All instances of responses/bx detected during the observation period
Count Frequency Rate Celeration Duration Latency Interresponse Time (IRT) Percentage Trials-to-Criterion
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Dimensions
Features that can be measured
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Frequency
Count each time a bx occurs
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Rate
Frequency/time
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Duration
Length of time bx occurs
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Latency
Time between an environmental event/antecedent and response
Ex. Time between an sd to when client starts following sd
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Interresponse Time (IRT)
Time between end of one response and beginning of next one
Ex. Time between two bites of food
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Percentage
Proportional quantity
Number of responses / Number of opportunities * 100
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Trials-To-Criterion
Number of response opportunities needed for a person to achieve pre-determined level of performance
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Learning Opportunities (LOs)
Acquisition and maintenance tasks, tasks, analysis, mand training (command or ask), incidental teaching/PRT/NET (learn behavior).
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Repeatability or countability
Bx can be counted
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Temporal Extent
Duration
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Temporal Locus
When bx occurs
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Count
Number of responses emitted during an observation period
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Celeration (Standard Celeration Chart)
Measure of the change in rate of responding per unit of time
Captures bx acceleration and deceleration
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Topography
Physical form or shape of a bx
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Magnitude
Intensity of bx
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Discontinuous Measurement
Measuring some instances of bx during an observation
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Time Sampling
Observation is divided into intervals, presence or absence of bx recorded for each interval
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Whole-Interval Recording (Discontinuous, Time Sampling)
Measures continuous bx over brief intervals, record if a bx occurs throughout the ENTIRE interval
Report percentage of intervals where bx does occur during entire interval
Risks underestimation
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Partial-Interval Recording (Discontinuous, Time Sampling)
Measures INSTANCES of bx, record if a bx occurs at any point during interval
Does not capture duration
Recorded as percentage of intervals where bx occurred
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Momentary Time Sampling (Discontinuous, Time Sampling)
Measures presence or absence of bx within specific time intervals or at a specified/given time
Record if bx is occurring at the end of the interval
Reported as percentage of intervals where bx occurred
Records behavior when they occur at the particular moment the RBT was monitoring.
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Planned Activity Check (Discontinuous, Time Sampling)
Measures bx of individuals in a group; At end of interval, measure number of students engaged in target activity
Variation of momentary time sampling
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Artifact
Something that appears to exist because of the way it is examined or measured
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Permanent Product
Measuring the effects of a bx produced on the environment
Not recommended to use as primary method of data collection
Ex postfacto
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Baseline
Rate of bx prior to intervention
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Behavioral Excesses
Bx that occur too frequently or intensely
Selt-stims, aggression, tantrums
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Behavioral Deficits
Bx that occur at too low frequencies or intensity
Language, social bx, self-help skills
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Behavior Assessment
Process of identifying probable antecedent and consequent controlling variables
Discover recourses, environment, people, contingencies, maintenance and general factors, and possible reinforcers/punishers that surround potential target bx
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Fundamental Properties
Repeatability or Countability Temporal Extent - Duration Temporal Locus - When bx occurs
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Dead Man's Rule
If a dead man can do it, it's not a bx
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Phase Line
A dashed vertical line on a graph that indicates a change that may have an impact on bx. This can also indicate move from baseline (no modifications in environment) to intervention or from one intervention to another.
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When to not connect dots on line graph
Points fall on either side of a condition change line
A significant span of time passed and bx was not measured
There was a discontinuity in time in the horizontal axis (eg. vacation)
Data were not collected, lost, etc.
It is follow-up or post-check data
Unless intersession time span same as the original experiment
Data points fall beyond the values described by the vertical axis
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Graph
Used to display and compare discrete sets of data that are not related to one another by a common under lying dimension by which the horizontal axis can be scaled
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Parts of Line Graph
Horizontal and Vertical Axis
Condition Change Lines/Phase Lines
Condition Labels (Phase and Condition)
Data Points
Data Path
Figure Caption
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Cumulative Records
Shows number of responses on the ordinate (y-axis) and against time on abscissa (x-axis)
Cumulation of responses over time
There is no decrease on graph, steeper the slope, higher the rate of responses
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Ordinate
Y-axis
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Abscissa
X-axis
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Standard Celeration Chart
Charting changes in frequency of bx over time
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Operational Definition
Defining bx specifically and observably
When offset and onset is
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Interobserver Agreement (IOA)
Degree to which two or more independent observers report the same observed values after measuring the same events
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Scatter Plot
Shows relative distribution of individual measures over in a dataset
Dots are not connected
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5 Phases of Assessment
1. Screening 2. Defining problem or criteria for achievement 3. Pinpointing target bx's 4. Monitoring progress 5. Follow up
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Indirect Assessments
Interviews, checklists
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Direct Assessments
Tests
Direct Observation - only assessment method RBT's will use
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Assessment
Systematic collection of empirical datas, review, and use of info about educational programs undertaken for the purpose of improving student learning and development
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Applied Behavior Analysis (ABA)
The application of behavioral principles to everyday situations, that will, over time, increase or decrease targeted bx
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Preference
Something that an individual is more likely to accept or approach relative to other stimuli
Something that is a reinforcer in one moment might be a preference in the next and vice versa
It all depends on what MOTIVATES the client
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Reinforcer
Something that increases the likelihood of responding
Only a reinforcer if it results in an increase in a specific bx
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Preference Assessment
Identify potential reinforcers that will motivate a child to work
Pairs yourself with reinforcement and provide an opportunity for the child to engage with you in a "fun" manner
Provides structure for staff to find motivating items by eliminating "trial and error" that occurs during delivery of potential reinforcers
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Types of Preference Assessments
Free operant
Single Stimulus (Successive Choice)
Multiple Stimulus
Paired Stimulus (Present 2, make a choice)
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Free Operant Preference Assessment
Conducted with activities or toys and a stopwatch/timer
Measure duration of toy play during free play
Can be naturalistic or contrived (put specific toys out in different locations)
If a client does not choose a toy, not what they are doing and for how long (duration). This includes self-stimulatory bx
In the Stimuli manipulates section, fill in the item or activity that the student chooses
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Multiple Stimulus Preference Assessment
Conducted with edibles or items/activities
Measuring the order in which a client picks a toy (frequency or rank order)
Measures frequency in which a toy is chosen by replacing the toys in which the client did NOT choose
If client chooses toy 1 out of 3, replace toy 2 and 3 and repeat
If using MS with replacement, after the student selects an item, place that item back into the array.
If the student continues to pick the same item, do another session using MS without replacement so you can rank order the remaining items.
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Multiple Stimulus without replacement (MSWO) Preference Assessment
Don't replace toy that client chooses and record the order in which toys or chosen (rank order)
Randomize array of remaining toys after every selection
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Baseline
Current Level that a target bx occurs prior to intervention
Compared to after intervention data to determine effectiveness of intervention
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Probe and baseline data
Both used to determine if a client has a specific skillset
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Developmental Assessment
Norm-referenced developmental assessments provide info about how a child is developing compared to peers
Cognition, communication, motor, adaptive, and social skills are measured
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Criterion-Referenced Assessment
Provide info about skills that are in your child's repertoire, including curriculum-based assessments
Determine what skills your child is able to perform as well as what skills your child should learn next
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Examples of Developmental Assessments
Child Development Inventories (CDI)
Vineland Adaptive Behavior Scales - II
Gilliam Autism Rating Scale (GARS)
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Assessment of Basic Language and Learning Skills
ABLLS-R (Curriculum-based assessment)
Assessment of Basic Language and Learning Skills
An assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with ASD or other developmental disabilities
• Cooperative and Reinforcer effectiveness • Visual Performance • Receptive Language • Imitation • Vocal Imitation • Mands • Tacts • Intraverbals • Spontaneous Vocalizations • Syntax &Grammar • Play and Leisure • Soc. Interaction • Group Instruction • Follow Classroom Routines • Gen. Responding
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Assessment of Functional Living Skills
AFLS (Curriculum-Based Assessment)
Assesses 6 modules: Basic Living Skills
Home Skills
Community Participation Skills
School Skills
Vocational Skills
Independent Living Skills
Each assessment module has 8 skills areas to access functional skills across different settings throughout learner's lifespan
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Verbal Behavior Milestones Assessment and Placement Program
VB MAPP
Criterion-Referenced Assessment Tool, curriculum guide, and skill tracking system to track LANGUAGE DEVELOPMENT
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Curriculum Based Assessment
Links instruction with assessment; based on CBA instrument, teachers, and other professional can specify instructional goals
1. Determine eligibility 2. Develop goals for instruction 3. Evaluate the student's progress in the curriculum
Direct observation and recording of a student’s performance in the local curriculum as the basis for gathering information to make instructional decisions.
Repertoire–list or number of skills or capabilities of an individual
identify those language and other critical skills that are in need of intervention in order for a child to become more capable of learning from his everyday experiences
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Functional Assessment
Identify the function of a challenging behavior so an intervention can be put in place to reduce this behavior and/or increase more adaptive behaviors
Assessment in which gathers information on:
Clear description on the challenging bx (Behavior)
Antecedent
Consequence
Identify desirable bx that can replace challenging bx (Using words vs. Screaming)
Identify events or people that encourage challenging bx (Someone forgets to give lunch leading to yelling)
Development of hypothesis outlining potential functions of bx (reinforcing consequences)
A full history of interventions that have been previously implemented (success and failures)
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Functional Assessment Methods
Direct Observation - Observer records ABC. frequency, interval, graphs
Informant Methods - Interviews and Questionnaires (FAST, MAS)
Functional Analysis - Antecedents and consequences are manipulated to understand their effects
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Functional Analysis
An analysis of the purposes (functions) of problem behavior wherein antecedents and consequences representing those and the person’s natural routines are observed.
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Functions of Bx
SEAT
Sensory - Self-stims, Bx feels good or meets sensory needs
Escape - from person, task, environment, etc
Attention - Desire for attention from peers and adults (can be person-specific)
Tangible - Specific item or activity (Could have been denied access)
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Skill Acquisition Plan
A written plan that identifies an individual's strengths and deficits
Name of client Objectives for each skill/program Definition of target bx Materials/setting Instructional method Ways to respond to correct/incorrect responses Plans for generalization and maintenance Behavioral objective Instructional objective (Related to formal instruction)
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Behavioral Objective
Precise specification of a behavioral goal including 3 essential elements:
A statement of the condition in which bx will occur (location, when) A statement of expected bx A statement of criteria for attainment
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Instructional Method
Lets therapist know how instructions and materials are presented
“Train and hope” refers to teaching individuals a desired skill within a treatment session and hoping that the individual will generalize the use of that skill without implementation of a predetermined plan or strategy to facilitate generalization.
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Generalization
A skills is considered generalized when it occurs across various settings, people and stimuli, as well as overtime
Involves systematic planning
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Contingency
The reinforcement or punishment that occurs after a bx has been expressed
Dependent and temporal relation between operant bx and its controlling variables
What increases or decreases the probability of operant bx
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Natural Maintaining Contingencies
A naturally existing contingency, in layman's terms, “natural consequence” happens without the manipulation of the behavioral analysts.
Good for generalization
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Possible ways to plan for generalization
Natural Maintaining Contingencies
Program Common Stimuli
Train loosely
Train in multiple settings
Train with multiple people
Vary sd or cues
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Program Common Stimuli
Identifying salient features in the environment where the target response should occur and bringing those into the teaching environment.
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Positive Reinforcement (Sr+)
Presentation of stimulus that increases bx
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Negative Reinforcement (Sr-)
Removal of stimulus that increase bx
eg. Client asks for a break from work, bt removes break, increases chances of client manding
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Three-Term Contingency
Antecedent, Bx, Consequence
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Skinner Box
behavior that is followed by pleasant consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely to be repeated
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Skinner Box - Reflexive Motivation
Worsening set of circumstances
Instructors and demands can become the reflexive MO's-, indicating a painful or undesirable is about to occur
BTs should reduce value of escape and engage with child. Pair yourself with "good" things and make activities more fun than stopping them
Reflexive MOs- : Tone indicated a shock was coming for rats in experiment
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Primary Reinforcer
Unconditioned Reinforcers
Biological Needs - Water, food, sleep, shelter/warmth, sex, and touch
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Secondary Reinforcers
Conditioned Reinforcers; Stimuli that acquire their reinforcing properties only as a function of events in an individual's life
Tangible (toys) Social (attention, praise) Activity (games, movies) Generalized Sr - money, credit cards, tokens Back-up Sr - What is received after exchanging generalized sr (tokens)
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Premack Principle/Grandma's Rule
more probable behaviors will reinforce less probable behaviors
First brush teeth then play games First eat vegetables then dessert
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Rapport
Closeness, empathy, and mutual liking for an individual
Establish yourself as a reinforcer
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Freebies
Providing reinforcement that child likes without conditions or demands
non-contingent
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Steps to Establish Yourself as a Reinforcer
1. Pairing yourself with positive reinforcement (sanitize environment, don't give free access to preferred items, conduct preference assessments, give freebies at a high rate)
2. Assess if pairing procedure worked (Do they look forward to seeing you? Frequently walk or turn away to see if they want your attention)
3. Introduction of demands: If... Then (First few demands introduced will teach child to request for item or be simple/mastered demands)
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Operant Conditioning
the modification of behavior via reinforcement and punishment
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Stimulus-Stimulus Pairing
How to develop secondary reinforcers
Neutral stimulus (doesn't affect bx) is paired with primary or learned reinforcer. over time, neutral stimulus acquires reinforcing properties
Food + therapist saying "good job" -> client learns "good job" accompanies good things
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Generalized Reinforcers
Learned reinforcers that have become effective for a wide range of bx under a variety of circumstances
Developed when coupled with primary or learned reinforcers