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Vocab BehMod
| Question | Answer |
|---|---|
| Adaptation | The phrase in a behavioral program during which the student is allowed to adjust to novel stimuli in the new learning environment |
| Attenuation | The process of gradually making a schedule of reinforcement more and more intermitted |
| Auditory reinforcement | Any sound (e.g., music) for which the student will respond. |
| Aversive stimulus | A stimulus that has the effect of decreasing a behavior when it is presented as a consequence of (contingent upon) that behavior. Its is any stimulus that the individual will actively work to avoid |
| Avoidance learning | The learning that occurs when a response is made in order to avoid or escape something that is unpleasant |
| Backward chaining | A procedure in which the first response in a behavior chain is taught last. |
| Baseline | The period of time during which a behavior is observed and measured without any intervention (training). |
| Behavior | Any observable and measurable act of the student (response) |
| Behavior chain | A sequence of stimuli and responses that ends with a terminal reinforcer. It is also called stimulus response chain. |
| Behavior frequency | The number of times a behavior occurs during a specific period of time (see also Frequency counting) |
| Behavioral objective | A written statement that describes three things about an individuals performance of a desired behavior:1.What the behavior is; 2.How much or how well it is done; 3.The circumstances under which it is done |
| Behavioral physical restraint | A procedure in which the student is prevented from moving his limbs and or/body for a pre-specified period of time following the performance of misbehavior. (See also physical restraint) |
| Behavioral repertoire | The behaviors that a particular student, at a particular time is capable of performing |
| Behavioral verb | A description of the measurable behavior the student will be expected to perform. (See also behavioral objective) |
| Bootleg reinforcement | The reinforcement that an individual receives (usually attention from peers) during a period in which no reinforcement is to be received (e.g., timeout or extinction) |
| Bridging stimulus | A stimulus used to connect the time interval between the performance of the behavior and the consequence programmed to follow that behavior |
| Conditioned aversive stimulus | A neutral stimulus that has acquired its aversive or punishing properties from being repeatedly paired with a punishing event |
| Conditioned reinforcer | A previously neutral stimulus that has acquired its reinforcing properties from being repeatedly paired with a reinforcer |
| Conditions | The circumstances in which behavior is to be performed. (See also behavioral objective) |
| Consequence | The event that happens to the student after the response occurs. (See also instructional cycle) |
| Contingency | The relation between the response (the target behavior) and the consequence |
| Contingent observation | A type of non-exclusionary timeout in which the student sits on the perimeter of the room and observes others being reinforced for appropriate behavior during the time out interval. (See also non-exclusionary timeout) |
| Contingent reinforcement | Reinforcement that depends upon a specific response |
| Continuous recording | The recording of each behavior every time it occurs throughout the recording period |
| Criterion | A description of how much or how well a behavior is to be performed. It is also called a criterion level. Criteria are used to evaluate the success of a behavioral program. (See also behavioral objective) |
| Criterion level | See criterion |
| Custodial physical restraint | A procedure in which the student is non-contingently prevented from moving his limbs and/or body for an unspecified period. It is commonly used in custodial facilities |
| Deprivation | The state that occurs when a reinforcer has been withheld until it is once again effective in increasing or maintaining a behavior. It is the opposite of satiation |
| Differential reinforcement of appropriate behavior (DRA) | A procedure in which a reinforcer is given following the performance of a pre-specified appropriate behavior |
| Differential reinforcement of incompatible behavior (DRI) | A procedure in which a reinforcer is given following the performance of a pre-specified appropriate behavior that is physically and functionally incompatible with the targeted inappropriate behavior |
| Differential reinforcement other behavior (DRO) | A procedure in which a reinforcer is given at the end of a specified interval provided that a pre-specified misbehavior has not occurred during the interval |
| Edible reinforcer | The foods preferred by the student |
| Elicited aggression | The aggressive behavior directed toward anyone or anything except the source of punishment |
| Entry behavior | Those behaviors that the student possesses before instruction begins |
| Exclusionary timeout | A type 2 punishment procedure in which the misbehaving student is removed from the reinforcing environment for a specific period of time. |
| Extinction | The withholding of the reinforcer that has been sustaining or increasing a behavior |
| Fading | The gradual removal of a prompt |
| Fixed interval schedule | A schedule of reinforcement in which the reinforcement follows a predetermined |
| Forward chaining | A procedure in which the first response is taught first and the last response is taught last |
| Frequency counting | A recording method in which the number of times a behavior occurs during a specific period of time is tallied |
| Full graduated guidance | The segment of a graduated guidance procedure in which the trainer physically guides the performance of the desired behavior |
| Generalization | The occurrence of a particular behavior, or behavior similar to it, in a situation in which training has not taken place |
| Gestural prompts | A motor behavior (e.g., pointing) that is presented to cue the performance of a particular response. |
| Graduated guidance | A technique combining physical guidance and fading in which the physical guidance is systematically and gradually reduced and then faded completely. It has three parts; full graduated guidance, partial graduated guidance, and shadowing |
| Imitation | The response of matching the behavior of a model |
| Imitative prompt | A discriminative stimulus provided by a model in which the models behavior is to be imitated |
| Incompatible behavior | A behavior that cannot be emitted simultaneously with another behavior because they are functionally or physically incompatible. It is also a behavior that interferes with performance of another behavior (see also DRI) |
| Initial behavior | A behavior that the student performs before instruction begins and that resembles the target behavior in some way. It is the first behavior reinforced in a shaping procedure |
| Instructional cycle | The stimulus, response, and consequence series. It is also called (three-term contingency) |
| Intermitted reinforcement | The reinforcement of some, but not all, occurrences of a response |
| Interval schedule of reinforcement | A reinforcement schedule based on the interval of time between reinforced responses. There are two kinds of interval schedules: fixed interval and variable interval |
| Intervention | The action that is taken to change a target behavior |
| Least restrictive treatment of model | A list of behavioral based treatment procedures for decreasing the inappropriate behavior of retarded persons in which the procedure are ranked according to their aversiveness, severity, and intrusiveness |
| Manual guidance | See physical guidance |
| Manual restraint | The use of physical contact, with the trainer’s hand and/or body, in a behavioral physical restraint procedure. The restraint is contingent on the performance of a particular misbehavior |
| Mechanical restraint | The use of devices such as straps or helmets in a behavioral physical restraint procedure. The non-contingent use of these devices is called custodial restraints |
| Modeling | The presentation of a behavior to be imitated. See also imitation |
| Natural consequence | A consequence that is not programmed but rather is provided by the environment |
| Negative modeling | An undesirable side effect of punishment of interventions whereby the punished person may imitate the punishing behavior of the person providing the punishment |
| Negative practice | A procedure in which the misbehaving person is required to repeatedly practice the inappropriate behavior |
| Non-contingent reinforcement | Reinforcement that is not related to any specific response |
| Non-exclusionary timeout | A type 2 procedure in which the misbehaving student is allowed to remain in the reinforcing environment, but is not allowed to engage in reinforcing activities for a specific period of time. |
| Operant aggression | The aggressive behavior directed towards the source of punishment |
| Operant behavior | A behavior that is controlled by its consequences |
| Operant level | A description of the frequency of a behavior before instruction begins |
| Overcorrection | A type 1 punishment procedure in which the misbehaving student is required to overcorrect the environmental effects of the misbehavior and/or practice appropriate forms of behavior in those situations in which the misbehavior commonly occurs |
| Partial graduated guidance | The segment of a graduated guidance procedure in which the trainer fades the amount of physical guidance so that the student gradually performs the desired behavior with less assistance |
| Physical guidance | The guidance of the performance of a behavior using constant and continuous physical contact (see also manual guidance) |
| Physical prompt | Any form of physical contact between the trainer and the student that is presented to cue the performance of a particular response |
| Physical restraint | A procedure in which the student is prevented from moving his limbs and/or body (there are two types: behavioral and custodial) |
| Positive reinforcement | The delivery of a positive reinforcer contingent upon a response of behavior |
| Positive reinforcer | A stimulus that, when presented as a consequence of a behavior, results in an increase or maintenance of that behavior |
| Premack principle | A procedure in which behavior the student performs frequently is used to reinforce a behavior the student seldom performs |
| Prompt | An auxiliary discriminative stimulus that is presented to cue the student to perform a specified behavior. Prompts are usually faded before the terminal behavior has been achieved. There are three types of prompts: verbal, gestural, and physical |
| Punisher | Any event that decreases the future probability of the response it follows. It is also called a punishing consequence |
| Punishment | A procedure that decreases the future probability of a behavior |
| Ratio schedule of reinforcement | A reinforcement schedule based on the number of responses that are performed. There are two kinds of ratio schedules: fixed ration and variable ration |
| Reinforcement | A procedure that maintains or increases the future probability of a behavior |
| Reinforcer | Any event that maintains or increases the future probability of the response it follows. It is also called a reinforcing consequence |
| Reinforcing consequence | See reinforcer |
| Reinforcing incompatible behavior | See DRI |
| Reinforcing consequence | See reinforcer |
| Rumination | A maladaptive behavior in which the person regurgitates (vomits) and then either chews and re-swallows the vomitus or expels it from their mouth. It can be life threatening or not. It is generally considered a form of self stimulation |
| Satiation | The state that occurs when a reinforcer has been presented to the point that it is no longer effective in increasing or maintaining a behavior. It is the opposite of deprivation |
| Schedule of reinforcement | A description of when a reinforcer is to be delivered. It is also called reinforcement schedule |
| Sensory reinforcer | Any sensations that the student likes or enjoys. Sensory reinforcers include: tactile, vibratory, olfactory, visual, and auditory reinforcers |
| Shadowing | The segment of a graduated guidance procedure in which the amount of physical guidance has been faded to the point that the trainer has no physical contact with the student, but is prepared to reapply full or partial graduated guidance should the behavior |
| Shaping | The reinforcement of successive approximations of a target behavior to procedure a behavior that is currently not in the students behavioral repertoire |
| Social reinforcer | A smile praise, attention, or friendly remarks that the student likes or enjoys |
| Spontaneous recovery | The reappearance of a behavior that had been eliminated by means of an extinction process |
| Stimulus | Any physical object or occurrence in the environment that may se the occasion for a response to occur. Stimuli frequently used in behavioral programs included reinforcing stimuli, adverse stimuli, and discrimination stimuli. (See also instructional cycle) |
| Stimulus- response chain | See behavior chain |
| Successive approximations | A series of responses that more and more closely resemble the specific target behavior |
| Tactile reinforcer | Any type of skin to skin contact between trainer and student for which the student will respond (e.g., hug, pat, handshake) |
| Target behavior | A desired behavior that does not occur or that occurs infrequently that we wish to establish or increase. It is also called a terminal behavior. In a behavioral education program, it is the inappropriate behavior that is to be decreased or eliminated |
| Task analysis | A detailed description of each behavior needed to accomplish a behavioral objective given the students current ability level |
| Three-term contingency | See instructional cycle |
| Time sampling | A recording method in which the student is observed or fixed intervals (e.g., every 5 minutes) for a specified period of time (e.g., 30 seconds) and the occurrence or absence of a behavior during each interval is recorded |
| Timeout | A type 2 punishment procedure in which positive reinforcement is withdrawn for a pre-specified period of time following the performance of misbehavior. There are two types of timeout: exclusionary and non exclusionary |
| Timeout interval | The period of time that the timeout program is in effect following a pre-specified undesirable behavior |
| Type 1 punishment | The application an aversive event following misbehavior. (See also punishment) |
| Type 2 punishment | The withdrawal of a positive reinforcer following misbehavior (see also punishment) |
| Variable interval schedule | A schedule of reinforcement in which the reinforcer follows the first pre-specified response after different intervals of time have elapsed such that over time a specific average intervals is maintained |
| Variable ratio schedule | A schedule of reinforcement in which the reinforcer follows a different number of responses each time such that over time a specific average number of responses is reinforced |
| Verbal prompt | A verbalization, usually an instruction (e.g., “look at me”), that is presented to cue the performance of a particular response |
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