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RBT Definitions
| Term | Definition |
|---|---|
| Confirmation Bias | the tendency to pay more attention to facts that support our beliefs and dismiss those that do not |
| Science | Systematic study of worldly phenomena through observation and experiment |
| Scientific Method | Observe, Define, Hypothesize, Test, Conclude |
| Tenet | A widely held principle or belief |
| Behavior Analysis | the science of human behavior |
| Applied Behavior Analysis | the scientific practice of applying the principles of behavior analysis to solve socially meaningful human problems |
| Behavior | Any human action that can be observed and measured |
| Functional Behavior Assessment | A process for determining the environmental events that elicit problem behavior |
| Function | How a behavior is used to meet the reinforcement needs of the person exhibit it. The purpose of the behavior. |
| Behavior Reduction Plan (BRP)/Behavior Intervention Plan (BIP) | A written set of instructions for teaching behavioral skills to replace problem behavior. |
| Skill Acquisition Plan | A set of teaching procedures for achieving goals that have been broken down into benchmark objectives |
| Empiricism | Theory that knowledge derives from sensory experience |
| Law of Effect | Behaviors followed by pleasant consequences are likely to be repeated. Behavior followed by unpleasant consequences are not likely to be repeated. |
| Classical Conditioning | Learning processes in which neutral stimulus (NS) becomes a conditioned stimulus (CS) through repeated pairing with an unconditioned stimulus (UCS) |
| Stimulus | An environmental event that elicits a behavioral response |
| Unconditioned Stimulus (UCS) | A stimulus that elicits a reflective response |
| Conditioned Stimulus (CS) | A previously neutral stimulus that takes on the eliciting properties of an unconditioned stimulus, through repeated pairings with that unconditioned stimulus. |
| Neutral Stimulus | A stimulus that does not elicit the response of interest |
| Reflex | An automatic response to an unconditioned stimulus that occurs in all members of a species. Also called an unconditioned response (UR) |
| Generalization | Conditioned responding that happens with novel neutral stimuli that was never paired with other conditioned or unconditioned stimuli |
| Operant Conditioning | Responding is conditioned through manipulation of consequences according to the law of effect. |
| Three-term Contingency | Behavior is explained by analyzing it according to the antecedent stimuli and the consequences that follow; i.e. antecedent-behavior-consequence |
| Consequences | Can either be reinforcers or punishers |
| Reinforcer | Stimulus change that follows a behavioral response and increases the likelihood that response will occur again (strengthens the behavior) |
| Punisher | A stimulus change that follows a behavioral response and decreases the likelihood of the response recurring (weakens the behavior). |
| Operant | the basic unit of behavior |
| Radical Behaviorism | School of behaviorism that views behavior as a natural event resulting exclusively from interactions with the environment |
| ABC Recording | A method of descriptive data collection in which the antecedents and consequences surrounding a behavior of interest are recorded |
| Motivating Operation | An event or condition that alters the value of consequences and the probability of behaviors that have been previously associated with such consequences. MO's may be categorized as establishing or abolishing. |
| Single Subject Design | Research method in which treatment effectiveness is shown by demonstrating change from one condition to the next in an individual or small group |
| Token Economy | A system of behavior change in which desired behaviors are reinforced with tokens which can be accumulated and exchanged for other reinforcers |
| Positive Behavior Support | An approach to supporting people who have challenging behavior that utilizes applied behavior analysis aligned with the values of normalization and person centered care |
| Functional Analysis | Direct form of functional behavior assessment in which antecedents and consequences are systematically tested to determine the controlling variables of a specific target behavior. |
| Functional Communication Training | A differential reinforcement technique that teaches the person to engage in communicative responses as a replacement for problem behavior |
| Delay/Denial Tolerance | A component of functional communication training that teaches the learner to first accept delays in receiving requested items/activities, then the accept denials, without displaying problem behavior |
| When, What, How | Elements of observable statements |
| Continuous Data Collection | Captures ever possible occurrence by recording either every instance of behavior or the actual duration of each instance of behavior |
| Phases of Learning a New Skill | Acquisition, Fluency, Maintenance, Discrimination and Generalization |
| Discontinuous Data Collection | Captures a sample of behavior during an observation by recording whether the behavior is occurring at designated points in time. |
| Continuous Numbers | Numbers that occur in a range; used for collecting data on behavior with unclear stop and start points. |
| Discrete Numbers | Whole numbers used for measuring behaviors that have an easily discernable stop and start. |
| Dead Man's Test | If a dead man can do it, it is not behavior. |
| Social Validity | The degree to which treatment goals and procedures are acceptable and meaningful to recipients and their communities of support. |
| Automatic Reinforcement | Behavior is maintained by sensory mechanisms independent of the social environment. |
| Behaviors are responses to ........ | Stimuli |
| Pairing | Presenting a stimulus with a highly reinforcing stimulus or highly punishing stimulus in order to condition it to have the same reinforcing or punishing properties. |
| Positive Reinforcement | A behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior occurring in similar circumstances. |
| Negative Reinforcement | A behavior is followed immediately by the removal, terminating, reduction or postponement of a stimulus that increases the future frequency of the behavior in similar circumstances. |
| Fixed Interval (FI) | Delivery after the target response is given after a known amount of time has passed. |
| Fixed Ratio (FR) | Delivery after a certain number of responses are given. |
| Fixed Time (Noncontingent; FT/NCR) | Delivery after a certain amount of time has passed regardless of behavior. |
| Continuous Reinforcement Schedule | Every instance of the targeted behavior is reinforced (FR 1) |
| Satiation | A decrease in motivating operations resulting from over-exposure to the reinforcer. |
| Variable Interval (VI) | Delivered after the target response is given after an unknown and changing amount of time has passed. |
| Variable Ratio (VR) | Delivered after an unknown and changing number of responses given. |
| Variable Time (Noncontingent; VT/NCR) | Delivered after an unknown and changing amount of time has passed regardless of behavior. |
| Punisher | Stimulus change that occurs after a behavior and decreases future occurrences of the behavior. |
| Positive Punishment | Presentation of an undesired stimulus following a behavior. This leads to a decrease in the future frequency of that behavior. |
| Negative Punishment | Removal of a desired stimulus following a behavior. This leads to a decrease in the future frequency of that behavior. You have it -- You like it -- I take it away. |
| Behavioral Contrast | Changes in consequence delivery in one context that cause behavioral changes leads to opposite changes in behavior in other contexts. |
| Learned Helplessness | Repeated punishment in the absence of reinforcement for alternative behaviors leads to a cessation of all actions. |
| Normalization | Social justice movement designed to make available to all people with disabilities patterns of life and conditions of everyday living which are as close as possible to the regular circumstances and way of life or society. |
| Restraint | Physically holding/securing the individual, either briefly to interrupt and intervene with severe problem behavior or for an extended period of time using to prevent otherwise uncontrollable problem behavior that has potential to produce serious injury |
| Seclusion | Isolating an individual from others to interrupt and intervene with problem behavior that places the individual or others at risk of harm |
| Habituation | A decrease in an individuals response to stimulus after the stimuli are repeated. |
| Response Blocking | Physically blocking the completion of a problem behavior |
| Self-Stimulatory Behavior | Repetition of non-purposeful movement or sounds |
| Pica | Purposeful ingestion of inedible materials |
| Overcorrection | A requirement to perform effortful behavior that is functionally or logically related to the problem behavior as consequence for the problem behavior. |
| Verbal Operant | A unit of verbal behavior that responds to motivating operations and/or discriminative stimuli and functions to obtain reinforcement from the environment. |
| Point to Point Correspondence | The stimulus and response products match in entirety; that is, the response is an exact duplication of the stimulus |
| Echoics | A form of verbal behavior where the speaker repeats the same sound or word that was said by another person, like an echo |
| Mand | A request for something wanted or needed or a request to end something undesirable. |
| Tact | Labeling or naming objects, actions or events |
| Intraverbal | A form of verbal behavior where the speaker responds to another's verbal behavior |
| Augmentive and Alternative Communication | Forms of communication that do not require speaking |
| Sign Language | A mode of communication that employs signs made with the hands and other movements including facial expressions and postures of the body to communicate messages. |
| Prompt | A supplemental, antecedent stimulus that is used when a stimulus does not reliably control a target response. |
| Prompt Fading | Gradually reducing prompting procedures |
| Response Effort | The amount of ease or difficulty with which a person can complete a task. This influences the frequency with which the task will be performed. |
| Prompt Dependence | Continued reliance on a prompt to initiate the performance of a mastered behavior. |
| Stimulus Control | Behavioral response occurs in the presence of a particular stimulus but not in its absence. |
| Stimulus Control Transfer | Systematic reduction of prompts and reinforcement to achieve the final goal of stimulus control. |
| Prompt Delay | A stimulus control transfer procedure in which the trainer inserts a pause between the discriminative stimulus and the supplemental prompt in order to give the learner time to respond without depending on the prompt. |
| Salience | Degree to which an object or characteristic is noticeable. |
| Stimulus Fading | Gradually decreasing the saliency of a stimulus prompt. |
| Task Analysis | Breaking a skill down into a sequence of smaller, more manageable components or steps. |
| Chaining | A teaching procedure in which reinforcement is given for completing the steps in a task analysis. |
| Forward Chaining | A teaching process in which reinforcement is delivered upon completion of the first step in a task analysis then for combining the first and second steps, and so on until responsibility for the entire chain is required. |
| Backward Chaining | A teaching process in which reinforcement is delivered upon completion of the last step in a task analysis, then combining the last two steps and so on until responsibility for the entire chain is required. |
| Total Task Chaining | A teaching process in which reinforcement is delivered upon completion of each step in a task analysis and prompts are faded at each step as the skill is acquired. |
| Behavioral Momentum | Using a series of high probability requests to increase compliance with low probability requests. |
| Clinical Scientist Model | The practice of using a scientific approach to delivering clinical services. |
| Evidenced-Based Practice | The integration of best available research with clinical expertise while taking in to account client characteristics. |
| Pseudoscience | Treatments that are presented as if they have a scientific basis, but have not or cannot be supported scientifically |
| Dimensions of Applied Behavior Analysis | Generalizable, Effect, Technological, Applied, Conceptually Systematic, Analytic, Behavioral |
| Reliability | The degree to which data is replicable |
| Interobserver Agreement (IOA) | Percent agreement between data collected simultaneously by two independent observers recording the same observation |
| Total Count IOA | Smaller/Larger X 100 |
| Mean Count IOA | Interval 1 IOA + Interval n IOA/n intervals X100 |
| Exact Count IOA | # intervals 100% IOA/n intervals X 100 |
| Trial by Trail IOA | # agreed trials/n trials X 100 |
| Scored or Unscored IOA | # agreed intervals [scored or unscored]/# intervals [scored or unscored] X 100 |
| Total Duration IOA | Shorter Duration/Longer Duration X 100 |
| Mean Duration IOA | Duration R1 IOA + Duration Rn IOA/n responses X 100 |
| Validity | the degree to which data accurately reflect the phenomenology they are reported to describe. |
| Accuracy | Is the obtained value reflective of the true value |
| Representativeness | Does the data represent the behavior across times, conditions and settings |
| Relevance | Does the data capture the most relevant dimensions of the target behavior |
| Significance | Is the measured behavior socially significant. |
| Valid data __________be reliable | Must |
| Reliable data __________ necessarily valid | Is not |
| Frequency | The number of times a behavior occurs. Also called count. |
| Rate | Number of times a behavior occurs in a given time frame. Expressed "n occurrences per x time period". |
| Duration Data: | Data that reports the amount of time that passed between the beginning and ending of a behavioral occurrence. |
| Latency | Amount of time that passes between a stimulus and initiation of the behavioral response. |
| Inter-Response Time | The amount of time that elapses between iterations of a behavior. |
| Partial Interval Recording | Method of discontinuous data collection in which behavior is marked as occurring or not occurring at an point during the interal, regardless of duration or frequency. |
| Whole Interval Recording | Method of discontinuous data collection in which the interval is marked if the behavior occurs throughout the interval |
| Momentary Time Samplling | Method of discontinuous data collection i which the interval is marked if a behavior occurs at a designated point within the interval (usually the beginning of the interval |
| Planned Activity Check (PLA-CHECK) | Discontinuous data collection method which applied momentary time sampling methodology to groups. The number of people engaged in the target behavior at the designated time is recorded. |
Created by:
mlshanp