baseline refers to the period of time:
before an intervention is introduced
During baseline you look at:
the occurrence of behavior before treatment
One purpose of collecting data during baseline is to:
determine the occurrence of behavior under existing conditions
Data collection is important to find out:
- how often the behavior occurs- how long the behavior lasts- how forcefully the behavior is expressed
Recording methods of data collection include:
- Permanent product- Event/frequency- Duration- Interval recording
Permanent product recording involves:
measuring the results of a behavior
Event/Frequency Recording:
Records the number of times a specific behavior occurs over a specific interval of time
Duration recording:
Records how long an instance of behavior occurs
Interval recording refers:
- Whole-interval time sampling- Partial-interval time-sampling- Momentary time-sampling
Whole-interval recording time-sampling involves:
Records if the behavior is emitted throughout the entire interval
Partial-interval time-sampling involves:
Records if a single instance of behavior occurred during an interval
Momentary time-sampling involves:
Records behavior only if it is occurring at the end of an interval
Whole-interval time-sampling tends to:
underestimate the occurrences of the behavior
Partial-interval time-sampling tends to:
overestimate the occurrences of the behavior
Sources of information used to form hypotheses about the occurrence of behavior include:
- Baseline data- Interviewing significant other- Conducting ecological or environmental assessments
Hypotheses are developed to identify possible functions about the behavior. Functions include:
- Student engages in the behavior to get ATTENTION- Student engages in the behavior to ESCAPE or AVOID something- Student engages in the behavior to get something (ACCESS)- Student engages in the behavior to for STIMULATION
Once a hypotheses have been generated, you would:
Systematically test the hypotheses and measure results
A Functional Behavior Analysis:
- Attempts to understand the motivation for the behavior to determine functionally equivalent or related behaviors to take the place of the problem behavior- Has a primary goal of educating and teaching effective personal skills that may be used in multiple settings rather than just to eliminate a problem behavior.- Uses the same techniques for understanding the problem behavior to identify the conditions under which positive replacement behavior may be occurring and the functions they serve in those situations.
A Functional analysis (FA) differs from a Function Behavior Assessment (FBA) in that a FA:
changes something in the environment to test the effects of the presence or absence of that variable (manipulates a condition in the immediate environment).
Examples of a behavioral principles:
1. Behavior is largely a product of its immediate environment 2. Behavior is strengthened or weakened by its consequences3. Whether a behavior is punished or reinforced is known only by the course of that behavior in the future
Reinforcement has the following effect on behavior:
increases the rate of behavior it follows
Positiv reinforcement involves:
Adding a stimulus following a behavior and seeing that behavior rate increase
Negative reinforcement involves:
Removing a stimulus following a behavior and seeing that behavior increase
Punishment has the following effects on behavior:
Decrease the rate of the behavior it follows
Positive punishment involves:
Adding a stimulus following a behavior and seeing that behavior decrease
Extinction involves:
Discontinuing reinforcement for a previously reinforced behavior
Extinction is the process of:
Ignoring previously reinforced behavior
Differential reinforcement involves:
- Reinforcing a specific behavior while ignoring other behaviors- Reinforcing a LOW RATE of responding (DRL)- Reinforcing ALTERNATIVE behaviors (DRA)- Reinforcing INCOMPATIBLE behaviors (DRI)+ DRO, DRH
A factor that influences reinforcer effectiveness include (3 answers):
1. Reinforcing a behavior as soon as possible (immediacy) after it occurs2. Making the reinforcer contingent on the occurrence of the behavior3. a) Contingency (behavior before reinforcer) b) Immediacy (as soon as possible) c) Size (sufficient amount) d) Deprivation (deprived enough to want reinforcer)
Reinforcement schedules includes include continuous, interval and ratio schedules. What are examples of interval schedules of reinforcement?
1. Giving reinforcement for the first behavior after 5 minutes2. Giving reinforcement every time the behavior occurs
Examples of ratio schedules:
1. Giving reinforcement for every 5 responses2. Giving reinforcement for an average of 5 minutes3. Giving reinforcement after 3 correct responses
How often is reinforcement delivered on a continuous schedule of reinforcement:
consistently after every correct response
Stimulus control requires discrimination training. Discrimination training consists of:
Reinforcing a behavior in the presence of a particular stimulus and extinguishing that same behavior in the presence of another stimulus.
Stimulus control is the increased probability of a discriminated behavior in the presence of a specific stimulus (discriminative stimulus - SD) and not in the presence of other stimuli (S-delta). Examples of things that represents stimulus control (4 answers):
1. A telephone rings and someone answers it but not when it doesn't2. A traffic light turns green and you press on the gas pedal instead of the brake pedal3. A teacher says "open your math book" and the student opens the math book4. A boy enters the bathroom labeled "boys" but not "girls
Stimulus control involves responding in the presence of the discriminative stimulus (SD). A discriminative stimulus is:
A stimulus that precedes the behavior and is present only if reinforcement will occur for that behavior
Stimulus control involves responding in the presence of the discriminative stimulus (SD) and NOT in the presence of an S-delta (S^).An S-delta (stimulus) is:
A stimulus that precedes the behavior and is present only if extinction will occur for that behavior
Discriminated behavior is a behavior that is more likely to occur in the presence of the discriminative stimulus (SD) than in the presence of the S-delta (S^).Examples of discriminative behaviors (4 answers):
1. Pressing on the gas pedal when the light is green but not red2. Pressing on the brake pedal when the light is red but not green3. Raising your hand and waiting for the teacher to call on you before speaking4. Leaving the school after the dismissal bell sounds and not before
(Generalization of behavior) For the purpose of teaching a student to answer when called on, where should the teacher most likely conduct the initial training:a) in the student's classroomb) in the gymnasiumc) in the cafeteriad) on the playground
a) in the student's classroom