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KC3
5610 Key Terms Ch. 3
| Term | Definition |
|---|---|
| ABC recording | A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behavior(s) of interest and the antecedent conditions and consequences for those behaviors as those events occur in the client’s natural environment. (Also called anecdotal observation.) |
| Anecdotal observation | A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behavior(s) of interest and the antecedent conditions and consequences for those behaviors as those events occur in the client’s natural environment. (Also called ABC recording.) |
| Behavior checklist | An itemized list that provides descriptions of specific skills (usually in hierarchical order) and the conditions under which each skill should be observed. Some checklists are designed to assess one particular behavior or skill area. Others address multiple behaviors or skill areas. Most use a Likert scale to rate responses. |
| Behavioral assessment | A form of assessment that includes indirect and direct procedures such as interviews, checklists, and tests to identify and define the specific target behavior. In addition to identifying behavior(s) to change, comprehensive behavioral assessment can uncover functional relations between variables; it provides context on the resources, assets, significant others, competing contingencies, maintenance and generalization factors, and reinforcers (or punishers) combined to improv efficiency of an intervention. |
| Behavioral cusp | A behavior that has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself because it exposes the person to new environments, reinforcers, contingencies, responses, and stimulus controls. (See also pivotal behavior.) |
| Ecological assessment | An assessment protocol that acknowledges complex interrelationships between environment and behavior. An ecological assessment is a method for obtaining data across multiple settings and persons. |
| Function-based definition | Designates responses as members of the targeted response class solely in terms of their common effect on the environment. |
| Habilitation | Habilitation (adjustment) occurs when a person’s repertoire has been changed such that short- and long-term reinforcers are maximized and short- and long-term punishers are minimized. |
| Normalization | As a philosophy and principle, the belief that people with disabilities should, to the maximum extent possible, be physically and socially integrated into the mainstream of society regardless of the degree or type of disability. As an approach to intervention, the use of progressively more typical settings and procedures “to establish and/or maintain personal behaviors which are as culturally normal as possible” (Wolfensberger, 1972, p. 28). |
| Pivotal behavior | A behavior that, when learned, produces corresponding modifications or covariation in other untrained behaviors. (Compare to behavioral cusp.) |
| Reactivity | Effects of an observation and measurement procedure on the behavior being measured. Reactivity is most likely when measurement procedures are obtrusive, especially if the person being observed is aware of the observer’s presence and purpose. |
| Relevance of behavior rule | Holds that only behaviors likely to produce reinforcement in the person’s natural environment should be targeted for change. |
| Social validity | Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced. |
| Target behavior | The response class selected for intervention; can be defined either functionally or topographically. |
| Topography-based definition | Defines instances of the targeted response class by the shape or form of the behavior. |
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