Applied Behavior Analysis for Teachers
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| systematic application of behavioral principles to change socially significant behavior to a meaningful degree. Research tools enable users of these principles to verify a functional relationship between a behavior and an intervention. | applied behavior analysis
🗑
|
||||
| a statement that communicates a proposed change in behavior. A behavioral objective must include statements concerning the learner, the behavior, the conditions under which the behavior will be performed, and the criteria for evaluation. | behavioral objective
🗑
|
||||
| a stimulus that has acquired a reinforcing function through pairing with an unconditioned or natural reinforcer; includes most social, activity, and generalized reinforcers. | conditioned reinforcer
🗑
|
||||
| behaviors with a clearly discriminable beginning and ending. | discrete behaviors
🗑
|
||||
| denying access to reinforcement by removing a student from an ongoing activity. | exclusionary time-out
🗑
|
||||
| procedures (usually reversal design or multielement design) that test a hypothesized relationship by manipulating the variables thought to occasion or maintain a behavior in order to verify a functional relationship. | functional analysis
🗑
|
||||
| gathering information in order to form a hypothesis as to variables occasioning or maintaining a behavior. May be done by interview, checklist, or direct observation. | functional assessment
🗑
|
||||
| a reinforcer associated with a variety of behaviors or with access to a variety of other primary or secondary reinforcers; may simply be called generalized reinforcer. | generalized conditioned reinforcer
🗑
|
||||
| a behavior that resembles the terminal behavior (the ultimate goal of the intervention) along some significant dimension and that the student is already capable of performing (used with shaping) | initial behavior
🗑
|
||||
| any change in a person's environment that is designed to change that person's behavior. | intervention
🗑
|
||||
|
🗑
|
|||||
| demonstrating a desired behavior in order to prompt an imitative response. | modeling
🗑
|
||||
| the contingent removal of an aversive stimulus immediately following a response. Negative reinforcement increases the future rate and/or probability of the response. | negative reinforcement
🗑
|
||||
| the delivery of reinforcers at predetermined intervals regardless of student behavior | noncontingent reinforcement (NCR)
🗑
|
||||
| time-out procedure where the student is not removed from the instructional setting in which reinforcers are being dispensed. The teacher denies access to reinforcement andmanipulates the environment tosignal a period of time during which access is denied. | nonseclusionary time-out
🗑
|
||||
| the arragnement of environmental variables to establish a functional relationship between a voluntary behavior and its consequences | operant conditioning
🗑
|
||||
| the contingent presentation of a stimulus immediately following a response, which increases the future rate and/or probability of the response. Written as S^R+ | positive reinforcement
🗑
|
||||
| a consequent stimulus (S^R) that increases or maintains the future rate and/or probability of occurrence of a behavior. | reinforcer
🗑
|
||||
| the process of pairing stimuli so that an unconditioned stimulus elicits a response. Most such responses are reflexive; they are not under voluntary control. | respondent conditioning
🗑
|
||||
| a time-out procedure that removes the student from the instructional setting as the means of denying access to reinforcement. | seclusionary time-out
🗑
|
||||
| teaching new behaviors through differential reinforcement of successive approximations to a specified target behavior. | shaping
🗑
|
||||
| a category of secondary reinforcers that includes facial expressions, proximity, contact, privileges, words, and phrases. | social reinforcers
🗑
|
||||
| making reinforcement gradually available less often or contingent on greater amounts of appropriate behavior. | thinning
🗑
|
||||
| an observational recording system in which an observation period is divided into equal intervals; the target behavior is observed at the end of each interval | time sampling
🗑
|
||||
| a stimulus that results in physical pain or discomfort to an individual (also called universal, natural, or unlearned aversive stimulus). | unconditioned aversive stimulus
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
jauthement
Popular Miscellaneous sets