Term
|
Definition
| child wears a ribbon or wristband that becomes discriminative for receiving reinforcement. contingent on misbehavior, the ribbon is removed and access to social and other reinforcers are unavailable for a specific period. when time-out ends, the ribbon or band is returned to the child and time-in begins |
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Term
|
Definition
| a positive punishment procedure that involves delivering verbal scold immediately following the occurrence of a problem behavior |
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Term
|
Definition
| research-based, technologically consistent method for changing behavior that possesses sufficient generality across subjects, settings, and/or behaviors |
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Term
|
Definition
| collection of facts about observed events that can be examined to find relations |
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Term
|
Definition
| a response to a previously neutral stimulus |
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Term
| side effects of punishment |
|
Definition
| emotional/aggressive reactions, escape and avoidance, behavioral contrast, undesirable modelling, punishment reinforcing the punisher |
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Term
|
Definition
| a stimulus change that decreases the frequency of behavior that immediately precedes it irrespective of the organisms learning history with the stimulus |
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Term
| differential reinforcement |
|
Definition
| reinforcing one response class and withholding reinforcement for another |
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Term
|
Definition
| as a procedure occurs when reinforcement of a previously reinforced behavior is discontinued, zero probability of reinforcement. |
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Term
|
Definition
| the weakening and eventual disappearance of a response because it is no longer reinforced |
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Term
|
Definition
| effect of extinction procedure - an immediate increase in frequency of response after the removal of reinforcement |
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Term
|
Definition
| A behavioral effect associated with extinction in which the behavior suddenly begins to occur after its frequency has decreased to its prereinforcement level or stopped entirely. |
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Term
|
Definition
| environmental conditions or stimulus changes that exist or occur prior to the behavior of interest |
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Term
|
Definition
| a previously neutral stimulus change that functions as a punisher because of prior pairing with other punishers |
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Term
|
Definition
| a stimulus change that functions as a reinforcer because of prior paring with one or more other reinforcers |
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Term
|
Definition
| a formerly neutral stimulus change that elicits respondent behavior only after it has been paired with an unconditioned stimulus |
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Term
|
Definition
| gradually diminishing response strength |
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Term
|
Definition
| Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior under similar conditions. |
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Term
|
Definition
| A single instance or occurrence of a specific class or type of behavior |
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Term
|
Definition
| A stimulus change that increases the future frequency of behavior that immediately precedes it. |
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Term
|
Definition
| Effects of an observation and measurement procedure on the behavior being measured if person is aware of observer's presence |
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Term
|
Definition
| Abrupt increases in ratio when moving from denser to thinner reinforcement schedules |
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Term
|
Definition
| A form of behaviorism that attempts to understand all human behavior including private and public events- Skinner |
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Term
|
Definition
| A principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior. |
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Term
| partial interval recording |
|
Definition
| Time sampling method in which observation period is divided into brief time intervals, observer records whether the behavior occurs at any time during the interval |
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Term
|
Definition
| a stimulus change that elicits respondent behavior without any prior learning |
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Term
|
Definition
| founded radical behaviorism and experimental analysis of behavior |
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Term
|
Definition
| a measure of total extent of time in which a behavior occurs |
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Term
|
Definition
| the physical form or shape of a behavior |
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Term
|
Definition
| puzzle box experiment--> the law of effect- any behavior that is followed by a desired consequence is likely to be repeated and any behavior followed by an undesired consequence is likely to decrease/cease (operant conditioning) |
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Term
|
Definition
| a stimulus whose termination functions as reinforcement |
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Term
|
Definition
| a stimulus change that does not elicit respondent behavior |
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|
Term
|
Definition
| a stimulus whose presentation or onset functions as reinforcement |
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|
Term
| functional behavior assessment (FBA) |
|
Definition
| systematic method for obtaining information about the function(s) a problem behavior serves for a person-- results are used to guide design of an intervention to decrease problem behavior |
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Term
|
Definition
| a 2 dimensional graph that records times a behavior occurred; used for interval recording to identify temporal relations |
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|
Term
| functional analysis screening tool (FAST) |
|
Definition
| indirect functional assessment method that is comprised of a self-report checklist designed to identify what is maintaining problem behavior |
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Term
|
Definition
Rating scale interview used to determine a persons adaptive behavior levels. Compare performance to peers/ were they should be age-wise |
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Term
|
Definition
| analysis of functions of problem behavior where antecedents and consequences are manipulated and arranged to evaluated their seperate effects on problem behavior-- 4 conditions: contingent attention/escape/alone (sensory) and a control condition where reinforcement is freely available with no demands |
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|
Term
| functional analysis interview (FAI) |
|
Definition
| structured interview with 11 sections designed to identify quickly potential functions for maladaptive behaviors (includes description of behavior, setting events, etc.) for interviewer |
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Term
|
Definition
| likelihood that a target behavior will occur in a given circumstance |
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Term
|
Definition
| prediction about the outcome of an experiment |
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|
Term
|
Definition
| time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals and at the end of the interval, the observer records whether the target behavior occurred throughout the entire interval |
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|
Term
| antecedent vs. consequence |
|
Definition
Antecedent: stimuli that occur prior to the response/behavior
Consequence: stimuli that occurs after the response/ behavior |
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|
Term
| motivational assessment scale (MAS) |
|
Definition
| indirect assessment method including a 16 item questionnaire that's purpose is to identify the function of a problem behavior based on the conditions occassioning problem behavior |
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Term
|
Definition
| elementary verbal operant involving a response evoked by a verbal SD that has point-to-point correspondence and formal similarity |
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|
Term
| point-to-point correspondence |
|
Definition
| a relation between the stimulus and response that occurs when the beginning, middle, and end of the verbal stimulus matches the beginning, middle, and end of the verbal response (echoic, copying a text, imitation, textual, transcription) |
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|
Term
| interobserver agreement (IOA) |
|
Definition
| degree to which two or more independent observers report the same observed values after measures the same events--reports on student behavior |
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Term
|
Definition
| an elementary verbal operant evoked by a nonverbal discriminitive stimulus and followed by generalized conditioned reinforcement |
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Term
|
Definition
| an energy change that affects an organism through its receptor cells |
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Term
|
Definition
| consistency of measurement |
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|
Term
|
Definition
Degree to which a behavior is appropriate in a given situation |
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|
Term
|
Definition
| an elementary verbal operant that is evoked by an MO and followed by specific reinforcement |
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Term
|
Definition
| a behavior that has sudden and dramatic consequences that extend beyond the idiosyncratic change itself because it exposes the person to new environments, reinforcers, contingencies, responses, and stimulus controls |
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Term
|
Definition
| directly measures a socially significant behavior to measure a dimension of the behavior directly relevant to the target behavior of interest and the reason for measuring it |
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Term
|
Definition
| the frequency and extent to which multiple measures of behavior yield different outcomes |
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Term
|
Definition
| the end product of shaping |
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|
Term
|
Definition
| basic unit of analysis in operant behavior-- encompasses temporal and dependent relations among antecedent, behavior, and consequence |
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|
Term
|
Definition
| an undesirable situation in which the independent variable of an experiment is applied differently during later stages than it was at the outset of the study |
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|
Term
|
Definition
| requires a varying number of responses for reinforcement |
|
|
Term
| variable-time schedule (VT) |
|
Definition
| schedule for delivery of noncontingent stimuli in which the interval of time from one delivery to the next randomly varies around a given time |
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|
Term
| variable-momentary DRO (VM-DRO) |
|
Definition
| reinforcement is available at specific moments of time (seperated by variable amounts of time in random sequence) and delivered if the problem behavior is not occurring at those times |
|
|
Term
| variable-interval DRO (VI-DRO) |
|
Definition
| reinforcement is available at the end of intervals of variable duration and delivered contingent on the absence of the problem behavior during the interval |
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|
Term
| reveral design (ABAB design) |
|
Definition
| experimental design in which researchers attempt to verify the effects of the independent variable and identify functional relations--treatment is withdrawn and applied to another behavior, typically one that is incompatible with the target behavior |
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Term
|
Definition
| experimental design to show relationship between target behavior and intervention-- no functional relations can be established because there is no replication |
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|
Term
| intermittent schedule of reinforcement |
|
Definition
| contingency of reinofrcement in which some, but not all, occurrences of the behavior produce reinforcement-- most powerful contingency |
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Term
|
Definition
| situation that occurs when the level of responding observed in a previous phase cannot be reproduced |
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|
Term
|
Definition
| decrease in responsiveness to repeated presentations of a stimulus |
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Term
|
Definition
| contingent of an inappropriate behavior, the student is removed from the classroom to a hallways location near the room for a specificed period of time |
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Term
|
Definition
| contingent of an inappropriate behavior, the student is removed from the classroom to a hallways location near the room for a specificed period of time |
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|
Term
|
Definition
| ratio of count per observation time |
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|
Term
|
Definition
| any operant behavior that results in minimal displacement of the participant in time and space- can be emitted at nearly any time |
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|
Term
|
Definition
| schedule for the delivery of noncontingent stimuli in which a time interval remains the same from one delivery to the next |
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|
Term
| fixed-ratio (FR) schedule |
|
Definition
| requires a fixed number of responses for reinforcement |
|
|
Term
| fixed-momentary DRO (FM-DRO) |
|
Definition
| reinforcement is available at specific moments of times seperated by a fixed amount of time and delivered contingent on the problem behavior not occurring at those moments |
|
|
Term
| fixed-interval DRO (FI-DRO) |
|
Definition
| reinforcement is available at the end of intervals of fixed duration and delivered contingent on the absence of problem behavior during each interval |
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|
Term
|
Definition
| procedure for transferring stimulus control in which features of an antecedent stimulus controlling a behavior are gradually changed to a new stimulus (can be faded in-enhanced or faded out-reduced) |
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|
Term
|
Definition
| degree to which a study's findings have generality to other subjects, settings, and/or behaviors |
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|
Term
|
Definition
| stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type have not been reinforced |
|
|
Term
| differential reinforcement of other behavior (DRO) |
|
Definition
| procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times |
|
|
Term
| differential reinforcement of low rates (DRL) |
|
Definition
| to decrease rates of behavior that occur too frequently but should be maintained in the learner's repertore- reinforcement follows each occurrence of the target behavior that's seperate from the previous response by a minimum IRT or when the # of responses doesn't exceed a pre-determined criterion within a time period |
|
|
Term
| differential reinforcement of incompatible behavior (DRI) |
|
Definition
| reinforcement is delivered for a behavior that is topographically incompatible with the behavior targetted for reductive and withheld following instances of the problem behavior |
|
|
Term
| differential reinforcement of high rates (DRH) |
|
Definition
| used to increase a desirable behavior-- reinforcement provided at the end of a predetermined interval contingent on the number of responses emitted being greater than a gradually increasing criterion |
|
|
Term
| differential reinforcement of alternative behavior (DRA) |
|
Definition
| reinforcement delivered for a behavior that served as a desirable alternative to the problem behavior and withheld following instances of the problem behavior |
|
|
Term
| effective programming features |
|
Definition
instructions and prompts
frequent active responding
immediate feedback |
|
|
Term
| competency based training features |
|
Definition
pre and post assessment
verbal and nonverbal training
behavioral objectives
performance criteria |
|
|
Term
|
Definition
| increasing the number of responses per reinforcer as fast as the organism's behavior allows |
|
|
Term
| inter-observer agreement reports on ______ behavior |
|
Definition
|
|
Term
| procedural integrity reports on _________ behavior |
|
Definition
|
|
Term
|
Definition
| the extent to which a program or teaching procedure is implemented as described |
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Term
|
Definition
aversive control
telling and showing
getting attention
making material easy to remember
teacher as a midwife
idols of the school |
|
|
Term
|
Definition
| two methods of evoking responses |
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|
Term
|
Definition
| behavior which produce discriminative stimuli for other behaviors |
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|
Term
| teaching machine and programmed instruction |
|
Definition
|
|
Term
|
Definition
| the art or science of teaching |
|
|
Term
|
Definition
flexible pacing
unit mastery
on-demand course content
immediate feedback
peer tutoring |
|
|
Term
|
Definition
self-pacing
unit mastery
lectures for motivation
emphasis on the written word
use of proctors |
|
|
Term
|
Definition
| a method of instruction focusing on mastery learning that allows students to progress through materials at their own pace |
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Term
|
Definition
| Keller, Sherman, Azzi, and Borri |
|
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Term
|
Definition
| personalized system of instruction |
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|
Term
| teaching machine features |
|
Definition
compose own responses
sequenced instruction |
|
|
Term
| teaching machine benefits |
|
Definition
immediate feedback
self-pacing
simultaneous use |
|
|
Term
|
Definition
| an automatic or self-controlling device that presents a unit of information, provided a means for a learner to respond, and provides immediate feedback on the accuracy of the response |
|
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Term
|
Definition
| computer-aided personalized system of instruction |
|
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Term
|
Definition
|
|
Term
|
Definition
| an instructional method in which students are involved in the teaching process |
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Term
|
Definition
|
|
Term
| programmed instruction features |
|
Definition
behavioral objectives
reinforcement
activity rate (high and relevant)
successive approximations
mastery progression |
|
|
Term
| programmed instruction founders |
|
Definition
|
|
Term
|
Definition
| private schools applying behavior analytic techniques to all aspects of instruction and administration |
|
|
Term
|
Definition
|
|
Term
|
Definition
| comprehensive application of behavior analysis to schools |
|
|
Term
| effective instruction principles |
|
Definition
behavioral objectives
modelling
active responding
immediate feedback
self-pacing
mastery progression
reinforcement
direct assessment
data-based decisions |
|
|
Term
| effective instruction outcomes |
|
Definition
fluency
maintenance
generalization
working independently |
|
|
Term
| effective instruction steps |
|
Definition
determine terminal objective
arrange contingencies of reinforcement
evoke the behavior
program for complex behavior
sequence responses
stretch the ratio |
|
|
Term
|
Definition
| faster than learning on their own or with less effective instruction |
|
|
Term
|
Definition
| instruction that enables students to demonstrate, maintain, and generalize competency on pre-specified learning outcomes faster than they would on their own or with less effective instruction |
|
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Term
|
Definition
| integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction |
|
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Term
|
Definition
|
|
Term
|
Definition
| American act stating pedagogical practices must produce measurable effects on learning |
|
|
Term
|
Definition
|
|
Term
|
Definition
| advanced skills that demonstrate mastery |
|
|
Term
|
Definition
| intermediate skills that serve as building blocks |
|
|
Term
|
Definition
| basic skills that form a foundation |
|
|
Term
| PFT most effective method |
|
Definition
|
|
Term
| PFT consequences for education |
|
Definition
|
|
Term
|
Definition
basic skills
cognitive skills
affective outcomes |
|
|
Term
|
Definition
| Found Direct Instruction has the most positive outcomes compared to 8 other methods |
|
|
Term
|
Definition
| a massive direct research project focusing on the effectiveness of nine educational methods |
|
|
Term
|
Definition
clear goals
sufficient and continuous and instructional time
extensive content coverage
monitored student performance
low cognitive level questions
immediate feedback |
|
|
Term
|
Definition
scripted lessons
homogeneous grouping
placement testing
mastery progression
choral responding
modeling
signaling
reinforcement
error correction |
|
|
Term
| direct instruction (di) founders |
|
Definition
|
|
Term
|
Definition
| teaching variables related to academic achievement |
|
|
Term
| Direct Instruction (DI) founders |
|
Definition
|
|
Term
|
Definition
| commercially available curricular program |
|
|
Term
|
Definition
| a method of instruction in which students attain fluency by responding for one-minute every day |
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Term
|
Definition
| the emergence of complex behavioral repertoires without explicit instruction following the establishment of component skills |
|
|
Term
|
Definition
| selected components of complex skills that are taught to fluency such that learners generate other components without specific instruction |
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|
Term
| SCC minimum score per timing |
|
Definition
|
|
Term
| SCC maximum score per timing |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| patterns in SCC data upon which instructional changes are based |
|
|
Term
|
Definition
| a measure of behavioral variability |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| 20 weeks/1 school semester |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| doubling of frequency every celebration period angle |
|
|
Term
|
Definition
| doubling of frequency every celebration period multiplier |
|
|
Term
|
Definition
| responses that may be emitted at any time and are not controlled by the experimenter |
|
|
Term
|
Definition
| a performance that is smooth, accurate, sufficiently rapid and does not decay in distracting or novel situations |
|
|
Term
|
Definition
| a linear measure of behavior change across time |
|
|
Term
|
Definition
| Lindsley, Haughton, Houston, & Brennan |
|
|
Term
|
Definition
| Standard Celeration Chart |
|
|
Term
|
Definition
| retention, endurance, stability, application (PT) |
|
|
Term
|
Definition
|
|
Term
|
Definition
| stable, applied, retained, generalizes, endures |
|
|
Term
| PT descriptions of fluency |
|
Definition
|
|
Term
|
Definition
| pinpoint, record, intervene, chart, evaluate |
|
|
Term
|
Definition
|
|
Term
| PT aims at which fluency outcomes occur |
|
Definition
|
|
Term
|
Definition
| a measurement or decision support system that allows teachers to understand their effects on students |
|
|
Term
|
Definition
| a method for learning or practicing skills until they are fluent or automatic |
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|
Term
| Precision Teaching (PT) founder |
|
Definition
|
|
Term
|
Definition
| examined to see if changed occur when the independent variable that is manipulated is dependent on or a function of the independent variable |
|
|
Term
|
Definition
| written document, meets criteria for information, capacity, and voluntary |
|
|
Term
|
Definition
| behavior that cannot be observed by anyone other than the person performing it |
|
|
Term
|
Definition
| attempt to recreate real life situation/setting in the lab-- non-normal |
|
|
Term
| ecobehavioral/multidimensional assessment |
|
Definition
| philosophical approach to using a multidimensional assessment that assumes that a variety of historical and current biological and environment events interact to produce current behavior |
|
|
Term
|
Definition
| indirect form of assessment that measures the degree to which the symptoms or characteristic is perceived to be present |
|
|
Term
|
Definition
| purposeful manipulation of the antecedent/consequent variables to determine effects on behavior |
|
|
Term
|
Definition
| paraphrasing, attending, clarifying, eliciting, reflecting, summarizing |
|
|
Term
|
Definition
| individuals required by law to report suspicions of abuse, threat of violence to others, suspicions of threat to self |
|
|
Term
|
Definition
| the absence of responding for a period of time following reinforcement |
|
|
Term
|
Definition
| data sampling procedure where time is broken up into intervals and observer records whether or not target behavior was occurring at the end of the interval |
|
|
Term
|
Definition
| a behavior change tactic based on positive punishment in which contingent on problem behavior learner is required to engage in fixing damage caused by behavior (sometimes to a better state or multiple times) |
|
|
Term
| withdrawal of a specific positive reinforcer ex. |
|
Definition
| turning off child's favorite TV show contingent on thumb sucking occurring |
|
|
Term
|
Definition
| a specific instance of behavior |
|
|
Term
| applied behavior analysis |
|
Definition
| science that aims to discover functional relations and use them to improve socially significant behavior |
|
|
Term
|
Definition
| indirect form of assessment that measures whether or not symptoms are perceived to be present |
|
|
Term
|
Definition
| an unconditioned response |
|
|
Term
|
Definition
| removal of a stimulus that decreases the future probability of that response |
|
|
Term
|
Definition
| time it takes for behavior to occur after the stimulus is presented |
|
|
Term
|
Definition
| investigates socially significant behaviors with immediate importance to the participant |
|
|
Term
|
Definition
| presumed but unobserved entities that could not be manipulated in an experiment |
|
|
Term
|
Definition
| behavior lasts across time and spreads across environments |
|
|
Term
|
Definition
| intensity with which a response is emitted |
|
|
Term
|
Definition
| behavior whose future frequency is determined by its history of consequences |
|
|
Term
| experimental analysis of behavior |
|
Definition
| basic research with goal of discovering fundamental principles of behavior |
|
|
Term
| stimulus discrimination training |
|
Definition
| responses are reinforced in the presence of one stimulus but not in the presence of the other stimulus |
|
|
Term
|
Definition
| an increase in the frequency of responding when an extinction procedure is initially implemented |
|
|
Term
|
Definition
| a ND is paired with a US so it eventually elicits the UR and becomes a CS and a CR |
|
|
Term
|
Definition
| a systematic approach to the understand of natural phenomena |
|
|
Term
|
Definition
| the elapsed time between each response |
|
|
Term
| generalized conditioned punisher |
|
Definition
| a stimulus change that as a result of being paired with many other punishers functions as a punishment under most conditions |
|
|
Term
|
Definition
| an intervention related to positive punishment in which the person is required to perform a response that is not topographically related to the problem behavior |
|
|
Term
|
Definition
| the occurrence of a previously punished behavior without its punishment consequence |
|
|
Term
|
Definition
| behaviors maintained by negative reinforcement are placed on extinction when those behaviors do not produce a removal of an aversive stimulus |
|
|
Term
| contingent electric stimulation |
|
Definition
| a form of positive punishment in which there is presentation of a brief electrical stimulus immediately following occurrence of problem behavior |
|
|
Term
|
Definition
| every instance of behavior occurs at a certain point in time with respect to other events |
|
|
Term
| immediacy of reinforcement |
|
Definition
| critical that the consequence is delivered immediately following the target response |
|
|
Term
|
Definition
| continued responding during an extinction procedure |
|
|
Term
| positive practice overcorrection |
|
Definition
| a form of overcorrection in which contingent on an occurrence of the target behavior the learner is required to repeat a correct form of the behavior a certain number of times |
|
|
Term
|
Definition
| a type of time-out procedure where a person is repositioned within an existing setting so that the individual can see activities but access to reinforcement is lose |
|
|
Term
|
Definition
| describes a functional relation between behavior and one or more controlling variable |
|
|
Term
|
Definition
| a previously neutral stimulus (NS) change that functions as a punisher because of prior pairing with one or more other punishers |
|
|
Term
| automatic (sensory) reinforcement |
|
Definition
| reinforcement that occurs independent of another person delivering it |
|
|
Term
|
Definition
| the withdrawal of the opportunity to earn positive reinforcement or access to positive reinforcers for a specified time contingent on the occurrence of behavior |
|
|
Term
|
Definition
| differentially reinforcing successive approximations that results in terminal behavior |
|
|
Term
|
Definition
| the participant is not removed physically from the time-in setting but does not receive reinforcement (time-out ribbon, contingent observation) |
|
|
Term
| extinction with behavior maintained by automatic reinforcement |
|
Definition
| placed on extinction by masking or removing sensory consequence (sensory extinction) |
|
|
Term
|
Definition
| when a response is followed immediately by the removal of an aversive stimulus and causes the response to therefore occur more frequently in the future |
|
|
Term
|
Definition
| frequency of responses divided by time |
|
|
Term
|
Definition
| a statement on the likelihood that when one event occurs another will or will not occur |
|
|
Term
|
Definition
| highest level of scientific understanding where functional relations can be derived |
|
|
Term
|
Definition
| graph that y axis is the cumulatie number of responses and the x axis is time |
|
|
Term
|
Definition
| a fictitious or hypothetical variable that often takes the form of another name for the observed phenomenon it claims to explain and contributes nothing to a functional account or understanding of the phenomenon |
|
|
Term
|
Definition
| an approach to explaining behavior that assumes that a mental, or "inner," dimension exists that differs from a behavioral dimension and that phenomena in this dimension mediate behavior |
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| methodological behaviorism |
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| a philosophical position that views behavioral events that cannot be publicly observed as outside the realm of science |
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| the practice of ruling out simple, logical explanations before considering more complex or abstract explanations |
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| an attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned |
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| a carefully controlled comparison of some measure of the phonomenon of interest under two or more different conditions |
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| the objective observation of the phenomena of interest |
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| the assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not in a will-nilly, accidental fashion |
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| repeating conditions within an experiment to determine reliability and increase internal validity (step 3 of baseline logic-- needed to find functional relation), or repeating whole experiments to determine the generality of findings |
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| 3 levels of scientific understanding |
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| description, prediction, control |
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determinism
empiricism
experimentation
replication
parsimony
philosophic doubt |
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| 7 characteristics of applied behavior analysis |
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Definition
applied
behavioral
analytic
technological
conceptually systematic
effective
generality |
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| three dimensional quantities of behavior from which all behavioral measurements are derived |
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| repeatability, temporal extent, temporal locus |
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| behavior can occur repeatedly through time (i.e. behavior can be counted) |
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| extent to which an experiement convincingly shows that changes in behavior are a function of IV and not confounding variables |
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| 2 phase experimental design consisting of baseline condition (A) and a treatment condition (B) |
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| alternating treatments design |
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| 2 or more conditions presented in rapidly alternating succession (alternates sessions/days) independent of the level of responding-- differences in responding among conditions attributed to the effects of the conditions |
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| other names for alternating treatments design |
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Definition
| concurrent schedule design, multielement design, multiple schedule design |
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| unpleasant or noxious stimulus |
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| occurs independent of social environment or social mediation of others |
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| trainer completes all but the last behavior in a chain, which is performed by the learner and then receives reinforcement for completing chain. once learner shows competence in performing last step, trainer performs all but last two behaviors in the chain and the learner emits the final 2 steps to complete chain and then recieves reinforcement |
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Definition
| begins with learner being prompted and taught to perform first behavior in TA, trainer completes remaining steps in chain. once learner shows competence in first step, he is taught to perform first two steps and so on |
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| process of breaking a complex skill or series of behaviors in smaller, teachable units |
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| sequence of responsess where each response produces a stimulus change that functions as conditioned reinforccement for that response and an SD for the next response in that chain |
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| functional communication training (FCT) |
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Definition
| antecedent intervention in which appropriate communicative behavior is taught as replacement for behavior behavior usually evoked by an EO-- involves DRA |
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| establishing operation (EO) |
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Definition
| motivating operation that increases effectiveness of some stimulus as a reinforcer (ex. food deprivation establishes food as effective reinforcer) |
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| abolishing operation (AO) |
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| motivating operation that decreases reinforcing effectiveness of a stimulus |
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| decrease in frequency of behavior presumed to be result of continued, excessive contact of a reinforer (AO) |
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| primary/unlearned/unconditioned reinforcer |
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Definition
| stimulus change that increases frequency of any behavior that immediately precedes it regardless of learning history--product of evolutionary development (phylogeny) |
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| occurs when researcher concludes that the IV has an effect on dependent variable when no such relation exists (false positive) |
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| occurs when a researcher concludes IV had no effect on dependent variable when it really did (false negative |
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| reinforcement is mediated by a listener which includes vocal-verbal behavior and nonvocal-verbal behavior-- encompasses all language and topics such as thinking, grammar, composition, & understanding |
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| variation of forward chaining in which learner receives training on each behavior in the chain during each session |
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| variable measured to determine if it changes as result of IV-- usually measure of a socially significant behavior |
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| systematically manipulated to see whether it produces reliable changes in the DV-- usually intervention or environmental event or condition antecedent/consequence to the DV |
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| begins with concurrent measurement of 2+ behaviors in baseline condition followed by application of treatment to one behavivor while baseline conditions remain in effect for other behaviors/people/settings. treatment is applied in sequential fashion to other behaviors/people/settings. experimental control shown if each behavior shows similar changes when treatment introduced |
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| person remains within time-in setting but stays behind a wall, shield, or barrier that restricts view contingent on occurrence of target behavior |
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| time-out where social reinforcers (attention, physical contact, verbal interaction) are withheld for a bried period contingent on occurrence of target behavior |
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| restitutional overcorrection |
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| learner required to repair damage or restore environment to its original state and then engage in additional behavior to bring environment to a condition vastly better than it was prior to misbehavior |
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| negative punishment where contingent loss of reinforcers (like a fine) producing a decrease of frequency of behavior |
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| extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target behaviors are produced |
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| demonstrates a functional relation between IV and DV-- (3rd dimension of ABA) |
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| research and techniques used need to reflect back to basic behavioral principles (5th dimension ABA) |
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| treatment written out specific and in sufficient detail (4th dimension ABA) |
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