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Chapter 3 ABA
SAFMEDS
| Term | Definition |
|---|---|
| Behavioral Assessment | A form of assessment that involves a full range of inquiry methods (observation, interview, testing, and the systematic manipulation of antecedent or consequence variables) to identify probable antecedent and consequent controlling variables. |
| Behavioral assessment is designed to discover resources, assists, significant others, competing contingencies, maintenance and generality factors, and possible reinforcer and/or punishers that surround the potential target behaviour. | |
| Target behavior | The response class selected for intervention; can be defined either functionally or topographically |
| Behavioral Checklist | A checklist that provides descriptions of specific skills (usually in hierarchical order) and the conditions under which each skill should be observed. |
| Some checklists are designed to assess one particular behavior or skill area. Others address multiple behaviours or skill areas. Most use a Likert scale to rate responses. | |
| Anecdotal observation | A form of direct, continuous observation in which the observer records a descriptive, temporal sequenced account of all behaviour(s) of interest and the antecedent conditions and consequences for those |
| behaviours and those occur in the clients natural environment (also called ABC recording) | |
| ecological assessment | An assessment protocol that acknowledges complex interrelationships between environment and behaviour. An ecological assessment is a method for obtaining data across multiple settings and persons. |
| reactivity | Effect of an observation and measurement procedure on the behaviour being measure. Reactivity is most likely when measurement procedures are obtrusive, especially if the person being observed is aware of the observers presence and purpose. |
| Habilitation | Habilitation (adjustment) occurs when a person's repertoire has been changed such that short - and long-tearm reinforcers are maximized and short- and long term punishers and minimized |
| relevance of behavior rule | Holds that only behaviours likely to produce reinforcement in the person's natural environment should be targeted for change |
| Behavioural Cusp | A behavior that has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself because it exposes the person to new environment, reinforcers, contingencies, responses, and stimulus controls |
| Pivotal Behaviour | A behaviour that, when learned, produces corresponding modifications or covariation in other untrained behaviours |
| normalization | As a philosophy an principle, the belief that people with disabilities should, to the maximum extend possible, be physically and socially integrated into the mainstream of society regardless of the degree or type of disability. |
| As an approach to intervention, the use of progressively more typical settings and procedures "to establish and/or maintain personal behaviours which are as culturally normal as possible" | |
| function-based definition | Designates responses as members of the targeted response class solely in term of their common effect on the environment. |
| topography-based definition | Defines instances of the targeted response class by the shape or form of the behaviour. |
| Social Validity | Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced. |
Created by:
Allison3000
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