25360410
Beschreibung
Karteikarten von Jacqueline Fontenot, aktualisiert more than 1 year ago
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Erstellt von Jacqueline Fontenot
vor mehr als 4 Jahre
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| Frage | Antworten |
| ABA is one of ___ Branches of Science of behavior analysis | 3; behaviorism, experimental analysis of behavior (EAB), and applied behavior analysis (ABA) |
| What is ABA? | A systematic approach to understanding behavior of social importance. It is the application of ABA principles to improve socially important behaviors. A Way of Life. Good teaching. |
| Edward L. Thorndike | Law of effect - Consequences change behavior. Learning curves. Law of recency trial and error learning all mammals learn in similar manner |
| Ivan Pavlov | classical conditioning (Pavlov's Dogs) |
| John B. Watson | Known as Father of Behaviorism Did little Albert experiment (conditioned to fear rat). Conditioned emotional responding. Focused Psychology on behavior instead of consciousness. Analysis of language. Environment alone. Stimulus ---> responce |
| B.F. Skinner | Contingency of Reenforcement responce ---> stimulus discriminative stimulus. Selection by consequences. Operant conditioning Behavior is learned through interaction with environment. events that occur immediately following B affect the likelihood of B happening again in the future. Satiation and deprivation Shaping analysis of verbal behavior. |
| Baer, Wolf, and Risley | 7 Dimensions of ABA; (GET-A-CAB) Generality Effective Technological Applied Conceptually Systematic Analytic Behavior |
| Generality (AKA generalization) | A behavioral change may be said to have generality if it proves durable over time, if it appears in a wide variety of possible environments, and/or if it spreads to a wide variety of related behaviors (Baer, Wolf, Risley, 1968). |
| Effective | interventions are effective when they improve a behavior in a practical matter. If the application of behavioral techniques does not produce large enough effects for practical value, then the application has failed (Baer, Wolf, Risley, 1968). An intervention is effective when it changes the behavior it seeks to change. |
| Technological | Procedures are described clearly and concisely so that others may implement the procedures accurately. Think of this dimension like a recipe – all steps are written in detail to get the desired result. |
| Applied | A behavior change is applied when it enhances and improves the everyday life of a learner, and those who are closest to a learner (e.g., parents, siblings, peers), by improving a socially significant behavior. |
| Conceptually Systematic | Interventions are consistent with the principles demonstrated in the literature and the research. It is important that practitioners continue to use research-based techniques, and avoid using any shortcuts in our teaching methods. |
| Analytic | Using data to make informed decisions. The practitioner is able to show that whenever he/she applies a certain variable, the behavior is produced, and whenever he/she removes this variable, the behavior is lost (Baer, Wolf, Risley, 1968). |
| Behavior | The behavior chosen must also be observable and measurable. By defining a behavior that makes it easily observable and measurable, we are able to study it for proof of improvement, as well as lack of improvement. By defining a behavior, practitioners are able to collect data and show change over time. |
| Bad ABA | Focus is on irrelevant curriculum. Primarily uses food reinforcers. Uses unnatural teaching techniques. Primarily works in "Therapy Room". Does not Promote parental expertise. Endorses Alternative Treatments. Staff not properly trained. Not proper dosage of Treatment intensity. |
| Progressive ABA | A model of ABA that can be implemented with individuals with ASD. Science and Art (understand principles but flexibility and practice. Originates from founding parents. A continuum of intervention (more rigid or flexible approach?) Attempts to avoid rigidity and set protocols. clinical judgment*** |
| What is Clinical Judgment? | Interfereing behaviors may make us adjust. Have to look at Functions (why) because they change in the moment. |
| Funcitions | Attentiveness Receptivity Calm vs. agitated (catch early on) responsiveness Recent performance and Past performance motivation non-verbal behavior staff skill level (know your skills Child's persistence (are they trying) Child's health operant vs. respondent (look at emotional response. Not everything is under operant end). |
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