"Continuous Measurement Procedures", "Frequency Inter Rate Response<br /> Rate. Latency<br /> Duration" "Frequency", "This is a simple count of the instances of behavior, represented by a tally." "Rate", "Rate is a frequency count with a time element. If you were tallying how many<br /> times John hits another student you would also report the time." "Duration", "This is how long a behavior occurs. To take duration data you start a<br /> stopwatch when the behavior begins and end the stop watch when the behavior stops. Duration is often reported as an average over time." "Inter Rate Response", "This is the time between responses. To take IRT data you start the stopwatch when the behavior ends and stop the stop watch when the behavior begins<br /> again. IRT is typically reported as an average. IRT is appropriate when the time between behaviors is important." "Latency", "Latency is the time from prompt to the start of the behavior. To take latency<br /> data start the stopwatch when the prompt is given and stop the stopwatch when the<br /> behavior starts. You might want to take latency data when there is a delay between the prompt and when the behavior occurs." "Discontinuous Measurement Procedures", "Partial Interval<br /> Whole interval<br /> Momentary Time Sampling" "Continuous Measurement Procedures", "Continuous measurement means measuring each and every instance of behavior within the observation period. In other words, you miss nothing. This type of measurement is very time-consuming and more difficult than discontinuous measurement procedures." "Discontinuous Measurement Procedures", "Discontinuous Measurement Procedures are samples of the target behavior, but they do not measure every instance of behavior within the observation period. Discontinuous measurement procedures are less valid than continuous measurement procedures." "Partial Interval", "Recording the presence or absence of a behavior during a brief interval of time. Intervals are marked as “+” if the target behavior occurred at any time during<br /> the interval. Intervals are marked as “-” if the target behavior did not occur during the entire interval. Partial Interval data collection overestimates the occurrence of behavior. Examples of behaviors that are appropriate for partial interval recording are vocal stereotypy, hand flapping, biting nails." "Whole Interval", "Recording the presence or absence of a behavior during the whole interval. Intervals are marked as “+” if the target behavior occurred during the entire<br /> interval. Intervals are marked as “-” if the target behavior stopped at any time during the interval. Whole Interval data collection underestimates the occurrence of behavior.Examples of behaviors that are appropriate for whole interval recording are cooperative play, social engagement, on task behavior." "Momentary Time Sampling", "Sampling Recording the presence or absence of a behavior at the very end of<br /> an interval. Intervals are marked as “+” if the target behavior occurred at the end of the interval. Intervals are marked as “-” when the target behavior does not occur at the end of<br /> the interval." "Permanent Product Procedures", "Permanent product recording is not recording behaviors but recording the products behavior produces." "How to Summarize Different Types of Data", "1.) Frequency is summarized as rate over sessions<br /> 2.) Duration is summarized as total duration over session<br /> 3.) IRT is summarized as an average.<br /> 4.) Latency is summarized as average latency to response<br /> 5.) Interval data is summarized as percent intervals with occurrence." "Operational Definition", "Detailed definition of the behavior in observable terms. Must be thorough enough that any person could read it and understand what the behavior is and begin collecting data on the behavior." "Objective", "Operational definitions only include directly observable aspects of behavior (e.g., hitting), not unobservable internal states (e.g., frustration)." "Preference Assessment", "A set of procedures used to determine if one or more stimuli may function to increase the rate of a specific behavior or behaviors when delivered following the occurrence of that behavior. You are trying to determine which reinforcers are most effective." "Free Operant Preference Assessment", "The therapist does not interact with the client. The<br /> therapist observes which items the client interacts with and records the time spent with the item." "Single Item Preference Assessment", "The therapist simply presents one item after another. The therapist records whether the client consumed/interacted with the item, made no response to the item, or avoided the item." "Paired Choice Preference Assessment (Forced Choice Preference Assessment)", "The therapist presents 2 items to the client and records which item the client chooses." "Multiple Stimulus Preference Assessment with Replacement", "The therapist presents multiple items at a time and records which item the client chooses to interact with. Allow the client to interact with the item for 30 seconds. Once an item is chosen the therapist does not place it back into the array." "Multiple Stimulus Preference Assessment without Replacement", "The therapist presents multiple items at a time and records which item the client chooses to interact with. Allow the client to interact with the item for 30 seconds. Once an item is chosen the therapist does not place it back into the array." "Functional Behavior Assessment (FBA)", "A functional behavior assessment is a set of procedures used to determine why someone is engaging in maladaptive behavior." "Indirect FBA Procedures", "Part of an FBA may include record reviews, interviews, and rating<br /> scales. There is very little contact with the client." "Direct FBA Procedures", "Part of an FBA will include direct observations and skill assessments. These procedures involve observing the client and recording what is seen." "Analog or Functional Analysis Assessment", "This is when a Behavior Analyst manipulates the environment to determine the function of the behavior." "Antecedent Behavior Consequence Data Collection (ABC)", "This is a type of data collection in which you record what happened before the behavior occurred (antecedent), record what the behavior looked like (behavior) and record what happened immediately after the behavior (consequence)." "Punisher", "Any consequence that decreases a behavior." "Negative Reinforcement", "Negative reinforcement is removing something from the environment to increase the future probability of the behavior occurring. For example, you will put your seat belt on to cease the annoying seat belt warning noise in your car, client cries when he sees math homework so the homework is removed and the crying stops, but in the future the crying continues when the client sees homework" "Positive Punishment", "Introducing something that will increase the future probability that the behavior will decrease. Examples: You touch a hot pot and your hand gets burned, in the future you are less likely to touch a hot pot." "Negative Punishment", "Taking something away that will increase the future probability that the behavior will decrease." "Continuous Reinforcement", "This is a schedule in which the therapist reinforces every correct response of the target behavior." "Intermittent Reinforcement", "All other schedules when reinforcement does not occur after every response." "Fixed Ratio (FR)<br /> Intermittent Reinforcement", "Providing reinforcement on a fixed response ratio." "Fixed Intervals (FI)<br /> Intermittent Reinforcement", "Providing reinforcement on an interval (average) time ratio." "Variable Ratio (VR)<br /> Intermittent Reinforcement", "Providing reinforcement on a variable response ratio." "Variable Interval (VI)<br /> Intermittent Reinforcement", "Providing reinforcement on a variable (average) time ratio. You provide reinforcement on the first correct after an average interval of time." "Behavior Chain", "A sequence of behaviors that must be performed correctly. The steps are<br /> taught sequentially to a client. It allows the client to learn complex skills that require<br /> many small steps." "Forward Chaining", "Training begins the link with the first behavior in the sequence. The<br /> client learns to perform the first step independently, the therapist preforms all other steps. Training only occurs on the steps previously mastered and current step (no training on steps after that)." "Backward Chaining", "Training begins the link with the last behavior in the sequence. Therapist performs all but last step until client masters that last step. Then therapist performs all but last two steps until client masters last two steps, and so on." "Total Task Chaining", "Training is provided for every behavior in the sequence during every training session. Therapist assistance (prompting) is provided on every step." "Discrimination Training", "This procedure involves reinforcing one behavior and extinguishing the behavior (not reinforcing) in the presence of other stimuli. For example: a client would receive a cookie if they said red in the presence of a red car; however, they would not receive a cookie if they said red in the presence of a green car. A client would receive a high five if they said Mom when their mom walked in the room<br /> and would not receive a high five if they said Mom when their dad walked into the room." "Discrimination Stimuli (DS)", "A stimulus in the presence of which a particular response will be reinforced. Example, if a client would receive a cookie if they said red in the presence of a red car, the red car is the SD. A client would receive a high five if they said Mom when their mom walked in the room, mom is the SD." "S-Delta", "A stimulus in the presence of which a particular response will not be reinforced.<br /> For example, a client would receive a cookie if they said red in the presence of a red car; however, they would not receive a cookie if they said red in the presence of a green car, the green car would be an S-Delta." "To create a task analysis you can use one of the following methods:", "• Observe a competent individual perform the task<br /> • Consult with experts or persons skilled in performing the task<br /> • Perform the task yourself." "Stimulus Generalization", "Occurs when stimuli that share similar physical characteristics with the controlling stimulus evoke the same behavior as the controlling stimulus. For example, a child calling all dogs Bella because the child’s dog is named Bella or a baby calling both Mom and Dad dada.<br /> The behavior that occurs in the presence of one stimulus also occurs in the presence of another stimulus. For example,<br /> teaching a learner to say apple when they see a picture of an apple, then the<br /> learner says apple when they see a real apple. A learner learns to identify<br /> their sibling’s emotions and then begins to identify friend’s emotions" "Stimulus Discrimination", "Occurs when new stimuli ― similar or not similar ― to the controlling stimulus do not evoke the same response as the controlling stimulus. For example, a client would receive a cookie if they said red in the presence of a red car;<br /> however, they would not receive a cookie if they said red in the presence of a green car." "Response Generalization", "When one behavior occurs in the presence of a stimulus and then another behavior occurs in the presence of the stimulus. For example, you teach a learner to build a castle with blocks and he builds a<br /> house with the same set of blocks." "Components of Behavior Reduction Plan", "1.) Operational definition<br /> 2.) Function of behavior<br /> 3.) Antecedent strategies<br /> 4.) Replacement behavior<br /> 5.) Consequence strategies<br /> 6.) People responsible<br /> 7.) Emergency measures." "Access to Something in the Environment<br /> 4 functions of behaviors", "Sometimes this is broken into 2 functions:<br /> attention and tangibles. In simple terms, a person is engaging in behavior to gain<br /> something positive in the environment. This can be anything: attention, cookies, screen time, toys, activities, a place, etc. Anything you can see or do in the environment could be the reason a person is engaging in behavior." "Escaping Something in the Environment<br /> 4 functions of behaviors", "A person engages in behavior to escape<br /> something aversive in the environment. Again, this can be anything―escaping math homework, food, a location, a person, etc." "Access to Something in the Body<br /> 4 functions of behaviors", "This is sensory behavior. It is engaging in behavior to gain something positive in the body. Everyone engages in sensory behavior, such as biting nails, twirling hair, or tapping fingers." "Escaping Something in the Body<br /> 4 functions of behaviors", "This is also known as pain attenuation. This refers to<br /> engaging in behavior to escape something aversive in the body. Taking a Tylenol™ when<br /> you have a headache is an example of pain attenuation. Scratching an itch is another<br /> example―you relieve discomfort in your body by scratching. When a person is engaging<br /> in pain attenuation is it important that the person sees a physician so that all medical<br /> issues are taken care of." "Establishing Operations", "This refers to instances when something is made more valuable by deprivation―if you are hungry you are more likely to engage in food-seeking<br /> behavior. The hunger or being deprived of food is the establishing operation. You can<br /> increase the value of a reinforcer by depriving a client of the reinforcer prior to the start of therapy. For example, if you use an iPad as a reinforcer, have the caregivers of the<br /> client not allow the client to have the iPad 24 hours prior to therapy starting." "Abolishing Operation", "This is when something is made less valuable by satiation. If you<br /> are full you are less likely to engage in food-seeking behavior. The feeling of fullness is the abolishing operation. You can decrease the value of a reinforcer, which was maintaining maladaptive behavior by satiating a client of the reinforcer. For example, if the client cries for attention from mom, you can have mom continually provide attention. This will decrease the value of attention to the client and decrease the behavior of crying." "Non-Contingent Reinforcement", "This is providing reinforcement to a client regardless of behavior. This will act as an abolishing operation on the reinforcer. For example, providing a client 5 minutes of attention every hour, this will make is less likely for the client to engage in maladaptive behaviors for attention. Providing a client 5 minutes of screen time every hour, will make is less likely for the client to engage in maladaptive behaviors for screen time. Providing a client a 5 minute break every hour, will make it less likely for the client to engage in maladaptive behaviors to escape something aversive." "Demand Fading", "This is a technique where you increase the demand over time; used to decrease behaviors with the function of escape. For example, first presenting a small amount vegetable and increasing it over time or first presenting one math problem and increasing the amount of problems over time. This is a version of allowing escape. The client is escaping the higher demand for a period of time." "Task Modification", "This technique is changing how the client does work. Also used for behavior with the function of escape. Making it more preferred by the client. Examples: using a favorite character for counting, allowing the learner to use a favorite pencil, and identifying real objects rather than pictures of objects." "High Probability Sequence/Behavior Momentum", "Providing 3-4 demands with high<br /> compliance (you are sure the learner can and will do them), and presenting the demand with low compliance at the end of the sequence. This must do this quickly; keeping the demands simple. Due to compliance in the first part of the sequence, the learner “rolls” into compliance in the last part of the sequence. Examples: bite of pasta, bite of pasta, bite of pasta, bite of vegetables, several easy math problems followed by a hard math problem, and putting on several pieces of clothing which are easy, and then putting on the harder piece of clothing" "Implement Differential Reinforcement Procedures", "Differential reinforcement procedures are when a therapist reinforces replacement<br /> behaviors. A replacement behavior is a prosocial behavior that can take the place of a maladaptive behavior. There are a couple types of replacement behaviors" "Differential Reinforcement of Other Behavior (DRO)", "Reinforcing another behavior other than the maladaptive behavior. The “other” behavior (can be anything) is reinforced if the maladaptive did not occur for a specific amount of time." "Differential Reinforcement of Incompatible Behavior (DRI)", "Reinforcing a behavior that cannot physically be engaged in at the same time as the maladaptive behavior. For example, reinforcing hugging instead of hitting, reinforcing hands in pocket instead of pinching, or reinforcing singing instead of yelling." "Differential Reinforcement of Alternative Behavior (DRA)", "This is reinforcing a behavior<br /> that meets the same function of the maladaptive behavior. For example, if the client is tantruming for attention you could reinforce asking to play a game. Both tantruming and asking to play a game will gain attention. If a client is running away to escape homework, you could reinforce asking for a break. Both running away and asking for a break will allow the client to escape the homework." "Differential Reinforcing Lower Rates of Behavior (DRL)", "This is typically reserved for<br /> behaviors that are socially acceptable but may occur too often. Using this procedure,<br /> reinforcement is delivered if a behavior occurs below a predetermined criterion. For example, James uses socially appropriate behavior to greet peers but does so up to ten times in one class period. His teacher decides to use DRL to lower the rate of his behavior, but she does not want to eliminate it completely. She decides to deliver reinforcement (e.g., computer time) to James if he greets peers five or fewer times during the class period. If he greets peers more than five times, he does not receive reinforcement" "Implement Extinction Procedures", "Extinction is removing whatever was reinforcing the maladaptive behavior. Extinction procedures are always used with differential reinforcement. If you are going to reduce a maladaptive behavior you must increase an adaptive behavior." "Attention Extinction", "Also known as planned ignoring. Ignore the behavior and provide<br /> no attention for the behavior" "Tangible Extinction", "Do not provide access to the item during the behavior. This type of extinction is very easy to do, just keep item out of sight. Stay strong, behaviors can escalate when client knows they will not get item. For example, when a child cries for a candy bar in the supermarket do not give item to child." "Escape Extinction", "Do not allow the client to escape. Physical prompt the client into compliance. Your supervisor will give you directions on how to physical prompt. Typically you’ll either prompt through a small portion of the demand and then reinforce heavily, or you continue until the learner does the demand without the behavior.<br /> Example: Clean your room, child tantrums, therapist physical prompts child to pick up<br /> the toys on the floor until they stop the tantrum." "Analog or Functional Analysis Assessment", "This is when a Behavior Analyst manipulates the environment to determine the function of the behavior."
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