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aba 4teachers safmed
osu outreach grad course Applied Behavioral Analysis
| Definition | Term |
|---|---|
| AB design | |
| ABAB design | |
| A student’s response competence implying their ability to perform a newly learned skill to some criterion of accuracy | acquisition |
| alternating treatments design | |
| A stimulus that precedes a behavior | antecedent stimulus |
| Systematic application of behavioral principles to change socially significant behavior to a meaningful degree | applied behavior analysis |
| An object or event received in exchange for a specific number of points, tokens. etc. | backup reinforcers |
| Data that reflect the natural occurrence of the target behavior before intervention | baseline data |
| bar graph | |
| Any observable and measurable act of an individual | behavior |
| A statement that communicates a proposed change in behavior | behavioral objective |
| An instructional procedure that reinforces individual responses in sequence; forming a complex behavior | chaining |
| Naturally existing or teacher-created circumstances under which a behavior is to be performed | conditions |
| Any stimulus presented contingent on a particular response | consequence |
| Placing contingencies for reinforcement into a written document | contracting |
| The behavior to be changed through intervention | dependent variable |
| A condition in which the student has not had access to a potential reinforcer | deprivation state |
| A philosophical belief that events follow certain fixed patterns | determinism |
| Reinforcing a more appropriate form of a behavior than the one in which the student is currently engaged | differential reinforcement of alternative behavior (DRA) |
| Reinforcing a response that is topographically incompatible with a behavior targeted for reduction | differential reinforcement of incompatible behavior (DRI) |
| Delivering reinforcement when the number of responses in a specified period of time is less than or equal to a prescribed limit | differential reinforcement of lower rates of behavior (DRL) |
| Delivering reinforcement when the target behavior is not emitted for a specified period of time | differential reinforcement of other behavior (DRO) |
| Behaviors with a clearly discriminable beginning and ending | discrete behaviors |
| An antecedent that serves as an appropriate cue for occasioning a response results in reinforcement | discriminative stimulus (SD) |
| Recording the amount of time between the initiation of a response and its conclusion | duration recording |
| Statements providing the framework for planning an academic year or an entire unit of learning | educational goals |
| Recording a frequency count of behavior as it occurs within an observation period | event recording |
| Withholding all reinforcement for a previously reinforced behavior to reduce the occurrence of the behavior | extinction |
| The second level (after acquisition) of student competence that describes the rate at which students accurately performs a response | fluency |
| The number of times a behavior occurs during an observation period | frequency |
| A quasi-causative relation that exists if the dependent variable changes in the desired direction with the introduction of the independent variable | functional relation |
| Gathering information in order to form a hypothesis as to variables occasioning or maintaining a behavior | functional assessment |
| Expansion of a student’s capability of performance beyond those conditions set for initial acquisition | generalization |
| The treatment or intervention that the experimenter manipulates in order to change a behavior | independent variable |
| A written educational plan developed for every school-aged student eligible for special education services | individualized educational program |
| A legal term meaning that the parents and student have been fully informed of all information relevant to the activity | informed consent |
| Schedules in which reinforcement follows some (but not all) correct or appropriate responses or follows a period of appropriate behaviors | intermittent schedules |
| An observational recording system in which the observer counts the number of intervals when the behavior occurs | interval recording |
| Any change in a person’s environment that is designed to change that person’s behavior | intervention |
| Recording the amount of time between the presentation of the SD and the initiation of a response | latency recording |
| Behavior that can be predicted by knowledge of antecedent events and a history of reinforcement | lawful behavior |
| The ability to perform a response over time; even after systematic applied behavior procedures have been withdrawn | maintenance |
| Demonstrating a desired behavior in order to prompt an imitative response | modeling |
| multiple baseline design | |
| The contingent removal of an aversive stimulus immediately following a response that increases the future probability of the response | negative reinforcement |
| Providing concrete examples of a target behavior | operational definition |
| Providing students with more practice than is required for initial mastery | overlearning |
| Simultaneous presentation of primary and secondary reinforcers to condition the secondary reinforcer | pairing |
| Recording tangible items or environmental effects that result from a behavior | permanent product recording |
| The contingent presentation of a stimulus immediately following a response, which increases the future probability of the response | positive reinforcement |
| A principle stating that any high-probability activity may serve as a positive reinforcer for any low-probability activity | Premack principle |
| Stimuli that may have biological importance to an individual; such stimuli are innately motivating | primary reinforcers |
| Collection of data at scheduled intervals rather than continuously | probes |
| An added stimulus that increases the probability that the SD will occasion the desired response | prompt |
| The contingent presentation of a stimulus immediately following a response, which decreases the future probability of the esponse | Punishment |
| The consistency of data collection reports among independent observers | reliability |
| Unprogrammed changes in similar behaviors when a target behavior is modified | response generalization |
| A condition that occurs when there is no longer a state of deprivation | satiation |
| The process by which students provide themselves with prompts in order to direct or maintain a particular behavior | self-instruction |
| Data collection on one’s own behavior | self-recording |
| Administering consequences to oneself | self-reinforcement |
| Circumstances in an individual’s life that temporarily alter the power of reinforcers | setting events |
| Teaching new behaviors through differential reinforcement of successive approximations to a specified target behavior | shaping |
| The importance of behaviors changed to the community; the acceptability of procedures to consumers | social validity |
| A set of characteristics shared by all members of a set and only the members of that set | stimulus class |
| The relation in which an antecedent causes or cues the behavior to occur. Repeated occurrences of the behavior depend on its being reinforced | stimulus control |
| Performance under condition other than those present during acquisition | stimulus generalization |
| The process of breaking down a complex behavior into its component parts | task analysis |
| The ultimate goal of an intervention | terminal behavior |
| A discrete opportunity for occurrence of a behavior | trial |
| Attributes unique to the individual involved in the study or to conditions associated with the environment of the study | variable |
| Consent obtained without recourse to threats or rewards | voluntary consent |
Created by:
jodieo1
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