BCBA Exam 2023 with verified questions and answers

whats a correlaton a systematic covariation between two events Functional Relation when data show that specifically manipulating the IV will produce a reliable change in the DV (and it is unlikely due to confounds) Determinism The assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not in a willy-nilly, accidental fashion. Empiricism the belief that accurate knowledge can be acquired through objective observation Replication Repeating experiments to determine reliability and usefulness of findings parsimony We must rule out simple logical explanations before considering more complex or abstract explanations Philosophical doubt Always questioning the truthfulness and validity of all science and knowledge (being skeptical) EAB Experimental Analysis of Behavior What is stimulus response (S-R) psychology Watsonian Behaviorism, essentially looked at environmental stimuli (S) and responses (R) didnt account for Bx's without obvious antecedents SR Psychology vs three term contingency (ABC) SR is more of an involuntary response like the dogs salivating at food, so its based on the antecedent not the consequence, and we know most behavior is operant and chosen by consequence Private events A. Private events like thoughts and and feelings are behavior B. Behavior that takes place within the skin is different from other behaviors (public bx's) only by being inaccessible C. Private Bx is a function of the same types of variables as observable behavior methodological behaviorism The view that private events (thoughts and feelings) are outside the realm of science Mentalism Relies on hypothetical constructs and explanatory fictions, the view that private events are separate from observable events and this inner dimension causes or mediates some Bx's 7 dimensions of ABA Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, Generality Behavior is: the activity of living organismS A response is: a specific instance of behavior Response topography physical shape or form of behavior Response class group of behaviors that vary in form, but have the same function (effect on the environment) Repertoire either - all the behaviors a person can do or -a set of behaviors relevant to a certain setting or task stimulus is "an energy change that affects an organism through its receptor cells" stimulus class A group of stimuli that all basically mean the same thing and evoke or elicit the same response A group of stimuli that share specified common elements along formal (physical) , temporal (when), and/or functional dimensions. consequences stimulus changes that follow a target behavior Stimulus changes can effect behavior: in two ways: 1. an immediate (but temporary) effect of increasing or decreasing the current frequency of behavior 2. delayed (but relatively permanent) effect of increasing or decreasing the frequency of that type of behavior in the future What elicits respondent behavior antecedent stimuli. (S-R) Respondent extinction The repeated presentation of a conditioned stimulus(CS) in the absence of the unconditioned stimulus(US); the CS gradually loses its ability to elicit the conditioned response until the conditioned reflex no longer appears in the individual's repertoire. EG if Pavlov just kept ringing the bell and not giving food eventually the dogs would stop salivating at the bell Ontegeny over the course of development of that organism aversive stimulus refers to stimuli that when removed serve as reinforcement for the individual Extinction withholding all reinforcement for a previously reinforced behavior which effectively decreases the frequency to what it was prior to being reinforced MO's Alter the current value of the reinforcer or punisher E.G food deprivation or satiation will affect the value/effectiveness of edibles as a reinforcer for completing tasks discriminated operant essentially a learned behavior (but remember it can decrease frequency too), it is sunder stimulus control of the SD or S-delta You know that the presence of that SD or S Delta tells you if your Bx is likely to be reinforced or not stimulus control when there are differential rates of operant responding observed in the presence or absence of antecedent stimuli the antecedents have gained the ability to control operant behavior due to a history of being paired with certain consequences three term contingency ABC refers to operant behavior Inter-response time (IRT) The time between two consecutive responses of the same response class trials-to-criterion number of response opportunities needed for a person to achieve a performance standard (goal) what are the three dimensions of measurement? 1. Count (repeatability) 2. Temporal extent (duration) 3. Temporal locus (when the behavior occurs) NOT: -topography -magitude Magnitude the force or intensity with which a response is emitted planned activity check or PLACHECK variation of MTS where the observer records whether each individual in a group is engaged in the target behavior measurement artifacts are common with what measurement system (according to cooper) MTS measurement by permanent products means measurement takes place after the behavior has occurred (e.g questions of a math test, or looking at behaviors after they have been video recorded) measurement is reliable when it yields the same values across repeated measurement of the same event indirect measurement measuring a behavior different from the behavior of interest-threat to validity measurement artifacts data that give a misleading picture of the behavior because of the way measurement was conducted common causes: - discontinuous measurement (PIR,WIR,MTS) - poorly scheduled observations -insensitive or limiting measurement scales observer reactivity measurement error caused by the observer's awareness that others are evaluating the data he reports IOA is: the degree that two or more independent observers report the same observed values after measuring the same events scored vs unscored interval IOA Scored-interval IOA only calculate the intervals where one observer recorded the occurrence of the behavior best for low-frequency behaviors Unscored-interval IOA only calculate the intervals where one observer recorded the non-occurrence (a zero) of the behavior best for high-frequency behaviors measurement has validity when: the data collected are directly relevant to the phenomenon measured and the reasons for measuring it Measurement accuracy How similar the observed value is to the true value Frequency Number of responses (within a constant time period) Rate Number of responses per standard unit of time you need rate when sessions vary in length Percent of occurrence Number of responses divided by number of opportunities and multiplied by 100 Celeration Ratio of two response rates (measure of change) divided by measure of time between the two response rates rate should be used for measures of: proficiency use percent of occurrences only if theres a minimum of: 30 opportunities when OTR's are presented in blocks of trials, trials to criterion data are reported as: the number of blocks of trials needed for the learner to respond correctly on a pre-determined percentage of trials Interval IOA: If you have a high response rate you should: report nonoccurrence agreement Interval IOA: If you have a low response rate you should: report occurrence agreement interval-by interval agreement is likely to be high if: the behavior is very high or very low observing from the same vantage point gives more accurate IOA (opposite of what KA taught but whatevs man tryna pass here) To be effective, response costs should: 1. Have clearly communicated rules 2. Avoid creating a zero balance of SR+ 3. Not be increased in small increments, increasing the fines in small increments makes the punisher ineffective Overshadowing One stimulus is present in the environment and interferes with the development of stimulus control by another- e.g kid being loud in class "overshadows" teachers instruction Blocking/masking New learning is "blocked" because of previous stimulus control (e.g kid says "sammy the snake" every time they see an S) (e.g learning what reinforcement or punishment meant in casual conversation compared to ABA) Faulty stimulus control Behavior becomes under the control of an irrelevant antecedent stimulus Overgeneralization The behavior has come under control of a stimulus class that is two broad. Undesired Response Generalization When the kid used a untrained but correct response and did not contact reinforcement repertoire-altering effect When consequences influence future behavior through reinforcement, punishment,