ABA EXAM STUDY GUIDE

ABA EXAM STUDY GUIDE What is Autism? - ✔✔A developmental disorder diagnosed before the age of 3 characterized by the inability to from normal social relationships, repetitive behavior patters and the inability to comm ...

ABA EXAM STUDY GUIDE What is Autism? - ✔✔A developmental disorder diagnosed before the age of 3 characterized by the inability to from normal social relationships, repetitive behavior patters and the inability to communicate with others Diagnostic criteria for Autism according to the DSM-IV - ✔✔Social Interactions (must meet 2), Communication (must meet 1), Restrictive repetitive and stereotypical behavior patterns (must meet 1) What is ABA? - ✔✔The application of "Principles of Behavior" to issues that are socially important, in order to produce practical change What is the Core Principle of ABA? - ✔✔The consequences that follow a behavior control whether that behavior will increase or decrease. What is the behavioral (3-term) contingency? - ✔✔Antecedent-Prior to behavior Behavior-What child says or does Consequence-After behavior Why is consistency important? - ✔✔Consistency is crucial in order to see a significant change in behavior What is a Discrete Trial? - ✔✔Has a definite beginning and end. Is not synonymous with ABA and has three components Antecedent, Response, and Consequence. -Two types of the antecedent within DTT are the Establishing Operations(EO) and Discriminative Stimulus(SD) Why do we use DTT? - ✔✔-A high number of DTs can be presented in a therapy session -Lets the child know they're expected to response -Lets the child know if their response is correct -Assists the therapist in maintaining consistency -Easy to take data and assess progress What are the appropriate techniques for presenting SDs? - ✔✔1) Be sure to gain childs attention 2) Avoid presenting the childs name with the SD 3) Avoid presenting SDs without giving consequence 4) Change the target SD ONLY when instructed by, by supervisor 5) Initially should be clear and concise 6) The child should respond only after the SDs presented What is the Response(R)? - ✔✔The specific instance of the particular behavior, which also consists of 3 categories, correct, incorrect and no response 3 Categories of Responses - ✔✔1) Correct-When the child responds to a particular with the target response 2) Incorrect-Response that is different from the target response 3) No Response- No reaction at all What are the guidelines for responses? - ✔✔-Therapist must be consistent about what is a "correct response" -Be sure extraneous behavior is absent -Limit the time between the SD and Response to no more than 3 seconds What is Reinforcement? - ✔✔The procedure of providing consequences for a behavior that increases or maintains the strength of that behavior. Guidelines for delivering reinforces? - ✔✔-Limit free access to potential reinforces and instead deliver reinforces contingent upon target behavior -Conduct preferred assessments frequently -Deliver the reinforcer within one-half second of the target response -Reinforcers used should be easy to present and removed -Establish conditioned reinforcers -Provide frequent reinforcement for appropriate behavior throughout the session or day -Needs to be easy to give and easy to be taken away What is Schedule of Reinforcement? - ✔✔Establishes the probability that a specific behavior will produce reinforcement Two Basic schedules of reinforcement - ✔✔Continuous reinforcement-Every occurrence Intermittent Reinforcement-Some occurrences of behavior but not all What is Error Correction? - ✔✔Error correction procedures typically include a prompt and may include an "informational" no How long should the Inter-Trial Interval be? - ✔✔Long enough to ensure that each trial is distinct, but not so long that you loose the child's attention, no longer then 2 seconds What are the types of prompt fading terms? - ✔✔-Physical prompt -Model-The therapist teaches and child mimics -Echoic-therapist says the target response word for word -Direct prompt-Therapist tells the child what to do/demand -Textual prompt-written target response -Gestural prompt-involves pointing, tapping to get target response -Proximity prompt-position -Voice Inflection prompt-raising or lowering voice to indicate target response -Stimulus manipulation-making changes to take material to get correct response What are prompts and prompt fading? - ✔✔A stimulus that is presented in addition to the target SD that evokes the target, or correct response What is prompt fading? and how to fade? - ✔✔A stimulus that is temporarily required to evoke the target response Prompt fading terms=Full prompt-The use of entire prompt Partial prompt-Limited use of the prompt What is Discrimination Training? - ✔✔Process of reinforcing a target response only when to target antecedent, or SD, is present What are the 2 types of Discrimination Training? - ✔✔Simultaneous Discrimination TrainingChild must respond to a field of stimuli Successive Discrimination Training-No field of stimuli Acquisition Item/Target - ✔✔Used to describe the SD response that you're currently teaching Mastered Target - ✔✔SD response relationship that the child has already learned or mastered Distracter Item - ✔✔Additional items that are NOT targets used in simultaneous presentation procedures to teach discrimination Distracter Trials - ✔✔Additional trials that do not include the acquisition target, used to teach a discrimination Mass Trial - ✔✔The repeated presentation of one SD across consecutive trials Random Rotation - ✔✔Used to ensure that a child can discriminate between 2 or more SDs/ involves SDs in random order Mastery - ✔✔An objective method of determining when a child has learned something; also has to make an 80-100% accuracy in 2 or more sessions to be mastered 7-Step Process Simultaneous Discrimination Training - ✔✔Step 1-Mass trial target 1, alone Step 2-Mass trial 1, with 1-2 unknown distracter items Step 3-Mass trial target 2, alone Step 4-Mass trial target 2, with 1-2 unknown distracter items Step 5-Mass trial target 1, with trial 2 known distracter present Step 6-Mass trial target 2, with 1 unknown stimulus present Step 7-Randomly rotate target 1 and target 2 4-Step Process - ✔✔Step 1-Mass trial current trial, alone Step 2-Mass trial current target, with 1-2 unknown distracter items Step 3-Mass trial current target with 1 or more known distracter items Step 4-Randomly rotate the current target with previously mastered targets 3-Step Process - ✔✔Step 1-Mass trial target 1, alone Step 2-Mass trial target 2, alone Step 3-Randomly rotate targets 1 and 2 2-Step Process - ✔✔Step 1-Mass trial the current trial target Step 2-Randomly rotate the current target with previously mastered targets When are most-to-least prompting and error correction procedures incorporated within discrimination training? - ✔✔Use most-to-least prompting when: Early stages of learning When child's response is 0-79% correct From MT(mass trials) through RR(random rotation) If prompt is required in RR, use last effective prompt then fade If prompt is required in ET(expanded trials) or GRR(graduated random rotation), the use last effective prompt and fade Use an error correction procedure when: Later stages of learning No, no, prompt, repeat Least to effective prompts Child responds correctly, 80% during Random Rotation What is shaping? - ✔✔One systematically reinforces successive approximations of a target behavior while extinguishing previous approximations What is chaining? - ✔✔Breaking down a complex behavior into small teachable tasks -Linking of simple responses together in a specific sequence Types of Chaining Procedures: - ✔✔Forward Chaining-Begin with the initial SD Response component, then continue forward through the remaining components Backward Chaining-Begin with the final or last SD response component, then move backwards through the remaining component Total Task Analysis-All of the SD-Response components of the chain are taught during every learning trial What is the Function of Behavior? - ✔✔The consequence that is maintaining the behavior What are the four Basic Functions of Behavior - ✔✔Social Positive-Problem behavior is strengthened when someone delivers a positive reinforcer Common forms of Social Positive Reinforcement include: Attention-vocal reprimands, lectures, physical attentions, facial expressions Social Negative-Problem behavior is strengthened when someone removes or delays an aversive stimulus following an occurrence of the problem behavior Common forms of Social Negative Reinforcement include: Escaping from demands-chores, completing self help activities Escape from sensory stimulus-loud sounds, tickles, smell or taste Escape from aversive setting-school, church, library Automatic Positive-Problem behavior itself produces preferred sensory stimuli Common forms of Automatic Positive Reinforcement include: Reinforcing sensory stimulus Automatic Negative-Problem behavior removes sensory stimuli Common forms of Automatic Negative Reinforcement include: Relief from a painful stimulus-headache, toothache,stomachache Escape from something disliked-sight,sound,smell or unwanted What are Antecedent Based Interventions? - ✔✔An intervention designed to prevent the problem behavior from occurring by eliminating the SD or EOs that are evoking the problem behavior Types of Antecedent Based Interventions: - ✔✔1.Non-contingent Reinforcement-the delivery of functional reinforces on a time based schedule 2.Demand fading-The gradual increase in demand requirements before providing a functional reinforcer 3.Task Modification-Involves changing some aspect of the task, so the task is less adversive to the child 4.Behavioral Momentum-The presentation of several High Probability (does NOT evoke problem behavior) demands to a single Low Probability demand, resulting in an increased likelihood that the Low Probability (evokes problem behavior) demand will occur What are Consequence Based Interventions? - ✔✔Designed to weaken the problem behavior in eliminating the reinforcer, maintaining the problem behavior and providing an aversive consequence contingent on the occurrence of the problem behavior Types of Consequence Based Interventions - ✔✔1.Extinction-Focus on eliminating the maintaining reinforcer The process in which previously reinorced behavior no longer results in reinforcing consequences and therefore stops occurring Characteristics of Extinction Gradual decrease in problem behavior-may take weeks Spontaneous recovery-reinforced behavior is strengthened Extinction Burst-Problem behavior has to get worse before it can get better Examples of Extinction: Planned Ignoring-Ignoring the attention maintained behavior when it happens Escape Extinction-Social + and Escape is NOT allowed Sensory Extinction/Response Blocking-Automatic +/- and is maintained by pleasant smell of markers example 2.Response Cost-Response reduction procedure: Focus on providing aversive consequences A response reduction procedure in which behavior is weakened by the removal of a specified amount of a reinforcer, contingent upon occurrence of the problem behavior 3.Time Out-Response reduction procedure: Focus on providing aversive consequences A response reduction procedure in which behavior is weakened by the brief removal of all sources of Social Positive Reinforcement contingent upon the occurrence of problem behavior Three Types of Time Out: - ✔✔1.Non-Exclusionary-Leaving the child in the room where problem behavior occurred, but removing the child form any ongoing activities as well as other positive reinforcers 2.Exclusionary-Removing the child from the room where problem behavior occurred, and taking the child to another lace for a brief period of time 3.Seclusionary-IS NEVER USED AT CARD What are Replacement Behavior Based Interventions? - ✔✔Designed to teach the child an appropriate substitute for problem behavior by eliminating reinforcement or the problem behavior and providing reinforcement for a replacement behavior Three Types of replacement behavior based interventions - ✔✔1.Differetioal Reinforcement of other behavior (DRO) -The delivery of reinforcers on an interval schedule, contingent on the absence of the problem behavior -With DRO, a specific replacement behavior is not identified; rather any appropriate behavior other than the problem behavior is reinforced -Gradually decreases the time until the behavior becomes normal again -In DRO, during a specified period of time, if the problem behavior occurs, reinforcement is withheld -If the problem behavior doesn't occur, reinforcement is provided -Reinforcement is provided at the beginning/middle/end of the interval as long as appropriate behavior is occurring 2.Differetioal Reinforcement of alternative behavior (DRA) -The delivery of reinforcers contingent on an alternative response -A specific replacement behavior is identified -Only that specific behavior is reinforced -DRA involved delivery of a reinforcer for an alternative response and extinction for a problem behavior Types of responses reinforced in DRA procedures: Alternative Response-A specific desirable behavior that is reinforced by either the functional or competing reinforcer -It does not involve requesting the reinforcer and is not incompatible with the problem behavior Communicative Response-When the child requests access to the reinforcer maintaining the problem behavior -Specifies the functional reinforcer Incompatible Response-A specific desirable behavior that is physically incompatible with the problem behavior, so that both responses cannot occur at the same time 3.Differetioal Reinforcement of Low Rate behavior (DRL) -When Behaviors are functional but client is making it dysfunctional -Not trying to eliminate just lower the frequency of the behavior -Reinforcement is provided when the problem behavior occurs less/more frequently -Reinforcement is/is not provided when the problem behavior occurs at a high rate DRL DOES NOT eliminate the behavior rather reduces the frequency/rate of occurrence of the behavior When should you report child abuse? - ✔✔Report immediately to CARD BUT if you cannot reach a supervisor you MUST report to the child abuse hottline/department of children's services within 36 hours Confidentiality - ✔✔Information cannot be disclosed without written consent Examples of situations in which confidentiality must be maintained: Leaving messages Say "CARD" instead of Center for Autism and Related Disorders School Shadowing Note taking and data should be taken discretely NEVER reveal the child's diagnoses to anyone Requests for records or materials DO NOT COPY or duplicate records of any kind without the parents written consent Dual Relationships - ✔✔Any relationship, other than a therapeutic one between a practitioner and a client They are against company policy, dual relationships are NEVER appropriate What constitutes a duel relationship? Sexual relationships Friendships Outside employment (Babysitting is a NO) Accepting money or gifts Any form of barter Parent of client is your doctor, dentist, etc. Aversive Stimuli - ✔✔-CARD does NOT use or support the use of aversive stimuli Examples of Aversive Stimuli: Physical: Corporal punishment, spanking, shock therapy, etc. Emotional: Provoking negative emotions (sad, scared, embarrassed, nervous, etc.) by the presentation of certain stimuli