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Task List G
Behavior change procedures
| Term | Definition |
|---|---|
| Reinforcement | This increases or maintains future behavior. |
| Positive Reinforcement | A stimulus presented after a response that increase that response in the future |
| Negative Reinforcement | A stimulus removed after a response that increases that response in the future |
| Habilitation | A person's repertoire has been changed (due to generalization) so that reinforcers are maximized and punishers are minimized. |
| Adaptation | The gradual change in behavior that often occurs after an individual moves to a new environment OR when novel stimuli are introduced to a new environment. |
| Habituation | A decrease in response to a repeated presentation of a stimulus. |
| Antecedent | Manipulation before the behavior occurs |
| Motivating Operation (MO) | Altering the value/effectiveness of stimulus, object, or event |
| Discriminative Stimulus (SD) | A cue or stimulus that is present when a bx is reinforced |
| Stimulus Delta (S-Delta) | A stimulus in the presence of which a behavior has not produced reinforcement in the past |
| Conditioned Reinforcers | Neutral stimuli that are paired with reinforcers to gain reinforcing properties. These require a learning history. |
| Secondary Reinforcers | What is another name for Conditioned Reinforcers? |
| Generalized Conditioned Reinforcers (GCR) | Reinforcers that can be used in a variety of situations and for a variety of behaviors. |
| Primary Reinforcers | Sex - Air - Warmth - Water - Are all ______ _______. |
| Stimulus Prompt | Changing the shape or size of a stimulus |
| Response Prompt | You evoke the response you want to see. The desired response. |
| Errorless Prompts | You block and redirect a response before the response is incorrect |
| Most-to-Least Prompts | Start with the most intrusive prompt, and slowly fade to less intrusive |
| Least-to-Most Prompts | Start with the least intrusive prompt, and increase the prompt intensity |
| Graduated Guidance | A type of physical prompting. Add as much physical prompting is needed, and then fade immediately |
| Prompt Delay | Increase the time between the SD and the prompt |
| Prompt Fading | Removing the prompt systematically to transfer control to the real SD. Prevents prompt dependency. |
| Imitation | The learner is copying a skill or ability. Evoked/Provoked by a nonverbal SD. |
| Modeling | Demonstrating a skill or ability for a learner |
| Shaping | Successive approximations. This is an important part of shaping and modeling. |
| Instructions | A response prompt that tells you what to do. These can be vocal, written, typed, etc. |
| Rules | A verbal statement of a contingency (if/then). Behavior is not maintained by the actual consequences, but by the stated contingency. |
| Shaping | Steps of smaller responses that lead to a final or terminal response. |
| 3 ways to conduct a task-analysis: | 1. Observe someone 2. Consult with Experts 3. Perform the bx yourself |
| Forward Chaining | Teaching and reinforcing the first step first, and prompting through the rest of the chain. Teach and reinforce starting from the beginning. |
| Backward Chaining | Teaching and reinforcing the last step first, and prompting the other steps. Teach and reinforce from the end. |
| Total Task Chaining | Performing the entire chain, and only teaching specific steps. Useful when most of the chain is known, or the ability level is high for the client. |
| Behavior Chain Interruption Strategy | Purposely changing or interrupting a chain in order to evoke a new or novel response. |
| Behavior Chain with a Limited Hold | A behavior chain that involves one or more steps that must be completed within a certain amount of time (the limited hold) |
| Discrete Trial Training (DTT) | What is a traditional ABA teaching with a clear beginning, middle, and end? It's great for teaching and strengthening behaviors. |
| Naturalistic Teaching | Naturally occurring teaching opportunities |
| Free-Operant | With this type of teaching no SD is necessary for the response to occur. The response can happen multiple times |
| Discrimination | The ability to identify a stimulus amongst other stimuli. This is taught through differential reinforcement. |
| Verbal Behavior | Reinforcement that is socially mediated by another person's behavior. |
| Mands | Reinforce requests with the requested item. Use prompts and differential reinforcement to teach appropriate manding. |
| Tacts | Labeling in the presence of a nonverbal stimulus |
| Echoics | the repetition of words, phrases, or sentences by a speaker. Reinforce with general conditioned reinforcers. |
| Intraverbals | Conversational verbal behaviors under the control of verbal SDs. |
| Verbal Behavior | Language that is reinforced by another person's behavior. Sign language, AAC devices, written, word, picture exchanges, etc. are all examples of this? |
| Function | What term defines why a behavior occurs? |
| Form | What term defines what a behavior looks like? |
| Formal Similarity | When the antecedent and the response share the same sense mode. |
| Point-to-point Correspondence | When the verbal stimulus and response products match in entirety |
| Autoclitic | Modifies verbal operants |
| Transcription | This verbal operant is when you write what you see |
| Textual | This verbal operant is when you read what you see |
| Reflexivity | A learner demonstrates this when they are able to engage in a matched sample in which they are NOT taught that "A = A" but are still able to match the stimuli. |
| Symmetry | A learner demonstrates this when they are independently able to engage in a matched sample where they are taught "A = B" and then discover that "B = A" by default. |
| Transitivity | A learner understands this when they are taught "A = B" and "B = C", and then proceed to demonstrate the understanding that "A = C". |
| High-P/Low-P Request | Presenting the learner with multiple easy requests before presenting the difficult request |
| DRI (Diff Rein of Incompatible Bx) | Replacement bx CAN'T occur at the same time as old bx |
| DRA (Diff Rein of Alternative Bx) | Replacement bx CAN occur at same time as old bx |
| DRO (Diff Rein of Other Bx) | Reinforcement occurs in the absence of target bx. |
| FCT - Functional Comm Training | Reinforcing this type of communication in place of maladaptive behavior |
| DRL (Diff Rein of Lower raters of Bx) | You are not eliminating the behavior, but you are reinforcing if the bx happens less than a specified amount. |
| DRH (Diff Rein of Higher rates of Bx) | Reinforce if the bx happens more than a specified amount after a set interval |
| DRD (Diff Rein of Diminishing rates of Bx) | Lowering rates of behavior reinforced only if behavior occurs less than a set criterion during a set interval |
| Extinction | Discontinuing reinforcement of a previously reinforced behavior. |
| SORRER - Shock, Overcorrection, Reprimand, Response Block Exercise, Redirection | What are the 6 types of positive (+) punishment (dec. future freq) procedures? |
| Response Cost (BFE- "Best Friends for Ever" Bonus Response Cost, Fines, & Exiting Cache Response Cost) & Time-Out (Non-Exclusionary, Exclusionary, & Seclusion) | What are the 2 types of negative (-) punishment (dec. future freq.) procedures? |
| Token Economy | A reinforcement strategy where generalized reinforcers (tokens) are exchanged for backup reinforcers (something the learner wants). |
| Dependent Group Contingency | This group contingency is met when one person, or a select few people, engage in the target behavior. "Hero" |
| Independent Group Contingency | This group contingency rewards each individual in the group when they engage in the target behavior. Responsible for self. |
| Interdependent Group Contingency | This group contingency rewards the group when the entire group engages in the target behavior. |
| Description of task, reward, task record (criteria), consequences, and signatures. | What are the required items of a contingency contract/bx contract? |
| Self-Management or Self-Control | The personal application of behavior change that produces a change in behavior |
| Self-monitoring | A person observes and responds to their behavior they are trying to change |
| Self-evaluation | A person evaluates their own performance relative to another standard |
| Self-instruction | Self-talk, an individual prompts themselves to engage in a response |
| Mass Practice | Performing the undesired behavior repeatedly in an effort to reduce the behavior |
| CLEMMING TRAP = Common Stimuli, Train Loosely, Multiple Exemplars, Mediation, Self-Management, Indiscriminable Contingencies, Negative Examples, General Case Analysis, & Bx Trap | What are the procedures used to promote stimulus/response generalization? |
Created by:
ndillard