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Session
Term
1
2 ways of finding where the record floor goes
on a standard chart?
1
Counting period floor (used to be called
record floor)
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Echoic (controlling variables)
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Emergency procedures
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Emergency situations
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1
Example of verbal behavior under multiple
control (e.g., impure tact)
If data points are going down on a Standard
Chart, and the data are duration data, what is
the trend?
If data points are going down on a Standard
Chart, and the data are rate data, what is the
trend?
If data points are going up on a Standard
Chart, and the data are duration data, what is
the trend?
If data points are going up on a Standard
Chart, and the data are rate data, what is the
trend?
Intraverbal (controlling variables)
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Least restrictive treatment
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Mand (controlling variables)
Meaning of a word
Normalization
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Right hand axis on Standard Chart
Tact (controlling variables)
Textual (controlling variables)
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Verbal behavior
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X-axis on a standard chart
Y-axis on a standard chart
ABCD analysis: what is D
Analogue FA
Analogue FA conditions
Analytic
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1
Answer
1. Right hand axis
2. 1/# minutes
# minutes spent observing
Verbal stimulus determines form + audience (SD) + GCR.
PTP and similar forms.
Procedures designed to protect the person, others or the
environment from immediate harm, not as therapeutic
interventions. Two types: 1. immediate restraint 2.
immediate isolation
Situations that present a risk to the client or others. Three
types: 1. behavior that is totally unexpected 2. behavior
that is low frequency (< 6/year) 3. behavior that must be
managed until a program is in place
Kid who tacts "paper" that is evoked by specific EO.
Upward trend
Downward trend
Downward trend
Upward trend
Verbal stimulus determines form + audience (SD) + GCR.
No PTP correspondence of stimulus and response
Using treatment that minimizes suspension of basic rights or
freedoms. The "least restrictive treatment" that has a
reasonable change of success should be used.
EO determines form + audience (SD) + specific reinforcer
Variables responsible for its emission.
Living environments and treatment procedures should be
used that are most like those applied to normal populations
Time
Nonverbal stimulus determines form + audience (SD) + GCR
Verbal stimulus determines form + audience (SD) + GCR.
PTP correspondence but dissimilar forms
Behavior that is reinforced with the mediation of another
person
Days
Count per minute
Non-socially mediated consequence of behavior
Setup conditions to mimic real-life situations
Control, attention, escape from task, alone, tangible
Characteristic of ABA. Scientifically based experimental
designs are used to assess the effectiveness of
interventions under study.
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Applied
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Applied Behavior Analysis vs Experimental
Analysis of Behavior
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Assumptions/Characteristics of Science
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Automatic reinforcement
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Behavioral
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Behavioral assessment: 2 general kinds
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Behavioral assessment: goal
Behavioral Technologies
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Behaviorism
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Characteristics of ABA
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Conceptually Systematic
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Dependent Variable
Determinism
Discrepency analysis
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Effective
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Empiricism
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Explanatory Fiction/Circular Reasoning
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Generality
Characteristic of ABA. Focuses on behavior with social
significance.
Both use systematic manipulations and data analysis of
individual organisms.
ABA: Behaviors of social significance to the person are
investigated
EAB: Behaviors of no social significance of the person are
investigated
1. Determinism
2. Law of Parsimony
3. Scientific Manipulation
4. Empiricism
5. Philosophic Doubt
6. Replication
A reinforcer that is produced by the behavior without the
participation of other people. For example, echolalia
produces sounds that may maintain the behavior. It can be
positive or negative reinforcement.
Characteristic of ABA. Behavior is the focus, not a
hypothetical entity.
1. Functional analysis
2. Descriptive assessment
Identify the function of behavior
Collection of procedures that have arisen from research and
are applied to practical problems by practitioners. Ex:
behavioral momentum is now implemented by many service
providers in clinics, schools, and homes
Philosophy of behavior that assumes behavior is a function
of current and past environments as well as genetics.
1. Effective
2. Technological
3. Conceptually Systematic
4. Generality
5. Analytic
6. Applied
7. Behavioral
Characteristic of ABA. Procedures are tied to the basic
principles of behavior.
Measure of behavior of interest
Assumption of Science. Behavior is caused by some event.
Compare data with those of norm group to determine
changeworthiness of current behavior
Characteristic of ABA. Attempt to produce large enough
effect that has an impact on the person's life.
Assumption of Science. Information is collected by objective
observations
Explaining behavior by using entity that lies within the
behavior itself. (Eric is aggressive because he has an
aggressive trait. Evidence of aggressive trait is his
aggressive behavior)
Extent to which the results or functional relations will be
observed if the experiment is changed in some way. Can be
tested by implementing the Tx with different Ss, settings,
behaviors, or species.
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How to sample high rate behavior
Hypothesis testing (2 kinds)
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Inadequate Explanations of Behavior
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Incident method of pinpointing
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Independent Variable
Kinds of descriptive assessments
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Law of Parsimony
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Mentalistic Explanations of Behavior
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Nominal Fallacy
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Philosophic Doubt
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Pinpoint behavior
Private Events
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Reasons why you might need to intervene
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Reification
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Scatterplot
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Scientific Manipulation
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Social Significance
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Systematic Manipulation
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Technological
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Teleology
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Trigger analysis
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What is Behaviorism?
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What is the difference between Applied and
Experimental Analysis?
Continuous recording for short period of time
1. Tx vs no Tx probes in real life setting
2. Set up FA conditions to test hypothesis
1. Nominal Fallacy
2. Teleology
3. Reification
4. Circular reasoning
Have caregiver report a specific incident of problem
behavior, and derive the definition from the incident
Treatment or intervention
1. Direct observation
2. Records review
3. Interviews
Assumption of Science. The simplest explanation of
behavior should be provided, all else being equal
Explanations that appeal to mental, unobservable
processes. Ex: The child was aggressive due to his
frustration with school.
Explaining behavior by naming or classifying it (The behavior
is PICA to explain eating inedible objects)
Assumption of Science. Conclusions of science are tentative
and can be revised as new data comes to light.
Objective definition of the behavior in question
Behavior and/or stimuli that can only be observed by the
person. (Ex: headaches) These behaviors and stimuli still
must be explained by appealing to a history of environmental
contingencies or biological processes.
A. Danger to self, others
B. Safety hazard
C. Welfare in current environment
D. Behavior problem prevents access to less restrictive
environment
Explaining behavior by appealing to non-existent entity (ID,
ego, self, etc.)
A chart that shows occurrences of behavior in a given time
frame
Characteristic of Science. Systematically manipulating an
event to see effects on behavior
Characteristic of Applied Behavior Analysis whereas the
behavior is socially significant to the person as well as the
changes that occur.
Assumption of science. To see if an event affects behavior,
the event is systematically manipulated and the effects on
behavior are noted.
Characteristic of ABA. Provides written detail of procedures
to permit replication of techniques in other settings.
Explaining behavior by appealing to future, unexperienced
events (I am doing my homework to graduate)
Examine the evocative effects of a particular antecedent
stimulus
Philosophy of behavior that assumes that behavior is a
function of past and current events as well as genetics.
The difference is that with Applied the behaviors have social
significance to the person being investigated whereas with
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Abative effect
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Abolishing Operations
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Adventitious Reinforcement
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Antecedent
Audience
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Autoclitic
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Avoidance behavior
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Behavior
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Behavior contrast: negative
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Behavior contrast: positive
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Behavioral view of “sensory defensiveness”
Categories of functions
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COD
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Collateral Measures
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Concurrent superstition
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Conditioned Motivative Operations (CMO)
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Conditioned Reinforcer (punisher)
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Consequence
Contingency
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Contingency Shaped Behavior
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CR
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CS
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Cycle
Experimental Analysis they do not.
When a stimulus causes an immediate weakening of a
response. Term applies to the effect of an S-delta or SDP.
1. Decreases the reinforcing effectiveness of some stimulus
2. Decreases the strength of the behavior that has produced
that stimulus in the past
Refers to accidental reinforcement, results in superstitious
behavior. In this kind of reinforcement, the reinforcer is not
produced by the response, but nontheless occurs after it.
Ex: Pitcher wears socks and has good game, then wears
sock at all games.
Event before the behavior
The individual(s) who provides the reinforcement for VB.
The audience is an SD for the VB.
VB that is used to modify the effect of other VB on the
listener ("You are moving really slowly")
Avoidance behavior that is reinforced by the postponement
or avoidance of an aversive stimulus (negative reinforcer).
Interaction of a person and his/her environment. Action of
the muscles and/or glands
When a treated behavior increases (e.g., ext or punishment),
and the same untreated behavior in another situation
decreases. In the laboratory, contrast is studied in multiple
schedules.
When a treated behavior decreases (e.g., ext or
punishment), and the same untreated behavior in another
situation increases. In the laboratory, contrast is studied in
multiple schedules.
Tactile stimuli are negative reinforcers
Positive reinforcement (Direct and SM)
Negative reinforcement (Direct and SM)
Change over delay - when a concurrent superstition occurs,
a delay is programmed after the first behavior occurs to
eliminate the superstition.
Measures of behaviors other than the primary target
behaviors
When a behavior (e.g., tantrum) is maintained by the
reinforcer for another behavior (e.g., mand for food).
Have the same effects that motivative operations have, but
are due to a conditioning history
A consequence that increases (or decreases) the rate of
behavior because it has been paired with another reinforcer
(or punisher)
Event that occurs after the behavior
Dependency among behavior and stimuli or among stimuli.
Can be expressed as an If-Then Statement.
Behavior that occurs because it has resulted from direct
exposure to contingencies.
Conditioned Response – a response elicited by a
conditioned stimulus
Conditioned Stimulus – a neutral stimulus that comes to
elicit a conditioned response through pairing with a US
Specifies when a behavior begins and when it ends.
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Dead Man’s Test
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Deprivation
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Discrete Trials
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Discriminated Operant
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Discrimination
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Discrimination Training
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Echoic
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Environment
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Escape behavior
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Escape Extinction
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Establishing Operation
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Evocative effect
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Extinction
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Extinction Side-Effects
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Free Operant
Functional Response Definition
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Function-altering
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Function-altering: Operant conditioning
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Function-altering: Respondent conditioning
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Function-altering: Rules
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Fundamental Characteristics of Behavior
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Generalization Gradient
Test for evaluating whether a goal or objective is viable. If a
dead man can do it, then it may not be a functional, useful
goal.
Absence of reinforcer for a period of time, thereby making
that event more effective as a reinforcer.
An instructional method wherein the client is presented with
formal opportunity to perform behavior. Consequence is
provided depending on behavior.
Behavior that requires some "opportunity" or specific
antecedent to occur. Ex: in order to follow directions, there
must first be a direction given.
Refers to a change in observed behavior when antecedent
stimuli are changed
Reinforcing a behavior in the presence of some antecedent
and extinguishing (or punishing) the behavior in the absence
of the antecedent.
Verbal behavior under antecedent control of prior verbal
stimulus. Point to point correspondence between the
antecedent stimulus and the response. (imitative behavior)
Entire constellation of stimuli that can affect a person
(includes both internal/external)
Escape behavior is behavior that is reinforced by escaping
from a aversive stimulus (negative reinforcer)
Extinction of a negatively reinforced behavior. Withholding
escape.
1. Increases the reinforcing effectiveness of some stimulus
2. Increases the strength of the behavior that has produced
that stimulus in the past
When a stimulus causes an immediate strengthening of a
response. Term applies to the effect of an SD, CS, or US.
Withholding a stimulus that normally occurs after a behavior,
resulting in a decrease in the rate of behavior.
Extinction burst, emotional behavior, aggression, increase in
variety of topographies, increase in intensity of behavior
Behavior that can occur at anytime, given some motivation.
Includes the topography of response as well as the
functional antecedents and/or consequences.
The concept that conditioning (and rules) alters the function
of stimuli. For example, discrimination training creates SDs.
And, reinforcement creates EO s.
Reinforcement alters the function of neutral stimuli and
results in the emergence of SDs and EO s.
The pairing of a NS and US results in a change of the NS
function - it becomes a CS.
Rules create new CSs, SDs, conditioned reinforcers, EO s,
etc.
1. Temporal locus
2. Temporal extent
3. Repeatability
Rate, Latency, Duration are derived from this.
A graph that shows the frequency of a behavior in various
stimulus conditions, one of which is the "training" situation
and then other similar but untrained "test" situations.
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Intraverbal
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Mand
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Motivational Operation (2 effects)
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Negative Punisher
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Negative Reinforcement
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Negative Reinforcer
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NS
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Operant
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Operant Conditioning
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Positive Punisher
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Positive Reinforcement
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Positive Reinforcer
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Primary Reinforcer
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Reflexive CMO
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Resistance to Extinction
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Respondent (classical) Conditioning
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Respondent Extinction
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Response
Response Definition
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Response Generalization
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Rule-Governed Behavior
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Rules
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Satiation
Verbal behavior evoked by some antecedent verbal
stimulus, but without point to point correspondence (ex: red
white and_____)
Verbal behavior that specifies its reinforcer and is evoked by
some establishing operation. (asking for something)
1. Changes the reinforcing effectiveness of some stimulus
2. Changes the strength of behavior that has produced that
stimulus in the past
Stimulus that when withdrawn after a behavior, decreases
the rate of the behavior. Note that IRT will increase.
Process in which a stimulus is withdrawn after a behavior,
and the rate of the behavior increases.
Stimulus that when withdrawn after a behavior, increases
the rate of the behavior. Note that IRT will decrease.
Neutral Stimulus – stimulus that does not elicit a response
prior to conditioning
A collection of responses with a common effect on the
environment. Ex: child may do a variety of things to obtain
attention.
Kind of learning where a class of behavior (operant) is
modified by changing its consequences.
A stimulus that when presented after a behavior, decreases
the rate of behavior. The IRTs would increase.
Process in which a stimulus is presented after a behavior
and the rate of the behavior increases. The IRTs would
decrease.
Stimulus that when presented after a behavior, increases the
rate of the behavior. Note that the IRT will decrease.
Reinforcer effective without previous experience (food,
water)
Have their effects because their presence signals a
"worsening" or "improvement" of conditions. In the former,
their offset is reinforcing. In the latter, their offset is
punishing.
The extent to which behavior persists when the maintaining
reinforcer is withheld. Abbreviation: RTE
Kind of learning in which one stimulus is paired with a
second stimulus and, as a result, the first comes to elicit the
same or similar response that the second elicits
Decrease in the strength of a CR as a result of presenting
the CS alone
A single instance of a behavioral class.
Description of a response that is in objective and observable
terms
Effects of a contingency spread to responses not yet
associated with the contingency.
Behavior resulting from rules rather than direct exposure to
contingencies. For example a person may put together a
bike using the instruction manual.
Contingency-specifying stimuli that describe relations
between stimuli or between stimuli and behavior
Decrease in responding due to the reduced effectiveness of
the reinforcer, because the person has received too much of
it.
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SD
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S-delta
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SDP
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Sensory Extinction
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Skinner’s Verbal Behavior
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Social Extinction
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Social Learning Theory
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Spontaneous Recovery
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Stimulus
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Stimulus Class
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Stimulus Control
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Stimulus Generalization
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Superstitious Behavior
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Surrogate CMO
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Tact
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Target Behavior
Textual
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Topographical Response Definition
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Topography of Response
Transitive CMO
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Unconditioned Reinforcer
Stimulus that 1. evokes a behavior 2. because that behavior
has been reinforced in the presence of the stimulus.
A stimulus that:
1. suppresses a behavior
2. because that behavior has been extinguished in the
presence of the stimulus
Stimulus that
1. decreases or suppresses a behavior
2. because that behavior has been punished in the
presence of the stimulus.
Extinction of a behavior maintained by sensory reinforcers.
The sensory reinforcers are withheld.
A system of language that classifies verbal behavior
according to its function.
Extinction of a behavior maintained by social reinforcers.
Withholding social reinforcement.
Theory of learning that posits learning occurs as a result of
observations that subsequently affect the person through
cognitive mediational processes.
Following an extinction session, a temporary re-appearance
of the behavior in the beginning of the next extinction
session. It is thought that the re-appearance is due to the
relative novelty of the "beginning of the session" that was
only briefly experienced in the previous session.
An energy change in the environment that affects a person
through his/her senses.
Collection of stimuli with a common characteristic. Ex: any
stimulus that evokes tantrums, or any stimulus of a certain
wavelength.
The extent to which a behavior occurs when the antecedent
stimulus is presented. EX: Mom has stimulus control over a
child's tantrums to the extent that the child tantrums in the
presence of mom, and does not tantrum in her absence.
Effects of a contingency spread to stimuli not yet associated
with the contingency.
Behavior that occurs due to accidental or adventitious
reinforcement. In this kind of reinforcement, the reinforcer is
not produced by the response, but nontheless occurs after it.
A surrogate CMO has its effect because of a history of
pairing with an MO, and these effects mimic those of the
MO.
Verbal behavior that is evoked by some non-verbal
environmental stimulus (naming)
Behavior to be changed.
Verbal behavior evoked by some written stimulus with some
point to point correspondence
Includes only description of the form, or topography, of the
response.
Form of response (e.g. kicking, hitting,)
Change the reinforcing value of some other stimulus, and
change the strength of behavior that has produced that
stimulus in the past.
A reinforcer that is effective without previous experience.
Ex: food, drinks
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UR
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US
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Verbal behavior
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Antecedent Manipulation
Baseline
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Behavioral Assessment
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Complete Behavioral Support Plan
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Conditional probability
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Contextual Variables (setting events)
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Descriptive Assessment
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Direct Solutions to Behavior Problems
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Ecological Changes
Functional Analysis
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Functional analysis best practice: how many
controls to use
Functional analysis best practice: natural vs
contrived environments
Functional analysis best practice: role of
supplemental information
Functional analysis best practice: what to do
with tangible condition
Functional analysis models
Functional analysis: brief
Functional Analysis: Multi-Component
Manipulations
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Functional analysis: Pair wise
Unconditioned Response- response elicited by an
unconditioned stimulus
Unconditioned Stimulus – stimulus that elicits a behavior w/o
any history.
Behavior that is maintained by reinforcement mediated by
another person.
Adding or removing antecedents that evoke behaviors
Pre-intervention assessment that is used to refine recording
procedures, design the intervention and provide data with
which to compare intervention data when evaluating
intervention effects.
Assessment that examines the person's entire life in order to
identify possible causes of the behavior in question. You
may use descriptive assessment methods or functional
analyses.
4 Elements: motivational operations, discriminative control,
replacement behaviors and consequence manipulations
The likelihood of an event occurring, given another event
(e.g., how often a behavior occurs, given an antecedent).
Formula: #A--> B/ # A OR # B --> C/# B.
Variables that are more generally present stimuli that are not
necessarily manipulated as part of a behavior change
program. May influence the efficacy of behavioral
procedures. Ex: medical status, task variation, number of
staff, etc.
Includes: records review, interviews of clients or significant
others, and direct observations. The goal is to identify
patterns of behavior, topographies and frequencies in order
to develop an hypothesis
Solutions to behavior problems that do not involve formal
behavior programs. Ex: treating a medical condition,
removing an antecedent stimulus, changing some feature of
the environment, etc.
Changing schedules, staffing patterns, activities, diet, etc.
Manipulation of environmental conditions to determine a
functional relation between problem behavior and
independent variables. Goal is to confirm hypothesis
developed in descriptive assessment.
Use one control for each test (pair wise)
Natural
To develop an hypothesis
If descriptive assessment does not indicate behavior occurs
to produce tangibles, then don't include in test conditions.
AB and ABC
An FA that involves 1 or 2 sessions
Arranging for particular conditions/situations (task, alone,
enriched environment, etc) and measuring behavior.
Reinforcers may be provided for problem behavior.
When a particular test condition (e.g., FR 1 attention) has a
corresponding control condition (e.g., continuous attention).
A pair wise is often used to test a particular hypothesis (e.g.,
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Functional analysis: undifferentiated data
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Lag sequential analysis
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Lag sequential analysis: Lag 1
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Lag sequential analysis: Lag 2
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Pattern Analysis
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Replacement Skills
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Sequence Analysis
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Testing Hypothesis in Functional Analysis
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Alternating Treating (multi-element) Design
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Between subject designs
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Changing Criterion
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Component Analysis
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Confounding Variable
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Correlation
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Deductive Processes
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Direct Replication
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Experimental Design
is the behavior maintained by attention?).
This suggests that the behavior is under multiple control
(there is more than 1 operant) - or it may suggest that there
is some idiosyncratic variable that is maintaining the
behavior in all conditions.
When conditional probabilities are calculated. It can be
between an A and B, or between a B and C. Formula for A
and B: Prob(A-->B)/Prob(A). Formula for B and C: Prob(B->C)/Prob(B)
When conditional probabilities are calculated. It can be
between an A and B, or between a B and C. Lag 1 refers to
the fact that the CP examines the A just before the B, or the
C just after the B.
When conditional probabilities are calculated. It can be
between an A and B, or between a B and C. Lag 2 refers to
the fact that the CP examines the A that is two antecedents
before the B, or the C that is two consequences after the B.
Looking for patterns of behavior, noting any kind of
correlation of behavior and some other factor. Ex: time of
day, staff, curriculum, etc. Common type of pattern analysis
is scatterplot.
New skills that are taught to replace target behaviors in
order to obtain the same reinforcer
Identifying events that typically precede and follow a target
behavior. Also called ABC Analysis.
Conditions are arranged to test the hypothesis. Ex: high
v.s. low attention conditions to assess behavior thought to
occur for attention
Two or more treatments with their own signal, alternated
across time - usually in the same day.
Participants only receive 1 condition (e.g., BL or TX). The
mean of each group is typically reported.
A design in which criterion in reinforcement is systematically
changed. Control is shown when changes in behavior
shadow changes in criterion.
Taking treatment apart and identifying which component is
the effective component. Can be accomplished by slowly
taking each element out -or- by starting with a single
element and slowly adding each element.
Uncontrolled variables or events that influence the outcome
of an experiment. Often accompany the IV and thus are
indistinguishable from the IV.
Two events co-vary. One may cause the second, the
second may cause the first, or both may be caused by a
third variable.
Testing hypothesis by collecting data in systematic
manipulation format.
Repeating the exact experiment with the same (intrasubject) or similar subjects (inter-subject). When used with
the same participant, allows for assessment of internal
validity.
A sequence of conditions that permit conclusions about
whether the changes in behavior resulted from the
intervention
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External Validity
Extent to which intervention can be successfully applied to
other people, other situations, or other behaviors. Also
termed generality.
Functional Relation
When an independent variable lawfully affects a dependent
variable
Inductive processes
Generating a hypothesis from data that has already been
collected.
Integrity of the Independent Variable
Refers to the extent to which the treatment is implemented
as intended.
Internal Validity
Whether or not changes in behavior can be attributed to the
intervention. AB designs lack strong internal validity, but
ABA or ABAB designs have strong internal validity.
Multiple Baseline (3)
Baseline data are collected on two or more subjects,
situations, or behaviors. Intervention is applied to the first,
and then the first and second, etc.
Multiple Probe
Multiple baseline design except that untreated behaviors are
assessed periodically through probes until they receive the
intervention.
Parametric Analysis
Studying different values or levels of a treatment. Can be
accomplished by randomly presenting the different values in
a ABCDEF design varied across participants -or- by
presenting the values in an ascending/descending series in
ABCDEDCBA design. This design is often used in drug
studies.
Practical Issues with Alternating Treatments Effects of one treatment can be seen in other conditions due
Design
to rapid alternation. If treatment procedures are not
discriminable, differences may not be evident in data.
Practical Issues with Changing Criterion
Not all behaviors/treatments can be studied with this design.
Design
In some cases, a reinforcement parameter may be able to
be varied.
Practical Issues with Multiple Baseline Design Requires untreated behaviors, participants or settings which
could be dangerous. Internal validity can be unclear when
generalization occurs.
Practical Issues with Withdrawal & Reversal 1. Requires counter-therapeutic change
Designs
2. Not appropriate for irreversible changes
3. SIB can be dangerous in this design
Reversal Design
A design in which an intervention is applied to behavior, then
removed and a second intervention is applied to the same
behavior (ex: NCR), and then the second intervention is
removed and the first is re-applied.
Steady state
When data show no trend according to some criterion (e.g.,
no visible trend over 5 sessions)
Systematic Replication
Purposefully changing elements of the experiment and
repeating the new experiment. Displays external validity or
generality.
Threats to Internal Validity
Events that call into question whether the changes in
behavior resulted from the treatment. Include maturation of
the subject(s), inaccurate or biased recording, poor
implementation of the treatment, unplanned environmental
changes, etc.
Transition state
When there is a trend in the data, and there is presumably
an ongoing behavioral process that is changing the strength
of the behavior. Transition states occur between steady
states.
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Withdrawal Design
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Withdrawal with Probe Design
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Yoking: between subject
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Yoking: within subject
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ABC recording
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Accuracy
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Behavior Definitions
Bias of partial interval recording, whole
interval recording and momentary time
sampling
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Celeration
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Continuous vs. Sampling Recording
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Descriptive analysis: limits
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Descriptive analysis: strengths
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Direct Observation
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Divided attention
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Duration
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Duration Recording
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Event Recording
Frequency
Functional analysis: AB model
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Functional analysis: ABC model
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Functional analysis: limits
Design in which baseline conditions are alternated with
intervention conditions. Minimum alternations are ABA or
BAB.
A standard ABAB design except the return to the A condition
is very brief.
Between subject yoking: when some parameter in a
condition is used in another condition for a different subject
(e.g., one subject, called the master, is responding under a
FR 5 condition. When this subject earns a reinforcer,
another subject receives a reinforcer. This would be used to
generate a VT schedule for the "slave." ).
Within subject yoking: when some parameter in a condition
is used in another condition for a subject (e.g., the rate of
reinforcement in a FR 5 condition is used to program a FT
schedule in another condition).
Recording antecedent, behavior, consequence streams.
Used in descriptive assessments.
Presumed to be present when there is agreement between 2
trained observers. But more correctly, when data are
consistent "true values."
Observable and measurable description of behavior
Partial interval: overestimates rates, used for reduction
targets
Whole interval: underestimates rates, used for acquisition
skills
Momentary time sampling: no systematic bias
A measure of the change in behavior over time (10/min -->
20/min = doubling)
Continuous - uninterrupted observation and recording
Sampling - behavior observed and recorded occasionally
1. Sometimes inaccurate conclusions
2. Function might change over time
1. Easy for practitioner
2. No risk
3. Little training is needed
Observing behavior directly, instead of assessing through
testing
When attention is diverted to another person, and not just
withheld
Time between the beginning of a response and the end of
that response
Using some timing device, recording the length of time of the
behavior/response
# of occurrences of a response are recorded.
Number of times a behavior occurs (Ex: count)
FA in which an EO is manipulated (task vs no task; frequent
attention vs low attention). No consequences are presented
when behavior occurs.
FA in which consequences are manipulated. Attention
condition: FR 1 attention for problem behavior. Tangible
condition: FR 1 tangible for problem behavior.
1. Does analogue apply to real life
2. Sometimes misses idiosyncratic variables
3. Doesn't always investigate complex variables
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Functional analysis: strengths
1. High degree of confidence in determining functional
relations
Intensity
Force of behavior, which could be measured in decibels
(loudness) or lbs/sq in (pressure)
Inter-observer agreement (IOA)
Extent to which two observer's data agree. It is said to
estimate accuracy.
Inter-observer agreement (IOA): exact count 1. Divide observation time into intervals
per interval
2. Count # of intervals in which there is exact agreement
3. Compute IOA for each interval by the (# of exact
agreements/# total intervals) x 100
Inter-observer agreement (IOA): mean count 1. Divide observation time into intervals
per interval
2. Compute IOA for each interval by dividing (small/large) x
100
3. Average all interval IOA
Inter-observer agreement (IOA): total count (Smaller count/larger count) X 100
Inter-observer agreement (IOA): Trial by trial (# trials with agreement/# trials) x 100
IRT - Interresponse Time
Time between end of a response and the beginning of
another response.
Latency
Duration of time between a stimulus and the beginning of
response
Maladaptive behavior: problem with term
It is assumed that behavior is adaptive, as it has a function.
"maladaptive"
Momentary-Time Sampling
A recording procedure in which a time period is divided into
bins. A "+" is recorded if the behavior occurs at the end of
the bin. A "-" is recorded if behavior does not occur at the
end of the bin. There is no systematic bias.
Narrative recording
On-line description of behavior, antecedents and
consequences written in prose.
Observation Times for High Rate Behavior
Can be brief
Observation Times for Low Rate Behavior
Longer duration to catch the behavior
Observer drift
Tendency for an observer's recording to gradually change
across time. It can be pinpointed to the time when an
observer's scores differ from those of a 2nd observer. One
cause is a change in response definition.
Partial Interval Recording
Recording procedure in which a time period is divided into
bins. A "+" is recorded in each bin if a behavior occurs at all
during that bin. A "-" is recorded if the behavior did not
occur at all during that bin. This recording procedure tends
to be an overestimate.
Percentage Correct
# of correct responses/ # of total responses, multiplied by
100
Permanent Product Recording
Recording the effects of the behavior, not the behavior itself
(Ex: bed made)
Rate
#of responses/ time (Ex: responses/minute)
Reactivity
Extent to which the act of recording influences behavior
(behavior changes when being observed)
Recalibration
Re-training an observer to increase accuracy, used to
decrease/correct observer drift
Recording Procedures
Methods for recording behavior that produce data
transposable into a measure
Reliability
Extent to which a given measurement result will be obtained
with the same sample of behavior
Setting events: issue with term
Setting events is not technical term in the field. They
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typically refer to motivational operations
Training observers
Observers can be trained through explanation, video tapes,
modeling and feedback. They can be calibrated using
behaviors for which frequencies are known.
Trials to Criterion
Number of trials required for a behavior to meet some
criterion (Ex: number of trials it takes to complete a task
without error)
True Values
Data in which extraordinary measures have been taken to
eliminate sources of error. True values hould approximate
the true measure of the behavior in the sample.
Whole Interval Recording
A recording procedure in which a time period is divided into
bins. A "+" is recorded if the behavior occurred during the
entire bin. A "-" is recorded if the behavior did not occur
during the entire bin. This recording tends to be an
underestimate.
Bar Graphs (Histograms)
Graphs used to show the average # of behaviors or other
measures such as # in a category. Not appropriate for
showing daily frequencies in real time.
Characteristics of Graphed Data
Level, Trend and Variability
Condition Change Line
Vertical line on graphs to indicate change. Solid line for
planned treatment/condition changes. Dashed line for
unplanned environment changes (Ex: changes in staff).
Cumulative Record
Graph that shows the cumulative number of responses over
time. Rate of response is represented by the slope of the
line.
Data
The results of measurement usually in a quantifiable form
(e.g., # aggressions in a day, the rate of correct vs incorrect
flash cards).
Data path
The line connecting two successive data points.
Functional analysis on high intensity behavior 1. Look at the latency to the first response in the condition.
Then end the condition.
2. Or, just study precursors.
Functional analysis: role of precursors
Can be the DV if the problem behavior is dangerous.
Functional equivalence
When two or more behaviors have the same effect (they
belong to the same operant). This concept is often used in
identifying a replacement behavior.
Graph
Visual display of data, used for decision making and
comparisons of different treatments
Hebephile
Attraction to pubescent children
Horizontal Axis Label
Some unit of time (days, sessions, weeks, etc)
Ignored Day
A day wherein the behavior did have a chance to occur but
no data were collected, thus, the previous data point and the
one following are connected
Level
General height of the points, typically described by
median/mean of points
Low rate behavior: why it occurs
The assumption is that the independent variables are low
rate
Matching equation
Equation that expresses a fundamental functional relation:
the rate of response will be sensitive to the rate of
reinforcement for that response as well as the rate of
reinforcement for other responses
Equation:
R1
=
r1
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---------------------------R1 + R2
r1 + r2
Matching equation: 2 ways to decrease R1
1) decrease the rate of reinforcement for R1 and 2) increase
the rate of reinforcement for R2.
Motivational operation: distal
An MO that is temporally removed from a behavior - for
example, several hours prior to the behavior that is
strengthened.
Motivational operation: proximal
An MO that occurs close in time to a behavior
No Chance Day
A day wherein the behavior could not occur, thus, the
previous data point and the one following are not connected.
Pedophile
Attraction to pre-pubescent children
Precursors: role in assessment
In the case of high intensity behavior, precursors maybe
assessed for safety reasons
Precursors: role in treatment
It can be useful to intervene, and treat, precursor behavior:
1) less restrictive procedures can be used 2) a given Tx
maybe more effective, as precursors are earlier in the chain
and therefore maybe weaker
Response class covariation
Operants contain various responses. If the strength of one
member of the operant is changed by reinforcement or
punishment, then the strength of the other members is
changed as well.
Sexual offenders Tx: role of confederates
1. They can act as observers in situations where offenses
have occurred
2. Confederate can entice the offender into situations where
offenses have occurred
NOTE: confederates should never put anyone at risk!
Sexual offenders Tx: Example of manipulating Give drugs (e.g., Depo-Provera) to reduce value of sexual
MO
stimuli
Sexual offenders Tx: Example of manipulating 1. Remove opportunity for contact with inapp sexual stimuli
SD
2. Provide opportunities for contact with appropriate sexual
stimuli
Sexual offenders: Advantage of Tx in
1. Can see precursors with very little risk as long as
community with supervision
supervised
Sexual offenders: Assessment methods
1. Records review
2. Interviews with person and others
3. Direct observation
4. Plethysmograph
Sexual offenders: Assessment problem with No chance for the behavior to occur and be assessed
incarceration
Sexual offenders: Assessment problem with Supervision
outpatient Tx
Sexual offenders: Drug Tx
Depo-Provera
Sexual offenders: Masturbatory
1. Pairing of appropriate sexual images with arousal:
reconditioning
Masturbate to appropriate sexual images
2. Pair inappropriate sexual images with no arousal:
Imagine inappropriate images during refractory period
Split Middle Method
Method for drawing a trend line. The line is drawn so that
half of the data points fall above the line and half of the data
points fall below the line.
Standard Chart: Celeration calculation
Rate of change, computed by drawing a best fit line and
dividing the rates on 2 consecutive Sundays.
Standard Chart: Dark Vertical Lines
Sunday lines
Standard Chart: Duration Data Points Going Duration is increasing
Down
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Standard Chart: Duration Data Points Going
Up
Standard Chart: Left hand Y Axis
Standard Chart: Rate Data Points Going
Down
Standard Chart: Rate Data Points Going Up
Standard Chart: Record Floor
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Standard Chart: Right Hand Y Axis
Standard Chart: X Axis
Trend
Variability
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Vertical Axis Label
Behavioral Goal
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Behavioral Objective (five elements)
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Choice Availability
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Constructional Approach
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Environmental Changes to Reduce the Need
for Tx
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Fair Pair
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Foundational Skills
Functional Goals
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Intermediate outcomes
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Program Design Relating to Implementers
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Reinforcer Assessment Procedures
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Task analysis
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Ultimate outcomes
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Duration is decreasing
Count per minute
Rate is decreasing
Rate is increasing
Dash on a particular day that shows the duration the person
was observed. Can be plotted by dividing 1/# min or using
the right hand scale.
Time
Calendar Days
Direction of the data points, described by a "trend line"
Extent to which the data points vary from day to day, often
expressed as the range of data points. Range is the highest
value - lowest value.
The measure of behavior
Statement when behavioral program will be successful.
Includes specific behaviors but not specific criteria for
success. Should be age-appropriate.
Precise description of when a program will be successful:
Includes measure, criterion for success, antecedent,
behavior, and consequences (schedule of reinforcement)
when the program is completed.
Extent to which clients are given choices about their lives
and events therein. When choices are provided, fewer
problem behaviors may be exhibited.
Approach to decreasing inappropriate behavior by focusing
on building new behaviors to replace inappropriate
behaviors (replacement skills)
Making changes in the environment that will reduce the need
for a behavior program: find interesting job, satisfying places
to live/recreate, network of friends, provide choices
1. ID the inappropriate behavior and program a procedure to
directly decrease it
2. ID a replacement behavior and teach it
These 2 elements constitute a "fair pair"
Skill that must be taught before other skills can be taught
Goals that will improve the life of the client and allow more
independence and choice. If not accomplished, a caregiver
will be required to perform the activity for the person.
Goals that lead to ultimate outcomes Ex: learning to dress,
ride the bus. Often involves the use of a behavioral
objective
Design the Tx while keeping in mind the contingencies
controlling the implementers behavior: will Tx be monitored,
will staff receive feedback, etc.
Test to see if the stimulus when presented contingent on a
behavior, will increase the rate of the behavior - can use
withdrawal design, reversal design, concurrent schedules
Task in broken into smaller elements and elements are
stated in their correct order
Goals that relate to health, safety, choice, access to positive
reinforcers, avoiding aversive events and quality of life.
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Weakening Behavior: Replacement skills
Select a replacement skill that is easy to emit and has the
same function as the inappropriate behavior
Adjusting Ratio
Ratio schedule in which size of the ratio increases as
responding becomes more rapid and consistent, but
decreases when responding deteriorates.
Alternative Schedule
A reinforcer is given when one of the two schedules is
completed. There is only one response option. Food is
given when Bill completes a FI1’ or FR 50, whichever comes
first.
Antecedent Manipulations (5)
1. Antecedent control procedure
2. Establishing Operation
3. Present SDs for appropriate behavior
4. Remove SDs for inappropriate behavior
5. Increase response effort for inappropriate behavior
Artificial v.s. Natural Contingencies
Given a choice, a behavioral programmer should select
contingencies that approximate those in the natural
environment, rather than artificial contingencies. Where
artificial contingencies must be used, however, they should
be changed to more normal contingencies whenever
possible.
Backup Reinforcer
A reinforcer that is obtained by exchanging a token for it in
token systems
Backward Chaining
Teaching a sequence of responses by initially training the
last response of the chain, the second to last and the last,
etc. Reinforcer is delivered after the required number of
steps are completed.
Behavioral Momentum: Applied
Applied: Following low probability directions can be
increased when they are proceeded by several high
probability directions with reinforcers delivered after each.
Behavioral Momentum: Laboratory
Laboratory: subjects behavior patterns and characteristics
temporarily persist even when the contingencies are
changed.
Behavioral Rehearsal
Practicing a skill under stimulated conditions that
approximate those in the natural environment.
Chain Schedule
Two or more schedules are presented successively each
with its own signal. A reinforcer is given only at the end of
the sequence (FR10-FI1’-VR20-Reinforcer)
Chaining
Systematically linking together individual skills into a larger
chain of skills.
Combined Prompts (also called simultaneous Prompts are given at the same time or just after the SD
prompts)
Concept Formation
Generalization within a class of stimuli and discrimination
between classes. E.g.. Learning to identify all canines as
dogs and learning to discriminate between dogs and cats
Concurrent Schedule (Conc)
Two or more schedules are available simultaneously that
can be selected (choose to work in workshop or watch TV)
Conditioned suppression: ABA
When the signal of an upcoming aversive event is on (you
are waiting in the Dr office), ongoing responding is
suppressed (it is hard to have an intelligent conversation in
the DR office).
Conditioned suppression: EAB
Animal responds under VI schedule for food. Periodically, a
stimulus comes on and then is soon followed by a shock.
When the stimulus is on, responding for food is suppressed.
Conjunctive Schedule (Conj)
A reinforcer is given when both of the two schedules are
completed. There is only one response option. Food is
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Contingency Contract
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Contingent Effort
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Contingent Observation
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Continuous Reinforcement
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Delayed Imitation
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Delayed Prompts
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Dependent Group Contingency
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Differential Reinforcement
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Direct Instruction
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DRA
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DRH
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DRI
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DRL
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DRO
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DRO: Momentary
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Errorless Discrimination
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Exclusion Timeout
given when Bill completes a FI 1’ and FR 50.
Agreement between client and programmer that states
specific behaviors by the client and what consequences will
be forthcoming for each behavior.
Any one of several procedures that involve requiring,
contingent on a response, client to engage in an effortful
activity.
Contingent on Behavior, the person is removed from
ongoing activities and permitted to observe same.
Refers to a FR1 schedule wherein every response produces
a reinforcer
When a person imitates a model, but the model is no longer
present.
Prompts are given after a period of time elapses after the SD
(gives the person a chance to perform independently)
Reinforcer for a group depends on the behavior of a single
person or small # of people
When a reinforcement contingency depends on 1. presence
or absence of a feature of a response, as in response
differentiation -or- 2. the presence or absence of an
antecedent stimulus, as in discrimination training
A method of teaching material such as reading and math
that involves scripted presentations, active student
participation, and immediate feedback from the teacher.
Differential Reinforcement of Alternative Behavior.
Reinforcer is delivered when a response occurs for a fixed
amount of time. The response is chosen because it is an
alternative to the target behavior but not necessarily
incompatible.
Differential Reinforcement of High Rates of Behaviors.
Reinforcer is delivered for more than a fixed number of
responses in a time period -or- Reinforcer is delivered after
an IRT less than some criterion amount of time. Used to
increase behavior.
Differential Reinforcement of Incompatible behavior.
Reinforcer is delivered when a response occurs for a fixed
amount of time. The response is chosen because it is
incompatible with the target behavior.
Differential Reinforcement of Low Rates of Behavior.
Reinforcer is delivered for no more than a fixed number of
responses in a time period -or- Reinforcer is delivered after
an IRT greater than some criterion amount of time. Used to
decrease behavior.
Differential Reinforcement of Other Behavior. Reinforcer is
delivered when a response does not occur for a fixed (or
varied in VDRO) amount of time.
MDRO 5 min = observe person after 5 minutes, and if the
decel target behavior is not occurring at the moment, then
deliver some stimulus
Teaching Discrimination with few or no errors. Ex: Fading in
S-delta (incorrect stimulus) -or- superimposing a new set of
stimuli on an already learned discrimination then fading out
the already learned stimuli
Timeout from reinforcement in which the person is removed
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Extinction-Induced Aggression
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Extra-stimulus Prompts
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Facial Screening
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Fading
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Feedback
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FI- Fixed Interval
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Forced Choice Preference Assessment
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Forward Chaining
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FR-Fixed Ratio
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FT- Fixed Time
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General case analysis
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Generalized Conditioned Reinforcer
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Generalized Imitation
Graduated Guidance
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Incidental learning
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Independent Group Contingency
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Instructions
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Interdependent Group Contingency
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Isolation Timeout
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Kinds of Prompts
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Learn unit
from the immediate situation, but kept in the general area.
Aggressive behavior that occurs when a behavior is being
extinguished.
Those prompts that are "outside" the SD, such as physical
guidance to prompt hand washing
Briefly covering the eyes or restricting visual input in some
way, contingent on a behavior
The gradual withdrawal of prompts, such that the SD alone
evokes the desired behavior
Providing information contingent on a behavior. Can
function as reinforcement or punishment, depending on the
nature of the information.
Reinforcer delivered after the first response after a fixed
amount of time has elapsed. Produces a scalloped rate of
responding
Present pairs of reinforcers and note which is selected. Pair
each reinforcer with all others on the list of possible
reinforcers.
Teaching a sequence of responses by initially training the
first response of the chain, then the first and second, etc.
Reinforcer is presented after the required number of steps
are completed.
Reinforcer delivered after fixed number of responses.
Produces steady, high rate of response with pauses after
reinforcement
A reinforcer is delivered after a fixed time , irrespective of
behavior.
When training for generalization, including all relevant
stimuli/responses that might be encountered. For example,
when training hand washing, all possible sink/soap
combinations might be trained to prepare the person.
Reinforcer that is effective in many situations because it can
be exchanged for a wide variety of backup reinforcers. Ex:
tokens, money
Imitation skills that will occur even to untrained models.
Give prompts were they are required, but immediately fade
when a person begins to perform the response
Learning that occurs in naturally occurring activities, not as a
result of programmed, artificial learning trials.
Reinforcer is available for any person whose behavior meets
a criterion
Verbal descriptions of behavior and
antecedents/consequences.
Reinforcer is available if all people in the group meet a
minimum criterion -or- the group's overall performance
meets a criterion
A timeout from reinforcement in which the person is placed
in another location away from others
Physical guidance, gestural, written, verbal, imitation
(modeling)
A concept in instruction in which the teacher presents an
SD, there is active student responding, and the teacher
provides feedback to the student. Ideally, learn units should
occur frequently.
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Least-to-Most Prompting
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Limited Hold
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Maintenance
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Maintenance procedures
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Mixed Schedule
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Model
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Model Characteristics
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Modeling
Molar (level) Systems
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Momentary DRO
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Most-to-Least Prompting
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Multiple Schedule (Mult)
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Negative Contrast
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Negative Practice
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Observation in preference assessment
Personalized System of Instruction (PSI)
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Planned Ignoring
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Polydipsia
Give SD and then wait for response to be performed. If it is
not, give the least intrusive prompt first, then second least
intrusive, etc.
When reinforcer is available for the next response, that
response has a limited amount of time to occur or the
reinforcer is lost (FI 1’ LH10”)
Extent to which a procedure can produce durable changes in
behavior -or- a phase of acquisition that uses specially
designed procedures to maintain an already-learned
response
1. Thin schedules of reinforcement to increase RTE
2. Use natural reinforcers and stimuli
3. Train to fluency
Two or more independent schedules that are presented
successively but each does not have its own signal.
Independent schedules are those that program their own
schedule of reinforcement. (Mix FR 10 FI 2')
Some antecedent stimulus that is topographically identical to
the behavior to be strengthened
Characteristics that might influence whether a model's
behavior will be imitated: model similarity, prestige of model,
emphasis on modeled behaviors, how nurturing the model
is, and instructions.
Providing a model for another person to imitate.
Level System wherein clients begin at bottom level and then
work their way up to higher levels. Each level has its own
behavioral criteria for entry and its own collection of
reinforcers.
DRO schedule in which reinforcer is delivered if the target
behavior is not occurring at the moment the DRO interval
terminates.
Present the prompt at maximum intensity, and gradually use
a less intense prompt over successive trials.
Two or more schedules that are presented successively
each with their own signal (1st period has FR10 attention for
tasks, 2nd period with different teacher has Ext for task
completion). (Mult FR 10 Ext)
Behavior in a changed situation increases, resulting in a
decrease of the behavior in an unchanged situation.
Contingent on some inappropriate behavior, requiring client
to engage in that behavior repeatedly. Has been used in
smoking cessation.
Observe a person in free time and record what they do
Material is broken down into units and each unit has its own
study objectives. Students work at their own pace, study the
material and then take an exam. Students must meet
mastery criterion on an exam and may re-take exams until
criterion is met.
Behavior maintained by social reinforcers, and such
reinforcers are withheld for a given period of time contingent
on the behaviors.
Excessive drinking - generated by schedules of food
delivery. Rats under a FT 1 min schedule will drink up to 4-5
times their body weight in water. Also seen in FI schedules.
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Positive Contrast
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Positive Practice Overcorrection
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Post-Reinforcement Pause
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Precision Teaching
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Predictability
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Preference assessment: Forced choice
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Preference assessment: Multiple stimulus
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Preference assessment: Single stimulus
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Preference Assessment: Types
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Premack Principle
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Probe Trials
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Procedural integrity DV
Progressive Ratio
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Progressive ratio break point
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Progressive Relaxation
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Prompts
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Public Commitment
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Punishment Guidelines for Efficacy (7
Behavior in a changed situation decreases, resulting in an
increase of the behavior in an unchanged situation.
Typically, the behavior in the changed situation is decreased
with extinction or punishment.
Contingent on some inappropriate behavior, requiring
person to practice the appropriate behavior that should have
occurred. Ex: if a child wets his pants, he will then practice
standing up and walking to the bathroom.
A brief pause of responding immediately after reinforcement
under fixed-ratio or variable ratio schedules. Is sometimes
called the pre-ratio pause, as the pause duration is
determined by the size of the upcoming ratio.
Using behavioral teaching methods and the standard chart
to track progress and make Tx decisions.
Used in behavior programs to decrease problem behavior.
This can involve written or picture schedules of upcoming
events.
Present person with pairs of reinforcers, and note which one
is selected. Pair each reinforcer with all of the others on the
list of possible reinforcers. Graph the # times each item is
selected.
Multiple stimulus with (or without) replacement – present an
array and record how often an item is selected. The without
replacement can be used to rank order preference.
Present a single stimulus, and see if person contacts it. Or,
record the latency or duration of contact.
1. Interviews
2. Free operant - see what person contacts in free time
2. Single stimulus
3. Forced choice
4. Arrays with/without replacement
Procedure in which high probability behavior can be used to
reinforce low probability behavior and low probability
behavior can be used to punish high probability behavior
A method of measuring generalization in which the behavior
is measured in untrained situations.
The typical DV is % of competencies correctly displayed.
Ratio Schedule in which the ratio size gradually increases
over time. This schedule is sometimes used to assess
reinforcer effectiveness. To do so, the "break point" is
identified - when the organism stops responding.
In a PR schedule, the break point is the last ratio size
completed before the organism stops responding. In
reinforcer assessments, the higher the break point, the more
effective is the reinforcer.
Technique of relaxation wherein the person relaxes various
muscle groups. When completed, the person is able to
totally relax all major muscle groups under the control of a
cue.
An extra antecedent stimulus that is used to evoke a
behavior such that it can then be reinforced
Person designing his/her own self-control program enlisting
the contingency management support of friends or family.
a. Immediate after the target behavior
guidelines)
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b. Consistent- punish every response (FR1)
c. Provide alternative behavior that obtains same reinforcer
d. Do not allow reinforcer to follow to closely after punisher
e. Use High Intensity Punisher
f. Withhold all reinforcers that can be produced by the target
behavior
g. Punisher should be linked to assessment data.
Punishment Side Effects (x5)
a. Escape from the punishing agent
b. Aggression towards punishing agent
c. Emotional behavior
d. Modeling by observers
e. Inappropriate generalization – person afraid to do
anything.
Rank Order Preferences
Analyze choices to determine the most and least preferred
items. Formula is # times an item is selected divided by total
number of pairs in which the item appeared then multiply the
total by 100.
Ratio Strain
A decrease in responding under a ratio schedule because
ratio size is too large or was increased to rapidly
Reducing a response using matching law
1. Decrease rate of reinforcement for the response
2. Increase rate of reinforcement for other responses
Reflexivity
If A=A, then A=A
Rehearsal
Practicing a behavior to be learned
Reinforcer Menu
A visual display of several reinforcers from which the person
may choose
Reinforcer Sampling
Requiring a person to sample various reinforcers, such that
he/she has sufficient experience with them to choose the
preferred reinforcer
Reinforcer Survey
Ask people about their preferences. Now more correctly
referred as a preference assessment.
Relation between reinforcer effectiveness and Reinforcer effectiveness increases with shorter delay, larger
delay, amount, quality, deprivation, and
amounts, higher quality, greater deprivation, and greater
variety.
variety.
Required Relaxation
Contingent on some inappropriate behavior, requiring
person to lie down and relax in quiet area for a period of
time.
Resistance to extinction: schedule effects
Extinction after dense schedules (FR 1): rapid. Extinction
after lean schedules (VR 100): slow
Response Cost
Contingent on some inappropriate behavior, the removal of a
reinforcing object (radio, token, magazine).
Response Deprivation Procedures
Procedure that involves depriving an organism of the
opportunity to emit a response and then using the
opportunity to emit the response as a potential reinforcer for
other behavior.
Response Differentiation
A use of differential reinforcement to change a characteristic
of behavior. For example, a father may only listen to his son
when the son talks about sports. As a result, the son
frequently talks sports.
Response Generalization
Effects of some contingency spread to responses not yet
associated with the contingency.
Restitutional Overcorrection
Contingent on some inappropriate behavior, requiring the
person to restore the environment to a condition superior to
that before the behavior occurred.
Rules for Designing a Token System
-base it on functional assessments
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Schedule Induced (adjunctive) Behavior.
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Schedule of reinforcement
Schedule Thinning
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Self Control
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Self Management
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Self-Punishment
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Self-Recording
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Self-reinforcement
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Shadowing
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Shaping
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Side Effects of Negative Reinforcement
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Side Effects of Positive Reinforcement
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Simple Schedules of Reinforcement
Social Validity
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Spatial Fading
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Stimulus Equivalence
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Stimulus Generalization
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Stimulus Over-Selectivity
-ID tokens that are easily used
-ID target behaviors and rules for obtaining tokens
-ID schedule of token exchange
-ID how tokens will be conditioned as reinforcers
-field test the system and fine tune as needed
Behavior that seems to appear because it is under a
schedule of reinforcement. E.g. Some organisms will exhibit
aggression under FR 50 schedules of food delivery, rats will
exhibit copious drinking when exposed to FI 1 schedules of
food delivery.
A rule that specifies when a reinforcer will be delivered.
Gradually decreasing the rate of reinforcement. In a FR
schedule, the FR size increases. In a FI schedule, the time
requirement increases.
Involves procedures that are implemented by the client.
Typically requires some external source of contingency
management.
Another term for self control. The person actively
participates in the recording, goal setting, or reinforcement
procedures.
Client decides if their behavior meets criteria for punishment
and delivers the punisher (or arranges for its delivery) if it
does.
Client decides if and when their own behavior meets a
criterion, and then recording the behavior if it does.
Clients decides if behavior meets criteria for reinforcement
and delivers the reinforcer (or arranges for its delivery) if it
does.
When the trainer moves his/ her hands along with the
client's hands as he performs the skill.
Gradually changing the form or topography of a behavior by
reinforcing successive approximations to the correct
response
Similar to punishment side effects: escape from aversive
stimuli, aggression, emotional behavior, etc.
Schedule-induced aggression, frequent requests for
reinforcer (nagging), "shadowing" the source of
reinforcement, attempts to escape schedule when the
requirements are high (e.g., high FR schedules).
Single schedules such as FR, VR, FI, VI, FT, VT
Whether goals, procedures, and outcomes are acceptable.
This can be determined by asking community members,
experts, competent individuals, family or the client.
Gradually changing the spatial locus of a prompt during
fading. E.g. going from hand, to wrist, to forearm, etc.
When a class of stimuli evoke the same responses or more
generally have the same effects on behavior. Stimuli that
evoke the response "dog" include 1. word dog 2. picture of
dog 3. sight of dog 4. sound of dog barking
Effects of some contingency spread to stimuli that have not
been associated with the contingency.
The tendency of lower functioning individuals to attend to
one and only one element of a complex SD. With a red A
and blue B, the individual may only attend to the colors and
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fail to attend to the letters.
Stimulus Shaping
Involves transfer of stimulus control from an already effective
stimulus to a new stimulus. E.g. using two apples to teach
number 2 and then fading them into the number 2.
Superstitious Behavior
Behavior that occurs as a result of "accidental" or
adventitious reinforcement. In this kind of reinforcement, the
reinforcer is not produced by the response, but nontheless
occurs after it.
Symmetry
If A=B, then B=A
Tandem Schedule
Two or more schedules that are presented successively, but
there is no signal for each. A reinforcer is given only at the
end of the sequence
Target Setting
Setting to which a client will be placed after behavioral
programming has finished. Setting to which generalization
efforts are directed
Task interspersal
In instruction, difficult tasks should be presented and
interspersed with easier tasks (such as maintenance tasks).
Task Variation
The extent to which tasks are varied in a block of time.
There is some research that suggests rapidly varying the
tasks may engender improved learning.
Teaching VB using transfer of stimulus control 1. Teach echoics or textuals
2. Use echoics or textuals as prompts when teaching
mands, tacks, intraverbals
3. Fade use of echoics or textuals as prompts
Timeout
Time out from reinforcement – signaling the removal of
opportunity to earn reinforcement for a period of time,
contingent on inappropriate behavior.
Tokens
Generalized conditioned reinforcers that when earned can
be exchanged for other reinforcers, or backup reinforcers.
Benefits: quickly & easily delivered, exchanged for a variety
of backup reinforcers.
Total Task Training
When an entire task is trained at once, instead of
implementing a chaining procedure. Usually includes
graduated guidance
Train Loosely for Generalization
During training, vary the environment such that there is not
narrow stimulus control over the skill. This procedure tends
to flatten the generalization gradient.
Transfer of Stimulus Control
When one stimulus can evoke a response, and then that
capacity is transferred to a second stimulus
Transitivity
If A=B and B=C, then A=C
VI-Variable Interval
Reinforcement delivered after the first response after an
average amount of time has elapsed. Produces a steady,
medium rate of response with little pausing.
VR-Variable Ratio
Reinforcement delivered after average number of
responses. Produces a steady, very high rate of response
with brief, if any, pauses after reinforcement
VT- Variable Time
A reinforcer is delivered after a variable amount of time
(average) irrespective of behavior.
Ways to Encourage Maintenance (6 ways)
-train to fluency
-use naturally occurring stimuli
-fade out artificial stimuli
-use delayed consequences
-use self-control repertoires
-use intermittent schedules of reinforcement
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-Instructions – train a response and give instruction to
encourage generalization
-Train in many stimulus conditions.
-Design supportive environment-untrained situations.
-Train loosely
-Program common stimuli
-Delayed/intermittent reinforcement
-Self Management
-Use a variety of prosthetic devices
Within-stimulus Prompts
Those prompts that are contained within the SD, such as
isolating and exaggerating the critical difference between an
"E" and "F"
3 other explanations of self stim (other than
1. Social deprivation early in life
behavioral explanation)
2. Endorphin release
3. Drugs
4. Neurodevelopmental dysfunction - changes in dopamine
system
4 strategies for identifying sensory reinforcers 1. Insensitivity to social reinforcers (att, escape, tangibles)
as a maintaining variable
2. Behavioral persistence in absence of social interaion
3. Manipulate public consequence decreases the behavior
4. You can successfully substitute similar reinforcers to
decrease the behavior
Adjunctive behavior
Behavior produced by a schedule of reinforcement - for
example, schedule induced aggression or polydipsia.
Automatic reinforcement
Reinforcers produced by the behavior itself without the
participation of people.
Behavioral explanation of self stim
The behavior is maintained by the production of sensory
stimuli.
Competency based training
The kind of training that is essential in staff training and
management. This training involves a needs assessment,
learning objectives, performance criteria, training procedures
(instruction, simulations, in vivo training), and on-line
feedback. Training systems observe the principles of
behavior that are found in CBA class.
Counter control
Attempts by the subjects of behavior programming to
change the behavior of the programmer. For example,
students learned to train their teachers to deliver more
praise and positive comments.
Differential reinforcement example of Tx of
Reinforce appropriate playing with toys to decrease rocking.
self stim
Distal MO example
1. Child abused by visiting parent over weekend --> problem
behavior Monday at school
EBD
Emotional behavioral disorder
EBD characteristics
1. Starts at age 6, but services are often delayed
2. Single parent homes
3. Low average IQ
4. School dropouts
5. Problems later in life, often criminal activity
EO example of Tx of self stim
Provide vibration toys to decrease head banging; self stim
toys to decrease range of self stim
Example of changing curriculum to Tx
1. Task difficulty linked to problem behavior --> reduce
behavior problem
difficult tasks or teach mand for help
Give an example of hypothesis testing as in
1. Hypothesis: Eddie had more problems in written than
the Eddie example
nonwritten work. Test: written and nonwritten work studied
with ATD.
Ways to Program Generalization (8 ways)
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2. Hypothesis: Eddie had more problems in long than short
tasks. Test: long and short tasks studied with ATD.
Information sharing and display
Information about behavior analysis services should be
provided to those directly involved (clients, trainers, parents),
and to those who have a legitimate interest
(educational/governmental officials, administrators). When
sharing data with non-professionals, the display should be
easily interpreted (avoid 6 cycle graphs - consider bar
graphs).
Obtain Support from Others
To maintain a client's behavior, you should secure support
from those in their natural environment and work in
collaboration with others who are involved with the client.
Outcomes management
When feedback is given to participants and the feedback
depends on an outcome (some permanent product such as
$ made, skills taught, etc).
Performance Monitoring Systems
Systems designed to encourage and maintain appropriate
staff behavior. They involve objectively defined job
descriptions, sufficient training in the job, on-line frequent
feedback, and a system of incentives for excellent
performance
Procedural Integrity
Collecting data on the extent to which the program is being
implemented correctly. Contingencies are used to maintain
and shape behavior of implementers.
Protective equipment example of Tx of self
Use helmet to decrease face slapping that produces sensory
stim
stimuli.
Proximal MO example
1. Task presented to child --> problem behavior
Punishment example of Tx of self stim
1. Overcorrection
2. Timeout (but prevent self stim in timeout)
Schedule induced aggression example
Pigeons responding under an FR 100 schedule of food
delivery will aggress towards other pigeons upon the offset
of access to food.
Sensory extinction example of self stim
Disconnect light bulb to decrease flipping of light switch
Staff training: best practice
Explanation, demonstration, and feedback on their
implementation. It is particularly important to have them
practice the skills and receive feedback.
Student assisted interview in assessment
Interview questions that student answers to assist in
descriptive assessment.
Support for behavior analysis services
A behavior analyst should enlist support for her/his
technology from those who are directly affected by the
services and by those only indirectly affected, but who may
have decision power over them (administrators,
educational/government officials, advocacy committee, HRS,
popular media). Such support can be obtained by
educational programs, and feedback/outcome measures that
show cost effectiveness of the technology.
How to compute conditional probability of A-B # A-->B / # A
sequences
How to compute conditional probability of B-C # B-->C / # B
sequences
Lag 1
1. Lag 1 - Examines the liklihood that an event occurs given
another event that occurs just before.
A --> B
Lag 2
2. Lag 2 - Examines the liklihood that an event occurs given
another event that occurs 2 events prior.
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Lag sequential analysis
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Naturalistic behavioral assesment
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Problem with analogue FA – with respect to
generality of results
Scatterplot
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Functional analysis review: most common
function
Functional analysis review: most common
population studied
Functional analysis review: most common
setting
Lesch-Nyhan
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Lesch-Nyhan-role of response blocking
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A2 --> A --> B
Computations that examine the liklihood that an event will
occur given another event.
Behavioral assessment that occurs in the natural
environment.
Analogue setting sometimes unlike real-life. Thus, poor
generality.
A chart that shows the times of day on the vertical axis, and
there are boxes to check occurrences of behavior
1. Escape from task
2. Attention
Kids with disabilities
Inpatient settings
A genetic syndrome characterized by:
1. Serious biting or other SIB
2. CP
3 Hyperuricemia
May be a reinforcer