Quiz
ABA Chapter 2
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Questions in this quiz (31)
1Definition of Behavior
• “The behavior of an organism is that portion of an organism’s [blank_start]_________________[blank_end] with the [blank_start]____________________[blank_end] that is characterized by detectable displacement in space through time of some part of the organism and that results in [blank_start]_________________[blank_end] [blank_start]_________________[blank_end] in at least one aspect of the environment” (Johnston & Pennypacker, 1980, 1993a)- Ainteraction
- Benvironment
- Cmeasurable
- Dchange
2Behavior of an Organism
• Portion of the organism’s interaction with the [blank_start]____________________[blank_end]
• [blank_start]_______________________[blank_end] in space through time
– Temporal [blank_start]_________________[blank_end]
– Temporal extent
– [blank_start]________________________[blank_end]
• Results in a [blank_start]____________________[blank_end] [blank_start]_______________[blank_end] in some aspect of the environment- Aenvironment
- BDisplacement
- Clocus
- DRepeatability
- Ememorable
- Fchange
3Descriptions of Behavior
Structural and functional
• Response [blank_start]_______________________[blank_end]
– Form
– Physical characteristics
• [blank_start]__________________[blank_end]
– Effects of behavior on [blank_start]____________________[blank_end]- AFunctional Analysis
- Benvironment
- Ctopography
4Response Class
• A group of responses with the [blank_start]_________________[blank_end] [blank_start]_________________[blank_end]
– Each [blank_start]____________________[blank_end] in the group produces the same effect on the environment- Asame
- Bfunction
- Cresponse
5Repertoire
• All [blank_start]______________________[blank_end] a person can do
• Set or collection of [blank_start]_______________________[blank_end] [blank_start]______________[blank_end] [blank_start]________________[blank_end] a person has learned that are relevant to a particular setting or tasks
– _________________________ with respect to language skills, academic tasks, everyday routines, recreation, & __________________ ________________ _________________- Abehaviors
- Bknowledge
- Cand
- Dskills
6Environment
• All behavior occurs within an [blank_start]____________________[blank_end] [blank_start]__________________[blank_end]
• [blank_start]______________________[blank_end] cannot be emitted in an environmental void or vacuum
• Johnston & Pennypacker (1993a) definition
• Complex, dynamic universe of events that differ from [blank_start]________________[blank_end] [blank_start]________________[blank_end] [blank_start]_________________[blank_end]
• Stimulus
“an [blank_start]____________________[blank_end] [blank_start]_________________[blank_end] that affects an organism through its receptor cells” (Michael, 2004, p. 7)- Aenvironmental
- BBehavior
- Cinstance
- Dto
- Einstance
- Fcontext
- Genergy
- Hchange
7Description of Stimulus Events
• [blank_start]______________________[blank_end]
– Physical features
• Temporally
– Occur with respect to a [blank_start]__________________[blank_end] [blank_start]______________[blank_end] [blank_start]_________________[blank_end]
• Functionally
– Effects on behavior- AFormally
- Bbehavior
- Cof
- Dinterest
8Stimulus Class
• Any group of [blank_start]___________________[blank_end] sharing a [blank_start]_______________________[blank_end] [blank_start]________________[blank_end] of common elements in one or more of these dimensions
– Formal dimensions of stimuli
– Temporal [blank_start]______________________[blank_end] of stimuli
– Behavioral functions of [blank_start]_______________________[blank_end] [blank_start]_______________[blank_end]- Astimuli
- Bpredetermined
- Cset
- DLoci
- Estimulus
- Fchange
9Formal Dimensions of Stimuli
• Descriptions, measurements, [blank_start]______________________[blank_end]
– Based on size, color, [blank_start]________________________[blank_end], etc.- Amanipulations
- Bintensity
10• Stimuli can be
– Social
– [blank_start]_______________________[blank_end]
– Temporal Locus of Stimuli
• [blank_start]_______________________[blank_end] is affected by stimulus changes that
– occur prior to ([blank_start]_____________________[blank_end])
– Immediately after the behavior ([blank_start]_______________________[blank_end])
• Antecedent
– Environmental conditions or stimulus changes that exist or occur [blank_start]_______________[blank_end] [blank_start]____________[blank_end] the behavior
• Play a critical part in [blank_start]___________________[blank_end] and [blank_start]____________________[blank_end]
• Learners do not need to be aware of antecedents for antecedents to [blank_start]__________________[blank_end] [blank_start]___________________[blank_end]
• [blank_start]___________________________[blank_end]
– Stimulus change that follows a behavior of interest
• Especially those that are [blank_start]_____________________[blank_end]
• Relevant to current [blank_start]__________________________[blank_end] states
• Influence on [blank_start]______________________[blank_end] behavior
– Other consequences have little effect- ANonsocial
- BBehavior
- Cantecedent
- Dconsequence
- Eprior
- Fto
- Glearning
- Hmotiviation
- Iaffect
- Jperformance
- KConsequences
- Limmediate
- Mmotivation
- Nfuture
11Temporal Locus of Stimuli – Big Idea
• Consequences [blank_start]______________________[blank_end] [blank_start]___________________[blank_end] the antecedent conditions to determine what is learned
– True, whether or not individual is aware of or systematically plans the [blank_start]______________________[blank_end]
• It’s happening all around us!
[blank_start]_______________________[blank_end] functions of stimulus changes
• Stimulus changes are best understood through a [blank_start]____________________[blank_end] [blank_start]__________________[blank_end] of their effects on behavior
– [blank_start]________________________[blank_end] control
– [blank_start]_____________________[blank_end], or no apparent effect- Acombine
- Bwith
- Cconsequences
- DBehavioral
- Efunctional
- Fanalysis
- GPowerful
- HDelayed
12Behavioral Functions of Stimulus Changes
• Stimulus changes
– An immediate but [blank_start]_______________________[blank_end] effect of increasing or decreasing the current [blank_start]____________________[blank_end] of the behavior
– A delayed but relatively [blank_start]_______________________[blank_end] effect in terms of the frequency of that type of behavior in the future (Michael, 1995)- Atemporary
- Bfrequency
- Cpermanant
13Respondent Behavior
• Behavior that is elicited by [blank_start]________________________[blank_end] [blank_start]____________________[blank_end]
– [blank_start]_____________________[blank_end], brought out by the stimulus that [blank_start]____________________[blank_end] it
• Something in your eye elicits eye blink ([blank_start]__________________[blank_end])
• Ready-made behaviors protect against [blank_start]____________________[blank_end] stimuli
• [blank_start]_________________________[blank_end] relations
– Reflex
• [blank_start]_________________________[blank_end]
– Gradually [blank_start]________________________[blank_end] response strength- Aantecedent
- Bstimuli
- CInduced
- Dprecedes
- E__________________
- Fharmful
- GStimulus-response
- HHabituation
- Idiminishing
14Respondent Conditioning
• Experimental demonstrations of [blank_start]_____________________[blank_end] [blank_start]___________________[blank_end]
– Ivan Petrovich Pavlov
– Digestive systems of [blank_start]____________________[blank_end]
– Animals [blank_start]_______________________[blank_end] every time lab assistant opened the cage door to feed them
• See Figure 2-1, pg. 31 in text- Arespondent
- Bconditioning
- Cdogs
- Dsalivate
15Operant Behavior
• Any behavior whose future frequency is determined primarily by its [blank_start]__________________[blank_end] [blank_start]____________________[blank_end] [blank_start]____________________[blank_end]
– Selected
– [blank_start]____________________[blank_end]
– [blank_start]_______________________[blank_end] by consequences
• Defined functionally, by its effects- Ahistory
- Bof
- Cconsequences
- DShaped
- EMaintained
16Selection by Consequences
• All forms of life, from single cells to complex cultures, evolve as a result of [blank_start]___________________[blank_end] with respect to [blank_start]___________________[blank_end] (Pennypacker, 1994, pp. 12 -13)
• [blank_start]_______________________[blank_end]
– Operates during the [blank_start]_____________________[blank_end] of the individual
• [blank_start]__________________________[blank_end]
– Natural selection in the [blank_start]_______________________[blank_end]of a species- Aselection
- Bfunction
- COntogeny
- Dlifetime
- EPhylogeny
- Fevolution
17Operant Conditioning
• Process and selective effects of [blank_start]_______________________[blank_end] on behavior
• “Functional consequence”
– Stimulus change that [blank_start]____________________[blank_end] a given behavior in a relatively immediate temporal sequence and alters the [blank_start]___________________[blank_end]of that type of behavior in the [blank_start]____________________[blank_end]
• “Strengthen” an [blank_start]_____________________[blank_end]
– Response more [blank_start]____________________,[blank_end] more frequent (Skinner, 1953, p. 65)
• [blank_start]________________________[blank_end] has taken place when
– Operant conditioning consists of an increase in [blank_start]_____________________[blank_end] [blank_start]______________________[blank_end]- Aconsequences
- Bfollows
- Cfrequency
- Dfuture
- Eoperant
- Fprobable
- GReinforcement
- H_____________________
- I______________________
18Reinforcement
• Most important [blank_start]___________________[blank_end] [blank_start]_________________[blank_end] [blank_start]___________________[blank_end]
• Key element to most [blank_start]_______________________[blank_end] [blank_start]_________________[blank_end] programs- Aprinciple
- Bof
- Cbehavior
- Dbehavior
- Echange
19Reinforcement - Defined
• If behavior is followed closely in time by a stimulus event and as a result the future frequency of that type of behavior [blank_start]__________________[blank_end] in similar conditions, [blank_start]_____________________[blank_end] has taken place- Aincreases
- Breinforcement
20Stimulus Changes Functioning as Reinforcers
• [blank_start]___________________[blank_end] Reinforcement (Adding)
– A new stimulus added to the environment (or [blank_start]__________________[blank_end] in intensity)
• [blank_start]____________________[blank_end] Reinforcement (Withdrawing)
– An already present stimulus [blank_start]____________________[blank_end] from the environment (or reduced in intensity)- APositive
- Bincrease
- CNegative
- Dterminated
21Reinforcement – Big Ideas
• Always means an increase in [blank_start]_____________________[blank_end] [blank_start]_________________[blank_end]
• The modifiers positive (adding) and negative (withdrawing)
– Describe the [blank_start]__________________[blank_end] of stimulus change operation that best characterizes the consequence- Atbd
- B_________________
- C__________________
22Punishment
• If behavior is followed [blank_start]___________________[blank_end] [blank_start]_______________[blank_end] [blank_start]_______________[blank_end]_ by a stimulus event and as a result the future frequency of that type of behavior decreases in similar conditions, [blank_start]_______________________[blank_end] has taken place- Atbd
- B_______________
- C_______________
- D_______________________
23Stimulus Changes Functioning as Punishers
• Positive Punishment (Adding)
– Punishment by [blank_start]_______________________[blank_end] stimulation
– A [blank_start]_________________[blank_end] [blank_start]_________________[blank_end] added to the environment (or increased in intensity)
– Type I
• Negative Punishment (Withdrawing)
– Punishment by contingent withdrawal of a [blank_start]__________________[blank_end] [blank_start]_________________[blank_end]
– An already present stimulus [blank_start]__________________[blank_end] from the environment (or reduced in intensity)
– Type II
• See Figure 2-2, pg. 37 in text
• See Figure 2-3, pg. 42 in text- Atbd
- B_________________
- C_________________
- D__________________
- E_________________
- F__________________
24Punishment – Big Ideas
• Always means a [blank_start]______________________[blank_end] in response rate
• The modifiers positive (adding) and negative (withdrawing)
– Describe the [blank_start]____________________[blank_end] of stimulus change operation that best characterizes the consequence- Atbd
- B____________________
25Principles and Behavior Change Tactics
• Principle of behavior
– Describes a functional relation between [blank_start]_____________________[blank_end] and one or more of its controlling [blank_start]________________________[blank_end] (b = fx)
• Thorough [blank_start]______________________[blank_end] across individual organisms, species, settings, behaviors
• Empirical [blank_start]_______________________[blank_end] inferred from many experiments
• Describe how behavior works
• Reinforcement, punishment, [blank_start]______________________[blank_end]
• [blank_start]________________________[blank_end] [blank_start]_____________________[blank_end] tactic
– [blank_start]__________________________[blank_end], technologically consistent method for changing behavior that has been derived from one or more basic principles of behavior
• Sufficient generality across subjects, settings, and/or behaviors to warrant its [blank_start]________________________[blank_end] & [blank_start]_______________________[blank_end]
– Technological aspect of [blank_start]______________________[blank_end]- Atbd
- B________________________
- C______________________
- D_______________________
- E______________________
- F________________________
- G_____________________
- H__________________________
- I________________________
- J_______________________
- K______________________
26Principles and Behavior Change Tactics – Big Idea
• Principles
– Describe how behavior [blank_start]________________________[blank_end]
– Lawful relationship between behavior,
• An immediate consequence, and an [blank_start]____________________[blank_end] [blank_start]__________________[blank_end] of the behavior in the future under similar conditions
• Behavior change tactics
– Are how [blank_start]__________________[blank_end] [blank_start]__________________[blank_end] [blank_start]____________________[blank_end] put the principles to work to help people learn and use [blank_start]______________________[blank_end] [blank_start]___________________[blank_end] behaviors- Atbd
- B____________________
- C__________________
- D__________________
- E__________________
- F____________________
- G______________________
- H___________________
27What kinds of stimulus changes function as reinforcers and punishers?
• [blank_start]___________________________[blank_end] reinforcement and punishment
– Function irrespective of prior [blank_start]______________________[blank_end] [blank_start]_____________________[blank_end]
• [blank_start]__________________________[blank_end] reinforcers and punishers
– Function as such based on previous pairings with other [blank_start]_____________________[blank_end] and [blank_start]__________________________[blank_end]- Atbd
- B______________________
- C_____________________
- D__________________________
- E_____________________
- F__________________________
28Motivating Operations
• Function
– Alters the current value of [blank_start]_______________________[blank_end] [blank_start]_____________________[blank_end] as reinforcement or punishment
• Satiation
• [blank_start]__________________________[blank_end]- Atbd
- B_____________________
- C__________________________
29
Discriminated Operant
• Occurs more frequently under some antecedent conditions than it does under others
• [blank_start]__________________________[blank_end] [blank_start]_______________________[blank_end]
– [blank_start]_______________________[blank_end] rates of operant responding observed in the presence or absence of antecedent stimuli
– Due to pairings (antecedent/consequence) in the past, antecedents acquire the ability to [blank_start]_________________________[blank_end] [blank_start]____________________[blank_end] [blank_start]_____________________[blank_end]- Atbd
- B_______________________
- C_______________________
- D_________________________
- E____________________
- F_____________________
30Three-Term Contingency
• [blank_start]____________________[blank_end](A) – [blank_start]___________________[blank_end](B) – [blank_start]___________________[blank_end] (C)
– Basic unit of analysis in the analysis of [blank_start]____________________[blank_end] [blank_start]_________________[blank_end]
– All ABA procedures involve the [blank_start]_________________________[blank_end]of one or more components of the three-term contingency- Atbd
- B___________________
- C___________________
- D____________________
- E_________________
- F_________________________
31The Complexity of Human Behavior
• Highly complex variables governing [blank_start]_________________[blank_end] [blank_start]___________________[blank_end]
• Human capabilities
– Large repertoires of [blank_start]__________________[blank_end] [blank_start]___________________[blank_end], verbal behavior
• Analysis of control complicated by
– Individual differences in [blank_start]__________________[blank_end] [blank_start]_______________[blank_end] [blank_start]_________________________[blank_end]
– Practical, [blank_start]_______________[blank_end], logistical, etc., issues- Atbd
- Btbd
- Ctbd
- Dtbd
- Etbd
- Ftbd
- Gtbd
- Htbd
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- Quiz on ABA Chapter 2, created by Carolyn Northup on 04/10/2015.
- Author
- Carolyn Northup
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