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ABA
342 Chapter 28
| Question | Answer |
|---|---|
| behaviour trap | some contingencies or reinforcement are powerful producing long lasting behaviour change |
| contrived contingency | contingency or reinforcement or punishment designed and implemented by BA or practitioner to achieve acquisition maintenance or target behaviours |
| contrived mediating stimulus | any stimulus made functional for the target behaviour in instructional setting that later prompts or aids learner in performing target behaviour in generalization setting |
| general case analysis | systematic method of selecting teaching examples that represent full range of stimulus variations and responses requirements in generalizing setting |
| generalization | behavioural processes and behaviour change outcomes |
| generalization across subjects | behaviour change in people not directly receiving intervention |
| generalization probe | measurement of individuals performance of target behaviour in a setting or stimulus situation in which direct training has not been provided |
| generalization setting | different place then where instruction taught that is meaningful and performance of behaviour desired |
| indiscriminable contingency | learner cannot discriminate whether the next response will produce reinforcement |
| instructional setting | environment where instruction is taught to student planned or unplanned |
| lag reinforcement schedule | reinforcement contingent on a response being different in some defined way from previous response |
| multiple exemplar training | instruction that provides practice with variety or response topographies to ensure acquisition of desired response forms and generalization in the form untrained topographies |
| naturally existing contingency | contingency of reinforcement or punishment that operates independent of therapists |
| programming common stimuli | including typical features of the generalization setting into the instructional setting |
| response generalization | individual emits untrained responses that are functionally equivalent to trained target behaviour |
| response maintenance | individual continues to perform target behaviour after learned during intervention |
| setting,situation generalization | individual emits behaviour in a different setting then where instruction took place |
| teaching sufficient examples | teaching the student to respond to subset of all possible stimulus and responses and then assessing student performance |
| teaching loosely | randomly varying non critical aspects of the instructional setting within and across teaching sessions |
Created by:
ilaj