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Applied Behavior Analysis (ABA) Evidence-based model that applies the science of behavior 3 branches of behavioral analysis Behaviorism experimental analysis of behavior applied behavioral analysis What is shaping? The reinforcement of closer and closer approxima@ons of a desired response. What is operant behavior? Behavior that operates on the environment, producing consequences; based on a previous learning history What is radical behaviorism? Seeks to understand ALL human behavior, private (thoughts and feelings) and public (observable) Who came up with the 7 dimensions of ABA Baer, Wolf, and Risley (1968) 7 Dimensions of ABA: GET A CAB: Generality, effec@ve, technological, applied, conceptually systema@c, analy@cal, behavioral Generality
RBT PRACTICE EXAM
QUESTIONS AND CORRECT
ANSWERS (LATEST UODATE
Applica@on of skills and applying them across different seUngs, s@muli and people Effec@ve Producing changes that are significant, data must be con@nually analyzed Technological Replica@on of interven@on Applied Social significance Conceptually systema@c All interven@ons used stem from the core basic principles of behavior (reinforcement, punishment, ex@nc@on) Analy@c Studying the rela@onship between a change in behavior related to an environmental change (what caused the change) Behavioral Must be measurable and objec@ve, measured in client's environment BACB Behavior Analyst Cer@fica@on Board, 1998 How much supervision does an RBT need monthly 5% BCBA Board Cer@fied Behavior Analyst Compassionate care Working with the WHOLE family and being there to support the whole family So` skills Pa@ence, seek understanding, keep terms simple, listening, ask ques@ons, acknowledge biases
Consequence that immediately follows a response and INCREASES the future likelihood of a behavior to occur over @me Types of reinforcement Uncondi@oned (not learned) and condi@oned (learned, ex. Tokens, toys) Condi@oned reinforcement Pairing a neutral s@mulus with a reinforcing s@mulus so that the neutral s@mulus serves as a reinforcer Types of posi@ve reinforcers Ahen@on, automa@c posi@ve (sensory), ac@vity, edibles Posi@ve reinforcement PRESENTATION of a s@mulus following a behavior that INCREASES the likelihood of the behavior Nega@ve reinforcement A s@mulus is REMOVED that INCREASES the likelihood of a behavior Punishment Consequence that immediately follows a behavior to DECREASE the future likelihood of the behavior Posi@ve punishment ADDS a s@mulus to DECREASE behavior Nega@ve punishment REMOVES a s@mulus to DECREASE behavior Sa@a@on Momentarily decreases the value of a reinforcer because a learner has received too frequent access to it Depriva@on Momentarily increases the value of a reinforcer because the learner has minimal or no access to it
Preference assessments Assessing the preference of reinforcers, specific to individual Types of preference assessments Free operant, single s@mulus, paired s@muli, MSWO, MSW Free operant preference assessment Client engages with lots of different s@muli with free access to see what they like best Single s@mulus preference assessment Presen@ng one item and measuring the individual's reac@on to it Paired s@muli (forced choice) preference assessment Presen@ng 2 items and the client selects one of them (lengthy) Mul@ple s@mulus WITH replacement (MSW) Type of preference assessment where a client 1 item from a 3 or more array, the item they choose stays in the array and the other are replaced Mul@ple s@mulus WITHOUT replacement Type of preference assessment where client chooses 1 item from a 3 or more array; the one they choose is taken away and not replaced into the array Schedules of reinforcement A rule that describes the con@ngency by which behavior will produce reinforcement (how to teach target behaviors) Two forms of target behaviors Challenging (decrease) and skill acquisi@on (increase) Con@nuous reinforcement (CRF) Reinforcement is provided for each occurrence of behavior (either desirable or undesirable) Intermihent reinforcement
Operate directly ON the response, applied when target behavior occurs S@mulus prompt Operate BEFORE behavior (directly on antecedent task) applied BEFORE the performance of target behavior S@mulus Control Transfer A procedure used to teach independence by transferring s@mulus from a prompt to something natural in the environment (Naturally exis@ng SD) Most to least intrusive prompt Most support for a client; less room for error Vocal verbal instruc@on Oral, telling an individual what to do, verbal prompt hierarchy Non vocal verbal instruc@on Wrihen words, manual signs, pictures, checklists Modeling prompt RBT measures desired behavior, client needs imita@on skills Physical prompt Use of physical touch to guide an individual's movements to complete tasks Graduated guidance Physical prompt is only provided when needed and the prompt is faded immediately as the client responds correctly Time delay Give the SD, then delay when you give the client the prompt (immediate, two second delay and four second delay) S@mulus prompts S@muli used in conjunc@on with the task s@muli or instruc@onal materials (directly on the antecedent) Redundancy
One or more s@muli/response dimensions paired with correct choice Posi@onal Move a s@mulus closer, or separate from other s@muli Response blocking Physically blocking client from making an incorrect response Prompt dependency Occurs when s@mulus control has not been effec@vely transferred (you fade prompts to avoid this) Discrete trial training (DTT) Basic teaching unit that has a dis@nct beginning and end, break larger skills into smaller skills Distributed trial Type of DTT, rotates between tasks and programs within the same teaching session Interspersed trial Interspersing mastered skills with acquisi@on skills within the same teaching session Steps of DTT
- Gain ahen@on
- Provide SD
- Insert prompt
- Individualized response
- Reinforcement/error correc@on Data points Individual points on a graph Phase change lines Solid ver@cal line that represents changes in treatment
Func@onal requests Mime@c Motor imita@on Echoic Vocal imita@on Tac@ng Labeling and iden@fying an object/s@muli in the environment Intraverbal Filling in the blanks, responding to conversa@on Listener responding (LR) Response to a ques@on, the listener responds Mo@va@ng opera@on Signals the value of reinforcement Incidental teaching steps
- Posi@on body near client
- Allow for responding 3.modeling
- Reinforcement
- Increase difficulty Maintenence If client can repeatedly complete skill with dependence Maintained skill Mastered skill Generaliza@on Con@nuing to perform a mastered target behavior a`er the interven@on has been terminated/seUng has been altered Opera@onal defini@on
Clearly defines what you're measuring and what the goal entails: must be CLEAR, CONCISE, and OBJECTIVE; individual to client Onset When behavior starts Offset When behavior ends Con@nuous measurement procedures Frequency, dura@on, interresponse @me (IT), latency Discon@nuous measurement procedures Par@al interval, whole interval, momentary @me sampling Frequency How o`en a behavior occurs, each occurrence is tallied Dura@on Time is how long behavior occurs, always has a clear onset and offset Interresponse @me (IRT) Measures @me between 2 responses Latency Measurement from when SD is delivered from how long it took the client to engage/respond to the SD Whole interval recording Broken into intervals (+ or - ), used for behaviors that occur too frequently to measure accurately or have an unclear onset and offset Par@al interval recording Behavior occurs at ANY @me during the interval (+ if it occurs AT ALL, - if it doesn't occur AT ALL) Momentary If the behavior occurs at the very end of the interval
Differen@al reinforcement Providing reinforcement only for a desirable behavior, not the one that is undesirable DRA Reinforce a behavior to an appropriate alterna@ve to the challenging behavior, must s@ll serve the same func@on DRO Reinforce any other behavior besides the challenging one Ex@nc@on Withholding reinforcement for a behavior that was previously reinforced, thereby decreasing the behavior in the future Ex@nc@on burst When reinforcement of a previously reinforced behavior elicits an increase in the frequency of the undesirable behavior Spontaneous recovery Behavior reappears a`er it has been ex@nguished, normally short lived No Does ex@nc@on decrease behaviors to 0 Noncon@ngent reinforcement (NCR) Reinforcement provided regardless of whether the target behavior occurs (free access or frequent schedules access) PREMACK Principle "first/then" present undesired task first followed by the desired Response blocking Physically preven@ng a client from engaging in challenging behavior Con@ngent exercise
Requiring a person to engage in a behavior topographically different than the challenging behavior Overcorrec@on Requiring a person to repair the damage caused by the challenging behavior Response cost Loss of earned reinforcement; form of punishment Crisis When an individual is in imminent of serious harm to themselves or others ABBLS Test used when areas of need are language and cri@cal skills AFLS Assessment used to help teach func@onal, prac@cal, and essen@al living skills Vineland 3 Used when person needs help with communica@on, daily living, socializa@on, motor skills, and maladap@ve behavior VB-MAPP Helps teach kids social skills, language, learning skills SSIS Used for social skills, academics, problem behavior Developmental milestones List of skills iden@fied by the CDC which children ages 0-5 should achieve FBA (Func@onal Behavior Assessment) Systema@c method of assessment that iden@fies the environmental cause and its effect on behavior FA (func@onal analysis) Assessment consis@ng of systema@cally environmental variables What should be included in a treatment note
S@mulus control When client is able to respond when original SD is provided S@mulus prompt Highligh@ng some aspect of the environment to increase the likelihood of a correct response Posi@onal prompt When the target is placed closer to the individual 3 types of behavior
- Behaviorism
- EAB
- ABA Applied behavioral analysis Systema@cally applying the science of behavior to improve socially significant behavior to a meaningful degree and to demonstrate that the procedures employed were responsible for the improvement in behavior Applied The behavior targeted for change must be socially significant behavior that will improve the person's life. Behavioral Studying measurable and observable responses in the environment EFLS Essen@al for Living (EFL): assessment for challenging behaviors, low skill repertoire, and minimal speech
