Pass Big ABA Exam

science based on the use of learning principles to improve socially important behavior.

organized approach for collecting knowledge and understanding about the natural world

Description, prediction, control

Facts that are derived from observation that can be quantified and classified to help test for relationships

Correlation or covariation; repeated observation shows that there is a consistent relationship between two variables

Establishes functional relationship between two variables via experimentation

(DEPPS) Determinism, Empiricism, Parismony, Pragmatism, Selectionism

The world is orderly, lawful and predictable; everything is a cause and effect

Act of objective measurement/experimentation based on scientific approach; facts derived from experiments

The simplest theory requires the fewest assumptions should first be ruled out before considering more complex solutions

Practical approach to problems in which truth is found in the process of verification

Evolution is a product of the consequences of favorable behaviors

(BATCAGE) Behavioral, Applied, Technological, Conceptually Systematic, Analytical, Generality, Effective

Target the behavior in need of improvement, must be measureable, must consider who's behavior has changed

Improving socially significant behavior

Easily understood and repeatable by others

Derived from basic concepts of ABA

Establishes a functional relationship through experimentation

Behavior change persists across time, settings, people, and behaviors.

Practical imporvement; does it work?

Explains behavior through assumptions about the existence of an inner and mental dimension as the cause of behavior; reliance on hypothetical constructs and explanatory fiction

A presumed, but unobserved event

Mythical explanation for a behavior that is another ame for the observed behavior, attributing unobservable process to behavior (knowing, wanting, understanding, etc.)

Cause and effect are both inferred from the same info

(BEAP) Behaviorism, EAB, ABA, Professional practices guided by the science of beahavior analysis

Examines philosphical, theoretical, historical, and methodological issues within the science of behavior (the philosophy of behavior)

Research on basic processes and principles in a controlled setting

Applied research that assesses, monitors, analyzes, and revises and communicates effect of work; create behavior change plans to increase/decreae behavior in applied setting

People in field (not necessarily BCBA) who implement ABA procedures in their profession (educators, health workers, etc.)

Ivan Pavlov, stimulus-stimulus pairing, respondent conditioning with dogs

John Watson, Stimulus-Response, only looks at publicly observable events (no private events), little albert experiment

Skinner, includes pubic and private events, ABC contingency

All life evolve as a result of slection with respect to function in a three term contingency

Selection by consequence of learned behavior; operant evolution

Natural selection in evolutionary history of a species (biological evolution)

what living organisms say or do, implies action (also can be what a person thinks and feels); has effect on environment

A single, measureable instance of a behavior

Behavior: Hand flapping; Response: A single hand flap

Group of behaviors that comprise an operant and have the same function

All behaviors a person can do and a collection of skills they have learned that are related to a specific task or setting (Language skills, routines, cooking, etc.)

Stimulus conditions that are internal and external to the individual

Physical events (internal or external) that effect the behavior of an individual

(PIE) Proprioceptors, Interoceptors, Exteroceptors

receive stimulation from joints, tendons, muscles, needed for balance and movement

receive stimulation from organs (headache, hunger, thirst)

5 senses

Group of antecedent stimuli that have a common effect on an operant class; tend to evoke or abate the same behavior or response class yet mayt vary across physical dimentions

(FTF) Formal, Temporal, Functional

stimuli that have similar physical features (topographies)

Refers to time; Antecedents: stimuli changes that exist or occur before a behavior of interest; Consequences: stimuli changes that occur after a behavior of interest

Stimulus changes that are determined by their effects on behavior

Stimuli that share common topographies or relative relations (concept of dog, house, cat, etc)

stimuli in same class evoke the same response, but share no formal similarity (banana and apple are both fruits)

Respondent and Operant

Involuntary behavior that is elicited without any prior learning (elicited by US, produces UR)

When US is repeated several times in a short time period, the the strength of the UR weakens

Introduced by Pavlov, US is paired with NS, resulting in UR. This is repeated until the NS becomes a CS, resulting in a CR.

If the US and CS do not continue to be paired, the CS will lose its conditioned state and will no longer result in a CR

Behavior that is learned by its consequences and learning history (Operant behavior is emitted/evoked)

Teaching behavior using 3 term contingency, ABC

Even when behavior is not intentially being reinforced or punished, all behavior undergoes operant conditioning automatically and the future behavior is modified as a result of the consequence.

(PER) Punishment, Excinction, Reinforcement

Respondent and operant conditioning can occurr simultaneously

Stimulus change that occurs after the behavior (only affects future behavior)

Major part of most behavior change procedures, stimulus change following behavior that results in that behavior occurring more often in the future (can be organic or result of procedures in applied setting). Increases rate, duration, latency, magnitiute, and topography of behavior.

Makes antecednet stimulus conditions relevant, changes what comes after beahvior and what comes before, creates stimulus control, making responding in the presence of the SD more likely.

A behavior that occurs in some conditions/SD's, more than in others

temporary effects; when a reinforcer or punisher is rmeoved, it should be expected that a change in responding can occur above or below baseline; clients may copy the reinforcmeent delivery behavior of BCBA to control behavior of others, delivery of reinforcers can be distracting, unreinforced members of a response class may decrease when other members are reinforced

when rate of responding to a stimulus in 1 context changes when the condition of reinforcement in the other context gets modified

Increase in behavior in non-treatment setting and decrease in behavior in the treatment condition

Decrease in behavior in non-treatment setting and increase in behavior in the treatment condition

Type 1 reinforcement; adding stimuli to environment after a behavior that increases future liklihood of that behavior

(EATSS) Edible, Activity, Tangible, Social, Sensory

1. Collecte Baseline
2. Determine Average
3. Determine lowest #
4. Determine Highest #
For increasing behavior: Baselin Average < Initial Criterion < lowest #
For decreasing: Baseline Average > Initial Criterion > highest #

Type II Reinforcement; removing undesriable stimulus from environment after a behavior has occurred that results in an increase in that behavior in the future

Escape and Avoidance

A behavior that stops an ongoing stimulus or unpleasant situation

Behavior that prevents or postpones an unpleasant stimulus or situation

Discriminated and Free-Operant

the contingency for responding is the prevention of the onset of an aversive stimuli in the presence of a signal or SD

attempting to prevent aversive stimuli without the presence of signal of SD (may occur at any time as a result of operant conditioning, no SD necessary)

Reinforcement that occurs without social mediation of others and can naturally produced preferred sensory consequences that increases the liklihood of the behavior happening in the future

punishment that occurs without the social mediation of others (buy cashmere clothes, try them on, hate them, never buy them again.)

When another person controls access to reinforcement/punishment (Can be attention, tangibles, escape from aversive situation, etc.)

primary reinforcers that do not require a learning history (food, water, cool, warm, sex)

AKA secondary reinforcer; reinforcer that has been learned (previously neutral stimulus acquires the ability to function as a reinforcer through stimulus-stimulus paring with 1 or more reinforcers) (product of ontogeny)

Type of conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers, doesn't depend on an MO and are likely to be reinforcing at any time to anyone (Money, tokens)

Verbal description of a behavior contingency that controls behavior (do not need to access contingency to follow rule)

Behavior that is directly controlled by a contingency (not rules) (consequence must occur within 0-30 secons following the response)

Adding or subtracting a stimulus to the environment after a behavior that results in a decreased likeklihood of that behavior occurring in the future

1. Society doesn't like punitive procedures
2. Effects of punishment are temporary, challenging behavior may continue occurring after punishment is removed
3. You may be negatively reinforced
4. Doesn't evaluate the cause of the challenge behavior
5. Client may act aggressively towards you
6. Client may try to escape/avoid you
7 Client may imitate punitive behavior
8. Requires lots of supervision, rsources, and time
9. Behavioral contrast
10. Punishment recovery time (the rate of behavior temporarily increases back to its original rate when you stop the punitive procedure)

Punisher (SP) is a stimulu change that decreases the future frequency of the behavior that immediately precedes it
Aversive Stimulus is an unpleasant stimulus

Immediacy, Intensity, schedule, SR of target behavior, alternative behavior, treatment intregrity

Punishers should be delivered immediately after undersirable bx

High intensity SP is more effective than low intensity SP, start at higher intensity and gradually decrease

consistent and continues schedules are most effective

reinforcement for challenging behaviors must be eliminated or reduced for SP to be effective

more effective when target behavior isn't the only means of contacting SR, most effective when paired with DRA

Need high treatment integrity when using SP

Adding aversive stimulus to environment after behavior that results in decrease of that behavior in the future

(SORRER) Shock, Overcorrection, Reprimands, Response Blocking, Exercise, Response Interruption and Redirection

Deliver shock after behavior

Client is required to engage in effortful behavior that's directly related to the challenging behavior (Restitutional = repair environment to original state; Positive Practice = repeatedly performing the correct behavior

negative or corrective feedback

physically blocking the response from occurring

Require response that is not topographically similar to behavior, like exercise

interrupt a stereotypic behavior as it starts and redirect client to a high probability behavior

Removing a preferred stimulus after a behavior, resulting in a future decrease of that behavior

Loss of specific amount of reinforcer contingent upon a challenging behavior (includes removal of already earned GCSR). Three types, Bonus, fines, existing cashe.

Making additional non-contingent reinforcers available and removing them if challenging behavior occurs.

direct loss of positive reinforcers (e.g., lose 5 minutes of free time)

behavior produces loss from existing collection of reinforcers

1. Deliver fines immediately
2. planned timing and amount
3. Set rules for complaince issues that may emerge
4. Bigger fines for more extreme behaviors
5. Gradual loss of fines to avoid bankruptcy

Increase in aggressive behavior
Avoidance of setting where programming occurrs
May reduce desired behaviors as well
Attention for punished behavior
Unpredictable side effects

access to specific reinforcers is prohibited for a period of time contingent on a target behavior. Three types: Seclusion, Exclusionary, and Non-Exclusionary

the client is placed in a time out room for a time period and locked in; most restrictive (Required Relaxation: client expected to lie down for a period of time; Restrained Time-out: movement suppression and therapeutic restraint)

Three types: Time-in setting removed, Removal from time-in setting, and Facial screening

location not changed; time-in is delivered as part of computer based learning

Time-out room; client is placed in a minimally furnished, secure, supervised spae, close to the time-in setting for a period of time in which no access to reinforcers is allowed (room NOT locked)

covering client's face with a blindfold/hands to prevent participation following undesired response

client is kept in the time-in space but no involvement is allowed. 5 types: planned ignoring, withdrawal of specific positive reinforcer, observation, ribbon, partition time-out.

social reinforcers removed for a certain time contingent on behavior

takking something preferred away for a certain time

the client is repositioned in the room so they can observe everything (but not participate)

put a colored waistband on the client; on = can earn SR, off = cannot earn SR

the client stays in the room but their view is restricted by a wall or partition

A stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus (unleared punisher)

A previously neutral stimulus that now functions as a punisher because of prior pairing with 1 or more other punishers (requires a learning history)

A type of conditioned punisher that's been paired with many unconditioned and conditioned punishers (pain, loss of reinforcers, etc.). Doesn't depend on an MO for effectiveness and is likely to be punishing any time (e.g. scowls, head shakes, frowns, reprimands)

maintaining reinforcer is no longer provided, resulting in a decrease in that behavior (must withhold all reinforcement consistently; should use in tandem with other procedures such as DRA)

1. Extinciton Burst
2. Extinction-induced aggression
3. Increase in magnitude of behavior
4. Resurgance (previously extinct behaviors return)
5. Spontaneous Recovery
6. Extinction-induced variability (when a novel behavior occurs during extinction process, typically in attempt to gain access to SR is another way)
7. Imitation (others may copy the challenging behaviors placed on extinction)
8. Unintentional Extinction of Desired Behavior
9. Behavioral Contrast

Long history of SR, intermittent schedules of SR,

when a discriminated ooperant occurs in the preseences of SD and doesn't occur in its absence or presence of other stimuli. Pre-attending skills and stimulus salience can impact stimulus control.

an irrelevant stimulus controls the correct behavior (and the relevant stimulus does not)

prominence of the stimulus in your setting to make things easier to learn. Masking, overshadowing, and overselective stimulus control effect stimulus salience.

though a stimulus has acquired stimulus control over a behavior, a competing stimulus masks its evocative function

the presence of 1 stimulus interferes with the acquisition of stimulus control by another stimulus

individual focuses on a minor feature of a physical stimulu instead of the important physical features that comprise it

Signals that reinforcement is available (and that the same behavior would not result in reinforcement if SD was not present)

a stimulus that signals reinforcement is not available for a given behavior.

narrow stimulus control; occurs when a small spectrum of stimuli brings about a response

a procedure in which responses are reinforced in the presence of 1 stimulus condition but not in the presence of others

loose stimulus control; occurs when a large specturm of stimuli occasion certain responses

Graph that displays the extent to which behavior that''s been reinforced in the presence of a specific stimulus condition is emitted in the presence of other stimuli. The gradient shows the relative degree of stimulus generalization and stimulus control (flat slope = little stimulus control, increasing slope = more stimulus control)

Something that has a set of shared features; a product of stimulus generalization within a stimulus class and stimulus discrimination between stimulus classes

environmental variable which alters the reinforcing effectiveness of a stimulus and alters the current frequency of all behavior that has been reinforced by that stimulus. Two types: Establishing Operation (EO) and Abolishing Operation (AO)

A type of MO that incerases the effectiveness of a stimulus as a reinforcer in the moment (value altering effect) and the current frequency of any behaavior to contact that reinforcer (behavior altering effect); increases desirability in the moment.

decreases the effectiveness of a stimulus as a reinforcer in the moment (value altering effect) and the current frerquency of any behavior to contact that reinforcer (behavior altering effect); makes something less desireable

when an MO evokes a new response and change future behavior

events, operations, and stimulus conditions with value altering motivating effets that are unlearned (these include food, water, sleep, activity, oxygen, sex, warmth, cold, and pain)

MO's that change the value of other stimuli, objects, or events due to conditioning/learning history (Three types: Surrogate, Reflexive, and Transitive)

Neutral stimulus acquires MO by having been paired with a UMO, becoming a CMO. The new CMO acquires the same value-altering and behavior altering effects as the original UMO. (EX: you're really hungry and eat a sandwich; whenever you see a sandwich you get hungry)

stimulus that comes before the onset of pain so that the extraneous stimulu becomes just as negative as the pain/discomfort. signals the onset of an aversive stimulus which would require scape behavior

variable that establishes another event as a reinforcer or punisher (when a UMO is unmet and a solution needs to be thought of) (EX: being deprived of sleep makes the value of anything paired with sleep to become higher and evokes behaviors needed to get sleep)

Stimulus Generalization and Response Generaliztion

Responding to antecedent stimuli sharing certain aspects of the original SD; a broadening of the spectrum of stimuli that occasion a response (When Luke sees any animal with a tail he says "kitty.")

The extent to which your client exhibits novel behaviors that are functionally equivalent to the trained target response (Induction = Introduction, Respnse Induction = Introduction of novel responses) EX: Taught to fold socks by folding into knots, over the years, learns to fold socks into balls as well

1. Choose functional target behaviors that will meet with natural contingencies of SR (Relevance-of-Behavior Rule)
2. Specify all desired variations of the behavior and the situations in which it should and shouldn't occur after ABA has ceased.

(CLEMMING TRAP) Common Stimuli, Loosely Train, Exemplars, Mediation, Self (M)anagement, Indiscriminable Contingencies, Negative Teaching Examples, General Case Analysis, Trap (behavior trap)

Ensure that SD exists in both insturctional setting and natural setting when programming (If teaching how to make purchase at store, program for common grocery items)

Broaden the variety of non-critical elements of SD

Train using several stimuli AND OR several responses

Teach others who are involved with the client to reinforce the behavior in similar ways as instructional setting

Teach client self-management strategies to implement behaviors learned in instructional settings to natural setting (Can teach client response variability, recruit reinforcement from others, or teach client behavior to a level that they can contact SR in natural environment)

Make contingencies that your client can't predict (likely similar to natural setting) by using intermittent schedule of reinforcement and delyed rewards.

Teach the client what NOT to do, as well as what to do to prepare them for real-world examples.

Client is baited with hard to resist reinforcer, easy behavior needed to enter trap, connected contingencies of reinforcement inspire your client to acquire, extend and maintain the behavior momentum, can be effective for long durations

The lasting change in behavior; sustained progress of behavior that remains in repertoire over time (Use intermittent reinforcement to program for maintenance)

Described contingencies regarding how/when reinforcement may be accessed. 3 Types: Continuous (CRF), Intermittent (INT) and Extinction (EXT)

SR is given after each response

1. Fixed Ratio (FR)
2. Variable Ratio (VR)
3. Fixed Interval (FI)
4. Variable Interval (VI)

Higher rates of responding because more responses = more reinforcement. Large response requirements = more rapid response rates. Easier with target responses that produces a product measure/permanent product. Best for when higher rates of responding are important. Can negatively impact topography because going fast can hurt quality of response. If ratio is too large and responding decreases, decrease response rerquirement.

Fixed number of responses must occur before SR is delivered. Results in postreinforcement pause. Graph looks like staircase steps.

Strongest basic schedule of INT reinforcement, reinforce a variable number of responses, typically averaging a certain number. No PRP; responding is high and steady

Reinforcement is given after first response after a set amount of time. Easier to implement, requires less work from clients, with lower rates of responding

First response after fixed amount of time is reinforced. Creates scallop graph with brief postreinforcement pause

First response after a variable amount of time is reinforced. Cretes slow, but steady rates of responding. (Good for maintenance)

Decreasing the amount of reinforcement delivered within the schedule means changing the schedule by thinning reinforcement in small increments, which is determined by giving clear instrcutions about the schedule in effect and/or gradually increasing the response ratio or interval duration

A result of extreme increases in ratio requirements when thinning reinforcement schedule (can result in aggression, avoidance, etc.). Gradually thin SR to avoid.

Client has to correctly and quickly respond within an interval. Failing to respond within that interval = no SR. Can be used with any SR schedule. (EX: FR 5 LH 2 = must complete 5 tasks within 2 minute duration; DI 10 LH 1 = must provide first correct response after 10 minutes have passed, but is only reinforced if response in within 60 seconds.)

(LPDD) Lag, Progressive, Delays to Reinforcement, Differential Reinforcement of Ratios of Responding (DRH, DRD, DRL)

SR delivered for a response that is different in topography, sequence, etc. than a previously reinforced response; used for increasing response variability (EX: Tim says "purple" when showed all different shades of purple. Lag SR can be used to reinforced varied responses.)

Systematically thin each successive reinforcement opportunity independent of clinet's behavior until responding stops (the breaking point). This is a variation of FR schedule (use for reinforcer assessment and intervention; WE DO THIS WHEN PROBING SR SCHEDULES!)

Delayed SR is delivered to teach self-control, functional communication, etc.; promotes tolerating delayed gratication and can be used to offset resurgence

(CMCMTAC)
1. Concurrent
2. Multiple
3. Chained
4. Mixed
5. Tandem
6. Alternative
7. Conjunctive

2 or more schedules of reinforcement are in effect separately but simultaneously for 2 or more behaviors and each schedule is signaled with a separate SD. Produces 2 response patterns: with interval schedules, participants split responding between 2 schedules to match the proportion of SR that is available in each schedule. With Ration schedules, participants usually respond more to the schedule that results in higher rates of SR.

Herrnstein (1960's), given 2 choices, you will choose to engage in the behavior that has the highest rate of SR in that moment.

2 or more basic schedules of reinforcment are presented in alternating or random order for 1 or more behaviors. SD present for each schedule being used (associated with behavior contrast effects)

2 or more basic schedules of reinforcement presented successively and in order, in which an SD is associated with each schedule and is present while the schedule is in effect. 3 elements: basic schedules occur in a specific order, each step of the chain serves as SD for next step, each step of the chain serves as a conditioned reinforcer for the previous step in chain

2 or more basic schedules of reinforcment are presented in alternating or random order for 1 or more behaviors. SD is NOT present for each schedule being used

2 or more basic schedules of reinforcement are presented and occur successively WITHOUT SD to signal change in SR schedule (Same as chained, but each step does not act as SD for next step)

Compound schedule combining ratio and interval schedules; provide SR when EITHER ratio OR interval schedule is met, regardless which is met first.

Compound schedule combining ratio and inverval schedules; provide SR when BOTH ratio AND interval schedules have been met

Behaviors that are maintained independently of SR contingencies BUT exist due to the contingencies being available for other behaviors (behaviors that occur in between SR, AKA time filling behavior)

The material that influences and evaluates behavior-analytic services

Behavior that is counted/instances of a response class that occur repeatedly through time. Data is collected via repeatability measures. 3 types (CRC) count, rate, celeration

The number of occurences ; Formula = add up number of behaviors. Use when observation time is constant across observations

The number of occurences in a given time period. Formula = count/time. Use when observation time is not constant and free operant behavior, not for DTT or continuous behavior

Changes in rate over time. Formula = count per unit of time/time or RATE/time. Use to examine how rates of respopnse change over time; used for measuring fluency. Accelerate = faster responding, Decelerate = slower responding. Rules: Changes in rate must be across at least 7 measures of rate

Considered an occurrence measurement; proportion or ratio formed by combining the same dimensional quantities (count divided by count, rate divided by rate, etc.) Depicts the proportional quantity of the number of times the even occurred out of 100 opportunities that the event could have occurred. Rules: at least 30 response opportunities are required; no % over 100. Effective for documenting % of correct responses, but assumed progress may be incorrect (More instances = more learning opportunities and potentially more mistakes, evn though percentage may be higher)

Considered an occurence measurements: measures # of responses required to achieve a pre-specified level of performance criteria. Trial is defined by the nature of the target behavior, important setting variables and antecedents, and predetermined performance criteria. Use for evaluating mastery over a class of concepts

Temporal Extent (duration), Temporal Locus (Latency and interresponse time). Measuring behavior using time.

Length of time the behavior occurs from onset to offset; used when primary concern is the amount of time a behavior lasts.
2 methods of calculation: Total Duration per Session (add up cumulative duration of behavior in a session) and Duration per Occurrence (average each individual behavior's duration instead of adding all together)

Amount of time between SD and onset of behavior; looks at how much time passes when there is an opportunity to emit the behavior (use when you want to measure how long it takes a client to respond)
Reported using means and medians of response latencies per observation period

Duration of time that elapses between 2 consecutive instance of a behavior (use when primary concern is time in between behaviors, like when identifying interval criteria for DRO schedule)
Report as mean, median, range of IRT's per session (short IRT = high rate, long IRT = low rate)

Topography and Magnitude

Measurable and changeable dimension of behavior; the physical form and shape of behavior (used for measuring behaiovrs that require a specific form, style, physical skill to be correct and/or effect, like gymnastics or pitching a ball)
Topography does NOT equal function

Strength/force/intensity/severity of behavior (use for measuring force of a behavior when the specific intensity is needed for successful responding, like in severely dangerous behavior)

Measuring the actual behavior as it is occurring, when what is being measured is what is actually happening (use for free operant, discrete, minor displacement in space and time behaviors)

The behavior itself is not being/cannot be directly measured; produces a secondhand account of the behavior (reports, tests, interviews, etc.)

Direct methods for recording behavior during intervals or at specific moments in time, represents behavior from observation period (use for continuous behavior or high-rate behavior)
3 Forms (WPM) Whole, Partial, Momentary Time Sampling

1. Divide an observation period into equal time intervals
2. Record the presence of the behavior during the ENTIRE interval. If the behavior does not occur throughout the ENTIRE interval, mark a non-occurrence.
3. Use a timer to signal onset and offset of an interval
4. Report the % of total intervals in which the behavior occurred
5. Produces an estimate of total duration
6. Underestimates the % of a behavior's occurrences. Longer interval = more likely to underestimate.
Use when you want to increase a behavior because it's a more conservative time sampling procedure to measure behaviors to increase. Don't use when the target behavior is one you want to decrease.

1. Divide an observation period into equal time intervals
2. Record the presence of the behavior ANY time during the interval. If the behavior occurs AT ALL during the interval, mark an occurrence. If the behavior does not occur at all, mark a non-occurrence.
3. Use a timer to signal the onset and offset of an interval
4. Report the % of total intervals in which the behavior occurred. (not concerned with the # of times a behavior occurred)
Overestimates duration, underestimates rate of high-rate behavior
Use when measuring behavior for decrease

1. Divide an observation period into equal time frames
2. Record the presence of the behavior at the end of the interval ONLY. If the behavior is occurring at the end of the interval, mark an occurrence. If the behavior is not occuring at the end of the interval, mark a non-occurrence.
3. Use a timer to signal onset and offset of an interval
4. Report the % of total intervals in which the behavior occurred.
This misses a lot of behaviors. Use when you are not able to continuously measure throughout the entire interval for easily identifiable behaviors like task engagement, or when measuring multiple behaviors at the same time

Variation of momentary time sampling for groups (teacher records data on intervals of time his students are engaged in the targeted actiity by measuring their behavior at the end of each interval)

(VAR) Validity, Accuracy, Reliability

Measurement that produces data that's applicable and specific to the target behavior and why that behavior is being measured. (Measuring the right thing) Most important indicator of trustworthiness.
Reliant on 3 fundamentals:
1. measuring the relevant dimension of the behavior
2. Directly measuring socailly significant target behavior
3. A guarantee that the data represents the behavior occurring in the conditions of interest

1. Indirection measures using proxy measures
2. Measuring the wrong dimension of the target behavior (measuring rate instead of duration)
3. Measurement artifacts

data that do not provide meaningful representation of behaviornwarranted and misleading picture of behavior because of how it was measured
3 Causes:
1. Discontinuous measurement: recording data when some instance of the response class aren't detected can produce underestimations or overestimations
2. Poorly scheduled measurement periods: recording data on the beahvior at a time that doesn't depict the behavior's occurrence meaningfully
3. Limiting measurement scales: a scale that imposes an artificial floor or ceiling on behavior (reporting that a person can only spell 10 words because you only tested 10 words)

Observed values = true values

Dependability of measurement; degree to which repeating a measurement procedure produces the same result. Poor relability = problems with accuracy. Reliable data doesn't always mean valid data or accurate data (if 2 observers both record behavior incorrectly they are reliable, but not accurate or valid.)

#1 + Human error.
3 reasons humans have measurement errors:
1. poorly created measurement systems
2. Bad observer training
3. Unintended influences on observers

Hard and complicated measurement systems. The more behaviors being recorded, the worse the data. TO decrease data errors, use a simple measurement system.

Must take special care with picking and training observers
a. select data collectors carefully
b. train the to a standard of competency that you establish
c. provide ongoing training to minimze observer drift

When observers have a shift/drift in how they interpret the operational definition of the target behavior. To minimze, collect IOA data. If needed, retrain observers on correct definition.

Measurement Bias: nonrandom measurement error that is influenced by an expectation or belief; data that over or underestimates the true value of an event (can be minimized with new observers)
Observer Reactivity: data collection is influenced by the awareness that they are being monitored and evaluated. (can be miminzed by observing non intrusively)

Most common means to ensure the quality of measurement in ABA; the degree to which 2 or more observers report the same values when measuring a beahivor . High IOA = high believability

Must report in %. IOA should be taken for a minimum of 20% of sessions during each phase of a study, and should be distributed across days of the week, tiems of day, settings, and observers.
IOA can be reported by:
1. Narrative: most common and easiest; report the mean and range of agreement %
2. Table: findings mapped out on a table
3. Graphic Display: illustrate extent between agreement and existence of observer drift on a graph
IOA goal = 100% (80% is acceptable)

Total Count IOA
Mean Count-per-interval IOA
Exact Count-per-interval IOA
Trial-by-trial IOA

Total Duration IOA
Mean Duration per occurrence IOA

Interval-by-Interval IOA
Scored Interval IOA
Unscored Interval IOA

smaller/larger *100

Int 1 IOA +Int 2 IOA +Int 3 IOA/Total # of intervals

(# of intervals with 100% IOA/Total # of intervals) * 100

(# of trials in agreement/total number of trials) *100

(Shorter duration/Longer duration) * 100

Duration IOA bx 1 + duration IOA bx 2 + duration IOA bx 3/total # of behaviors

(# of intervals both recorders in agreement/total # of intervals) *100

(# of intervals both recorder recorded occurrence/# of intervals at least 1 person recorded occurrence) *100

(# of intervals neither recorder scored occurrence/# of intervals at least 1 person recorded non-occurrence) *100

Quantitative results of measurement that you work with to empirically guide clinical decisions

Visually allows you to examine quantitative info and reveals relationoships between a series of measurements and relevant variables

(CAID) Communicate your data, Assess your data correctly, I/D-IV/DV: shows how the IV and DV are related to each other

Gives immediate picture of client's behavior to expedite treatment decisions
Shows interesting variations in behavior as they are occurring

Equal Interval Graphs: Line graph, Bar Graph, Cumulative Record, Scatter Plot
Non-Equal Interval Graph: Standard Celeration Chart (Semilogarithmic Chart)

Graphs in which the distance between any 2 consecutive points on both the x and y axis are always the same; all inervals are the same size.

Most common graph in ABA
Based on certesian plane = 2 dimensional areas formed by 2 intersecting perpendicular lines (axes)
Each point on a line graph shows the level of some quantifiable feature of the DV on the IV (DV = behavior, IV = treatment)
Use for communicating relevant quantitative relations over some dimensions of time, examining level, trend and variability
Rules: Y axis shorter than x axis, max of 4 different data paths

Horizontal Axis (AKA X-axis; Abscissa): time passage and the presence, absence, or value of the IV; left to right passing of time in equal intervals; tic marks put on the x-axis with equal spacing between them; scale break use for discontinuities in time
Vertical Axis (AKA Y-axis; Ordinate): the full range of the DV/ the quantifiable aspect of the target behavior; scaling is important to see changes in trend, level, and variability; origin = intersection of the x-axis and y axis
Axis Labels: Describe the dimensions of the x and y axis
Condition Change Lines: the vertical lines drawn upward from the xa axis to show points in time at which chnges in the IV occurred
Condition Labels: a label written at the top and parallel to the x axis which describes the experimental conditions in effect during each phase of research
Data Points: have two meanings; a quantity recorded during a specific observation period and the time/experimental conditions when the measure was conducted
Data Path: a straight line connecting successive data points
Figure Caption: a short statement that identifies the IV and DV and explains symbols used and unplanned events that is located under the graph

time breaks on the x axis
Data were not collected, lost, etc.
Follow-up data (after intervention is over)

1. 2 or more dimensions of the same behavior
2. 2 or more different behaviors
3. The same behavior under different conditions
4. IV values that change

Used for group summative performance, separate data sets that aren't related
Used to display unrelated discrete sets of data with a common dimension
DON'T use for trend and variability
Based on cartesian plane
No successive time displayed on x axis (cannot be used with time)

Graph depicts rate of response
Cumulative recorder = device showing cumulative data
Y axis = total # of behaviors recorded since the start of data collection
Use for cumulative data (adding up total # of behaviors)
Cumulative Record Rules: the target behavior can be measured in cumulatie units; the behavior only occurs once per observation period; when the total # exceeds the upper limit of the y axis scale
Slope = exclusive term
Steeper slope = faster response rate

1. Overall response rate: an average rate of response over a given time period (calculation: divide the total # of responses recorded during the period by the # of observation periods indicated on the x-axis)
2. Local response rate: an average rate of response during periods of time smaller than that for which an overall response rate has been given (calculation: same, but only using a small portion of the data on the graph)

Illustrates the relative distribution of each measure in your client's data set
Unconnected data points; different symbols representing specific times
Depicts changes in value on 1 axis correlated with changes in value on the other axis
1 variable is plotted on teh y axis and a second variable is plotted on the x
Pros: identifies time periods when the challenging behavior occurs
Cons: correlational data only, only gives you a hypothesis, subjective, no replacement behavior offered

Standardized way of charting and analyzing how frequency of behavior changes over time (only semilogarithmic chart in ABA)
Standar Cleration chart scales = go upwards in multiples/non-equally (2,4,6,8 or 10 100 1000) all other ABA graphs scale equally
Measure/increase the # of correct answers and decrease the # wrong within the set time
Use to chart academic and social behavior, increasing fluency

Effects of treatment should be visually inspectable on a graph
Answers 2 Questions: was behavior change meaningful and was the IV mostly responsible for the change? visually analyze variability, level, and trend within and between conditions

(DLTV) data points, level, trend, and variability

Identify and quantify the # of data points for each condition
More data and more time = more confident measurements
Amount depends: new findings need more data; repeat measurements needs less
Briefer is also acceptable for dangerous behaviors, if subject can't perform the behavior, limited opportunity for behavior for behavior to happen

On a line graph, the degree to which data on teh y axis converge
A change in level is depicted when the data's average value changes
Examines how much the behavior has changed over time
Level Calculations: Range: data from smallest to largest during data collection; Mean level line: horizontal line through data on y axis that equals the average value of the data; Median level line: use when client has extreme outliers

The degree to whcih data bounce around on a line graph; used to determine how steady your client's data is
High variability = low control over behavior

Overall direction taken by the data path on a line graph
Use for assessing the direction of your client's data (increasing vs decreasing)
Exclusive trend terms: Increasing, decreasing, zero trend, degree (gradual, steep)
Trend line: a line you draw through your line graph to deptic the overall direction of the data
Methods to draw trend line: The ordinary least squares linear regression equation, by hand (random, evidence based) and Split-middle line of progress (evidence based)

1. Count
2. Divide
3. MID: Mid-rate
4. MID: Mid-date
5. Interest
6. Quarter: quarterly-intersect line of progress
7. Split: split middle line of progress

Specific arrangement of conditions in a study that are created to compare relevant relations of the effects of the IV's presence, absence, or different values
Non-parametric design: IV is present or absent
Parametric design: varies the amount of the IV
Rules: vary only 1 variable at a time (unless presenting a treatment package with several IV's as part of it, then introduce/withrdraw whole treatment package)

Research Question = what is being proven
Participant = single subject design (can be multiple subjects)
Behavior = DV
Setting = environment/controlled experimental setting
Measurement and analysis of results over time
Intervention = IV
Manipulation = the experiment

Most used in ABA, each subject serves as their own control and each participant is graphed separately
Repeatedly measure the effects of the IV on the DV to establish experimental control

The behavior that is being measured and analyzed for change

The treatment/intervention

When target behavior responds with minor variations over time. establishes the foundation of baseline logic

reers to the experimental reasoning inherent in single-subject experimental design

Baseline data = original data before any interventions were conducted; acts as the control for the study; establishes initial criteriod for SR

DAVS Descending, Ascending, Variable, Stable

Behavior is decreasing at baseline
Implement IV when you want to increase a behavior

Behavior is increasing at baseline
Implement IV when you want to decrease a behavior (no action needed if you want to increase; it's already increasing. Wait until increase stabilizes)

Behavior during baseline is not steady, indicating unctronlled environmental variables in research
Try to control uncontrolled sources of variability before implementing IV

Behavior is relatively unchanging, indicating small possibility of uncontrolled variables. Implement IV during this phase for increase or decrease

1. Prediction
2. Verification
3. Replication

The projected result of a presently unknown measurement to be determined in the future; collect data until you see stability for experimental comparison
Consider practice effects: a confounding variable that presents when behavior improves due to opportunities to emit it

When responding changes with the presentation of the IV, what is shown is that the IV is controlling the DV, showing a functional relationship between the two (AB design)

When the effectivenes of theIV is proven by removing the IV and the behavior returns to baseline value; helps show that the IV has control of the behavior (ABA design)

When you reintroduce theIV and the results are similar to previous outcomes in previous treatment conditions; demonstrates reliability and believability (ABAB design)

(MC RM) Multiple Baseline, Changing Criterion, Reversal, Multielement

The IV is implemented in a staggered fashion across behaviors, settings, or subjects; shows generalization of the effects of the IV across behaviors, settings, or subjects
most utilized experimental design
Easy to inspect the impact of IV
Use when target behaviors are irreversible, when it is not appropriate or possible to remove an effective IV, and when you are looking to show generalization effects

Prediction: stable baseline in behavior 1 = predictable levels of behaviors without an IV. Addition of IV should result in behavior change
Affirmation of the consequent: when the DV changes due to introduction of IV
Verification: baseline for behavior 2 and all subsequent behaviors remain constant and the behavior doesn't change without IV
Replication: Implementing IV for behavior 2 results in similar behavior change

Across behviors, subject, and settings

2 or more different behaviors for the same subject

1 behavior is targetted in 2 or more different settings for the same subject

1 target behavior for 2 or more subject in the same setting (most widely used)

Multiple Probe Design, Delayed Multiple Baseline Design, Nonconcurrent Multiple Baseline Design
Use these when extended baseline measurements is unnesessary, impractical, too costly, or unavailable.

Staggered measurements or probes are collected instead of systematic concurrent data in the baseline phase
Analyzes the relation between the IV and acquisition of skills sequences in which mastery of previous steps is needed to acquire future steps of performance sequence
Use when you don't need concurrent/continuous measurement for a behavior or it is impractical and or too costly
Use for teaching sequences, analyzing a shaping program

Initial Baseline and intervention begin and subsequent baselines are added in a delayed/staggering fasion
use when reversal design isn't feasible or is seen as ineffective
Limitations: not good if a behavior analyst must wait too long to modify a behavior; can result in shorter baselines, which reduces strength of experimental control; does not show the interdependence of DV's

Conduct a series of AB designs in a specific order across subjects at different points in time (differing the length of the baseline phase eachtime you conducte the AB design
Use when you can't take concurrent measures across subjects
Used often in ABA because it's a good, easier alternative to the full scale traditional Multiple Baseline Design
Con: weakest of variations because it has no verification

1. Choose independent baselinees that are functionally related
2. Choose behaviors that are functionally independent of each other (different response classes)
3. Baselines should vary in length and be believable for comparison against the IV phase (different baseline lengths = stronger design)
4. Choose concurrent and potentially related multiple baselines: behaviors must be measured concurrently
5. All relevant variables that influence 1 behavior must have the opportunity to influence other behavior
6. Slowly administer the IV to the next behavior to ensure the verification
7. Intervene on the most stable baseline first

An experimental design in which an initial baseline phase is followed by a series of treatment phases, consisting of successive and gradually changing stepwise changes to criteria for which SR or punishment changes
Rules: only 1 behavior can be targeted in this design, which must already be in the subjects repertoire

Prediction: stable responding in each phase of the design predicts responding in othe phases
Affirmation of the Consequent: NA
Verification: not clear in this design, but can be contrived by varying phasea lengths and achieving responding at set criteria, varyin that criteria controls responding and predicting that behavior will occur at whatever criterion level is set
Replication: each time responding changes to fit the changes in the criterion
Experimental control is evidenced by the extent that the level of responding changes to conform to each new criterion and remains stable in the specific criterion

3 Considerations:
1. Length of phases: each phase serves as a baseline, so ensure its long enough to achieve stable responding (increase validity by varying phase lengths)
2. Magnitude of criterion changes: the size of the changes between each criterio should vary to show strong functional relations
3. # of criterion changes: experimental control is best demonstrated when the target behavior changes more often to meet the new target criteria (minimum of 3 criteria changes recommended)

Pros: Doesn't require reversal of effective treatment; enables an experimental analysis within the context of a gradually improving behavior; good for evaluating instructional techniques
Cons: the subject must already possess the target behavior in their repertoire, not appropriate for analyzing the effects of a shaping program, no comparison possible of treatments (NOT SHAPING BECAUSE SHAPING TEACHES NEW BEHAVIORS)

Responding is reversed to a level obtained in previous condition
Alternation between IV and baseline
Evidence of functional relation is strengened with each reversal
Behavior must return to approximately the same level as baseline when IV is removed for reversal to occur
Requires Initial baseline (A), treatment phase (B), and return to baseline (A) (ABAB is most effective within-subject design for demonstrating function
Variations: IV is withdrawn = ABAB; IV is reversed = DRI/DRA/NCR reversal technique designs

Baseline sets expectation and predicts that IV will influence behavior
Change in behavior acts as affirmation of consequent
Returning to baseline verifies the IV's effect on DV
Implementing IV for the last time replicates the results

Repeated Reversals, BAB reversal, Multiple Treatment Design, Noncontingent Reinforcement (NCR) Reversal Technique, and DRO/DRI/DRA Reversal Technique

When you prolong the ABAB (ABABABABAB) more reversals = more evidence of control, but risks redundency