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Flashcards related to concepts from studies and articles examining school discipline and Applied Behavior Analysis.
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Applied Behavior Analysis (ABA)
A theoretical framework that makes specific assumptions about why behavior happens (behavior is lawful, learned, and changeable); the application of behaviorism to improving individuals’ lives
Seven Key Principles of ABA
Behavior
Done by a living organism; it is the interaction between the organism and the environment and the displacement in space through time
Ex: yelling would be considered the behavior
Response
A specific instance of behavior
Ex: the specific yell would be the response
Response class
Group of responses that produce the same effect on the environment (have the same function)
Function
The purpose the behavior serves and the overall outcome of the reinforcer that is presented after the behavior takes place
Environment
Everything except the moving parts of the organism
Stimuli
Change in the environment sensed by the organism (can happen before/after a behavior)
Antecedent
Stimulus that happens before behavior; can signal that reinforcement will or will not be available for a specific behavior
Consequence
Stimulus that happens after the behavior
Respondent behavior
Behavior that's elicited by the antecedent stimulus
Reflex
The response caused by the stimulus
Habituation
Reflexes can diminish over time; repeated presentation of the unconditioned stimulus will decrease the strength/magnitude of the unconditioned response
Respondent conditioning
A type of learning in which a neutral stimulus becomes associated with a naturally occurring stimulus, eventually eliciting a similar response on its own. (process of learning to associate two stimuli)
Ex: dog learns that when a baby is in a high chair, the baby will cause a mess of food on the floor that the dog will be able to eat
Unconditioned stimulus
A stimulus that naturally and automatically triggers a response without any prior learning
Neutral stimulus
A stimulus that initially does not elicit the unconditioned response
Unconditioned response
The unlearned, automatic response to the unconditioned stimulus
Conditioned response
The learned response to the conditioned stimulus; similar to the unconditioned response but it is triggered by the conditioned stimulus
Respondent extinction
Process of repeatedly presenting a conditioned stimulus without the unconditioned stimulus.
The conditioned stimulus is repeatedly presented without the unconditioned stimulus
The unconditioned stimulus will weaken the conditioned response until it goes back to being no response
Operant conditioning
Type of learning in which behavior is modified by its consequences; individuals learn to associate their actions with the outcomes that follow
Behaviors that are followed by reinforcing consequences are more likely to be repeated, while behaviors followed by punishing consequences are less likely to occur again
Has unconditioned and conditioned consequences
Ex: if a child does well on a math test and their teacher tells them “great work!” it will prompt the child to continue to do well on their tests
Operant behavior
Behavior’s future frequency is determined by its history of consequences
Reinforcement
Increase future behavior
Reinforcer
Consequence when reinforcement occurs
Punishment
Decrease future behavior
Punisher
Consequence when punishment occurs
Positive reinforcement
Addition of a pleasurable stimulus after a behavior occurs which increases the likelihood of that behavior happening in the future
Positive punishment
Involvement of an unpleasant stimulus after a behavior occurs which decreases the likelihood of that behavior happening again
Negative reinforcement
Removal of unpleasant stimulus after a behavior occurs which increases the likelihood of the behavior occurring
Negative punishment
Removal of a pleasant or desirable stimulus after a behavior occurs, which decreases the likelihood of the behavior repeating itself
Unconditioned reinforcers
Stimuli that inherently reinforce behavior without any prior learning or association
ex: food, water, oxygen, touch, warmth
Unconditioned punishers
Stimuli that decrease the likelihood of a behavior without any prior learning or association
ex: pain, odors, tastes, physical restraint, loss of bodily support, extreme muscular effort, intense stimulation to most senses
Conditioned reinforcers
Stimuli that have acquired their reinforcing properties through being paired or associated with unconditioned reinforcers
ex: points, money
Conditioned punishers
Stimuli that have acquired their punishing properties through being paired with unconditioned punishers or other already established conditioned punishers
ex: failing a level, parking tickets
Generalized conditioned reinforcers
A type of conditioned reinforcer that has been paired with many different unconditioned and conditioned reinforcers across various situations
Social attention: been paired with lots of reinforcers in past so generally reinforcing
Discriminative stimulus
Reinforcement is available
Stimulus delta
Reinforcement is not available
Three-term contingency (ABC)
Antecedent > Behavior > Consequence;
behavior can be influenced by what happens before it, and what happens after
Basis for everything done in functional behavior assessments (FBAs) and corresponding behavior intervention plans
IEP
A written statement for each child with a disability that is developed, reviewed, and revised
includes current levels of academic and functional performance, annual goals, plan for monitoring progress, service details, inclusion extent, assessment participation, and additional considerations
Developed and revised by an IEP team at least once a year
How to label a target behavior
Reflect on the observable components of behavior, rather than assumptions of internal states
think objectively and neutrally and avoid judgment and pathologizing
ex: instead of labeling the behavior as depression, it can be labeled as crying
Goals
Our desired result for this student
big, such as a timeframe of one school year
should be meaningful and usable instead of vague
Objectives
Smaller step we will take to get there (to goals)
small, such as one grading period
meaningful and usable
breaking apart into smaller pieces
Components needed to write an objective: condition, specific behavior, criteria, and evaluation procedure
The SMART acronym
Specific
Measurable
Attainable/Achievable
Relevant
Time-bound/sensitive
Frequency
Number of events in a period of time (ex: 4 hits)
Rate
Number of events per unit of time (ex: 14 words read correctly per minute)
Percentage of opportunities
Use if behaviors follow specific rules (ex. was compliant 40% of time after prompt was given)
Duration
Total/average time(ex: disruptive for 55 minutes total/ for an average of 7.5 minutes per activity)
Percentage of time (engaged for 75% of silent reading)
Latency
Time between stimulus (ex. prompt) and response
ex: On average, Evan took 2 minutes to pick up his pencil after receiving a verbal prompt
Partial-interval recording
If the behavior occurs at any point during the interval
Whole-interval recording
If the behavior occurs for the entire duration of the interval
Momentary time sampling
If the behavior is occurring at the moment the interval ends (or begins, just stay consistent)
Continuous observation
A method of data collection where something is monitored or recorded without interruption over a specific period
Frequency
Rate
Percentage of opportunities
Duration
Latency
Celeration, inter-response time, topography/intensity
Systematic direct observation
Behavior is directly observed and systematically applied rules to determine how to collect data from the observation
used almost exclusively in ABA
Percent agreement index
Calculate the percentage of agreement between two or more observers on the occurrence or non-occurence of a behavior or the value of a specific dimension of that behavior
Kappa
Another statistical measure used to assess the level of agreement between two raters or observers; it takes into account the possibility of observers might agree by chance
Functions of behavior
Obtain / get something or escape/ avoid something
Natural consequence
A result that occurs directly and automatically from a behavior, without any planned or imposed actions by another person; inherent outcome of the behavior itself
Premack principle
Make an activity that occurred at a high free-operant level during baseline contingent on a low frequency behavior to function as a reinforcer
Pairing undesirable behavior with an incentive/rewards upon completion.
Fixed Interval
Fixed: Length of time interval remains constant
Interval: after first response following a minimum length of time since last response
Effects on behavior for reinforcement:
Rate of responding: first slow, then moderate (scallop)
After S^R provided: pause
Fixed Ratio
Fixed: number of responses remains constant
Ratio: after certain number of responses
Effects on behavior for reinforcement:
Rate of responding: very high, steady
After S^R provided: brief pause
Variable Interval
Variable: length of time interval varies around average
Interval: after first response following a specific length of time since last response
Effects on bx for reinforcement:
Rate of responding: low to moderate, but constant/stable
After S^R provided: few if any pauses
Variable Ratio
Variable: number of responses varies around average
Ratio: after a certain number of responses
Effects on bx for reinforcement:
Rate of responding: very high, steady
After S^R provided: no pause
DRO (other)
If target behavior does not occur for a specific amount of time, reinforce student
Interval dro: S^R if behavior did not occur at all during interval
Momentary dro: S^R if behavior is not occurring at specific moments in time
DRL
If the target behavior occurs below a certain amount, reinforce student
Full session DRL: S^R if behavior equal to or lesser than criterion for entire session
Interval DRL: session divided into intervals, S^R if behavior equal to or lesser than criterion at end of each interval
Spaced-responding DRL: S^R if behavior occurred within minimum amount of time since last response
DRA
If student engages in positive alternative behavior instead of the problem behavior, reinforce
Reinforce on FR! And gradually thin
DRI
If student engages in a behavior that cannot happen at the same time as the problem behavior, then it is reinforced
Behavioral contrast
When “ change in one component of a multiple schedule that increases or decreases the rate of responding on that component is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule”
conditioned stimulus
a previously neutral stimulus that after becoming associated with an unconditioned stimulus eventually elicits a conditioned response
How to record continuous observation
Record how often the behavior occurs
Form of data
Important variables that affect behavior (settings, days of week, times of day)
interrater reliability / Interobserver agreement / IOA
The de facto standard in ABA and direct observation in general
In no way perfect, but it does provide some information to consider when interpreting data
desired behavior
long term goal
alternative behavior
short-term goal
the role of prevent, replace, and respond in a behavior plan
Antecedent> Prevent problems from needing to occur in the first place
Behavior>replace the problem behavior with an alternative (and then desired behavior)
Consequence>Respond to positive behavior with reinforcement and negative behavior without reinforcement
How to prioritize a target behavior
social significance is paramount
presumption of benevolence is not ethnical
change should not be primary benefit of others
To what extent will the propsed behavior change/improve the person’s life experience?
ways to determine
cooper et. al 9 questions
janney & snell’s 3 priorities
Cooper, Heron & Heward’s 9 questions about behavior (prioritizing behavior)
does it pose danger to self/others?
how many opportunities will the person have to use a new behavior? how often does problem occur?
how long-standing is the problem?
will change produce higher rates of reinforcement?
how important will this be to future skill development & independence?
will changing it reduce negative or unwanted attention from others?
will a new behavior produce reinforcement for significant others?
How likely is success?
how much will it cost to change?
Janney & Snell’s 3 priorities (prioritize behavior)
desructive behaviors
is it harmful, health-threathening or life threathening to student or others?
disruptive behaviors
interfere with their learning, social relationing, pariticpating
cause destroyed materials in a dangerous or an interferring way
likely to become destructive?
distracting behaviors
interfere with social acceptance
negative impact on students image?
damage materials?
likely to become disruptive if ignored?
Prioritizing and defining behavior process
step 1: list challenging behaviors
step 2: prioritize behaviors to target
step 3: describe the behavior
3a- label the behavior
3b- describe the behavior using:
operational definition (examples & non-examples)
operationally define a target behavior
• Definitions must be:
1. Observable: Behavior is an action that can be seenor heard. 2. Measurable: Behavior can be counted or timed.
• Or, said another way:
1. Objective: Observed, not inferred
2. Clear: Unfamiliar person could reliably measure
3. Complete: Things that are and are not responses can be distinguished from one another
• Test your description:
– Can you act it out precisely?
– Can a person unfamiliar with the student recognize the behavior without any doubts?