Download SPCE_609 Study Guide: Applied Behavior Analysis (BACB 6th Edition) and more Quizzes Behavioural Science in PDF only on Docsity!
Portfolio Part B: Comprehensive Study Guide: Final Submission SPCE_609_: Introduction to Applied Behavior Analysis BACB 6th^ Edition Test Content Outline Items to Cover A.1. Identify the goals of behavior analysis as a science (i.e., description, prediction, control)." A.2. Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism) A.3. Explain behavior from the perspective of radical behaviorism. A.4. Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis. A.5. Identify and describe dimensions of applied behavior analysis. B.1. Identify and distinguish among behavior, response, and response class. B.3. Identify and distinguish between respondent and operant conditioning. B.4. Identify and distinguish between positive and negative reinforcement contingencies. B.5. Identify and distinguish between positive and negative punishment contingencies. B.6. Identify and distinguish between automatic and socially mediated contingencies. B.7. Identify and distinguish among unconditioned, conditioned, and generalized reinforcers. B.10. Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement. B.11. Identify and distinguish between operant and respondent extinction as operations and processes. B.12. Identify examples of stimulus control. B.16. Identify examples of motivating operations.
B.17. Distinguish between motivating operations and stimulus control. B.18. Identify and distinguish between rule-governed and contingency- shaped behavior B.19. Identify and distinguish among verbal operants B.20. Identify the role of multiple control in verbal behavior C.1. Create operational definitions of behavior. Outline In this section, provide a comprehensive outline for the BACB Test Content Outline items above. You may only use content from this course. You may use your textbook, assigned articles, lectures, or instructional materials. You may not use content from outside of this course. A.1. Identify the goals of behavior analysis as a science (i.e., description, prediction, control)." Description: The most basic level of understanding of science, collection of facts about the observed events that can be quantified, classified, and examined. Prediction: Repeated observations reveal that two events consistently covary with each other. It indicates a correlation between two events. Control: A specific change in one event can be produced by scientific manipulation of another event. Control is the highest level of scientific understanding. A.2. Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism) Selectionism: This theory posits that all life forms naturally and continuously evolve through the interaction between their functions and the survival value those functions provide. Determinism: belief that the universe operated according to consistent laws, where events unfold in relation to one another rather than by chance. Empiricism: The objective observation of the phenomena of interest. Parsimony: ruling out simple, logical explanations before considering more complex explanations. Pragmatism: The true value of a statement is determined by how well it promotes effective action. A.3. Explain behavior from the perspective of radical behaviorism. Behavior includes both internal and external observations and
responses. Operant conditioning : the process and selective effects of consequences on a behavior. B.4. Identify and distinguish between positive and negative reinforcement contingencies. Positive Reinforcement: A response immediately followed by the presentation of a stimulus that results in an increase in a behavior under similar responses. Negative Reinforcement: A response immediately followed by the removal of a stimulus elicits an increase in behavior. B.5. Identify and distinguish between positive and negative punishment contingencies. Positive punishment: presentation of a stimulus contingent on a behavior that results in a decrease in the frequency or future probability of that behavior. Negative Punishment: removal of a stimulus contingent on a behavior that results in a decrease in the frequency or future probability of that behavior. B.6. Identify and distinguish between automatic and socially mediated contingencies. Automatic Contingencies: Behaviors can produce their own consequences without another person changing the environment in any way in response to the behavior of interest. Socially Mediated Contingencies: Contingency delivered in whole or in part by another person. B.7. Identify and distinguish among unconditioned, conditioned, and generalized reinforcers. o Unconditioned: Stimulus change that functions as reinforcement naturally with no prior learning. (Synonyms: primary and unlearned reinforcers) (Ex. Food, water, basic needs) o Conditioned: previously neutral stimulus change that has acquired the capability to function as a reinforcer through stimulus-stimulus pairing with one or unconditioned reinforcers or conditioned reinforcers. (Synonyms: secondary or learned reinforcers) (Ex. Money, praise, tokens) o Generalized: conditioned reinforcer paired with many unconditioned and conditioned reinforcers does not depend on a current establishing operation (EO) for any form of reinforcement for its effectiveness. (Ex. Social attention (eye contact) because it has occurred with other reinforcers, the more reinforcers with which a generalized conditioned reinforcer has been paired, the greater the likelihood that it will be effective at any given time.) B.10. Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement.
o Concurrent: two or more contingencies of reinforcement operate independently and simultaneously for two or more behaviors. (Ex. A student can choose between studying (FI) and playing video games (VR). The chosen schedule determines the behavior reinforced). May also be used to determine differences between relative and absolute reinforcement effects of stimuli. o Multiple: two or more component schedules of reinforcement for a single response with only one component schedule in effect at any given time. (Alternating schedules, one schedule in effect at any given time, often signaled by different stimuli. Ex. A teacher alternating between two different reinforcement schedules for different tasks, FR for math and VI for reading, with clear signals) o Mixed: Two or more basic schedules, occur in alternating, random sequence; no discriminative stimuli are correlated with the presence or absence of each element of the schedule, and reinforcement is delivered for meeting the response requirements of the element in effect at any time. (Similar to multiple, but schedules are not signaled. The individual may receive reinforcement at different rates without clear cues) o Chained: two or more simple basic schedule requirements that occur successively, and have a discriminative stimulus correlated with each independent schedule. Differs from multiple schedules in three ways; 1. Basic schedules always occur in a specific order, in specific order, 2. The behavior may be the same for all elements of the chain, 3. Conditioned reinforcement for responding in the first element in a chain is the presentation of the second element. (Ex. A person might have to first complete a task (A), then a second task (B), before receiving a reward (C). Entire sequence must be completed for reinforcement. B.11. Identify and distinguish between operant and respondent extinction as operations and processes. o Operant: previously reinforced behavior is weakened by no longer providing reinforcement. (Ex. If a child stops receiving praise (rx) for cleaning their room, they may gradually stop cleaning because of this lack of reinforcement) o Respondent: repeatedly presenting a conditioned stimulus without the unconditioned stimulus until the conditioned stimulus no longer elicits the conditioned response. (Ex. Decreases in frequency. Dog repeatedly presented with a bell (CS) without being given food (US), the dog will eventually stop salivating in response to the bell) B.12. Identify examples of stimulus control. o Stopping your car when you have arrived at your destination, red lights, or stop signs. You do not stop your car randomly; the car braking is under the control of specific stimuli. o A client saying “hi” when prompted and doesn’t say “hi” without the prompts. Saying hi is under the control of the prompts. o An instructor using large amounts of praise when the BCBA is in the room, but not as many when the BCBA is out of the room.
Ex: Physical aggression: any instance of a client hitting, scratching, or kicking directed towards another individual resulting in a visible red mark with the intent to harm. This includes the client slapping an individual on the arm, this does not include kicking one’s foot when passing by. Visual Support Provide 4 visual aid to enhance understanding of a complex topic (e.g., chart, diagram, table, illustration). You must complete this independently, and cannot use content that is available on the Internet. Concurrent Schedules: Multiple Schedules: Mixed Schedules:
- No clear indicator of which path is currently active. Chained Schedules:
Path A: Studying
(FI)
Reward: Good
grades
Part B: Playing video games (VR) Reward: Fun
Traffic light with two colors
Green Light: Math (FR) Reward: Sticker
Red Light: Reading (VI) Reward: Praise
A question mark or foggy path
Path A: Task (FI) Reward: Break
Path B: Task (VR) Reward: Treat
Complete Assignment(F R) Study for Test (FI) Take Test Grade
Multiple Choice Questions Provide 20 multiple choice questions. Each question should have 5 answer choices. Identify the correct answer. Provide a rationale explaining the correct answer choice.
- What is an unconditioned reinforcer? a. Neutral stimulus
d. They provide the same reinforcement rate e. They are signaled by a discriminative stimulus Correct Answer: B Rationale for correct answer: Different behaviors can be reinforced at the same time in concurrent schedules
- Which of the following best describes a mixed schedule of reinforcement? a. Alternating schedules with clear indicators b. Schedules that occur in random without clear indicators c. A single task d. A series of tasks requiring different behaviors e. A fixed schedule that is constant Correct Answer: B Rationale for correct answer: Mixed schedules do not signal and make it unpredictable when reinforcement will occur
- What is the difference between positive reinforcement and positive punishment? a. Positive reinforcement is a stimulus being added to a behavior resulting in an increase in the behavior; Positive punishment is a stimulus being taken away resulting in the increase in a behavior. b. Positive reinforcement is a stimulus being added resulting in an increase in the behavior; Positive punishment is a stimulus being added resulting in the decrease in a behavior. c. Positive reinforcement is a stimulus being added resulting in the decrease in a behavior; Positive punishment is a stimulus being added resulting in an increase in the behavior. d. Positive reinforcement is the removal of a stimulus resulting in an increase in a behavior; Positive punishment is the removal of a stimulus resulting in a decrease in a behavior. e. Positive reinforcement is the removal of a stimulus resulting in an increase in a behavior; Positive punishment is a stimulus being added resulting in the decrease in a behavior. Correct Answer: B Rationale for Correct Answer: Positive reinforcement is a response followed by the presentation of a stimulus that results in an increase in a behavior; Positive punishment is the presentation of a stimulus that results in a decrease in the frequency of that behavior.
- What is negative punishment? a. The removal of a stimulus resulting in an increase in the frequency of a behavior. b. The addition of a stimulus resulting in a decrease in the frequency of a behavior.
c. The removal of a stimulus resulting in a decrease in the frequency of a behavior. d. The addition of a stimulus resulting in an increase in the frequency of a behavior. e. None of the above. Correct Answer: C Rationale for correct answer: Negative punishment removes a stimulus resulting in a decrease in the future probability or frequency of a behavior.
- Which of the following best describes automatic contingencies? a. Behaviors that require a change in the environment. b. Behaviors producing their own consequences without a change in the environment. c. Behaviors that are influenced by social interactions and feedback. d. Responses that rely on direct teaching or guidance from another person. e. Activities that depend on environmental changes initiated by others. Correct Answer: B Rationale for correct answer: Behaviors maintained by automatic contingencies can produce their own consequences without changing the environment in response to the behavior
- Which of the following statements best describes behavior? a. Behavior is any mental process that occurs within an organism. b. Behavior is the movement of an organism in response to its interaction with its environment. c. Behavior includes all thoughts and feelings. d. Behavior is only verbal communication. e. None of the above Correct Answer: B Rationale for correct answer: Cooper et al. (2019), defines behavior as the organism’s interaction with its environment that involves movement of the organism
- Which would not be considered behavior? a. A person running a mile. b. A person thinking about a problem. c. A dog running around a park. d. A child waving hello. e. A child riding a bike. Correct Answer: B
e. A process that strengthens respondent behaviors Correct Answer: B Rationale for correct answer: Operant extinction is the reduction in frequency of a previously reinforced behavior when reinforcement is no longer provided
- What is respondent extinction? a. Repeatedly presenting a CS without the US until the CS no longer elicits the CR b. Repeatedly presenting a US without the CS until the US no longer elicits the UR c. Previously reinforced behavior is weakened by not providing reinforcement d. Previously reinforced behavior is strengthened by not providing reinforcement e. None of the above Correct Answer: A Rationale for correct answer: Respondent conditioning is the process of repeatedly presenting a CS without the US until the CS no longer elicits the CR. Ex: A dog repeatedly presented without a bell without being given food, the dog will stop salivating in response to the bell
- Which of the following describes an example of respondent extinction? a. A dog is presented with a bell but no food follows b. A child receives attention for tantrums c. A teacher praises students d. A cat presses a lever for treats e. A student raises their hand Correct Answer: A Rationale for correct answer: This example describes respondent extinction
- What is positive reinforcement? a. A stimulus is taken away results in an increase in a behavior. b. A stimulus is added that results in the decrease in a behavior. c. A stimulus is added that results in an increase in a behavior. d. A stimulus is taken away resulting in the decrease of a behavior. e. A stimulus taken away resulting in no change in behavior. Correct Answer: C Rationale for correct answer : Positive reinforcement is the presentation or adding of a stimulus that results in an increase in behaviors.
- Which of the following is an intraverbal? a. Repeating the word “cat” after hearing it. b. Writing “bed” after hearing it. c. Saying “water” after seeing a picture of water.
d. Answering “pencil” when asked “what do you write with?” e. Typing “bed” after seeing it. Correct Answer: D Rationale for correct answer: Intraverbal is a verbal operant conversating or answering a question
- Which of the following is not a mand? a. Saying “Cat” when seeing a picture of one. b. Saying “want car” to get a toy car. c. Saying “cup” to receive a cup. d. Saying “eat” because you’re hungry. e. All of the above Correct Answer: A Rationale for correct answer: A mand is a request for something you want or need. References In this section, you should provide eight references for content that will assist you with mastering the material. The references should be in APA format. Heward, W. L., & Cooper, J. O. (1992). Radical Behaviorism: A Productive and Needed Philosophy for Education. Journal of Behavioral Education, 2(4), 345–365. http://www.jstor.org/stable/ Baer, D. M., & Wolf, M. M. (1987). Some still-current dimensions of applied behavior analysis. Journal of applied behavior analysis, 20(4), 313–327. https://doi- org.proxy.bsu.edu/10.1901/jaba.1987.20- Critchfield, T. S., & Shue, E. Z. H. (2018). The dead man test: A preliminary experimental analysis. Behavior Analysis in Practice, 11(4), 381–384. https://doi.org/10.1007/s40617-018-0239- Cooper, J.O., Heron, T.E., Heward, W.L. (2019) Applied Behavior Analysis (3rd^ Edition). Hoboken, NJ: Pearson Education. Belke, T. W., & Escoffery, E. X. F. H. (2024). Comparing extinction and contrast effects for operant wheel running and lever pressing on a multiple schedule. Behavioural Processes , 215 , 1–9. https://doi-org.proxy.bsu.edu/10.1016/j.beproc.2024. Falcomata, T. S., Muething, C. S., Gainey, S., Hoffman, K., & Fragale, C. (2013). Further Evaluations of Functional Communication Training and Chained Schedules of
