HUMBEHV 2B06 EXAM

Applied Behaviour Analysis

the scientific study of behaviour

Selectionism

people continue to engage in behaviours that are effective

Determinism

all events occur as the result of another event

Parsimony

test simplest explanation before looking into more complex ones

Philosophical Doubt

continuously question what is regarded as fact

Nagi continues to eat bread in the morning because it gives him energy during his 8:30 am class. Which philosophical assumption is at play?

Selectionism

Akito was bit by a large dog when he was younger. Whenever he sees a dog, he feels anxious and his heart starts racing. What philosophical assumption is at play?

Determinism

Kunigami has a headache, and thinks it may be due to the fact that he has not drank water all day, instead of immediately thinking he might have a brain tumor. What philosophical assumption is at play?

Parsimony

Rin hears that Tylenol is what is causing an increase in autism diagnoses and questions the validity of this so-called fact. What philosophical assumption is at play?

Philosophical Doubt

Which philosophical assumption is most aligned with the 3 term contingency?

Determinism

Antecedent

some environmental event

Behaviour

observable and measurable output

Consequence

reinforcement for behaviour

Applied Dimension

focus on teaching skills with social significance for learners we are working with, ensure it is making life better

What is an example of a socially significant skill?

potty training

Which of the following is NOT a socially significant skill?

cursive writing

Socially Significant

meaningful for the individual, improves the quality of their life

Analytical Dimension

collect as much data as possible, idea that a functional relationship exists between intervention and behaviour change

Interobserver Agreement (IOA)

two or more observers to observe exact same learner, compare observations to see how much agreement there is

What is the percentage of IOA in clinical settings?

80%

What is the percentage of IOA in research settings?

90%

Effective Dimension

interventions we implement actually work, makes a difference in an individual’s life

Conceptually Systematic Dimension

interventions are based on existing evidence (e.g., reinforcement, punishment, chaining, etc)

What does JABA stand for?

Journal of Applied Behaviour Analysis

Technological Dimension

idea we write out all of our interventions so that anyone can follow (similar to a recipe)

Generality Dimension

behaviour change can and should be occurred across different time, settings, people, and materials, remains durable over time

Behavioural Dimension

teaching observable and measurable skills

Emily wants to teach her students a sequence of dance moves and writes out each particular steps so they can learn it. What ABA dimension is being exemplified here?

Technological

Operational Definition

detailed, objective description of what behaviour we want to change (what we want the learner to do)

Continuous Recording

require us to be in constant contact with behaviour of interest

Discontinuous Recording

does not require observer to record every instance of target behaviour, observer samples behaviour by recording its occurrence or nonoccurrence in consecutive intervals of times within period

Frequency

count or record how many times a behaviour happens within a 24 hour period, no confinement of time

Rate

how many times a behaviour happened within a time period

Duration

how long a behaviour lasted for

Latency

how long it takes for a behaviour to happen after an antecedent is presented

Interresponse Time

time that elapses between two identical behaviours (e.g., measure how much time between raising hand, count from when hand is down and end it next time you put your hand down)

Intensity

not often used and requires special tools, amount of force, energy, or exertion involved in a behaviour

Whole Interval Recording

client demonstrates behaviour during entire interval (e.g., crying for 1 hour)

Partial Interval Recording

demonstrates once within interval (e.g., crying once in 1 hour)

Monetary Time Sampling

learner demonstrates behaviour at the end of the interval

Permanent Product Recording

do not observe behaviour as it is happening, looking at its outcome instead (e.g., working on self-help skills with learner, take a look if they cut vegetables but leave when they actually do it)

Observer marks X on data sheet if client displays a target behaviour at any point during a 30 second interval, this observer is using…

Partial Interval Recording

When should you never use withdrawal designs?

when the behaviour is self-injurious

IV

intervention

DV

behaviour of interest

ABAB Design

withdrawal, baseline phase and intervention phase, then remove intervention to baseline, and then reimplement, ensure behaviour change is being caused by intervention

Multiple Baseline Design

stagger baseline, compare baseline and intervention to demonstrate behaviour change is happening when intervention is dropped in

Changing Criterion Design

behaviour change is segmented, very specific goals to jump to or a big goal to put into smaller chunks

Alternating Treatments Design

quickly compare 2 or more treatments, might be multiple treatments that can be used to create behaviour change and understand which one is most effective

Primary Reinforcer

unconditioned response, innately reinforcing, no history of learning that they function as reinforcer (e.g., food, water, shelter, sexual intercourse)

Secondary Reinforcer

conditioned response, learn that a stimuli is a reinforcer and are paired with another UR or CR and acquire reinforcing properties (e.g., money)

Motivating Operations

elements that momentarily alter the efficacy of a reinforcer

Establishing Operation

makes reinforcer more reinforcing

Abolishing Operation

makes reinforcer less reinforcing

Continuous Schedule

deliver reinforcement after every presentation of the target behaviour (FR-1)

Intermittent Schedule

do not deliver reinforcement after every instance of the behaviour

Mandy has a bag full of toys that she uses as reinforcers for her students. Mandy finds that on Monday morning, her students are eager to work to gain access to toys as they have not seen them all weekend. This illustrates how ________ serves as an _______operation, temporarily increasing the value of the reinforcement

deprivation; establishing

When are continuous schedules used?

when teaching a new behaviour

Using the different schedules, how should you teach a skill?

CRF → FR → VR (VR-4 is the best)

Token Economy

behaviour change system, list of behaviours to reinforce, tokens/points, reinforcers that can be exchanged for tokens/points

Interdependent Group Contingency

treat an entire group as one performing individual (e.g., everyone in the class needs to get an 80% and we all get a pizza party), one behaving unit

Independent Group Contingency

same expectations but own individual performance determines access to reinforcer (does not promote peer cooperation or peer engagement)

Dependent Group Contingency

one person or small number of people are responsible for accessing reinforcement for the group (e.g., all 3 people get a 90 on the exam → everyone gets a pizza party), promotes peer cooperation but can be a lot of pressure for selected individuals

Extinction

behaviour that has been previously reinforced is no longer reinforced, makes behaviour stop happening

Should extinction be implemented in isolation?

never because it is not okay to take a behaviour from someone without providing an alternative

Extinction Burst

happens when a behaviour gets worse before it gets better because they are anticipating the reinforcement, when they do not access it they amp it up

What best exemplifies the statement "gets worse before it gets better"?

Extinction Burst

Spontaneous Recovery

behaviour may reappear suddenly due to an antecedent comes up again

Response Prompt

things we do that influence learner's ability to respond (pyramid of prompting)

Stimulus Prompt

making a stimulus more salient for an easier response (e.g., bigger or closer to the learner)

Within Stimulus

changing salience of SD (making it bigger)

Extra Stimulus

adding on extra things to make it easier for the learner to respond (e.g., yellow circle + word 'yellow' as a label)

Prompt Fading

do not always have learner rely on full physical because it is invasive, fade out prompts with the prompt hierarchy but go slowly and set them up for success

Jamie is teaching his client Yusuf to mand, he is using a most to least prompting hierarchy. Highest level of prompt he should use is…

Full Verbal

Shaping

reinforce successive approximations to that final behaviour, good for new and harder skills, composed of successive approximation and differential reinforcement

Successive Approximation

baby steps, close to behaviour but not quite there → still reinforced (e.g., tying your shoes has a lot of steps, reinforce them for tying a knot, etc)

Differential Reinforcement

reinforce behaviours closer to terminal behaviour, no longer reinforce those further away

What is the first approximation (closest approximation a learner can make)?

Baseline

Punishment

decreases a behaviour, addition or removal of any stimulus that decreases behaviour

Negative Punishment

removes stimulus that decreases the behaviour (e.g., taking away the iPad to reduce screen time)

What kind of reinforcer should NEVER be taken away?

Primary Reinforcers

Response Cost

taking away time from reinforcer

Positive Punishment

addition of something that decreases a behaviour in the future

What is the following an example of?

child swears → engages in aversive chores → swearing decreases

Positive Punishment

What is the following an example of?

child swears → allowed to escape aversive chores → swearing increases

Negative Reinforcement

What results in a decrease in behaviour?

extinction, positive punishment, and negative punishment

Negative Punishment

appetitive stimulus removed

Stimulus Control

how much control we have over the stimulus itself, make sure to have a lot of it over learners (e.g., phone vibrating, red light)

SD

signals a reinforcement is available (e.g., fridge → cold drink inside)

S-delta

everything else that does not evoke the target behaviour, distractors that indicate reinforcement is unavailable

Task Analysis

step by step how to do a behaviour, may be more or less in depth, sequentially ordered steps

Behaviour Chain

sequence of responses, behaviour before is a prompt for the next behaviour (SD) and reinforcement for the behaviour before

Forward Chain

starts with first behaviour in sequence, subsequent ones are prompted but focuses on the first step

Backward Chain

begins with last behaviour in sequence, performs all but last step until learner masters last step

Backward with Leaps Ahead

same procedures as backward chaining, but not every step in task analysis is trained (skipping menial tasks)

Total Task

training is provided for every behaviour in the sequence during every training session, prompting is provided on every step

Stimulus Generalization

variety of different stimuli evoke same response

Response Generalization

one stimuli can evoke multiple different kinds of responses