Preference Assessment

Two items are presented each trial and the child is asked to make a choice.

Multiple Stimulus without Replacement (MSWO)

The chosen item is removed from the array, the placement of remaining items is rearranged, and the next trial begins with a reduced number of items in the array

Multiple Stimulus with Replacement (MSW)

All stimuli are presented on every trial (if an item is selected, it's put back into the array and available again on the next trial)

Discrete trials (DTI)

A small, highly structured unit of instruction consisting of a short instruction, a response from a learner, and feedback tied to the response.

Steps of discrete trial

1. The instruction (discriminative stimulus)

2. Response (from client)

3. Consequence (from RBT)

Discriminative Stimulus (SD)

A stimulus that elicits a response after association with reinforcement

Response (in a discrete trial)

What the learner does after a discriminative stimulus is delivered

How long do you wait for a client to respond?

3 seconds

Two types of consequences after a response (DTI)

1. Reinforcement (if correct)

2. (Corrective) Response (if incorrect)

Pacing

Speed and rhythm at which an instructor delivers instructions, prompts, and reinforcements to a learner

Prompting

Cues given after a direction so the client will give the correct response.

Momentum

Techniques to help build cooperation and prevent avoidance

Inter-trial interval

Time between the end of one trial and the start of the next one

Physical prompt

Gentle physical manipulation to get the learner to give the requested response

Hand-over-hand prompt

Full physical manipulation to get the learner to give the response.

Partial physical prompt

Using a gentle "nudge" to get the learner to start a response and then backing off

Positional prompt

Moving the correct response item closer to the learner

Modeling prompt

Performing the response so the learner can imitate it

Gestural prompt

Use a hand motion or pointing to the correct response

Time delay prompt

Delivering the discriminative stimulus and waiting a few seconds for the learner to respond before providing a more intrusive prompt

Verbal prompt

Telling the learner how to respond

No-no prompt

Telling the client "no up to two times, if the incorrect response is still delivered, use a more intrusive prompt to get a correct response

Errorless learning

RBT prompts a correct response from a learner before they have a chance to select an incorrect one

Most-to-least prompting

Initially more intrusive prompt is used, in subsequent trials less intrusive ones are used

Least-to-most prompting

System that gradually increases the intrusiveness of the prompts to get a client to give a correct response

Behavior acquisition plans

Individualized plans for learners that provide goals and the procedures necessary to teach the skills associated with each goal.

Massed trials

A form of a discrete trial intervention where the same target is presented over and over again