LATEST EDF 6221 EXAM 100% SOLUTION

Applied - ANSWER Changing socially appropriate behaviors. Improve behaviors that matter most Behavioral - ANSWER Observable behaviors Analytic - ANSWER Experimental functional relationships, use experimental manipulation of the environment to show behavior change Conceptually Systematic - ANSWER basic principles derived from research. Effective - ANSWER produce substantial changes in behaviors that matter. doesn't need to be statistically significant effect. must make meaningful difference Generalized outcomes - ANSWER produce important behavior changes that generalize to all relevant aspects of a learner's life Technological - ANSWER procedure is described clearly enough so that other people could replicate it When is a behavior change considered to have generality? - ANSWER if it proves durable over time, if it appears in a wide variety of settings, and if it spreads to a wide variety of related beahviors behavior - ANSWER what person says or does, also known as a response A stimulus that occurs in a person's environment immediately following a behavior is called a - ANSWER consequence stimulus - ANSWER any object or event that occurs in a person's environment antecedent - ANSWER stimulus that immediately preceding a behavior positive reinforcement - ANSWER consequence added to increase likelihood of behavior occurring again negative reinforcement - ANSWER consequence that involves removing something to increase likelihood that the behavior will occur Motivating operation - ANSWER antecedent that changes potency of consequence as a reinforcer Abolishing operation - ANSWER decrease potency of a consequence and temporarily suppress behavior establishing operation - ANSWER increase effectiveness of reinforcer and evokes behavior extinction - ANSWER withholding reinforcement for previously reinforced behavior stimulus control - ANSWER when behavior is reinforced in the preseence of a particular antecedent stimulus and is not reinforced in the absence of that stimulus discriminative stimulus - ANSWER antecedent stimulus that has stimulus control over behavior generalization - ANSWER spreading effects of intervention to outside of the intervention prompt - ANSWER extra antecedent stimulus that helps a person engage in a behavior who identified autism? - ANSWER Leo Kanner in 1943 what was autism called - ANSWER early infantile autism who developed the refrigerator mother theory - ANSWER Bruno Bettelheim what were the pervasive developmental disorders? - ANSWER PDD-NOS, Autistic Disorder, Asperger's DSM-5 criteria for autism - ANSWER deficits in social communication and restricted and repetitive behaviors, severity ranging from level 1 top level 3 who can diagnose autism - ANSWER licensed psychologist or medical doctor comprehensive treatment - ANSWER addresses all major developmental areas of skill deficits and challenging behaviors, under the age of 4 follows Early Intensive Behavioral Intervention (EIBI) focused treatment - ANSWER only focuses on few behaviors, intensity is determined by needs, availability, and funding guiding philosophies - ANSWER -everyone with autism can learn -right to effective treatment -the learner is always right -self-determination -least intrusive treatment continuous measurement - ANSWER -frequency (rate) -duration -latency -IRT -percentage frequency - ANSWER tallying how many times behavior occurs -difficult to collect at high rates -simplest measure rate - ANSWER frequency per unit time duration - ANSWER the length of time behavior occurs from moment it started to moment it ends percentage - ANSWER total number of correct responses divided by total number of opportunities latency - ANSWER time it takes from SD to response Discontinous Measurement - ANSWER -partial interval -whole interval -momentary time sampling -PLACHECK -permanent product 3 Dimensional Quantities - ANSWER repeatability, temporal extent, temporal locus how many critical feature are there of a graph - ANSWER 11 Partial Interval Recording - ANSWER -used for reduction behaviors because it overestimates occurrence -does behavior happen at at during interval whole interval recording - ANSWER -if behavior occurs for the WHOLE interval -used for skill acquisition because in underestimates occurrence of behavior momentary time sampling - ANSWER if behavior occurs at the end of the interval