5602201
Description
Flashcards by Kristine Joy Cor, updated more than 1 year ago
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Created by Kristine Joy Cor
over 9 years ago
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| Question | Answer |
| Behavior Cusp | Behaviors that open a person's world to new contingencies. Ex: Crawling, walking and reading. |
| Pivotal Behaviors | A behavior that once learned produces corresponding modifications or co-variations in other adaptive untrained behaviors. Ex: Self initiations, joint attention. |
| Paired Choice (Forced choice) | Simultaneous presentation of 2 stimuli. Time consuming. |
| Multiple Stimulus | Simultaneous presentation of an array of 3 or more stimuli. Reduces assessment time. 1. Multiple Stimuli With Replacement 2. Multiple stimuli Without Replacement |
| Single Stimulus (Successive Choice) | Most basic method for assessing preference. *Presented one at a time in random order and the person reaction to each stimulus is recorded i.e frequency or duration. |
| Components of Experiments in ABA | 1. At least one subject 2. At least one behavior (DV) 3. At least one setting 4. At least one treatment (IV) 5. A measurement system and ongoing analysis of data. 6. An experimental design |
| Baseline Logic | 1.Prediction 2. Verification 3. Replication |
| Patterns of Baseline | 1. Descending 2. Ascending 3. Variable 4. Stable |
| Main Experimental Designs | Multiple Baseline Design Changing Criterion Design Reversal Design Alternating Treatments Design Withdrawal Design |
| Multiple Baseline Design | *Most widely used design *Staggered implementation of the intervention in a step-wise fashion across behaviors, settings & subjects. *Does not have to withdrawal a treatment variable. |
| Multiple baseline across behaviors | * two or more behaviors of same subject. *Each subject serves as its own control. *After steady baseline IV is introduced |
| Multiple Baseline across Settings | * 1 behavior is targeted in 2 or more settings. |
| Multiple Baseline across Subjects | * MOST WIDELY USED MULTIPLE BASELINE DESIGN *One target behavior for 2 or more subjects in same setting |
| Multiple Probe Design | *Relationship between IV and Acquisition of skill sequence. |
| Delayed Multiple Baseline Design | *initial baseline and intervention begins and other baselines are staggered. |
| Advantages of Multiple Baseline Design | * Successful intervention does not have to be removed. *Evaluates generalization *Easy to implement |
| Disadvantage of Multiple Baseline Design | *Functional Relationship is not directly shown in the design. * Takes resources to implement properly. |
| Changing Criterion Design | *One behavior in this design *successive & gradually changing criteria for reinforcement or punishment *Variation of multiple baseline design |
| Advantages of Changing Criterion Design | *Does not require reversal |
| Disadvantages of Changing Criterion | *Target behavior must be in student repertoire |
| Reversal Design | *Design that reverses responding to a level obtained in a previous condition. *Each design strengthens experimental control. Requires 3 phases 1. Initial baseline 2. intervention 3. return to baseline |
| Confounding threats to Internal Validity | 1. Measurement confounds 2. IV confounds 3. Subject confounds 4. Setting confounds |
| External Validity | *Degree to which results are generalized to other subjects, settings, or behaviors. |
| Treatment Integrity | Extent to which the IV is implemented or carried out as planned. |
| Treatment Drift | Application of IV in later phases differs original application. |
| Temporal Extent | Duration of behavior can be measured |
| Temporal Locus | Measures time at which behavior occurs. |
| Response Latency | Time between onset of a stimulus & initiation of a response. |
| Interresponse Time (IRT) | Time that lapses between 2 consecutive instances of a behavior. |
| Indicators of trust worthy measurement | Validity Accuracy Reliability |
| Validity | *Directly measures socially significant behaviors *Measures Dimension * Ensures data represents behaviors occurrence under conditions |
| Threats to Validity | *Indirect measure *Measuring wrong dimension of target behavior *Measurement Artifacts |
| Measurement Artifacts | 1. Discontinuous Measurement Ex: all time sampling methods are discontinuous and cause artifacts 2. Poorly scheduled measurement periods Ex: Behavior occurs at a different period than when observed. 3. Insensitive/ limited measurement scales EX: providing a minimal amount of words per minute for reading fluency test. |
| Accuracy | Extent to which observed value matches true value of event. |
| Reliability | Extent to which a measurement procedure yields the same value when brought into Repeated contact with the same state of nature. Ex: Scales |
| Observer Drift | When observer unknowingly alter the way they measure a behavior. |
| Measurement Bias | Non Random measurement error, measurement that over/under estimates true value of an event. |
| Methods for calculating IOA Event Recording | 1. Total count 2. Mean count 3. Exact count per interval 4. Trial by Trial IOA |
| Methods for calculating IOA Duration Recording | 1. Total duration IOA 2. Mean duration per occurrence IOA |
| Methods for calculating IOA Time sampling IOA | * Interval by interval * Scored Interval IOA * Unscored Interval IOA |
| Total Count IOA | SIMPLEST METHOD for Event recording. Smaller #/Larger # x 100 |
| Mean count per interval IOA | Dividing observation period into a series of smaller counting times. Ex: Int 1 IOA + Int 2 IOA + Int 3 IOA / # intervals |
| Exact Count per Interval IOA | THE MOST STRICT EVENT RECORDING METHOD Percentage of intervals in which 2 observers recorded the same count. |
| ABA Instructional Strategies | Discrete Trial Training Incidental Teaching Direct Instruction Precision Teaching Personalized System of Instruction (PSI) |
| Incidental Teaching | Embedding learning opportunities in ongoing, everyday activities with a focus on child's interest & initiations. 1. Natural environment 2. Timing 3. Training loosely 4. Indescrimable contingencies 5. Facilitates Generalization 6. Language use/ Verbal Skills |
| Direct Instruction | Sigfried Engelmann PROJECT FOLLOW THROUGH Carefully designed curriculum, teaching in small groups, fast paced teaching, scripts, signals and choral responding, applies scientific techniques to prevent errors. |
| Precision Teaching | Ogden Lindsley FLUENCY IS TRUE MASTERY Emphasizes fluency, charting performance, designing and implementing teaching that reinforces the emission of each specific behavior under all conditions. Uses Standard Celeration Charts. |
| Personalized System of Instruction (PSI) | Fred Keller KELLER PLAN Self pacing, use of proctors, 90% unit mastery, written word and lectures are used as reinforcers. |
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