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Best PX7X ever!!!
for praxis px7x
| Question | Answer |
|---|---|
| Antecedent | |
| Aversive Procedure | |
| Behavioural Objective | |
| Conditions | |
| Consequences | |
| Contingent Teacher Attention | |
| Cost Response | |
| Differential Reinforcement | |
| Discrete Learning Trial | |
| Emotional behaviour disability according to the 1991 National Mental Health and Special Education Committee | |
| Fading | |
| Fair-Pair rule | |
| Feedback | |
| Generalization | |
| Modelling | |
| Natural Consequence | |
| Negative Reinforcement | |
| Operational Definition | |
| Over correction | |
| Positive Behaviour Reinforcement | |
| Positive Reinforcement | |
| Pre-Correction | |
| Premack Principle | |
| Prompt (verbal and physical) | |
| Replacement Behaviours | |
| Shaping | |
| Social reciprocal | |
| Token economy | |
| Allocated learning time | the time that is allotted for different subjects or other components of a daily schedule at school |
| Aversive control | involves withdrawing something generally considered pleasant, or delivering something generally considered unpleasant |
| Aversive stimulus | a stimulus that is generally considered unpleasant |
| Backward chaining | the components of the behavioral chain are acquired in reverse order until the complex behavior is learned |
| Baseline data | a record of the occurrence of the behavior prior to instruction |
| Behavioral chaining | a procedure in which individual responses are reinforced for occurring in sequence to form a complex behavior |
| Behavior analysis | 1.it focuses on behavior that can be seen or heard,2.it studies the environmental influences on behavior, and 3.it uses singie subj. designs to experiment with different environmental arrangements to determine most effective |
| Behavior modification | the modification of observable and measurable operant (voluntary) behavior using systematic procedures |
| Behavior modification procedures | procedures effective in changing behavior (e.g., processes like reinforcement, negative reinforcement, shaping, and token economy are used to increase behaviors, whereas methods such as punishment and extinction are used to decrease behaviors) |
| Collaborative learning | a method for increasing student engaged learning time by having students teach other students |
| Conditional aversive presentation | a stimulus that has been paired with an aversive event, thus presenting a negative association |
| Conditioned aversive stimuli | a class of stimuli which a person learns to experience as aversive, as a result of pairing with an unconditioned aversive stimulus |
| Conditioning | through the process of pairing a primary reinforcer with a secondary reinforcer, the person becomes reinforced (or motivated) by the secondary reinforcer |
| Contingency | the planned, systematic relationship between a behavior and a consequence |
| Contingency management | the systematic use of reinforcement and punishment to develop, maintain, or change behavior |
| Continuous schedule | a schedule of reinforcement in which every response is reinforced; This technique is generally used when a person is first learning a behavior, particularly in shaping procedures |
| Cooperative learning | a method of structuring small groups of non-disabled and disabled students so that all the individuals achieve a learning goal through mutual planning and decision making |
| Deprivation | the more a consequential event is withheld from a person, the more effective it will be |
| Deviant | behavior outside what is normally expected for a particular situation |
| Extinction | a procedure for decreasing the rate of a behavior by stopping the delivery of a reinforcer |
| Individualized instruction | a tailored instructional plan that links each learning component to the student’s learning style, ability level, and rate of progress Intermittent schedule-a reinforcement in which not every response is reinforced;maintain behavior that has been learned |
| Learning environment | the physical setting and environment in which the student is instructed, along with emotional and sociological elements that influence how the student learns |
| Learning styles | the environmental, emotional, sociological, and physical elements that influence how individual students learn most effectively |
| Life space interview | a here -and-now behavioral intervention built around a child’s life experience that is applied in an effort toward increasing conscious awareness of distorted perceptions |
| Nonverbal interactions | behavioral interventions in which body language or signaling is used |
| Peer tutoring | the active involvement of a student as he or she teaches or guides one or several other students in a particular subject area |
| Planned ignoring | a technique where the teacher simply ignores the disruptive behavior; it is generally true that when attention-seeking behaviors are ignored, they become nonfunctional and decrease in frequency |
| Primary reinforcer | a reinforcer necessary for human survival |
| Proximity control | where the use of proximity results in the discontinuation of unacceptable behaviors |
| Psychodrama | a behavioral intervention that uses drama and role playing to help clarify feelings and emotions as they relate to existing reality |
| Punishment | a procedure in which an event follows a behavior and decreases the probability or rate of that behavior |
| Punisher | an event that follows the behavior and decreases the probability or rate of |
| Reality therapy | a behavioral intervention that focuses on present behavior and uses confrontational questioning to assist an individual in taking responsibility for his or her behavior |
| Reinforcement | a procedure in which an event follows a behavior and increases the probability or rate of that behavior |
| Reinforcer | an event that follows the behavior and increases the probability or rate of that behavior |
| Satiation | the more a person receives, or is satisfied with a consequential event, the less effective it will be |
| Schedules of reinforcement | statement of the contingencies on which reinforcement depends |
| Secondary reinforcer | a conditioned reinforcer (secondary reinforcer) is established by pairing a stimulus with a primary reinforcer; it then takes on the reinforcing qualities of the primary reinforcer |
| Selective attention | the ability of an individual to focus upon selected tasks or components of instruction |
| Signal interference | nonverbal techniques or signals, such as eye contact, a frown, finger snapping, toe tapping, book snapping, light flicking, and so on, that alert a child or a group to their unacceptable behavior |
| Structure | the rules and guidelines by which a classroom operates |
| Target behavior | a new behavior targeted for change |
| Time-out | the removal of a student from a reinforcing environment |
| Transactional analysis | a behavioral approach to understanding human behavior, based on the assumption that human beings can be rational and that any individual can learn to have trust in himself; think for himself, make his own decisions, and express personal feelings |
| Treatment | any method that is used in an attempt to increase (accelerate) or to decrease (decelerate) a behavior |
| Unconditioned aversive stimuli | a class of stimuli that results in physical pain or discomfort to the person |
| Verbal interventions | behavioral interventions in which spoken communication is employed |
Created by:
alliefacista08
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