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Which of the following statements is true? A. Accurate data is sometimes necessary for making sure that behavior change plans are relevant to the person r... [Show More] eceiving them. B. Accurate data is always necessary for building behavior change plans and measuring progress. C. If most of the data collected is accurate, then it will be enough to make decisions about the behavior. D. If only a small amount of data is collected over time, we still can make conclusions about the success of failure of a treatment plan. B Under What circumstances is it alright not to take data immediately after a behavior occurs? A. When you don't have a pencil or date collection device handy. B. When it is time to transition to another activity and you might have time later. C. When the demands of the intervention of the behavior of the person precludes taking data immediately. C Least intrusive interventions are preferable because: A. They offer the person a greater opportunity to self-monitor their own behavior. B. They are not preferable because they take too long to be affective. C. They are the easiest to use. D. they are always appropriate. A If an intrusive intervention such as punishment or physical intervention must be used, it is important to: A. Make sure staff has clean background checks. B. Make sure that only the bigger staff members implement them. C. Make sure the data and the client are monitored for unintended side effects and the rate of progress. D. Make sure the intervention is used on only the days that the behaviors are really bad. C The end goal is to generalize imitation skills so students are able to copy the behavior of: A. Peers. B. Teachers. C. Skill trainers/paraprofessionals. D. Parents. E. All of the above E Another end goal of imitation training is for the learner to continue to imitate behaviors in the absence of: A. Direct instruction and continuous reinforcement. B. A model. C. the SD "Do this". D. Direct reinforcement. A True or False: Motor Imitation and Verbal Imitation can be taught simultaneously. A. True B. False A The antecedent of imitation is: A. Reinforcement of imitative behavior. B. The person mimicking the movement of the model. C. The SD "Do this". D. A stimulus involving motor movements by a model. D In the early phases of a toy or object imitation, it is best to start with: A. Novel materials that the child has not been exposed to. B. Toys that the student has shown interest in. C. objects that evoke problem behavior in the learner. D. Musical instruments because all children with autism enjoy music. B The SD for both gross motor and toy imitation should be: A. Specific B. Non-specific B What kind of imitation generally assists in the development of verbal imitation and speech? A. Fine motor B. Gross motor C. Object D. Oral motor D Pointing, giving thumbs up, squeezing playdough, and pressing buttons are common beginning targets of what kind of imitation? A. toy/object imitation. B. Gross motor imitation. C. Fine motor imitation. D. Oral motor imitation. C Targets should be chosen based on: A. What the teacher thinks is important. B. The individual skill level of the student, as determined through assessments such as the VB-MAPP. C. General expectations of like-aged learners. D. The most complex skills that are age appropriate. B True or False: There are no prerequisite skills necessary to begin teaching imitation. A. True B. False B True or False: If you are working at a table you must be engaged in discrete trial instruction. A. True B. False B True or False: Teaching sessions should be across a variety of settings, materials, types of responses and verbal operants. A. True B. False A True or False: One of the basic assumptions of NaTS is that skills should be taught at the table before transitioning into the natural environment. A. True B. False B True or False: NaTS usually has fewer teaching trails than DTT/ITT A. True B. False A NaTS came about in what decade and was called incidental Teaching by Hart and Risley? A. 1960s B. 2000s C. 1980s D. 1940s A Josh's Instructor _________________ the tools with reinforcement so the tools may become conditional reinforcers. A. replaced B. alternated C. Functionally related D. Paired D True or False: If a learner echoes the word candy and is given a ball, this is demonstrating a functional relation. A. True B. False B What should you teach with Naturalistic Teaching Strategies? A. Language B. Self-Help skills C. Social Skills D. Play E. All of the above E True or False: Academic programs are generally the first introduced to individuals with autism. A. True B. False B What skills can be embedded in play? A. Listener responding B. Tacts C. Echoics D. All of the above D Generalization refers to the: A. Transfer of behaviors to other persons, settings, and related behaviors. B. Ability to perform a behavior in 2 settings. C. Transfer from requesting (manding) to labeling (tacting) without training. D. Ability to perform a behavior a behavior with 5 different people. A To promote generalization you should provide: A. One stimuli at a time per target. B. At least 4 teachers per learner. C. Two stimuli per drill. D. Multiple examples of your stimulus. D To promote generalization, a learner should interact with: A. Different people B. Different stimuli C. Different environments D. All of the above D True or False: Naturalistic teaching is easier that DTI as it requires little to no planning. A. True B. False B. because it is less structured. What is a Tact? type of expressive language used to identify or describe objects, actions, and characteristics in a learners environment All the following are true with regards to behavior EXCEPT: A. Behavior impact the environment. B. Behavior can be observed and measured. C. Behavior is any observable movement of a living thing. D. There are no laws to behavior. D A Motivating Operation can make a reinforcer.... A. A punisher B. More valuable at a particular moment C. A discriminative stimulus D. More frequently available B Which of the following situations reflects treatments by competent personnel? A. Myra will receive training on schedules of reinforcement tomorrow. Today she is working with Josh who is on a variable ratio schedule of reinforcement. B. Marisol is working with Tina who has diagnoses of Down syndrome and autism. She has only worked with juvenile offenders. C. Parker has worked with adolescents for years. He is starting work with preschoolers today. His training starts next week. D. Lora is working with 4 year old Ingrid for 4 hours today without direct supervision. She has received 2 hours of training on Ingrid's intervention plan outside of her therapy. She has also spent 2 hours watching her plan being implemented and was shadowed for 2 hours yesterday. D An Example of a harmful reinforcer is: A. A small amount of time to listen to music after completing a task. B. Being allowed to have as many corn chips as a person would like. C. Being allowed time to read after completing a task. D. A small amount of a favorite candy after finishing a puzzle. B What does the Professional and Ethical Compliance Code of the BCBA say about the use of scientifically based practices in ABA? A. They should be considered when developing treatment plans. B. They are optional and only apply to certain situations. C. They are a required practice. D. They can only be used under highly controlled circumstances. C The United Nations General Assembly provided a standard for: A. The rights of those on U.S. soil. B. The rights of humans without mental health issues. C. The rights of incarcerated humans. D. The rights of all humans. D Which of the following time frames first offered chemicals as a means of behavior change? A. The 1700s B. The 1970s C. The 1940s and 50s D. The 1930s C People receiving ABA services have the right to treatments that are: A. Effective, least intrusive, and necessary. B. Adequate, least intrusive, and necessary. C. Effective, intrusive, and necessary. D. Effective, least intrusive, and acceptable. A Immediacy, in regards to the principles of reinforcer effectiveness means.... A. the more immediate the reinforcer the more effective it becomes. B. That teachers should immediately redirect behavior. A What does DISC stand for? A. Deprivation, Interval, Size, Contingency B. Deprivation, Immediacy, Satiation, Contingency C. Deprivation, Immediacy, Size Contingency D. Deprivation, Interval, Satiation, Contingency C. size not satiation---> satiation=deprivation Which schedule of reinforcement produces the highest rate of responding? A. Fixed interval B. Variable interval C. Variable ratio D. Fixed ratio C. variable ratio: a response is reinforced after an unpredictable number of responses. Ratio schedules are based on: A. Number of responses B. Passage of time A interval=time ratio=number of responses Which of the following is the definition of extinction? A. Discontinuation of reinforcement that had previously been delivered and results in a decrease in the behavior. B. Discontinuation of reinforcement that had previously been delivered and results in an increase in the behavior. C. Discontinuation of punishment that had previously been delivered and results in a decrease in the behavior. D. Discontinuation of punishment that had previously been delivered and results in an increase in the behavior. A What type of behavior does ABA focus on? A. Reflective B. Respondent C. Covert D. Observable D Fill in the blanks: ABA is the application of _______________ _______________ to change _______________ _________________ behavior to a meaningful degree. A. punitive punishment/exceptionally problematic B. positive reinforcement/ socially significant C. positive reinforcement/ maladaptive problematic D. behavioral laws/ socially significant D What are the two types of consequence that were studied by Skinner and colleagues? A. Antecedents and responses B. Punishment and reinforcement C. Rats and pigeons D. Autism and pervasive developmental disorder B What type of reinforcement maintains escape and avoidance behaviors? A. Negative B. Positive A. Negative reinforcement means that you are taking something away to promote the desired behavior. escape and avoidance are maintained when you remove the issue (what they are trying to avoid/escape) What are the variables of reinforcer effectiveness? A. Deprivation, interval, Satiation, Contingency B. Deprivation, Interval , Size, Contingency C. Deprivation, immediacy, Satiation, Contingency D. Deprivation, Immediacy, Size, Contingency D When a response no longer produces reinforcement this is called: A. Negative reinforcement B. Extinction burst C. Negative punishment D. Extinction D An important tool in determining if an intervention is being effective is: A. Interviewing teacher and parents B. Controlling and analyzing data C. Self reports D. Having frequent meetings to discuss progress. B A good behavioral definition would be all of the following EXCEPT: A. Objective and unambiguous B. Use a label for a behavior, such as bad sportsmanlike behavior or good hand writing. C. Worded in such a way when a novice observer reads the definition, he would be able to identify an instance of the target behavior without having seen it before. D. It would include verbs describing specific behaviors that the person exhibits. B There are two general methods to assess behavioral change. They are: A. Antecedents and consequences B. Self-reports and interviews C. Indirect and direct measurements D. Interviews and questionnaires C Interviews, rating scale, and surveys are examples of: A. Direct measures B. The most accurate recording methods C. Indirect measures D. All of the above C Would you be able to use outcome recording for the behavior of drawing? A. Yes B. No A. Outcome Recording: An indirect method to measure behavior that consists of observing the result of a behavior, even after the behavior has been terminated. Could you use outcome recording to record the behavior of a student answering a question? A. Yes B. No B. There is no observable result. Just an answer. The main question you want to ask yourself is, does the behavior produce a _______________ that can be observed even after the behavior has been terminated? A. result B. positive consequence C. clean kitchen D. measurement A Which is the more objective method of assessing behavior? A. Indirect measurement B. Neutral measurement C. Variable measurement D. Direct measurement D In direct measurement, you observe the behavior and record it.... A. When it occurs. B. Within 20 minutes of the observation. C. Within 24 hours of the observation. D. Any of the above as long as you directly observed the behavior. A Which of the following are direct measurement techniques? A. Event recording B. Duration recording C. Interval recording D. All of the above D What is the most common event recording technique? A. Magnitude B. Force C. Duration D. Frequency D Would frequency recording be a good measure for sleeping in class? A. Yes B. No B Would you use frequency to measure the behavior of throwing an object? A. Yes B. No A There are two general methods to assess behavioral change. They are: A. Frequency and Duration B. Latency and Duration C. Latency and Frequency D. Duration and Latency D Partial interval recording involves checking off an interval if: A. The behavior occurs at ANY point within the interval. B. The behavior occurs throughout the entire interval A With partial interval recording, the intervals are an _______________ exaggeration of the behavior. A. under B. over B Momentary time sample recording is __________ effortful then interval recording and provides data that is __________ representative than interval data. A. more, less B. more, more C. less, more D. less, less D The most common and effective way to analyze data across time is by using a: A. Team meeting B. Graph C. Duration table D. Video B Jeri is a typically developing baby girl. She exhibits strong joint attention skills. She is most likely how old? A. 3 months old B. 5 months old C. 8 months old D. 12 months old D Which of the following is not an Assessment that can be used for social skills? A. VB-MAPP B. ABLLS-R C. The Social Skills Checklist D. All of the above CAN be used D Which game could help condition attention as a reinforcer? A. Hide-and-seek B. Monopoly C. Video Games D. Solitaire A When working on greetings it is important to: A. Make sure the child can vocalize "hi" clearly. B. Pair the greeter with reinforcement. C. Provide physical prompts so the child stands near the greeter. D. Always pair a physical "wave" with vocal "hello". B Which game would be the best to work on initiations? A. Tag/Chase B. Solitaire C. Simon Says D. Twister C Attending to their name and waiting for the answer to a question are examples of what kind of skill? A. Joint attention B. Greetings C. Social Referencing D. Initiations C Sara is working on social referencing. Her teacher says "Sara", while holding her favorite book. What would be the goal after many repetitions? A. Eventually the teacher should fade out the book and just say "Sara." B. The teacher should trade out the reinforcer so eventually she has five items paired with her name. C. The teacher should only be shaking the candy and drop the "Sara." D. The teacher should fade out the book and the "Sara," so only her eye contact evokes a response. A True or False: It is "joint attention" if the student get the teacher's attention merely to receive an item. A. True B. False B True or False: Some elements of social motivation can be measured. A. True B. False A The term "tact" comes from the word.... A. Contact B. Tactual C. Syntact D. Tactful A Children typically begin to tact around what age? A. 6 months B. 12 months C. 18 months D. 24 months B By 18 months of age, children should be exhibiting approximately how many tacts? A. 3 B. 5 C. 10 D. 25 C Labeling which of the following can be considered a tact? A. Adjectives B. Parts of objects C. Prepositions D. All of the above D. tact=label/describe When should tacting be targeted? A. When the child is two, as this is when testing develops. B. There is no specific age as it is specific to the individual. C. Once the individual has acquired 5 echos and 5 mands. D. When the individual is engaging in intraverbal language. B [Show Less]
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BCAT Exam Study Guide 2023, 100% accurate
Deficits in social-emotional reciprocity -abnormal social approach -failure of normal back-and-forth conversation -reduced sharing of interests, emotion... [Show More] s, or affect -failure to initiate or respond to social interactions example of deficit of social-emotional reciprocity he teacher tells students to find a partner to work with on a math activity. As students move around the classroom pairing up, Michelle, a student with autism, stands in the middle of the classroom looking at the other students. For this assignment, Michelle may be having difficulty with initiating social interactions. Deficits in nonverbal communicative behaviors used for social interaction -poorly integrated verbal and nonverbal communication -abnormalities in eye contact and body language -deficits in understanding and use of gestures -lack of facial expressions -nonverbal communication Examples of nonverbal communication shrugging shoulders when you don't know pointing at a picture in a book to show another person frowning when someone tells you sad news. Deficits in developing, maintaining, and understanding relationships -difficulties adjusting behavior to suit various social contexts -difficulties in sharing imaginative play or in making friends -absence of interest in peers stereotypes or repetitive motor movements, use of objects or speech simple motor stereotypes lining up toys or flipping objects echolalia idiosyncratic phrases. idiosyncratic phrases this is where the child uses a word or expression to refer to something which is unrelated or irrelevant echolalia repeating what has been said but not understanding why or what has been said. primary motor stereotypes flapping and waving of the arms, hand flapping, head nodding, rocking back and forth. insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior -inflexible adherence to routines -ritualized patterns of verbal or nonverbal behavior -extreme distress at small changes -difficulties with transitions -rigid thinking patterns -greeting rituals -need to take same route or eat same food everyday. highly restricted, fixated interests that are abnormal in intensity or focus strong attachment to or preoccupation with unusual objects, excessively circumscribed or perseverative interests. perseverative behavior repetitive and continuous behavior hyper or hypoactivity to sensory input or unusual interests in sensory aspects of environment indifference to pain/temperature adverse response to specific sounds or textures excessive smelling touching of objects visual fascination with lights or movement. levels of severity across social communication and restricted repetitive behaviors restricted, repetitive patterns of behavior, interests or activities as manifested by at least 2 of the following: 1. stereotypes or repetitive movements, use of objects or speech 2. insistence on sameness, inflexible adherence to routines or ritualized patterns of verbal non verbal behavior. 3. highly restricted, fixated interests that are abnormal in intensity or focus. 4. Hyper-or hyporeactivity to sensory input or unsuual interests in sensory aspects of the environment. what is severity based on? social communication impairments, and restricted, repetitive patterns of behavior. Level of Severity 3 "requiring very substantial support" -few intelligible words, rarely initiates interaction, extreme difficulty coping with change Level of Severity 2 "requiring substantial support" -simple sentences, interaction is limited to narrow special interests, odd nonverbal communication, inflexibility, difficulty coping with change. Level of Severity 1 "requiring support" -engages in full-sentence communication but reciprocal conversations with others fail, attempts to make friends are odd and typically unsuccessful, inflexibility, problems with organization and planning treatment dosage which is often referenced in treatment literature as "intensity" will vary with each individual and should reflect the goals of treatment, specific patient needs and response to treatment treatment dosage should be considered in two distinct categories intensity and duration treatment dosage: intensity is typically measured in terms of number of hours per week of direct treatment often determines whether the treatment falls into the category of either focused or comprehensive. focused ABA treatment generally ranges from 10-25 hours per week of direct treatment (plus direct and indirect supervision and caregiver training) however, certain programs for severe destructive behavior may require more than 25 hours per week of direct therapy. comprehensive ABA treatment often involves an intensity level of 30-40 hours of 1:1 direct treatment to the individual per week, not including caregiver training, supervision and other needed services. treatment duration effectively managed by evaluating the individuals response to treatment. This evaluation can be conducted prior to the conclusion of an authorization period. Some individuals will continue to demonstrate medical necessity and require continued treatment across multiple authorization periods. ABA early intensive intervention helps all ages, but those who start before age 2 were most likely to make dramatic gains. early intensive behavioral intervention or treatment (EIBI or EIBT) consists of 20-40 hours per week of individualized instruction for children with autism who begin treatment at the age of 4 years or younger and who usually continue for 2-3 years. what is the UCLA model it is one EIBI model and emphasizes instruction at home with discrete trial training. Dr. Ivar lovass' (UCLA) research showed that 40 hours per week of intervention had better results than 10 hours per week of intervention "Intensive behavior intervention (IBI) is the only empirically validated treatment for ASD is there a known cause for autism? no. research suggests that autism often develops from a combination of genetic and non-genetic or environmental, influences that increase the risk a child will develop autism. however, increased risk is not the same as cause (e.g. genetic markers associated with autism are also found in people who do not have autism) Evidence-based (EB) means treatment that has been proven effective through outcome evaluations (research) EB research outcomes have then been replicated to show consistent results In implementing ABA services, we are using ONLY _______-based practces/procedures evidence positive reinforcement Behavior increased because something was given to kiddo. examples of positive reinforcement high 5, thumbs up, smile, snacks, hugs negative reinforcement behavior increases when something is taken away. examples of negative reinforcement 10 trails instead of 15, getting a free day, etc. positive punishment behavior decreases because something was given to kiddo examples of positive punishment adding more trials. negative punishment behavior decreases because something was taken away from kiddo examples of negative punishment time out. reinforcer stimulus that is either delivered or removed that will INCREASE the likelihood of that response occurring in the future. punisher stimulus that is either delivered or removed that will DECREASE the likelihood of that response occurring in the future. conditioned reinforcement learned reinforcer neutral stimulus gained reinforcing properties by being paired with something conditioned reinforcement example token board paired with a desired prize. unconditioned reinforcer innately reinforcing stimulus unlearned fulfills basic needs unconditioned reinforcer example snacks, water, etc. extinction a procedure by which a bx that was previously reinforced no longer receives reinforcement and the probability of the bx decreases deprivation the absence or reduction of a reinforcer for a period of time. the deprivation is an establishing operation that increases effectiveness of the reinforcer. satiation repeated presentation of a reinforcer weakens its effectiveness and for this reason the rate of response declines. contingency Refers to dependent and/or temporal relations between operant behavior and its controlling variables. where response produces a consequence motivativing operation an environmental variable that alters the effectiveness of some stimulus or event example of motivating operation if person is hungry, food is strongly reinforcing but if person is satiated, food is less reinforcing. antecedent something that happens before behavior action that happens consequence event that happens after targeted behavior 3 term contingency ABC: antecedent, behavior, consequence stimulus something (object, thing, noise, environmental factor) that causes a behavioral reaction in client. Discriminative Stimulus (SD) something you say or do to make them do a specific behavior you want them to do . stimulus control how much control the SD has over the response (target behavior) is it likely to evoke that behavior? response the particular behavior after a given SD, what is the result discrete trial actual trial itself in technique of ABA using trials to implement program (giving SD, behavior, response and reinforcement) discrimination training process of reinforcing behavior only when SD is given (can be during behavior, after or through maintenance) discrete trial training technique of ABA using trials to implement program (giving SD, behavior response, and reinforcement) natural environment training natural teaching fluency based training focusing on previous skills to make it more accurate and make client more competent in skill using accuracy and speed, improving how well they do the skill. generalization learning to target behavior with other people and in different environments. maintenance a refresher, once program is completed, ensuring client is able to continue performing behavior caregiver (parent) training parent education about ASD or targets ensuring parent's accuracy and competence when managing behaviors and implementing targets premack principle (first/then) when something preferred can be used as a reinforcer to something not preferred; say "first do this, then you can get this" preference assessment conducting an assessment on the client's preferred items and activities (finding out what they like) prompt any help (SD or gesture) to assist client in responding correctly errorless teaching teaching without errors, providing immediate prompt so response can ALWAYS be correct (just giving them the answer) most to least prompting using the most intrusive prompts first then fading less intrusive prompts (HOH or full physical prompt) least to most prompting using least intrusive prompts first then including more intrusive prompts (G or partial prompt) prompt fading reducing prompts over time to help client response independently (start off at full prompt---> partial prompt---> independent) Time delay prompt A time delay between SD and giving a prompt chaining teaching a behavior step by step (task analysis) and reinforcing each step! shaping reinforcing approximations of the behavior that you want (shaping it to look like target behavior) pacing speed at which you are presenting trials/SD Alternative and augmentative communication (AAC) all forms of communication that isnt verbal (signs, tablet, texts, pictures) alternative ways of verbal speech and communication. functional approaches to teaching language skills form of communication to get needs met. mand training when teaching a child to request items, action, people, or information. mand is a verbal operant that is controlled by antecedent and followed by a consequence that is specific to that motivation. basically a request for something. tact training when teaching child to comment on the environment around them. A tact verbal operant that is controlled by a nonverbal antecedent followed by a nonspecific consequence. Basically, labeling or stating something. Does not apply only to tangible objects, but also quality (pretty, hot) tact example an adult points to an item and asks a child, "what is this?" the child labeling this item would be considered a tact. Training Echoic Behavior teaching a person to repeat what the speaker is saying. an echoic is a verb operant that is controlled by and matches a verbal antecedent. Training Intraverbal Behavior Teaching a person to have a conversation w/ another person w/o using just mands, tacts, & echoics. Teaching joint attention Teaching a client to share an item or attend to an item that is being shared with them at the same time as another person. It is the shared focus of two individuals on an object. One of the individuals alerts the other to the object by gaining her attention Teaching Play skills play skills are taught to many people with ASD because they typically lack the ability to engage appropriately with toys or other leisure time activities. Teaching Adaptive and Safety Skills People with ASD may have difficulty with adaptive skills for many reasons. Safety skills is also a major concern as they may not be able to read the situation and then react incorrectly and put themselves in harm. Teaching social skills social deficits are part of the diagnostic criteria for ASD. Eye contact, joint attention, imitation, sharing, reading social cues, gesture and facial expressions, etc. Teaching Cognition Skills teach desires, emotions, senses, physical states, thinking, preferences, sarcasm, etc. Teaching executive function skills is part of diagnostic criteria for ASD. paying attention, organizing, planning and prioritizing, starting tasks and staying focused on them to completion. Understanding different points of view, regulating emotions, self monitoring Teaching Academic Skills people with ASD may appear to be delayed with their academic skills. Clinicians may also teach academic skills earlier, so that the clients can focus on social skills generalization in the school setting. Visual Supports Many people with ASD use visual supports to learn, understand or communicate Curriculum modification Not al learners gain concepts in the same way as others. This is true with people with ASD as it is with neurotypical people. BCBAs may change instructions or responses suggested within the curriculum they are following. Behavior Intervention Plan (BIP) A plan that is created for a specific client in regards to their specific bx they are or are not engaging in. It is created to attempt to change the frequency or duration of consequence manipulation to change the bx. Target Behavior This is either the bx that we are looking to reduce or the bx we are looking to increase target behavior example head banging, hitting, non-compliance, or FCT, leisure time activities. Operational definition A clear, concise, accurate statement that specifies the exact details of an observable bx. Functional Behavior Assessment (FBA) It is considered a problem solving process for addressing problem bx relies on questionnaires and observations to determine the function of the bx. BCBAS and BCaB's conduct FBAs Escape Function Client engages in bx due to the want to escape from a task. This is an example of a social negative response, the problem bx is strengthened when someone removes or delays an aversive stimulus following the occurrence of a problem bx Attention Function Client engages in bx due to wanting attention this is social positive response, the problem bx is strengthened when someone delivers a positive reinforce following the occurrence of the problem bx. Access to Tangible Function Client engages in bx due to wanting access to a tangible. This is also a social positive response Autimatic Function Client engages in bx due to automatic function. the bs is reinforcing on its own because it produces a sight, sound, taste, feel, smell or motion that the person enjoys. automatic positive bx example. reinforcing sensory stimuli automatic negative bx is when the problem bx removes the sensory stimuli automatic negative bx example relief from painful stimuli escape from disliked sensory sensation. antecedent interventions activities that are designed to alter the environment before the bx occurs. Functional Communication training Differential reinforcement (DR) procedure in which an individual is taught an alternative response that results in the same class of reinforcement identified as maintaining problem behavior. During this time, the problem bx is typically put on extinction. Token Economy reinforcement system that the learners receive tokens for engaging in target behaviors. High-P request sequence (Behavioral Momentum) An antecedent intervention in which several easy tasks with known history of learner compliance are presented in quick succession immediately before requesting the target task or low prequest. High P request sequence example touch your hair, touch your head, touch your hand, touch your eyes, etc. low p requests:come here, sit down on your chair. so you ask the high p requests before the low p requests. noncontingent reinforcement delivery of functional reinforcers on a time based schedule, independent of the problem bx. noncontingent reinforcement example if the function is to gain attention from teacher, the teacher should provide the student with access to attention. Replacement Behavior Replacement bs are skills taught that are an appropriate substitute for a problem behavior. Escape Extinction Planned ignoring of the problem bx maintained by social negative reinforcement (ability to escape a situation/demand) so it is the discontinuation of negative reinforcement for a behavior. ESCAPE EXTINCTION example if a mother asks her child with ASD to clean his room and the child screams, to implement escape extinction, the mother would need to continue to require him to clean his room until he does it, regardless of screaming. if a child had a tantrum to avoid brushing his teeth, escape extinction would involve still having him brush his teeth while having the tantrum. Attention Exctinction planned ignoring of the problem bx maintained by social positive reinforcement. (receiving attention from another person) attention extinction example the teachers decided to no longer go over to brian to give him attention when he screamed. Access to tangible extinction Planned ignoring of the problem bx maintained by social positive reinforcement (the ability to gain a desired outcome) Extinction Burst A sharp increase in the frequency of a bx that has recently been placed on extinction, planned ignoring. Continuous reinforcement reinforcing every occurrence of a specific bx. intermittent reinforcement Reinforcing some occurrences but not all instances of a specific bx. Differential reinforcement of incompatible behavior (DRI) the delivery of reinforcers that is contingent on a specific desirable bx that is physically incompatible with the problem bx so that both responses could not occur at the same time. in other words, replacement bx is given so that child cannot engage problem bx. Differential Reinforcement of Alternative Behavior (DRA) the delivery of reinforcers contingent on an alternative response, where a specific replacement bx is identified and only that specific bx is reinforced. in other words, if the child uses an alternative bx that is appropriate instead o the problem bx, they will receive a reinforcer. DRA example child B has a problem behavior of elopement from the work table to escape a demand. When Child B attempts to stand up at the work table, you physically prompt her to sit down and immediately hand her an "i want a break" card. When child B gives the card back to you, you provide, praise and allow child B a short break. DRI example young child who, while watching television, continually "twiddles" with her hair to the extent that bald patches are appearing. Hair "twiddling" could be reduced by reinforcing the child for cuddling a teddy bear. Differential Reinforcement of Other Behavior (DRO) The delivery of reinforcers on an internal schedule, contingent upon the absence of the problem bx. With a DRO specific replacement bx is not identified, but rather any appropriate bx other than the problem bx. DRO example student receives a star for each interval he refrains from talking with his neighbor or client receives praise for staying at the dinner table without eloping. response blocking the source of reinforcement is blocked or stopped by the tx in order to eliminate the reinforcing sensory stimuli. response blocking example blocking client from throwing lunch in trash, or from pulling their hair. Redirection Prompting a client to engage in a different bx than they are trying to engage in. redirection example child wishes to elope, you redirect him by prompting client to sit down and finish their assignment before leaving. Overcorrection The procedure of reducing the frequency of a target bx by making restitution for damaged and practice of appropriate bx contingent upon the target bx (Do a task plus more) in other words, client has to correct the bx that they did and do extra work for more practice. Overcorrection example if client uses marking pens to write his name on desk top then the student must clean his/her name off the desk top AND all the other words/designs written in ink on that surface. you might even have him/her clean all the other desks in the classroom. Response Cost A response reduction procedure in which bx is weakened by the removal of a specified amount of a reinforcer, contingent upon the occurrence of the problem bx. response cost example client engaged in problem bx so you take away tokens for not engaging in target bx. Time Out for Reinforcement a response reduction procedure in which bx is weakened by the brief removal of all sources of social positive reinforcement contingent upon the occurrence of the problem bx. This is only effective when the child is in preferred environment and moved to a less preferred environment. time out from reinforcement client engages in problem bx so you take them inside their home/classroom instead of being outside to play. spontaneous recovery After a bx has been extinguished or reduced for a period of time an increase in the magnitude of the bx occurs. rate ratio of count per observation time rate example the client engages in average rate of 16 instances of screaming per hour. frequency count frequency example client screamed 7 times duration measure of the total time that the behavior occurred duration example one instance of screaming lasted 25 seconds percentage percentage presents a proportional quantity per 100 4/5*100=80% latency a type of recording in which an observer measuring how long it takes for a behavior to begin after a specific veral demand or event has occurred interresponse time (IRT) Time between two consecutive responses IRT example 13 seconds passed in between the two instances of screaming [Show Less]
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BCAT - Principles of ABA, question and answer, 100% accurate
Core Principles of ABA The consequences that follow a behavior control whether that behavior will increase or decrease. Positive Reinforcement A t... [Show More] ype of reinforcement in which the presentation of the stimulus is contingent upon the response, resulting in an increase in the future probability of that response. Negative Reinforcement A type of reinforcement in which removal of a stimulus is contingent on a response, resulting in an increase in the future probability of that response. Positive Punishment A type of punishment in which stimulus presentation is contingent on a response, resulting in the decrease of the future probability of that response. Negative Punishment A type of punishment in which stimulus removal is contingent on a response, resulting in the decrease of the future probability of that response. Reinforcer A stimulus that is either delivered or removed that will increase the likelihood of that response occurring in the future. 2 kinds: 1) Primary (or unconditioned); innately motivating, natural, unlearned. 2) Secondary (or conditioned); conditioned and learned. Punisher A stimulus that is either delivered or removed that will decrease the likelihood of that response occurring in the future. Conditioned Reinforcer A stimulus that initially has no reinforcing properties but through occurring simultaneously with an unconditioned or strongly conditioned reinforcer, acquires reinforcing properties. Unconditioned Reinforcer A stimulus such as food, water, shelter, or clothing that is reinforcing in the absence of any prior learning history. Extinction A procedure by which a behavior that was previously reinforced no longer receives reinforcement and the probability of the behavior decreases. Usually a gradual decrease. May have spontaneous recovery. Extinction bursts can occur. Deprivation The absence or reduction of a reinforcer for a period of time. The deprivation is an establishing operation that increases the effectiveness of the reinforcer. Satiation The repeated presentation of a reinforcer weakens the effectiveness and for this reason the rate of responses declines. Contingency Refers to dependent and/or temporal relations between operant behavior and its controlling variables. Motivating Operation An environmental variable that alters the reinforcing effectiveness of some stimulus, object, or event. Antecedent Environmental events that occur prior to the behavior. Behavior Anything an organism does. Problem behaviors interfere with the ability to learn, limits quality of social interactions, causes property damage, results in injury, and needs to be reduced or eliminated. Consequence Environmental events that occur after a behavior. MOST IMPORTANT PART of the 3 -term contingency b/c it determines if a behavior will increase or decrease. 3-Term Contingency Also referred to as the ABC's of behavior (antecedent-behavior-consequence). It illustrates how behavior is elicited by the environment and how the consequences of behavior can affect its future occurrence. Stimulus Any physical object or event that has an effect on the behavior of an individual. The stimulus can be internal (e.g. pain, hunger, etc.) or external. Discriminative Stimulus (SD) Any event in the presence of which a target behavior is likely to have consequences that affect its frequency. Response The specific instance of a particular behavior. Discrete Trial One teaching technique used in ABA, 3-term contingency. It has 3 components (antecedent, response, consequence). Stimulus Control The tendency for the target behavior to occur in the presence of the SD but not in the presence of the S-delta. [Show Less]
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BCAT Practice test questions with complete answers
Autism is a: A. Neurodevelopment Disorder B. Mood Disorder C. Metabolic Disorder A ASD is characterized by: A. "Difficulties with reading, ... [Show More] writing and math" B. "Difficulties in social interaction, communication and repetitive behaviors" C. "Difficulties with communication, acting out and academics" D. "Difficulties with following instructions and self harming" B ABA is the cure for autism A. TRUE B. FALSE B The three term contingency is A. Antecedent-Behavior-Consequence B. Lions-Tigers-Bears C. Environmental Event-Behavior-Consequence D. Antecedent-Behavior-Reward A Behavior must: A. Occur outside of the person B. Be observable by another person C. Be defined as good or bad D. A and B D We seek to understand how ________ influence the occurrence of behavior A. Everything B. Private Events C. Environmental events D. Rewards C Which is not an area we would work on with our clients? A. Hitting classmates B. Communication C. Feeling Angry D. Difficulties with social interaction C Frequency is: A. The length of time it takes to START a behavior after the instruction is given B. Assigning numbers to different prompt levels C. The number of times the behavior occurs D. The length of time that a behavior occurs C ABC Data A. "Records the antecedent, behavior and consequence of problem behaviors" B. Is when target behaviors occur C. The length of time a behavior occurs D. The ratio of number of times a behavior occurs per unit of time A Whole-Interval Time Sampling A. "Records the antecedent, behavior and consequence of problem behaviors" B. The target behavior is recorded as a (+) if occurs throughout the entire interval C. The length of time a behavior occurs D. The length of time it takes to START a behavior B Rate A. The behavior is recorded as a (+) if occurs at least once at any point during the interval B. The number of times the behavior occurs C. Assigns numbers to different prompt levels D. The ratio of number of times a behavior occurs per unit of time D Percent A. Count of Behavior/number of opportunities X 100 B. The ratio of number of times a behavior occurs per unit of time C. The number of times the behavior occurs D. The length of time that a behavior occurs A Scatterplot A. The length of time a behavior occurs B. The number of times the behavior occurs C. When the target behavior occurs D. The behavior is recorded as a (+) if occurs at least once at any point during the interval C Duration A. The ratio of number of times a behavior occurs per unit of time B. The length of time it takes to START a behavior after the instruction is given" C. The number of times the behavior occurs D. The length of time a behavior occurs D Prompt Level A. When the target behavior occurs B. Assigning numbers to different prompt levels C. Count of Behavior/number of opportunities X 100 D. "Records the antecedent, behavior and consequence of problem behaviors" B Partial Interval Time Sampling A. The behavior is recorded as a (+) if occurs at least once at any point during the interval B. The target behavior is recorded as a (+) if occurs throughout the entire interval C. The time it takes to START a behavior after the instruction is given D. The number of times a behavior occurs A Latency A. The length of time that a behavior occurs B. When the behavior occurs C. The length of time it takes to START a behavior after the instruction is given D. Count of behavior/number of opportunities X100 C Positive reinforcement is when you add a stimulus to the environment to increase the future frequency of that behavior. A. TRUE B. FALSE A Low effort responses should receive the most powerful reinforcers. A. TRUE B. FALSE B Positive reinforcement should be delivered: A. Immediately after the desired behavior B. at the end of the session C. After you record the data A The following is an example of an unconditioned reinforcer: A. TV B. Food C. Iphone D. Bubbles B Erica correctly answered 10 math problems. What is an example of a behavior specific praise statement? A. "Good job" B. "All done" C. "Great work on your math problems, Erica" D. "Erica, awesome!" C What is the best way to determine what items to use as a reinforcer during the session? A. Ask the parents B. Give them M & Ms because you know they like them C. Use whatever toys are in your bag D. Conduct a preference assessment D A conditioned reinforcer is a reinforcer that is not learned A. TRUE B. FALSE B Negative reinforcement is the same thing as punishment A. True B. False B Scratching a bug bite is an example of negative reinforcement A. True B. False B Yelling "no talking" to a group of noisy students is an example of negative reinforcement. A. True B. False B You should use intermittent reinforcement when teaching a new skill. A. True B. False B Pressing 'start' on the microwave and the microwave beginning is on what type of schedule of reinforcement? A. continuous reinforcement B. intermittent reinforcement A A schedule of reinforcement tells you: A. When to deliver a reinforcement B. What reinforcer to deliver A What produces a post-reinforcement pause? A. FI B. VI C. FR D. VR A & C Delivery of reinforcement after every 5 baskets made during a game is an example of what type of schedule of reinforcement? A. FI B. VI C. FR D. VR C Checking your email throughout the day is maintained by what schedule of reinforcement? A. FI B. VI C. FR D. VR B Variable schedules of reinforcement produce steady rates of responding A. TRUE B. FALSE A Tokens can be exchanged for: A. candy B. toys C. breaks D. all of the above D Tokens should be delivered immediately after the desired behavior A. TRUE B. FALSE A Providing tokens for the first correct response after 12 minutes is on what schedule of reinforcement? A. FI 12 B. VI 12 C. FR 12 D. VR 12 A During extinction, a previously reinforced behavior is no longer followed by a reinforcer, and the behavior____________ in the future. A. decreases B. increases C. stays the same A During an extinction burst, the behavior may temporarily increase in ____________, ______________, or _____________. A. frequency, duration or intensity B. "rate, length, force" C. "frequency, rate, duration" D. all the above A _______________ is when a previously extinguished behavior occurs again in the future. A. Impromptu recovery B. Voluntary recovery C. Spontaneous recovery D. Impulsive recovery C A behavior will decrease more quickly after continuous reinforcement rather than intermittent reinforcement A. TRUE B. FALSE A In extinction of a positively reinforced behavior, the ______________ is no longer delivered after the behavior. A. reinforcer B. baseline C. dependent variable D. antecedent A When using differential reinforcement to reduce problem behavior, the clinician provides _________ for appropriate behavior and __________ for problem behavior. A. "reinforcement; punishment" B. "punishment; withholds reinforcement (extinction)" C. "reinforcement; reprimands" D. reinforcement; withholds reinforcement (extinction)" D If you are using a differential reinforcement procedure, you are using extinction. This means you ignore the client when they engage in problem behavior as long as the behavior does not escalate to a crisis behavior (continuos severe aggression, property destruction, self injurious behavior) A. TRUE B. FALSE A Your client often engages in aggression when you place a demand on him (e.g., tell him to sit at the table, clean up, etc.). The behavior intervention plan includes a DRA and provides instructions on how to reinforce compliance (e.g., when he does sit down or clean up, give him access to a favorite toy). What is missing? A. Description of a punishment procedure B. Instructions on what the parents should do C. Description of an extinction procedure D. Description of reinforcement procedure C What are the essential components of a skill acquisition program: A. Target Goal B. Data Collection Method C. Teaching procedures D. All of the above D Which teaching procedure is therapist directed, structured, and uses contrived reinforcers? A. Natural environment teaching B. Discrete Trial Training C. Shaping D. Differential reinforcement B What teaching procedure uses the ABC contingency to teach goals? A. Natural environment teaching B. Discrete Trial Training C. No-No Prompting D. Both A and B D RBT's can deviate from the plan or design their own interventions. A. TRUE B. FALSE B The most effective interventions combine both NET and DTT A. TRUE B. FALSE A Stimulus control is when a response is more likely to occur in the presence of a certain stimulus A. TRUE B. FALSE A You put three pictures on the table in front of your client: a car, a block, and a dog. Then, you say "Point to dog." If your client points to the dog you say "YAY!" and give them a preferred toy. If they point to the car or the block, you do not say anything and move on to another trial. This lesson (delivering reinforcement for the correct response, no reinforcement for incorrect response) will result in: A. Stimulus fading B. Stimulus control C. Response control D. Response analysis B When Julie sees her friend Carlos, she says "Carlos!" and Carlos looks at Julie and says "Hi, Julie!" When Julie sees her friend Tina, she says "Carlos!" and Tina does not look at Julie or say hi. These consequences will eventually lead to Julie only saying "Carlos" when Carlos is present, meaning her response of saying "Carlos" is now under stimulus control. A. TRUE B. FALSE A Which of the following factors is NOT involved in discrimination training? A. Client Response B. Punishment C. Reinforcement D. Discriminative Stimulus B During discrimination training, the RBT provides reinforcement when: A. "The picture of the car is present when the client says "car"" B. "The picture of the bike is present when the client says "car"" C. "The picture of the bike is present when the client says "bike"" D. Both A and C D You are teaching a client to respond correctly to the instruction "sit down." On your first trial you say "sit down" and the client begins running around the room. What consequence should you provide? A. Give him a high five B. "Say "great job" and move on" C. Say nothing and move on D. "Say "that's bad" and tell his parents?" C A prompt is a response the client makes before making the correct response to a question. A. TRUE B. FALSE B Which of the following is NOT a type of prompt? A. Gesture B. Physical C. Imitation D. Model C What is most-to-least prompting? A. Presenting a stimulus the most amount of times to the least amount B. Letting the client make the most amount of errors to the least amount of errors C. Beginning with the least intrusive prompt and working up to the most intrusive prompt D. Beginning with the most intrusive prompt and working up to the least intrusive prompt D Prompt dependency is always the client's fault because they know being is easier than responding correctly A. TRUE B. FALSE B Which of the following is NOT a way to prevent prompt dependency? A. Fade prompts as quickly as possible B. Mix new targets and mastered targets C. Ask client if they are ready for the prompt to be faded D. Use the correct prompt type C Which of the following is NOT an example of a skill taught via task analysis? A. Washing Hands B. Tying Shoes C. "Saying "Car"" D. Preparing a meal C About how many steps make up a task analysis? A. 3 B. 6 C. 10 D. It depends on the client and skills being taught D Kathy is teaching her client how to put on a jacket. First, she teaches her client to pick up the jacket. After the client completes this step independently, she teaches him to put one arm through a sleeve. After he is doing that independently, she teaches him to put the second arm through and so on. What chaining procedure is Kathy using? A. Forward Chaining B. Backward Chaining C. Total Task D. None of the Above A The following chaining procedure is used most often because the client learns the step closest to reinforcement first. A. Forward Chaining B. Backward Chaining C. Total Task D. None of the Above B Jack is working with a client on getting dressed. The client often stops halfway through the task or completes step out of order. What visual may be helpful for Jack's client? A. First, then Board B. Choice Board C. Task Analysis Visual D. Picture Activity Schedule C While Samantha was working with a client, she said "wait" and then put a timer on the table in view of the client. Why might Samantha have done this? A. The client is in time out B. Samantha is taking duration data C. The timer is a visual aid for the client D. None of the Above C What is generalization? A. A general description of a clients skills B. The ability of the RBT to use their ABA skills with multiple clients C. The ability of the client to use their skills across different people and setting D. None of the Above C What is one way to promote generalization? A. Talk to the client about the importance of generalization B. Tell the parents that generalization is their responsibility C. Use several examples of stimuli when teaching the client D. All of the above C Tony often gets the attention of his mother by saying "Mommy!" when he sees her. After saying "Mommy!," his mother comes over and gives him a hug. Now, Tony also says "Mommy!" when he sees his father. What is the likely consequence? A. Reinforcement, Tony's father will give him a hug B. Reinforcement, Tony's father will give him a high 5 C. Extinction, Tony's father will not respond D. Extinction, Tony's father will say "No" C Tony often gets the attention of his mother by saying "Mommy!" when he sees her. After saying "Mommy!," his mother comes over and gives him a hug. Now, Tony also says "Mommy!" when he sees his father. His father does not respond. What is the likely result? A. Tony's father will gain stimulus control over the response "mommy" B. Tony will only say "mommy" when he sees his mother C. Tony's mother will gain stimulus control over the response "mommy" D. Both B and C D You are teaching your client (a 13-year-old girl) to identify appropriate peers to interact with. When she attempts to approach a group of similar aged children, you say "great job!" and encourage her to go over. When she attempts to approach a group of 5-year-old children, you don't say anything and redirect her. What type of teaching procedure are you using? A. Chaining B. Reinforcement C. Maintenance D. Discrimination training D The following is an example of most-to-least prompt fading? A. Vocal, gesture, partial physical, full physical B. Full physical, partial physical, model, gesture C. 5 second delay, 2 second delay, 0 second delay D. Partial physical, full physical, vocal, model B A task analysis chains together several complex skills so the client feels more challenged. A. TRUE B. FALSE B Arthur is learning how to tie his shoes. His RBT says "Tie your shoes" then prompts each step for the entire task. The RBT continues this procedure until Arthur ties his shoes independently. What type of chaining procedure? A. Forward Chaining B. Backward Chaining C. Total Task D. None of the Above C Elizabeth was engaging in tantrums each time her RBT asked her to transition from one activity to another. The BCBA and RBT decided to implement a program in which the RBT places several pictures of Elizabeth's activities on a board and Elizabeth removes each picture after they complete the corresponding activity. What type of visual aide is this? A. Picture Activity Schedule B. Choice Board C. First, then board D. Communcation Visual A Generalization is never the priority. It should only be worked on if there is spare time in the session. A. TRUE B. FALSE B Alicia is teaching Lydia point to the color blue when told "touch blue." First Alicia uses picture cards to teach her. Then, Alicia collects a variety of blue items from around the house and teaches using these items. What is Alicia doing? A. Promoting maintenance B. Promoting stimulus control C. Promoting Generalization D. Trying to confuse Lydia C Phillip has taught his client, Thomas, to identify all of his body parts. At the end of one of his sessions, Phillip asks Thomas' parents to have Thomas identify body parts outside of session. What is Phillip doing? A. Promoting maintenance B. Promoting Generalization C. Promoting Stimulus Discrimination D. Both A and B D A mand is: A. A label of a stimulus B. A conversation skill C. A verbal imitation D. A request D Which of the following helps individual's verbally communicate? A. Sign Language B. Picture Exchange Communication System C. Oral Language D. All of the above D Which verbal operant do we usually teach a learner first? A. mand B. echoic C. tact D. Intraverbal B Which of the following labels a stimulus within the environment? A. echoic B. mand C. tact D. Intraverbal C [Show Less]
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UHD BCAT, questions and answers with rated solutions
financial accounting a system of processing financial data for a company with the purpose of producing a set of financial statements which investors and c... [Show More] reditors can use to make financial decisions. financial statements a short report that disclose information about various aspects of a company, including the balance sheet, income statement and cash flow statement Asset anything of value owned by the company Balance sheet measures the company's financial position at a particular point in time by listing assets and liabilities and showing the difference as owners equity liability an obligation to either pay out assets or perform services owners equity residual ownership of the assets (assets - liabilities) income statement measures company's performance over a given period of time Accural Accounting A type of accounting that recognizes incomes when they are earned and expenses when they are incurred, rather than when they are received or paid. Expenses cost of goods sold or serviced performed four basics of financial statements income statement (statement of operations) statement of retained earnings Balance sheet Statement of cash flows Define accounting The information system that identifies, records, and communicates the economic events of an organization to interested users. what are the four forms of businesses proprietorship, partnership, llc, and corporation What is a proprietorship It is a business owned by one person. What is a partnership? An association of two or more persons to carry on a business for profit as co-owners what is a limited-liability company one in which the business is liable for the company's debts. it can have one owner or many owners. what is a corporation a corporation is a business owned by the stockholders or shareholders who own stock representing shares of ownership in the corporation. What is GAAP? Generally Accepted Accounting Principles by the Financial Accounting Standards Board (FASB) What is IFRS International Financial Reporting Standards what is an entity any organization or person that stands apart from other organizations and individuals as a separate economic unit. what is the accounting equation Assets = Liabilities + Owner's Equity Assets= Liabilities + Stockholder's Equity Assets = Liabilities + Paid-in capital + Retained earnings Owners equity = Assets = liabilities Define revenue revenue are inflows of resources that increase retained earnings by delivering goods or services to customers define dividends payments of cash from a corporation to its stockholders what is net income when total expenses exceed total revenues what is net loss When total expenses exceed total revenues What is the net income formula? Revenue - Expenses = Net Income how to measure the gross profit Service revenue - cost of service what are the two main categories of assets current and long-term assets examples of long-term assets property, plant, equipment, long-term investments, and intangible assets what are intangible assets assets that have no physical substance but still represent resources that have a future benefit to the company. examples of stockholder equity common stock, additional paid-in capital, retained earnings, treasury stock, accumulated other comprehensive income three factors that influence business and accounting decisions economics, legal, and ethical what are the different types of assets cash, accounts receivable, inventory, prepaid expenses, investments examples of liability accounts payable, notes payable, accrued liabilities. what is the current ratio equation? current assets / current liabilities Cost of Goods Sold Equation CGS = Beginning Inventory + Purchases of merchandise - Ending Inventory Gross Profit Equation sales = cost of goods sold = gross profit Gross profit margin Gross profit / sales positive economics the approach to economic study involving the observation of economic choices and the prediction of economic events normative economics The part of economics involving value judgments about what the economy should be like; focused on which economic goals and policies should be implemented; policy economics. Define comparative advantage the ability of an individual or group to carry out a particular economic activity (such as making a specific product) more efficiently than another activity. Define absolute advantage the ability to produce a good using fewer inputs than another producer define efficient market market in which profit opportunities are eliminated almost instanteously market-based economy producers/consumers make up the market and the market determines the allocations of the resources. command and control economy government controls where the resources go allocative efficiency produces at the point along its production possibilities curve that makes consumers as well off as possible law of demand the price of a good and the quantity demanded are inversely related Shifters of Demand Curve income, prices of related goods, tastes, expectations, number of buyers Law of Supply producers offer more of a good as its price increases and less as its price falls Supply Shifters cost of production, number of suppliers, natural events, government regulations. shortage demand exceeds supply surplus A situation in which quantity supplied is greater than quantity demanded demand increase is greater than supply increase, new price is greater than original supply increase is greater than demand increase, new price is less than the original price ceiling A limit set by the government about how much suppliers can charge for a product. price floor a minimum price for a good or service set by the government price elasticity % change in quantity / % change in price midpoint formula: new-old/midpoint Income Elasticity % change in quantity demanded / % change in income cross price elasticity the % change in quantity demanded of X divided by the % change in price of Y inelastic between 0-1. price and total revenue change in the same direction elastic ... ... >1. price and total revenue change in opposite directions perfectly inelastic 0 perfectly elastics infinity to maximize revenue if demand is inelastic raise prices if demand is elastic lower prices income elasticity is positive when dealing with normal goods income elasticity is negative when dealing with inferior goods cross-price elasticity is positive when dealing with Subsitutes cross-price elasticity is negative when dealing with compliments MPL change in total product labor/ change in L APL total product/labor perfectly competitive markets have ______ demand curves perfectly elastic (horizontal) Gross Domestic Product The sum total of the value of all the goods and services produced in a nation the income approach to calculating GDP will generate the same answer as using the expenditure approach Ted moves into his first apartment. He buys a barely used washer/dryer set from Craigslist and hires a company to pick it up and deliver it to his apartment. What about this transaction will be counted in GDP? The value of the delivery service Investment, as a part of GDP, includes: Spending on productive inputs such as factories, machines, and inventory. Any goods that are bought by people or firms who plan to use those purchases to produce other goods and services in the future, rather than consuming them. Capital goods. Real GDP is calculated based on goods and services valued at constant prices is it possible for a country's nominal GDP to increase and real GDP to decrease from one year to the next? yes, it would indicate a larger rise in prices relative to decrease in output. a GDP deflator of 112 means: the overall price level is 12 percent higher than in the base year. GDP per capita is an average income per person in an economy GDP per capita formula GDP per capita = (GDP) / (population) price index a measurement that shows how the average price of a standard group of goods changes over time CPI formula 100 x (cost of basket in current year/cost of basket in base year) inflation rate the percentage increase in the price level from one year to the next Inflation Rate Formula CPI Year 2 - CPI Year 1/ CPI Year 1 x 100 producer price index a measure of the cost of a basket of goods and services bought by firms Creating economic growth involves savings, capital, labor, and technology. intermediate goods and services goods and services bought from one firm by another firm to be used as inputs into the production of final goods and services Macroeconomics The study of the economy as a whole if the labor force is 400 and employment is 380, then the unemployment rate is 5% 380/400 = 95% - 100% = 5% the employment rate equals employed / labor force final goods and services are those that are sold to ultimate or final purchasers if an economy produced 10 pizzas at $20 each and fifteen gallons of root beer at $5 each the total value of these goods and services would be $275 MPC change in consumption/change in income opportunity cost whatever must be given up to obtain some item Compound Interest Formula A=P(1+r/n)^nt in finance, we generally consider investors to be rational and ______ risk averse a _______ market is one where the prices of assets traded in that market fully reflect all available information at any instant in time efficient efficent doing something in a way that saves you time and energy Efficent Market has no impediments to the free flow of goods and services, such as trade barriers Depreciation A decrease or loss in value standard deviation a computed measure of how much scores vary around the mean score ________ is used as a measure of total risk; ______ is used as a measure of systematic risk. standard deviation ; beta interest rate Percentage of amount borrowed to be added to the amount loaned and paid back Rate of Return Formula total return (capital gain or loss) divided by amount of money invested (principle) equal rate of return (expressed as percent and can be negative) put the following in order of their claim on assets of a firm bonds, preferred stock, common stock Net Present Value (NPV) the sum of the present values of expected future cash flows from an investment, minus the cost of that investment supply chain the group of firms that make and deliver a given set of goods and services supply network the network of multiple producers of supplies that a company uses supplier portal A subset of an organization's extranet designed to automate the business processes that occur before, during, and after sales have been transacted between a single buyer and multiple suppliers. Also referred to as a "sourcing portal" or "procurement portal." vertical market Concentrates on a specific industry or market Just-in-time (JIT) An inventory-management approach in which supplies arrive just when needed for production or resale vendor-managed inventory (VMI) an inventory management system whereby the supplier determines the product amount and assortment a customer (such as a retailer) needs and automatically delivers the appropriate items why is it important that information shared between supply vendors and businesses customers is held in private or protected? to strengthen the supply chain strategy by preventing business competitors from gaining inside information. Supply Chain Management (SCM) The management of information flows between and among activities in a supply chain to maximize total supply chain effectiveness and profitability demand planning and forecasting forecast and plan anticipated demand for products Materials Management includes activities that govern the flow of tangible, physical materials through the supply chain such as shipping, transport, distribution, and warehousing supply chain analytics the use of key performance indicators to monitor performance of the entire supply chain, including sourcing, planning, production, and distribution what are the four key processes of supply chain planning? demand planning and forecasting distribution planning production scheduling inventory and safety stock planning demand planning and forecasting examination of historic data distribution planning A systematic decision-making process regarding the physical movement and transfer of ownership of goods and services from producers to consumers. production scheduling time sequencing of events required by the production subsystem to produce a meal inventory and safety stock planning focuses on the development of inventory estimates supply chain execution involves the management of product flow information flow financial flow product flow Managing the movement of goods all the way from suppliers to customers, including customer service and support information flow the movement of information along the supply chain financial flows involve money transfers, payments, credit card information and authorization, payment schedules, e-payments, and credit-related data. supply chain effectiveness all about doing the right thing supply chain analytics the use of key performance indicators to monitor performance of the entire supply chain, including sourcing, planning, production, and distribution Radio Frequency Identification (RFID) uses electronic tags and labels to identify objects wirelessly over short distances Customer Relationship Management (CRM) a company-wide business strategy designed to optimize profitability, revenue, and customer satisfaction by focusing on highly defined and precise customer groups RFID tag an electronic identification device that is made up of a chip and antenna Architecture of a CRM System operational crm analytical crm collaborative crm Operational CRM supports traditional transactional processing for day-to-day front-office operations or systems that deal directly with the customers Analytical CRM includes applications that analyze customer data generated by operational CRM applications to provide information for improving business performance collaborative crm systems for providing effective and efficient communication with the customer from the entire organization Enterprise Marketing Management (EMM) improves the management of promotional campaigns data warehouse a repository of historical data that are organized by subject to support decision makers in the organization Business Intelligence Information collected from multiple sources such as suppliers, customers, competitors, partners, and industries that analyzes patterns, trends, and relationships for strategic decision making ERP (Enterprise Resource Planning) Framework for organizing, defining, and standardizing the business processes necessary to effectively plan and control an organization so the organization can use its internal knowledge to seek external advantage. tangible costs easily measured costs such as utilities, labor, materials, taxes Intangible costs Things that cannot be measured physically or with a monetary measure, such as pain and suffering break-even analysis a method of determining what sales volume must be reached before total revenue equals total costs net-present-value analysis a type of cost-benefit analysis of the cash flow streams associated with an investment discount rate the rate of return used by an organization to compute the present value of future cash flows. tangible benefits Benefits that can be quantified and assigned a monetary value; they include lower operational costs and increased cash flows intangible benefits Benefits that are not easily quantified; they include more efficient customer service or enhanced decision making. what are the key issues to consider when presenting the business case? know the audience convert benefits to monetary terms devise proxy variables measure what is important to management Joint Application Design (JAD) a group-based tool for collecting user requirements and creating system designs Groupthink the tendency of group members to conform, resulting in a narrow view of some issue [Show Less]
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CARD BCAT EXAM, questions and answers,100% accurate
Forward Chaining Begin with the first SD- response component in the chain and then continue forward through the remaining SD-response components. Examp... [Show More] le: Teaching a child to brush their teeth from the beginning of the task with the SD "Brush your teeth" the child gets the tooth brush, turns on the cold water, puts the toothbrush under the water... eventually then gets towel, wipes mouth and hands and hangs towel up. The reinforcer will be AFTER THE TARGET STEP and the Therapist will continue to guide the child through the rest of the chain. Discrimination Training The process of reinforcing a target response only when the target antecedent or SD is present. Teaching the client to "tell the difference between two or more SDs." Examples: Teaching the child to be able to tell the difference between their mom and dad in pictures with saying "Touch mom" or "Touch dad" and the child responds correctly. When holding up an apple teaching the child to answer the different questions of "What is it?" "What do you do with it?" and "What color is it?" using only the apple as the stimulus. Simultaneous Discrimination Training When multiple objects are placed in front of the child and they are asked to touch, point or pick up the item. - This type has a visual field and most likely involves using a table and chair or sitting on the floor - Uses 7 step and the 4 step sequence of teaching (refer to initial training notes) - Examples of SDs that use this method: "Touch (color)", "Give me the (object)" "Point to the (item)" Successive Discrimination Training When the target and the distractors cannot be presented simultaneously. The target and the distractor occur across successive trials - This type has NO visual field of stimuli. - Uses 3 step and the 2 step sequence of teaching (refer to initial training notes) - Examples of SDs that use this method: Telling the client to do an action like "Jump." (They cant do anything else at the same time) Asking the client a question like "What is your name?" (They cannot answer anything else at the same time) Expanded trials Systematically increasing the time in between presentation of the target Sd by gradually increasing the number of trials of previously mastered targets. The formula is as follows: TXdTXdTXdTXd, TXddTXddTXddTX, TXdddTXdddTXdddTX Example: Target item: shoe Mastered items: cup and dog For the TX above insert "shoe" for the d above insert "cup" or "dog" Graduate Random Rotation Systematically introducing mastered items (one at a time) into random rotation with the target item. The formula is as follows: RR1: RR TX with 1 previously mastered, RR 2: RR TX with 2 previously mastered items, RR 3: RR with 3 previously mastered items - Example: Target item: shoe Previously mastered items: cup, diaper and dog For the TX above insert "shoe" for previously mastered items above insert "cup" "diaper" or "dog" Discrete Trial Training (DTT) A specific method of teaching in which a task is isolated and taught across multiple trials. A specific opportunity is presented and a specific response from the learner is expected. A consequence follow the learner's response. DTT is used because it allows: - for repetition - the learner to know what is expected - the learner access to reinforcement - for easy data collection Natural Environment Training (NET) Explanation: NET describes teaching procedures that can be used to teach clients diagnosed with autism in their natural environment. It involves situations and items that the client would be already be interacting with to teach relevant skills. Motivation is capitalized on during NET. Child directed learning. Examples: 1) While the child and therapist are coloring, the child indicates the need for a new crayon. The therapist presents a selection of several crayons and waits. The child mands, "I want yellow crayon". (Manding, Colors) 2) While playing "grocery store:, the child and therapist are making a list of items to buy. The therapist asks, "What do you think are some foods we might need?" The child responds, "Apples, cookies and peanut butter." (Categories) Fluency-based Instruction Taking an existing skill and increasing accuracy and speed of skill performance in order to develop competence. Examples: Taking times math fact quizzes, so that the child can answer ultimately 50 addition problems in one minute. Teaching a child who knows how to brush their teeth, comb their hair and get dressed in separate instructions, to do them all as one task of "getting ready" in a specific amount of time. Generalization The occurrence of a learned behavior demonstrated in other environments, with other objects, people or instructions. Examples: 1) Teaching the child to label a picture of a German Shepard as "dog" then the child labels a Labradoodle as a "dog" without instruction that he sees walking down the street. 2) Teaching a child in the Objects lesson to say "It's an (object)" and then, without instruction, client begins to say "It's a (community helper name)" in the Community Helper's lesson. Maintenance The extent to which the learner continues to perform the target behavior after a portion or all of the intervention responsible for the skill acquisition has been eliminated. Examples: Reviewing a mastered target once a week, rather than every session or once a month rather than every week. Caregiver Training Time caregivers spend with the BCBA in charge of the program learning about ASD, how it affects their child and strategies they can use to remediate deficits areas and reduce excess areas. Examples: 1) When the BCBA meets with the parents and models for them how to implement the behavior plan and then has the parents practice until they are proficient. 2) When the BCBA has demonstrated how to conduct an ABA lesson with the parents and then the parents practice it until they are proficient. Premack Principle When a highly preferred activity can be used to reinforce a low preferred activity. Examples: 1) If you clean your bedroom, you can go to the mall. 2) We can play ball if you finish washing the dishes. Preference Assessments Offering clients free access to potentially reinforcing objects to observe to see if they can be used as reinforcer in the future. Can be structured and formal or informal. They should be conducted frequently Examples: 1) Placing several toys/"fun" objects in front of the client and seeing what they choose first to play with. 2) Asking a client what can speak "What do you want to work for?" Prompt Any additional stimulus added to an SD in order to assist the client in responding correctly. Examples: 1)When delivering the instruction "touch car" the therapist takes the client's hand and puts it on the car(physical prompt). 2) When asking a client "what did you do today?" and showing him pictures of the activities he engaged in throughout the day to help him remember (visual prompt). Errorless Learning Involves early and immediate prompting of the target response so that the learner's response is sure to be correct. Used when the client is learning a new task and is scoring 0-79% independently. Example: When mass trialing "touch red" and the client has not been exposed to the color swatch before, the therapist uses a physical prompt paired with the instruction to ensure the client has success. Not allowing the client to error at all. Types of Common Prompts Physical Gestural Modeling Textual Proximity Echoic Directive Stimulus manipulation Voice inflection Leading questions/statements Acting confused Rephrasing the question Choices Experiential Role play Model and observe Prime/Rule governed Most-to-Least Prompting Fading from one type of prompt to another less intrusive prompt. Most assistance to least assistance. Used when teaching a new skill. Examples: Sally needs a full physical prompt to stand up when told to "stand up" over several trials the therapist begins to feel Sally move on her own when telling her to "stand up" while using a full physical prompt. The therapist then changes her prompt to partial physical prompt and then to a gestural prompt and Sally remains successful. Least-to-Most Prompting Starting with a least intrusive prompt possible and the client is not successful, therefore having to move to more intrusive prompts until the client responds. Used after a client has learned the skill. Example: Johnny has been taught to tie his shoe independently. He is having difficulty and is erroring when the therapist tells him to "tie his shoe." The therapist tells him what to do "take the left lace and wrap it round the right lace", Johnny is still unsuccessful, the therapist then models what to do, Johnny still is not understanding. The therapist then uses a partial physical prompt to get Johnny to be able to tie his shoe. Time Delay Prompt The transfer of stimulus control from the prompt to the target SD by increasing the elapsed time between the presentation of the target SD and the prompts across trials. Example: Marc is learning to receptively identify shapes. The therapist states 'Touch circle" with an immediate gesture prompt of touching the circle. After several trials where Marc has been successful the therapist says "Touch circle and waits 2 seconds Marc does not respond, the therapist then points to the circle. The therapist then waits 4 seconds after the presentation of the SD prior to pointing to the circle. Prompt Fading A systematic reduction of any additional stimulus used to assist in the client responding correctly. Example: Dawn is learning to expressively identify a picture of her Mom. The therapist holds up a picture and says "who is it? Mom." Dawn says "Mom." The therapist presents the SD again but changes her prompt "Who is it? Mo." Dawn says "Mom." The therapist holds up the picture and presents the SD "Who is it? M." Dawn says "Mom." The therapist holds up the picture and says "Who is it?" Dawn says " Mom." The echoic prompt of the therapist Saying "mom" was reduced or faded each trial, until Dawn could be independent. Chaining A chain of sequences of SDs and responses where each response in the sequence (except for the last one) produces the SD for the next response in the sequence. A task Analysis data sheet is usually used to take data for teaching the chain. Backward Chaining Begin with the final step, or the last SD-Response component, then move backwards towards the remaining components. Example: Teaching a child to put their pants on. Start by pulling their pants ½ way down their bottom and deliver the SD "Pull your pants up". Reinforce the child when the pants get pulled up. Next, pull the pants down below their bottom and tell them to pull their pants up, deliver the reinforcer. Systematically work to the pants being on the bed and when the SD is delivered the child will complete the task independently. Total Task Presentation All of the SD-response components of the chain are taught during every learning trial. A reinforcer is delivered after each SD-response component. Example: Teaching a client to pour a glass of juice. Deliver the SD "Let's pour some juice" The therapist would prompt the client to open the refrigerator then reinforce the client. The client would be prompted to get the juice, and then receive reinforcement, the client would be prompted to take the juice out, and then receive reinforcement. This would continue until the juice is put back into the refridgerator. At the end of the chain a larger more potent reinforcer would be delivered. Shaping Systematically reinforcing successive approximations of a target behavior while extinguishing previous approximations. The successive approximations become increasingly more similar to the target behavior. Example: Teaching a child to say "bubbles." The therapist says "Say bubbles. Buh" The child says "buh" and receives reinforcement. Once the client says "buh" consistently, it will no longer be accepted and the Sd will then be"Say bubbles, bub" the child says " bub" and receives a reinforcer. The systematic increase of the requirement will until the client reaches saying the entire word while previous attempts will be extinguished. Pacing The speed at which the trials are being presented. Example: It is important to be sure that the inter-trial interval is at the appropriate pace for the learner. The inter-trial interval is the time between a reinforcer and the next instruction. If it is too fast the learner may be confused, if it is too long the learner may become distracted and lose focus. Alternative and Augmentative Communication All forms of communication besides the persons natural voice. Examples: Sign language, iconic communication, applications on tablets, textual etc. Mand Training When teaching a client to request items, action, people and or information. A mand is a verbal operant that is controlled by a motivate antecedent and followed by a consequence that is specific to that motivation. Examples: Sally says "I want a hug" to her mom, Sally's mom hugs her. Rob says "Cookie, please" the therapist gives him a cookie. Adam gives the therapist an icon for a video. The therapist hits play on the DVD player. Tact Training Teaching a child to comment on the environment around them. A tact is verbal operant that is controlled by a nonverbal antecedent and followed by a nonspecific consequence. Examples: Julie says "look" and points to the sky. Julie's mom looks up and says "I see a plane." Antonio says "It is cold out." His friend says "Yes, it is." A therapist says "What is it?" the client says "a shoe." The therapist says 'Awesome!" Training Echoic Behavior Teaching a person to repeat what the speaker is saying. An echoic is a verbal operant that is controlled by and matches a verbal antecedent. Examples: Doug tells Kate his phone number "(585)555-1212." Kate repeats back "(585)555-1212" to Doug. A therapist says "Say cup." The client says "cup." "Way to go," says the therapist. Training Intraverbal Behavior Teaching a person to have a conversation with another person without using just mands, tacts and echoics. An Intraverbal is a verbal behavior operant that is controlled by a verbal antecedent and does not match the verbal antecedent. The consequence for Intraverbal behavior is nonspecific. Examples: Ryan says "How are you?" Emily answers "I'm great, thanks!" Keaton asks Kora "Is it raining outside?" Kora says 'No, we live in California!" Training Joint Attention Is teaching a client to share an item and or attend to an item that is being sheared with them at the sometime as another person. Joint attention is the shared focus of two individuals on an object. One of the individuals alerts the other to the object by gaining their attention. Examples: A child shakes a rattle and then looks at her mom. The mom says "You shook the rattle!" while looking a the rattle and the child. Logan brings Danica a picture he made and says "Look what I did!" Danica says "It is beautiful!" while attending to the picture. Teaching Play Skills Reasoning: Play skills are taught to many people with ASD because they typically lack the ability to engage appropriately with toys or other leisure time activities. Examples of areas of play deficits: symbolic play, functional pretend play, constructive play, electronic play, cause and effect, early social games, role play, sensorimotor and manipulative play, peer play, task completion play, arts and crafts Teaching Motor Skills Reasoning: Motor skills area an area that people with ASD maybe delayed in. It is important to work on overall development as well. Examples: Oral Motor- mouth and tounge movements, Fine Motor- any task having to do with the hands and fingers, Gross Motor- any large muscle movements and finally Ocular Motor- any movements with the eyes Teaching Adaptive and Safety Skills Reasoning: People with ASD may have difficulty with adaptive skills for many reasons, e.g. people doing things for them, fine motor issues, not understanding the social implications of not taking care of yourself etc. Safety Skills is also a major concern for people with ASD as they may not be able to read the situation and then react incorrectly and put themselves in harm. Examples: Adaptive lessons; getting dressed, undressing, brushing teeth, bathing, answering the phone, cleaning, pet care. Safety awareness lessons: Identifying if something is safe or dangerous, identifying relationship-appropriate safety behavior, using safety equipment. Teaching Social Skills Reasoning: Social deficits are part of the diagnostic criterion for ASD Examples of Areas of Social Deficits: eye contact, joint attention, imitation, social referencing, greetings and salutations, sharing and turn taking, reading social cues, gestures and facial expressions, to name a few. Teaching Cognition Skills Reasoning: Deficits in cognition are part of the diagnostic criterion for ASD Examples of Areas of Cognition Deficits: desires, emotions, senses, physical states, thinking, sensory perspective taking, preferences, deception, sarcasm and intentions Teaching Executive Function (EF) Skills Reasoning: Executive functioning deficits are part of the diagnostic criterion for ASD Examples of areas of EF deficits: Planning, inhibition, attention, flexibility, memory, problem solving, emotional self control and shades of gray Teaching Academic Skills Reasoning: People with ASD may appear to be delayed within their academic skills . Clinicians may also teach academic skills earlier, so that in preschool or early elementary school the clients can focus on social skills generalization in the school setting. Examples: letter recognition, colors, shapes, number, reading, counting, patterning, money, time, community helpers and handwriting Using Visual Supports Reasoning: Many people with ASD use visual supports to learn, understand and or communicate. Examples: using icons or textuals with SDs or response, icons, words or pictures to communicate, underlining or highlighting parts of instructions or responses to assist in discrimination Using Curriculum Modifications Reasoning: Not all learners gain concepts in the same way as others. Examples: BCBA's may change the instructions or responses that are suggested within the curriculum they are following. Examples of modifications that could be used are visual supports (on the previous slides), responding with an aug com device, adding kinesthetic movements to a response, breaking a task down further than the curriculum suggests to allow the learner easier access to reinforcement Behavior Intervention Plans A plan that is created for a specific client in regards to their specific behavior they are or are not engaging in. It is created to attempt to change the frequency or duration of the specific behavior. It uses antecedent modification, replacement behaviors and consequence manipulations to change the behavior. [Show Less]
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Motivating Operations (MO) An environmental variable that alters the reinforcing effectiveness of some stimulus, object, or event. Contingency Ref... [Show More] ers to dependent and/or temporal relations between operant behavior an it's controlling variables. Satiation Repeated presentation of a reinforcer weakens its effectiveness and for this reason the rate of responses declines. Positive Reinforcement A type of reinforcement in which the presentation of the stimulus is contingent upon the response, resulting in an increase in the future probability of that response Negative Reinforcement A type of reinforcement in which removal of a stimulus is contingent on a response, resulting in an increase in the future probability of that response. Positive Punishment A type of punishment in which stimulus presentation is contingent on a response, resulting in the decrease of the future probability of that response Negative Punishment A type of punishment in which stimulus removal is contingent on a response, resulting in the decrease of the future probability of that response. Establishing Operations (EO) Increases motivation for something and increases likelihood you will try to access that reinforcer Abolishing Operations (AO) Decreases motivation for something and decreases likelihood you will try to access that reinforcer Discriminative Stimulus (SD) A stimulus in the presence of which a particular response will be reinforced and in the absence of which that response will not be reinf Stimulus Control (Discriminative Control) The tendency for the target behavior to occur in the presence of the SD (b/c it was reinforced in the past) Discrimination Training Teach the child to respond to/tell the difference between two (or more) SDs. Discrete Trial Training (DTT) A specific method of teaching in which a task is isolated and taught across multiple trials. A specific opportunity (antecedent) is presented and a specific response is expected. A consequence follows the response. Fluency-Based Training Taking an existing skill and increasing accuracy and speed of skill performance in order to develop competence Errorless Learning Involves early and immediate prompting of the target response so that the learner's response is sure to be correct. Most-to-Least Prompting Fading from one type of prompt to another less intrusive prompt. Most assistance to least assistance. Least-to-Most Prompting Staring with a least intrusive prompt possible and the client is not successful, therefore having to move to more intrusive prompts until the client responds. Chaining A chain of sequence of SDs and responses where each response in the sequence (expect for the last one) produces the SD for the next response in the sequence; A complex bx that is comprised of many single responses that occur in a specific sequence Forward Chaining Begin with the first SD-Response component in the chain and then continue forward though the remaining SD-Response components Backward Chaining Begin with the final step, or the last SD-Response component, then move backwards towards the remaining components Total Task Presentation All of the SD-Response components of the chain are taught during every learning trial. A reinforcer is delivered after each SD-Response component. Shaping Systematically reinforcing successive approximations of a target bx while extinguishing previous approximations. Noncontingent Reinforcer The delivery of functional reinforcers on a time based schedule, independent of the problem behavior Replacement Behavior Other behaviors or skills taught that are an appropriate substitute for a problem behavior. Escape Extinction Planned ignoring of the problem behavior maintained by social negative reinforcement (the ability to escape a situation/demand) Attention Extinction Planned ignoring of the problem behavior maintained by social positive reinforcement (receiving attention from another person) Access to Tangible Extinction Planned ignoring of the problem behavior maintained by social positive reinforcement (the ability to gain a desired item) Extinction Burst The bx on extinction briefly increases in frequency, duration, or intensity before it decreases and stops. Differential Reinforcement of Alternative Behavior (DRA) The delivery of reinforcers contingent on an alternative response, where a specific replacement bx is identified and only that specific box is reinforced. Differential Reinforcement of Incompatible Behavior (DRI) The delivery of reinforcers contingent on a specific desirable bx that is physically incompatible with the problem bx so that both responses could not occur at the same time. Differential Reinforcement of Other Behavior (DRO) The delivery of reinforcers on an internal schedule, contingent upon the absence of the problem bx. With this, any appropriate bx other than the problem bx is reinforced Deprivation The absence or reduction of a reinforcer for a period of time. The deprivation is an establishing operation that inc. the effectiveness of reinforcers Extinction A procedure by which a bx that was previously reinforced no loner received reinforcement and the probability of the behavior decreases. Examples include planned ignoring, escape extinction, and sensory extinction/response blocking. Generalization Occurs when a child uses a newly acquired skill in a novel and appropriate situation or setting & engages in new forms of the newly acquired skill w/o being taught to do so Maintenance The continuation of a behavior change after all or part of the intervention responsible for the behavior change has been faded or terminated. [The extent to which the child continues to demonstrate: reduction of prob. behaviors and inc. of appropriate bx] Premack Principle AKA: "If...then..." When a highly preferred activity can be used to reinforce a low preferred activity. Response Blocking The source of reinforcement is blocked or stopped by the therapist in order to eliminate the reinforcing sensory stimulus Redirection Prompting a client to engage in a different bx than they are trying to engage in Overcorrection The procedure of reducing the frequency of a target bx by making restitution for damaged and practice of appropriate bx contingent upon the target bx (Do a task plus more) Response Cost A response reduction procedure in which bx is weakened by the removal of a specified amount of a reinforcer, contingent upon the occurrence of the problem bx. Spontaneous Recovery After a bx has been extinguished or reduced for a period of time an increase in the magnitude of the behavior occurs. Time-Out from Reinforcement A response reduction procedure in which bx is weakened by the brief removal of all sources of social positive reinforcement contingent upon the occurrence of problem bx. (This is only effective when the child is in a preferred environment and moved to a less preferred environment). Replacement Behavior Interventions Eliminating reinforcement for a problem bx while reinforcing a replacement bx. Types of replacement Behavior interventions Differential reinforcement of other behavior (DRO) Differential reinforcement of alternative behavior (DRA) Differential reinforcement of incompatible behavior (DRI) Differential reinforcement of low rates of behavior (DRL) Types of time out Non exclusionary Exclusionary Seclusionary Autism Characterized by impairment in ability to form normal social relationships, impairment in ability to communicate with others, and repetitive behavior patterns 3 types of functional behavior assessment 1. Indirect 2. Descriptive 3. Experimental functional analyses Types of reinforcement Positive, negative, automatic Automatic reinforcement Behavior itself produces the reinforcement Automatic Positive Reinforcement The bx is reinforcing on its own, b/c it produces a sight, sound, taste, feel, smell, or motion that the child enjoys. Often maintains stereotypical bx. Examples of social positive reinforcement Attention, access to tangibles Examples of automatic negative reinforcement Relief from a painful stimulus, escape from aversive sensory stimulus Socially Mediated Reinforcement Reinforcer is provided by another person Examples of automatic positive reinforcement Reinforcing sensory stimuli, self-stimulatory bx Examples of social negative reinforcement Escape from demands, escape from aversive setting, escape from sensory stimuli Attention Function (of behavior) Whether it be positive or negative attention, behavior occurs b/c some type of attention is given Escape Function (of behavior) Escape from demands or tasks being placed on them 2 goals of behavior management 1. Reduce problem behavior 2. Build alternative appropriate behaviors that serve the same function 4 basic functions of behavior 1. Social positive 2. Social negative 3. Automatic positive 4. Automatic negative Behavior Deficits in Individuals with Autism Language, play, social skills, perspective taking/theory of mind, executive function, motor skills, self-help, school skills Deficits in social-emotional reciprocity Ranging from abnormal social approach and failure of normal back-and-forth convo.; to reduced sharing of interests, emotions, or affect; to failure to initiate or respond to social interactions. Deficits in nonverbal communicative behaviors used for social interactions Ranging from poorly integrated verbal and nonverbal comm.; to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and non-verbal comm. Deficits in developing, maintaining, and understanding relationships Ranging from difficulties adjusting behaviors to suit various social contexts; to difficulties in sharing imaginative play or in making friends; to an apparent absence of interest in peers Behavior excesses in individuals with autism Stereotypy, Noncompliance, Tantrums, and Aggression 4 reasons a behavior can be problematic 1. Topography 2. Context 3. Intensity 4. Frequency Experimental Functional Analyses (EFA) Systematically manipulate the antecedents and consequences associated with a problem behavior in order to identify maintaining reinforcers. Functional Behavior Assessment (FBA) A systematic evaluation of the antecedent and [Show Less]
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