| ABA | Applied Behavioral Analysis |
| Applied | Social validity |
| What does a behavior have to be | observable and measurable |
| Analysis | control over behavior by changing the environment |
| Operant conditioning | behaviors followed by something desirable |
| Extinction burst | when a client's reaction to a new behavior intensifies after implementing a new behavior |
| Punishment | consequence that is delivered |
| Reinforcement | any consequence that maintains or increases the behavior |
| Manding | requesting |
| ABC describes | why the behavior is occuring |
| Antecedent | environment before the behavior |
| ABC consequence | environment after the behavior |
| Operational Definition | What counts as a behavior and what does not |
| 2 ways to collect data | continuous and discontinuous |
| continuous~ | more accurate |
| discontinuous~ | estimation |
| 3 forms of continuous data | frequency, rate, duration |
| frequency | a count on how many times a behavior occurs |
| rate | how many times a behavior occurs divided by the observation time |
| duration | when a behavior occurs for a series of time |
| a measure of when you give the instruction to when they respond | Latency |
| only that one behavior can make that permanent product (kicking a wall) | permanent product |
| behavior occurs the entire interval | whole interval recording |
| a behavior occurs at any point in the interval | partial interval recording |
| record time of all the amounts of the behavior within the interval | Total duration interval |
| increase | does whole interval recording increase or decrease a behavior |
| decrease | does partial interval recording increase of decrease a behavior |
| Attention, Access to preferred items, Escape or Avoidance, Automatic Reinforcement | 4 functions of behavior |
| raising your hand, class clown, greeting a person | Attention |
| what reinforcement is motivating them | 1st step in changing a behavior |
| sensory, escape, attention, tangible | SEAT |
| automatic | the hardest function to change |
| functional behavior assesment | FBA |
| behavior intervention plan | BIP |
| what does it mean to sanitize the enviroment | get things they want out of reach |
| constructional control leads to | pairing |
| rapport building | pairing |
| types of preference assesments | free operant, single stimulus, paired stimulus, multiple stimulus, interview |
| Free operant | observing client in a natural environment- less accurate |
| single stimulus | present one object and observe how long their interest lasts |
| paired stimulus | select 4-6 items, present 2 at a time |
| multiple stimulus | 3 or more items and have them choose |
| 2 types of multiple stimulus preference assesments | replacement and non-replacement |
| Are indirect or direct assessments more accurate | direct |
| interview preference | list of preferred items |
| the indirect assessment | interview |
| conditioned reinforcement | secondary- praise, toys, tokens |
| unconditioned reinforcement | primary- food, drinks, sleep |
| positive means | something is given |
| negative means | something is removed |
| shared control | balance of control with your client |
| MO- motivation operation | environmental variable |
| Deprevation | makes more reinforcing |
| Sensiation | less reinforcing |
| continuous reinforcement | reinforcing all the time |
| inter mitten reinforcement | reinforcing some of the time |
| Fixed | exactly, new skill, ratio |
| variable | approximately, keeps child motivated, intervals |
| validity | measuring what we intend to measure |
| reliability | getting the same results |
| data collection options | interval recording, whole recording, partial recording, momentary time sampling |
| interval recording | not as accurate, estimate, every 10 seconds |
| whole recording | lasts the entire interval, underestimates, increases behavior |
| partial recording | any part of the interval, overestimates, decreases behavior |
| momentary time sampling | if it is happening at the end of the behavior, over or under estimates |
| Premack principle | if and then statements |
| non-contingent reinforcement | given for free |
| demand fading | slowly giving demands throughout the session |
| behavior momentum | warm them up with easier instructions |
| one of the first goals | instructional control |
| SD | discriminitive stimulus |
| Differential reinforcement | giving reinforcement for the best answer the client can give |
| DTT | discrete trial- more structured- basic compliance |
| PRT | pivotal response training |
| NET | natural environment teaching |
| 3 types of modalities | DTT, PRT, NET |
| 5 parts of a discrete trial | SD- gain attention, do not overuse name, neutral tone
Prompt- immediately after SD, not always required
Response- correct or incorrect, no-response
Consequence- immediately after the response, try again, with hold reinforcement
Intertrial interval- brief pause before next SD |
| Prompt Hierarchies (most to least intrusive) | Full physical, Partial physical, Gestural or model (non-verbal), Echoic and verbal |
| stimulus approximity | one object is closer than the others |
| Mass trial | same SD over and over again, namely for new trials. |
| Random rotation | random SD's mixed with mastered targets and receptive targets |
| expressive prompt | what is your name |
| shaping | successive approximations are reinforced until reaching the entire goal |
| maintenance goals | goals that have already been mastered |
| aquistion phase | teaching new goals phase |
| generalization | NET teaching, a client can take a skill and apply it in daily life |
| task analysis | broken down into structures |
| total task chaining | completing all tasks |
| Steps in de-escalation room | remain in control, mats, remain in doorway, make sure face and chest are protected, do not push back, do not use if you are blocking others in. |
| 4 functions of behavior | attention
avoidance and escape
access to items
automatic |
| PBS | positive guidance and sharing |
| what to do in an access behavior | avoid arguments, give choices, explain |
| what to do in an avoidance behavior | allow breaks, bring them back to task, provide reinforcment |
| what to do in an attention behavior | limit eye contact, neutral tone, watch body language |
| what to do in an automatic behavior | look for cause, provide replacement behavior |
| Parts of a BIP | - what the target
-what the OD is- definition of behvior
-Hypothesis
-replacement behaviors
-context
-method of data collection
-emergency behaviors |
| antecedent | offer another minute |
| teaching | replacement behaviors |
| consequence | praise |
| emergency | clearing the environment
keeping safe |
