ABA PRACTICE EXAM (Supervisión of Fire Alarm System)Questions And Answers (2024)

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10/7/24, 8:04 PM

ABA PRACTICE EXAM
JEREMIAH

Terms in this set (166)

Neurological, lifelong, developmental disability characterized by excesses and
Autism Spectrum Disorder (ASD)
deficits

Prevalence of ASD 1:59 children, 4:1 boys to girls, 1:42 for boys, 1:189 for girls

Lovaas (Early Intensive Behavior Intervention), Skinner (operant conditioning),
Founding Fathers in ABA
Watson (behaviorism), Thorndike (behaviorism), Pavlov (classical conditioning)

Triad of impairments ASD Social Communication, Social Interaction, Social Imagination

impairment in ability to communicate with others socially, may ask repetitive
Impairment in Social Communication
questions or take what others say literally

impairment in how an individual behaves when around others and how they build
Impairment in Social Interaction friendships, may observe child invading personal space or inappropriately touching
others

impairments in the ability to engage in flexible thinking related to perspectives,
Impairment in Social Imagination
interests, routines, and rules

Theory that individuals w ASD cannot process more than one piece of information at
Serial Thinking
a time

Joint Attention Sharing attention between another person and an object

Auditory Processing Disorder typically have normal hearing but struggle to process and make meaning of sounds

connected to IDEA, students spend as much time possible mainstreamed in general
Least Restrictive Environment (LRE)
education classes

One annual goal w 3 objectives that are smaller benchmarks the client will meet
Individualized Education Plan (IEP)
throughout the year

A special education law that requires schools to educate students with disabilities in
Individuals with Disabilities Education Act
least restrictive environments to the greatest extent of their abilities using plans
(IDEA) 1975
tailored to the individual needs of the students.

ABC Antecedent: what occurs immediately before a behavior Behavior: interaction
3 Term Contingency between individual and environment Consequence: what occurs immediately after a
behavior

Matching Law intensity of reinforcement matches the intensity of the expected demand

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A decrease in the frequency of operant behavior presumed to be the result of
Satiation continued contact with or consumption of a reinforcer that has followed the
behavior. "Thanksgiving Effect"

no continuous access to item/activity which increases the frequency of operant
Deprivation
behavior "Diamond Effect"

Reinforcement INCREASES behavior

Punishment DECREASES behavior

+ Positive Reinforcement/Punishment addition to the environment

- Negative Reinforcement/Punishment removal/subtraction from the environment

Schedules of Reinforcement Continuous, Fixed/Variable Interval, Fixed/Variable Ratio, Extinction

Continuous Schedule of Reinforcement reinforcing the desired operant response each time it is made

Fixed Interval Reinforcement Schedule TIME BASED, behavior is rewarded after a SET amount of time

TIME BASED, an intermittent schedule in which the time between a behavior and the
Variable Interval Reinforcement Schedule
following consequences varies around a specified AVERAGE

RESPONSE BASED, SET number of responses must occur before a behavior is
Fixed Ratio Reinforcement Schedule
rewarded

RESPONSE BASED, an intermittent schedule in which consequences are delivered
Variable Ratio Reinforcement Schedule following a different number of behaviors, sometimes more and sometimes less, that
vary around a specified AVERAGE number of behaviors

Extinction no longer reinforcing a previously reinforced behavior

a temporary increase in the frequency and intensity of responding when extinction is
Extinction Burst
first implemented, behavior will get worse before it gets better

a process of operant conditioning; it involves reinforcing behaviors that are
Shaping
increasingly similar approximations to the desired behavior

4 Key Features of Shaping reinforcement, differential reinforcement, extinction, and response variability

using operant conditioning to teach a complex response by linking together less
Chaining
complex skills (Cooper, Heron & Howard 1987)

Forward Chaining 1st steps are done independently, remaining steps are prompted

First steps are completed for or with a student EXCEPT the last step to be completed
Backward Chaining
independently and prompted

The chaining procedure which teaches each step of the chain during each training
Total Task Chaining
session. Assistance is provided for any step the client isn't able to do independently

gradual removal of prompts, starting with the most intrusive and then slowly
Gradual Guidance
removing proximity and intensity of prompts over time

Types of Prompts least to most intrusive: Positional, Gestural, Model, Visual, Verbal, Physical

Type of prompt hierarchy beginning with most intrusive prompt required to gain
Most-to-least prompting (MtL)
correct responding and fading out as success is observed

Type of prompt hierarchy beginning with the least intrusive level of prompting and
Least-to-most prompting (LtM)
increasing as errors occur

ensures success, early immediate prompts, prompts faded over time, decreases
Errorless learning
frustration/increases motivation

Generalization performing a skill learned in one context across many other appropriate contexts

Response Generalization Different responses are emitted in the presence of the same SD

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