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CHH Ch. 30

TermDefinition
behavior trap An interrelated community of contingencies of reinforcement that can be especially powerful, producing substantial and long-lasting behavior changes.
contrived contingency Any contingency of reinforcement (or punishment) designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a targeted behavior change.
contrived mediating stimulus Any stimulus made functional for the target behavior in the instructional setting that later prompts or aids the learner in performing the target behavior in a generalization setting.
general case analysis A systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting(s).
generalization across subjects Changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people.
generalization probe Any measurement of a learner’s performance of a target behavior in a setting and/or stimulus situation in which direct training has not been provided.
generalization setting Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired.
generalized behavior change A behavior change that has not been taught directly. Generalized outcomes take one, or a combination of, three primary forms: response maintenance, stimulus/setting generalization, and response generalization.
indiscriminable contingency A contingency to make it difficult for the learner to discriminate when einforcement will be produced. Indiscriminable contingencies is used in the form of intermittent schedules of reinforcement and delayed rewards to promote generalized behavior change.
instructional setting The environment where instruction occurs; includes all aspects of the environment, planned and unplanned, that may influence the learner’s acquisition, maintenance, and generalization of the target behavior.
multiple-exemplar training Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus control response forms.
naturally existing contingency Any contingency of reinforcement (or punishment) that operates independent of the behavior analyst’s or practitioner’s efforts; includes socially mediated contingencies contrived by other people and already in effect in the relevant setting.
program common stimuli A tactic for promoting setting/situation generalization by making the instructional setting similar to the generalization setting.
response generalization The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.
response maintenance The extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior’s initial appearance in the learner’s repertoire has been terminated.
setting/situation generalization The extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.
teach loosely Randomly varying functionally irrelevant stimuli within and across teaching sessions.
teach enough examples A strategy for promoting generalized behavior change that consists of teaching the learner to respond to a subset of all the relevant stimulus and response examples and then assessing the learner’s performance on untrained examples.
Created by: pwlc
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