BCBA 5th Edition Task List

Selectionism

Selectionism

Behaviors are selected (keep or get rid of) based on environmental factors.
3 Types:
Phylogenic
Ontogenic
Cultural

Phylogenic (Selectionism)

Selection by natural evolution of species. BIOLOGICAL

Ontogenic (Selectionism)

Selection due to interaction with the environment. (Family, friends, society)

Cultural (Selectionism)

Behavior is passed from one person to the next (imitation/modeling)

Determinism

The universe is lawful and orderly. Things do not happen accidentally; things happen for a reason. EX: There is an explanation for a vase falling off the shelf even though no one is around.

Empiricism

Objective observation of events that are based on data, not thoughts or feelings. EX: Recording duration data to empirically determine the length of a behavior.

Parsimony

The simplest and most logical explanations should always be considered first.

Pragmatism

Analyze outcomes and procedures based on results. Were the results useful or not? Interventions should produce meaningful outcomes, and be evaluated on those outcomes. EX: Treatment plans should be data-based and individualized. Don't just use what worked once in the past. Evaluate the interventions, based on the client.

Radical Behaviorism

Created by B.F. Skinner, developed after methodological behaviorism. Acknowledges private, internal events as behavior. These private, internal events share the shame characteristics of public events (behavior).

Private Events (Radical Behaviorism)

emotions, thoughts, feelings (these are considered behaviors in radical behaviorism, but cannot be observed and measured in ABA)

Public Events (Radical Behaviorism)

behaviors that are observable and measurable

Behaviorism

Guiding philosophy of behavior science. There is an explanation for behavior as a result of interactions between individuals and the environment. EX: Client did not tantrum because they were "mad"; the tantrum was a result of environmental/individual interaction.

Experimental Analysis of Behavior (EAB)

The study of behavior principles to be later used outside of the experimental setting. Not applied research. EX: Operant behavior research on rats in a lab; research is not applied outside of the lab.

Applied Behavior Analysis (ABA)

Applying behavior principles to research in offices, clinics, schools, etc., on human subjects. EX: You are studying the effects on punishment on your RBTs. EX: You examine the effects of extinction on your client's screaming.

Practice Guided by Behavior Analysis

The interventions that result from behaviorism, EAB, and ABA. EX: The actual interventions used in the real world.

7 Dimensions of Applied Behavior Analysis (ABA)

Generalization

Effective

Technological

Applied

Conceptually Systematic

Analytic

Behavioral

Generalization

7 Dimensions of Applied Behavior Analysis
The target behavior should change not only in the learning environment but outside of the learning environment as well. The skill should persist across environments, people, times.

Effective

7 Dimensions of Applied Behavior Analysis
There must be a significant and socially important level of change to the behavior. EX: You increase your client's ability to dress themselves to the point where they can do it fully independently.

Technological

7 Dimensions of Applied Behavior Analysis
An intervention should be replicable by anyone who reads the intervention. If you are transferring a case to a different BCBA, they should be able to read, understand, and implement the intervention exactly as you are at the moment.

Applied

7 Dimensions of Applied Behavior Analysis
Changes are positive and socially significant in the person's life. Change is meaningful. EX: Someone learns to dress themselves.

Conceptually Systematic

7 Dimensions of Applied Behavior Analysis
Interventions are consistent with behavior principles. EX: You want to teach your client how to imitate. You design your intervention so that it is consistent with basic behavior principles (shaping, reinforcement).

Analytic

7 Dimensions of Applied Behavior Analysis
A functional relation is demonstrated between what is changed in the environment, and the behavior we want to change. Are we controlling the behavior? EX: Intervention controls the occurrence and non-occurrence of certain behaviors.

Behavioral

7 Dimensions of Applied Behavior Analysis
Behavior must be observable and measurable. EX: You can observe and measure someone's writing behavior.

Behavior

Anything an organism does. Behavior includes actions that change the environment in some way. EX: talking, eating, writing, reading.

Response Class

A group or set of responses that serve the same function/have the same impact on the environment. EX: screaming, head banging, or hitting to gain attention.

Stimulus

A change in the environment that evokes a functional reaction. EX: The entire class is talking loudly until the teacher walks in the room.

Stimulus Class

A group or set of stimuli that share similar characteristics.
Physical/Formal
Functional
Temporal

Physical/Formal (Stimulus Class)

Look/sound alike (Red objects)

Functional (Stimulus Class)

Change behavior the same way (Stimuli that make you stop = stop sign, holding your hand up to signal stop, saying stop)

Temporal (Stimulus Class)

When the stimulus occurs in relation to a behavior (Antecedents to the same behavior, consequences to the same behavior)

Respondent Conditioning

A neutral stimulus is paired with an unconditioned or conditioned stimulus and acquires the properties of that stimulus needed to elicit behavior.
Classical/Pavlovian Conditioning (sound of a bell and saliva)
Stimulus-Response (S-R)
Elicits a Reflex
EX: You were listening to a song (neutral stimulus) when you almost had a car crash which made your heart rate increase. Now, your heart rate increases when you hear the song.

Operant Conditioning

Consequences affect the future probability of a behavior occurring or not occurring
Reinforcement and punishment
Stimulus-Response-Stimulus (S-R-S)
Evokes a Response
EX: You speed and get a ticket. In the future, you do not speed to avoid a ticket.

Continuous Reinforcement

Reinforcement is provided for each occurrence or behavior. Typically used to learn new behavior. EX: FR1 - everytime a rat presses a lever, it gets a pellet

Intermittent Reinforcement

Reinforcement is provided for some occurrences of behavior. Typically used to maintain established behavior. EX: FR3 - the rat must press the lever three times to receive a pellet

Basic Schedules of Reinforcement

Fixed Ratio (FR)
Variable Ratio (VR)
Fixed Interval (FI)
Variable Interval (VI)

Fixed Ratio (FR)

Reinforce at a set number of responses

Variable Ratio (VR)

Reinforce at a varying (average) number of responses

Fixed Interval (FI)

Reinforce a response after a set amount of time

Variable Interval (VI)

Reinforce a response after a varying (average) amount of time

Compound Schedules of Reinforcement (7 types)

When a behavior analyst combines schedules of reinforcement. 7 types:
Concurrent
Multiple
Chained
Mixed
Tandem
Alternative
Conjunctive

Concurrent (Compound Schedule of Reinforcement)

-Two or more contingencies of reinforcement required
-Independently and simultaneously operated
-Two or more behaviors reinforced
-Example: FR20 FI30 schedule where client can either choose to complete 20 math problems, or read for 30 minutes.The client has the choice between the two behaviors.
-Concurrent schedules are related to the matching law and are all about choice.

Matching Law

Response rate is proportional to reinforcement rate received from each choice alternative. When 2 or more concurrent schedules exist, preference is shown to the behavior that achieves the highest amount of reinforcement.

Multiple (Compound Schedule of Reinforcement)

WITH Discriminative Stimulus
Two or more basic schedules of reinforcement that are running successively and independently of one another; happen in random or alternating order.
Example: Student does math worksheets with teacher in classroom, or individually with tutor. The teacher vs. tutor act as discriminative stimulus of what reinforcement schedule is available. Tutor can provide higher level of reinforcement than teacher can with entire class

Chained (Compound Schedule of Reinforcement)

WITH Discriminative Stimulus
Schedules always occur in a specific order
May be one or more behaviors of interest
Conditioned reinforcement for each element acts as the discriminative stimulus for the next element
Example: Painting trim: clean, sand, vacuum/brush, paint, looks good!

Mixed (Compound Schedule of Reinforcement)

WITHOUT Discriminative Stimulus
identical to Multiple, except that no discriminative stimulus is used. Two or more basic schedules of reinforcement that are running successively and independently of one another; happen in random or alternating order.

Tandem (Compound Schedule of Reinforcement)

WITHOUT Discriminative Stimulus
Identical to chained schedules, except there is not an SD that signals each schedule.

Alternative (Compound Schedule of Reinforcement)

Reinforcement is delivered when the requirement for either a ratio schedule or an interval schedule is met. The either/or schedule with a ratio and an interval! Example: An alternative FR6 FI5 schedule occurs where you either receive reinforcement after 6 responses, or the first response after 5 minutes.

Conjunctive (Compound Schedule of Reinforcement)

Reinforcement is delivered when the requirement of both a ratio schedule and interval schedule is met. Example: A conjunctive schedule VR3 FI9 where you are reinforced after 9 minutes pass and an average of 3 responses are evoked.

Automatic Contingency

produce consequences without needing another individual to change the environment. EX: Sensory/automatic function of behavior, scratching an itch, "stimming"

Socially Mediated Contingency

the consequence is delivered through another individual. EX: Teacher rewards student

Unconditioned Reinforcement

Primary reinforcers, no learning history needed. EX: food, water, sleep, sexual activity

Motivating Operation (MO)

A motivating operation alters the value of a consequence (effectiveness of a reinforcer or punisher) or alters the frequency of a behavior that has been reinforced in the the past by that consequence

Value Altering Effects of MO

Establishing operation
Abolishing operation

Establishing Operation

increases the effectiveness of a reinforcer. EX: deprivation - withholding an item for a period of time

Abolishing Operation

decreases the effectiveness of a reinforcer. EX: satiation - having too much of an item

Behavior Altering Effects of MO

Evocative
Abative

Evocative

increases the frequency of behavior from the same motivating operation. EX: you ran 10 miles, which had the evocative effect on water seeking behavior

Abative

decrease the frequency of behavior from the same motivating operation. EX: You ate thanksgiving dinner and felt full, which had the abative effect on food seeking behaviors

Conditioned Motivating Operations

Reflexive
Transitive
Surrogate

Reflexive (CMO-R)

A condition or object that acquires its effectiveness as an MO by preceding a situation that either is worsening or improving. This signals to us that an aversive event may be occurring soon. Example: Taking out homework folder increases instances of eloping for client (signal that work will begin soon)

Transitive (CMO-T)

An environmental variable that establishes (or abolishes) the reinforcing effectiveness of another stimulus and thereby evokes (or abates) the behavior that has been reinforced by that other stimulus. Example: Someone puts a lock on the fridge. This establishes the reinforcing value of a key (key becomes the CMO-T) when access to food is valuable as a source of reinforcement.

Surrogate (SMO-S)

A stimulus that has acquired its effectiveness by accompanying some other MO and has come to have the same value-altering and behavior-altering effects as the MO that it has accompanied. A pairing process has to take place here with another MO. Example: Mom usually puts baby to sleep. One day, dad tried to put the baby to sleep, but the baby doesn't fall asleep. Mom usually wears a certain fuzzy house robe that the baby has paired with sleep. Dad wears mom's house robe and the pairing of the robe with dad helps the baby fall asleep.

Rule-Governed Behavior (operant behavior)

behavior that is under the control of a verbal three-term contingency (A-B-C) or rule. EX: you do not eat expired food because you know you could get sick.

Contingency Shaped Behavior (operant behavior)

behavior is under the control of consequences. EX: you arrived at work early and got coffee, now you arrive early each day for coffee

6 Verbal Operants

Mand
Tact
Echoic
Intraverbal
Textual
Transcription

Mand

a request made by the speaker, evoked by an MO, reinforced by the requested item. EX: A child is hungry and asks for a carrot.

Tact

the speaker labels something in the environment, evoked by a non-verbal SD, reinforced by a generalized conditioned reinforcer. EX: You see a cow and say, "cow".

Echoic

the speaker repeats what they hear, evoked by a verbal SD, point-to-point correspondence, formal similarity, reinforced by a generalized conditioned reinforcer. EX: very common in ASD; repeating words, sentences, phrases

Intraverbal

the speaker responds to another person in conversation, evoked by a verbal SD, no point-to-point correspondence, may have formal similarity. Social reinforcement

Textual

reading a sign/book, evoked by a non-verbal SD. point-to-point correspondence, no formal similarity, Generalized conditioned reinforcement. EX: a stop sign

Transcription

writing something down that is spoken, evoked by a verbal SD, point-to-point correspondence, no formal similarity, generalized conditioned reinforcement. EX: dictating, taking notes

Autoclitic

modifies other verbal behaviors. EX: "I think, I see, I hear" modifies the phrase that comes after

Derived stimulus relations

Untrained relationships between stimuli. When a stimulus relationship is formed that was untrained it is considered stimulus equivalence.
Reflexivity
Symmetry
Transitivity

Reflexivity

A=A, matching exact examples

Symmetry

A=B and B=A, matching samples that aren't exact. EX: the word "dog" to a picture of a dog, the color red to a stop sign.

Transitivity

A=B, B=C, therefore A=C. The highest level of stimulus relations. EX: the word dog to a picture of a dog, the picture of a dog to a real dog. The word dog to a real dog.

Temporal Extent of behavior

how long (duration)

Temporal Locus of behavior

where the behavior occurs at a certain point in time (latency, IRT)

trials to criterion

The number of opportunities (trials) needed to achieve the predetermined level of success (criterion). EX: The mastery level is 6 correct matches. It takes your client 10 tries to get 6 matches. The trials to criterion were 10.

Internal Validity

We are reasonably certain that changes in the DV (behavior) are a result of the intervention/manipulation and no other uncontrolled factors. Our systematic manipulations are affecting the behavior and have control over the behavior. EX: Withdrawal designs - when we had the intervention, behavior changes. When we remove the intervention, behavior goes back to how it was before.

External Validity

the results of our experiment are generalizable to other subjects/settings/behaviors

single-subject experimental designs

Individuals serve as their own controls - the results of each condition are compared to the participant's own data
Prediction - the hypothesis related to what the outcome will be when measured
Verification - showing that baseline data would remain consistent if the IV wasn't manipulated
Replication - repeating the IV manipulation to show similar results across multiple phases

Reversal/Withdrawal/A-B-A

record a baseline, introduce IV, withdraw the IV, baseline again. This design demonstrates experimental control.
Advantages: demonstrates experimental control
Disadvantages: Some behaviors cannot be reversed, ethical concerns

Multiple Baseline Design

multiple baselines are used to analyze IV effects across settings, behaviors, participants
Advantages: no withdrawal, examine multiple DVs at once
Disadvantages: no experimental control

Multiple Probe

like Multiple Baseline, but only certain data points are observed and measured during baseline. Disconnected data path

Alternating Treatment Design

rapid and random/semi-random alternating conditions (2 or more). Equal opportunity for conditions to be present during measurement
Advantages: no withdrawal, multiple DVs rapidly
Disadvantages: carry over between alternating DVs can impact measurement

Changing Criterion Design

after baseline, treatment is delivered in a series of ascending or descending phases meant to increase or decrease a behavior already in the learner's repertoire.

Comparative Analysis

comparing 2 different types of treatment (multi-element, alternative treatments). EX: comparing DRO to DRA

Component Analysis

analyzing what part of the treatment package is impacting behavior change. What is making the difference?
Drop-Out Analysis
Add-in Analysis

Drop-Out Analysis

entire treatment package is presented, then components are removed systematically

Add-in Analysis

each component is analyzed before the treatment package is delivered

Parametric Analysis

analyzing what value of a certain treatment is most effective. EX: What dose of a medicine is most appropriate?

Skill Deficit

the client is unable to do it under any circumstances

Performance Problem

the skill is in the client's repertoire, but they cannot perform it when needed

Free Operant Preference Assessment

observing and timing how long a client engages with an item. EX: allow client to roam free in play room and record the items they engage with (and time with each item)

Single Stimulus Preference Assessment

present 1 item at a time and record the response

Forced Choice Preference Assessment

presenting 2 items/activities and asking the client to choose 1. EX: You have items A, B, and C. You present A-B, then B-C, then C-A. Record which 1 client selects from each pair to make a hierarchy.

Multiple Stimulus w/ Replacement with Preference Assessment

items are presented, learner chooses an item, chosen item is put back and unchosed items are replaced. EX: You have 4 items on table. Learner chooses item A. You keep item A on table and replace B, C, and D with new items. Need at least 3 items at a time.

Multiple Stimulus w/o Replacement with Preference Assessment

items are presented, learner chooses an item, that item is taken out and other items are rearranged. EX: You have 5 items on table. Learner chooses item B, you remove item B and rearrange 4 remaining items. Repeat until all items have been chosen.

4 Functions of Behavior

Escape/Avoidance
Attention
Access to tangible
Automatic/Sensory