IOA types
•Divide number of agreeing intervals by total intervals, x100
Total Count
Identify essential components of a skill and ensure that training covers all variations
General Case Analysis
Behavior Trap
2 or more schedules of SR that occur successively in a specific order; this involves multiple steps to each SR
Chained
Present 2 or more schedules of SR in alternating, usually random sequence; occur successively and independently. This one does not have an SD
Mixed
•Divide number of agreeing intervals by total intervals, x100
Trial by Trial IOA
Equipping an individual with portable, versatile skills that can be applied across settings, behaviors, and time while fostering independence
Self-Management
Incorporate common elements from generalization setting in the training setting (Mini check out at home
Common Stimuli
Multiple Schedule
Combine schedules of responses and time; this one is "and/both"
Conjunctive
• Divide the matching interval scores by total number of intervals, x100
•This is for partial interval recording
Interval by Interval
Vary noncritical aspects to prevent the wrong stimulus to develop control over the behavior (cashiers)
Loosely Train
Utilize unpredictable SR Schedules like the real world
Indiscriminable contingencies
2 or more schedules of reinforcement that occur successively; the schedules occur in a specific order. Things occur in specific order without an SD
Tandem
2 or more contingencies; 2 or more behaviors; Involves choice making, associated with matching law
Concurrent
•Only adding in scores from where behavior was observed by either observer.
•Divide number of intervals where observers agreed, divided by number of intervals where behavior was observed at all, x100
Scored Interval
Involve significant others to carry out procedures; SR in all settings
Mediation
Teaching different stimulus and response variations of a concept/skill; implement a contrived mediating stimulus
Multiple Exemplars
Combine schedules of responses and time; this one is "either/or"
Alternative
During a session, Anita and Diana collect data on whether ArZa punches holes in walls at all in 2-minute intervals across 10 minutes using. Anita records the data as 1-Y 2-Y 3-N 4-N 5-N, Diana records the data as 1-N 2-Y 3-Y 4-Y 5-N. Calculate using Trial by Trial
40% (2 agreeing trials divided by 5 total trials)
•Divide each interval (smaller/larger); average the ratios by the end
•Used for discrete trial data
Mean count-per-interval
Presenting non-examples of a correct response
Negative teaching examples
Diana wants ArZa to increase his reading. ArZa hates reading, but he loves playing with Ninjago characters. Diana brings a Ninjago comic book for ArZa during the next session and presents it instead of moving to his reading goal. Arza reads the whole book and asks if there are more editions.
Behavior Trap
Tommy can play Fortnite for 15 minutes if he completes 20 math problems and reads "Great Expectations" for 10 minutes
Conjunctive Schedule
Anita and Diana are both BTs for ArZa; During Anita's sessions, ArZa has to complete 2 pages of math, then 7 minutes of reading to earn his 15 minute hide and seek break. During Diana's sessions, she says that if ArZa completes his reading homework, he can have 5 minutes trampoline time and if he does his math homework, he can earn 5 minutes of Chromebook time. Diana let's ArZa choose which task he wants to complete. What schedule did each technician use?
Anita - Tandem
Diana - Concurrent