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ABA Phase 1 Terms
BCBA Study SAFMEDS
| Frequency | A ratio of count per observation time. Observation is a constant standard unit of time. |
| Rate | A ratio of count per observation time. Observation is a variable standard unit of time. |
| Duration | A measure of the total extent of time in which a behavior occurs. |
| Latency | The elapsed time from the onset of the stimulus to the initiation of the response. |
| Interresponse Time | The elapsed time between two successive responses. |
| Percent of Occurrence | A proportion of observed occurrences to number of total potential opportunities. |
| Trials to Criterion | Measure of the number of response opportunities needed to achieve a predetermined level of performance. |
| Interobserver Agreement | The degree to which two or more observers report the same observed values after measuring the same events. |
| Continuous Measurement Procedures | Measurement conducted in a manner such that all instances of the response class of interest are detected during the observation period. *Frequency, Latency, Duration, interresponse time, rate, topography. |
| Discontinuous Measurement Procedures | Measurement conducted in a manner such that some instances of the response class of interest may not be detected. *Time Sampling, Percent Correct, Trials to Criterion. |
| Choice Measures | Providing two or more alternatives to an individual. Ex. Pick reinforcer, order of programs, locations, etc., |
| 7 Dimensions of ABA GET A CAB | Generality Effective Technological Applied Conceptually Systematic Analytic Behavioral |
| Applied | Select behavior for change that are social significant for the individual that improve day-to-day life of the participant. |
| Behavioral | The behavior selected must be the behavior , must be in need of improvement and must be measurable. |
| Analytic | A functional relation between the manipulated events and a reliable change in some measurable dimension of targeted behavior change. |
| Generality | Behavior change lasts over time, appears in other environments, and/or spreads to other behaviors. |
| Effective | Behavior change procedures change behavior to a significant degree. |
| Technological | All of the operative procedures are identified and described with sufficient detail and clarity. |
| Conceptually Systematically | Procedures for changing behaviors should be described in terms relevant to basic behavior principles. |
| Positive Reinforcement | Occurs when a response is followed immediately by the presentation of a stimulus and, as a result, similar responses occur more frequently in the future. |
| Negative Reinforcement | Occurs when a response if followed by a removal, termination, reduction, or postponement of a stimulus, which leads to an increase in the future occurence of that response. |
| Parameters and Schedules of Reinforcement | Immediacy of reinforcement Set an easily achieved initial criterion for reinforcement. Use high quality reinforcers of sufficient magnitude. Use varied reinforcers to maintain potent establishing operations. |
| Parameters and Schedules of Reinforcement (2) | *Use direct rather than indirect reinforcement contingencies when possible. *Combine response prompts with reinforcement. *Reinforce each occurrence of the behavior initially. *Use contingent reinforcement and praise. |
| Modeling | antecedent stimulus that evokes the imitative behavior. |
| Imitation | * Any physical movement may function as a model for imitation. * An imitative bx immediately follows presentation of the model. * The model and the bx must have formal similarity. * The model must be the controlling variable for an imitative bx. |
| Echoic Training | An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point to point correspondence and formal similarity with the response. |
| Mand Training | An elementary verbal operant that is evoked by an MO and followed by specific reinforcement. |
| Tact Training | An elementary verbal operant evoked by a nonverbal discriminative stimulus and follow by a generalized reinforcer. |
| Intraverbal Training | An elementary verbal operant that is evoked by a verbal discriminative stimulus that does not have point to point correspondence w/ that verbal stimulus. |
| Listener Training | A listener is someone who provides reinforcement for verbal behavior. A listener also may serve as a audience evoking a verbal behavior. Example: A student receptively identifying when given a verbal direction to do so. |
| Punishers | A stimulus change that decreases the future frequency of behavior that immediately precedes it. |
| Positive Punishment | Occurs when behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior. |
| Negative Punishment | Occurs when a behavior is followed immediately by the removal of a stimulus, that decreases the future frequency of similar responses under similar conditions. |
| Appropriate Parameters & Schedules of Punishment | *Onset (punisher) soon as possible after the target response. *Punish stimulus needs to be intensive- not more than necessary (greater magnitude=more immediate bx is suppressed. *Each bx is followed by punishing cons. & reinforce alt. behavior. |
| Extinction | Discontinuing reinforcement of bx that was previously reinforced. Effects are decrease fx of the bx until it reaches a pre-reinforced level or ceases to occur. |
| Non-Contingent Reinforcement | A procedure in which stimuli w/ known reinforcing properties are presented on fixed-time or variable-time schedules completely independent of the behavior. |
| Instructions | Antecedent stimulus, often verbal, that directs an individual to engage in a given bx. May/may not include a description of the consequence one will receive for the given behavior |
| Contingency Contracting | Mutually agreed upon document between parties that specifies a contingent relationship between completion of specified bx and access to specified reinforcers. |
| Arrange high-P Request | An antecedent intervention in which 2-5 easy tasks w/ a known history of learner compliance are presented in quick succession immediately b4 a low-p task. |
| Premack Principle | A principle that states making the opportunity to engage in high-probability behavior contingent on the occurence of low-frequency behavior that will function as reinforcement for the low-frequency behavior. |
| Errorless Learning Procedures | Student is not allowed to make a mistake any learning trial. If student does nothing/doesn't perform correctly, they are prompted to correctly perform the target response b4 the next trial begins or prevented from incorrectly responding at first. |
| Match to Sample Procedures | Teaching procedures in which some stimulus is presented (sample) and the student must select the correct matching object from a set of comparison selection. |
| Self-Management Strategies | Personal application of behavior change tactics that produces a desired change in behavior. |
| Token Economies | System of earning generalized conditioned reinforcement as an immediate consequence for specific behaviors. Participants accum. tokens/exchange then for items/activities from a menu of backup reinforcers. |
| Conditioned R+ | Reinforcement that increases the future frequency of behavior due to prior pairing with one or more other reinforcers. |
| Incidental Teaching | Takes advantage of naturally occurring opportunities to teach, often with student initiated activities. |
| Functional Communication Training | Teaching a new communication bx that serves the same function as another bx. Often used a a bx replacement procedure. In order to reduce a problem bx , a more socially appropriate communication response that serves the same function is taught. |
| Augmentative Communication Systems | A variety of communication systems that are used to help individuals who are having difficulty in acquiring spoken language. Ex. PECS, ipad, sign lang. |
| Determinism | The universe is a lawful and orderly place, all phenomena occur as a result of other events. |
| Empericism | Scientific knowledge is built on objective observation of the phenomena of interest. |
| Parsimony | All simple and logical explanations for the occurrence of phenomena must be ruled out first before exploring more complex/intrusive interventions. |
| Pragmatism | Reasonable & logical way of investigating questions of problems in behavioral analysis where the clinician utilizes of practical approach rooted in empirically validated research as apposed to theories & methodologies that are not empirically based. |
| Environmental Explanations of Behavior | Behavior is a function of the environment. Socially significant behavior occurs due to the environmental relations of stimuli present and the individual. |
| Radical Behaviorism | Thoroughgoing form of behaviorism that takes behavior within the skin (private events) into account. |
| Methodological Behaviorism | A form of behaviorism that only takes into account behavior that is observable and measurable to others. |
| Mentalistic Explanations | An approach to the study of behavior that assumes that some inner dimension exists outside of a behavioral dimension. |
| Conceptual Analysis of Behavior | Philosophical domain of behavior analysis w/ a primary goal is a theoretical account of all behavior consistent w/ existing data and understanding of effective interventions for interpersonal relations and cultural designs. |
| Experimental Analysis of Behavior | Basic research in lab. settings w/ human & non-human subjects to discover & clarify basic principles (funct. relations between bx & controlling variables, controlled settings, continuous data collection, machines collect data, research based w/ animals. |
| Applied Behavior Analysis | Using applied research for improving socially significant behavior & controlling variables. |
| Service Delivery | Implement and evaluate behavior change programs that consist of behavior change tactics derived from fundamental principles of behavior discovered by basic researchers that have been experimentally validated for their effects on socially significant behav |
| Behavior | Activity of living organisms that is observable and measurable. Anything that a living organism can do. The interaction of the muscles, glands and any other part of a living organism with its environment. (Johnston Pennypacker definition) |
| Response | A single instance of a specific class or type of behavior. |
| Response Class | Similar responses that occasion the same consequences when presented with stimuli of a similar stimulus class. |
| Environment | The surrounding stimuli that influence the occurrence of behavior. (individuals, materials, noises, smells, foods, ) |
| Stimulus | Anything that can have an effect on behavior. |
| Stimulus Class | Group of stimuli that share features (topographical/functional) that produce the same responses and consequences. |
| Reflexive Relations (US-UR) | Unlearned responses are elicited by antecedent stimuli. |
| Respondent Conditioning (CS-CR) | Learned responses are elicited by previously neutral stimuli that have been paired w/ unconditioned stimuli. |
| Operant Conditioning | The process and selective effects of consequences of behavior. Refers to the future frequency of behavior in similar condition. |
| Respondent- Operant Interactions | Behaviors that have been learned both respondent and operant conditioning occurring concurrently. Often associated w/ avoidance & escape contingencies w/ extremely aversive stimuli that elicit reflexive interactions (emotional responses for fears). |
| Unconditioned Reinforcement | Occurs when a bx is immediately followed by stimulus change that increases the future frequency of bx; that stimulus change functions as reinforcement even though the learner has had no prior particular learning history. |
| Conditioned Reinforcement | Occurs when a previously neutral stimulus acquires reinforcer capabilities thru previous parings is changed immediately following a bx that increases the future frequency of the bx. |
| Unconditioned Punishment | Occurs when a behavior is immediately followed by a stimulus change that decreases the future frequency of bx; that stimulus change functions as a punisher w/out having been paired w/ any other punishers. |
| Conditioned Punishment | Occurs when a bx is immediately followed by a stimulus change that decreases the future frequency of bx; that stimulus change functions as a punisher as a result of an individuals conditioning history. |
| Extinction | The discontinuing of reinforcement of a previously reinforced bx. Primary effect is to decrease in the frequency of bx until it reaches prereinforced levels or ceases to occur. |
| Automatic Reinforcement/Punishment | Reinforcement or punishment that occurs independent of social mediation of others. |
| Discriminative Stimulus | stimulus that when present, signals that reinforcement is available for a particular response to occur. |
| Motivating Operation | momentarily alters the effectiveness (value) of an established reinforcer and momentarily alters the frequency of the behavior to access reinforcer. |
| Behavioral Contingencies | The dependency of a particular consequence on the occurrence of bx. |
| Functional Relations | When a well controlled experiment reveals that a specific change in one event (DV) can reliably be produced by specific manipulations of another event (IV) & that the change in the DV was unlikely to be the result of extraneous factors. |
| Contingency-Shaped Behavior | Bx learned from actual experiencing of the consequences of given bx. |
| Rule-governed Behavior | Bx controlled by a rule.; enables human bx to come under the indirect control of temporally remote or improbable but potentially significant consequences. |
| Mand | An elementary verbal operant that is evoked by an MO followed by specific reinforcement. |
| Echoics | An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point to point correspondence & formal similarity w/ the response. |
| Tacts | An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by a generalized conditioned reinforcer. |
| Intraverbals | An elementary verbal operant that is evoked by verbal discriminative stimulus & that does not have point to point correspondence w/ that verbal stimulus. |
| Measurable dimensions of behavior | Repeatability, Temporal Extent, Temporal Locus, Derivative Measures, Definitional Measures. |
| Repeatability | Instances of a response class can occur repeatedly through time. Count, rate, Frequency, Celleration. |
| Temporal Extent | Every instance of behavior occurs during some amount of time. Duration. |
| Temporal Locus | Every instance of behavior occurs at a certain point in time w/ respect to other events. Response Latency, Interresponse time. |
| Derivative Measures | Derived from direct measures of dimensional quantities. Percentage, trials-to-criterion |
| Definitional Measures | Measured by form and intensity. Topography, Magnitude. |
| Rule | A verbal description of a behavioral contingency |
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