Question 1

Differential reinforcement of
incompatible behaviors
(DRI)

Accepted Answer

Incompatible behavior is reinforced

Question 2

Differential reinforcement of
alternative behaviors (DRA)

Accepted Answer

Alternative behavior is reinforced

Question 3

Differential reinforcement of
low rates (DRL)

Accepted Answer

Produces consistently low rates
of responding

Question 4

Differential reinforcement of
other behaviors (DRO)

Accepted Answer

Reinforcing the absence of a TB 
during a time interval

Question 5

Differential reinforcement

Accepted Answer

Reinforcement for one member of
a response class but not for
another

Question 6

Procedural  Extinction
-or-
Attention/Tangible Extinction

Accepted Answer

reinforcer is
no longer provided following the
response

Question 7

Extinction
-or-
Functional Extinction

Accepted Answer

Reinforcement is discontinued, rates decline

Question 8

Differential reinforcement of
high rates (DRH)

Accepted Answer

Produces consistently high rates
of responding

Question 9

Escape Extinction

Accepted Answer

aversive stimulus is no
longer terminated or removed

Question 10

Resistance to Extinction

Accepted Answer

Continued responding during
extinction

Question 11

Value altering effects

Accepted Answer

Alters the reinforcer
effectiveness

Question 12

Abolishing operation (AO)

Accepted Answer

Decreases
reinforcer effectiveness

Question 13

Sensory Extinction

Accepted Answer

sensory consequence is
masked or removed

Question 14

Extinction responding

Accepted Answer

Initial increase,
Gradual decrease, 
spontaneous recovery

Question 15

Motivating Operations

Accepted Answer

value or behavior altering

Question 16

Behavior altering effects

Accepted Answer

Alters the current frequency of behavior

Question 17

Behavior altering evocative
effect

Accepted Answer

Increases current frequency of behavior

Question 18

Discriminative stimulus

Accepted Answer

Signals availability of reinforcement

Question 19

Stimulus generalization

Accepted Answer

Response is emitted in the presence of untrained stimuli

Question 20

Transfer of stimulus control

Accepted Answer

Fading prompts to occasion responding under new SDs

Question 21

Establishing operation (EO)

Accepted Answer

Increases reinforcer effectiveness

Question 22

Behavior altering abative effect

Accepted Answer

Decreases  current frequency of behavior

Question 23

Stimulus control

Accepted Answer

When Behavior is emitted more often in the presence of the SD

Question 24

Discrimination

Accepted Answer

Response is not emitted in the presence of untrained stimuli

Question 25

S-delta

Accepted Answer

Signals the unavailability of reinforcement

Question 26

Errorless learning

Accepted Answer

Teaching discriminations with few errors

Question 27

Formal Similarity

Accepted Answer

Responses are in the same modality

Question 28

Behavioral Shaping

Accepted Answer

Reinforcing successive approximations to a target behavior

Question 29

Fading

Accepted Answer

Gradually changing the antecedent stimulus

Question 30

Prompting

Accepted Answer

increase the likelihood of a correct response to an SD

Question 31

Imitation

Accepted Answer

Model, 3-5 s, formal similarity, model controls responding

Question 32

Imitation Training

Accepted Answer

Pre-assessment, training, post assessment, Probes

Question 33

Task Analysis

Accepted Answer

Breaking a complex skill into smaller units

Question 34

Backward Chaining

Accepted Answer

All behaviors except the terminal behavior are completed by the trainer

Question 35

Functional Communication Training (FCT)

Accepted Answer

Training a communicative replacement behavior

Question 36

High-p request sequence

Accepted Answer

high-probably requests followed by a low-probability request to decrease non-compliance

Question 37

Behavior Chain

Accepted Answer

Each response produces a CR that also serves as an SD for the next response

Question 38

Forward Chaining

Accepted Answer

Behaviors taught in temporal order

Question 39

Total Task Presentation

Accepted Answer

training on each step in the task analysisduring every session

Question 40

Non-contingent reinforcement (NCR)

Accepted Answer

presented on a time schedule independent of the learner’s responding

Question 41

Arbitrary Relations

Accepted Answer

relationships or connections between stimuli that are not based on inherent or physical similarities.

Question 42

Feature Stimulus Class

Accepted Answer

consists of stimuli that share a common distinctive feature or attribute. The stimuli may vary in other properties but have a common distinguishing feature that classifies them together.

Question 43

Arbitrary Stimulus Class

Accepted Answer

stimuli that are not inherently related or similar but have been a grouped together based on their learned or assigned meaning. The stimuli in this class do not share physical similarities but are functionally related due to their learned associations.

Question 44

Functional Relation

Accepted Answer

The third highest level of scientific understanding, demonstrated through experimentation, where manipulating the independent variable reliably produces change in the dependent variable—and the change is solely attributable to independent varibale

Question 45

Temporal Relations

Accepted Answer

understanding or perception of temporal or time-based relationships between events or stimuli. They involve recognizing and responding to stimuli based on their temporal sequence or ordering.

Question 46

Treatment Drift

Accepted Answer

the unintentional or gradual deviation from the prescribed procedures or protocols of a treatment or intervention.

Question 47

Pragmatism

Accepted Answer

a philosophical approach that emphasizes practicality and usefulness by focusing on interventions and techniques that are effective and produce meaningful behavior change in real-life situations.

SAFMEDS B

Definitions

Term	Definition
Differential reinforcement of incompatible behaviors (DRI)	Incompatible behavior is reinforced
Differential reinforcement of alternative behaviors (DRA)	Alternative behavior is reinforced
Differential reinforcement of low rates (DRL)	Produces consistently low rates of responding
Differential reinforcement of other behaviors (DRO)	Reinforcing the absence of a TB during a time interval
Differential reinforcement	Reinforcement for one member of a response class but not for another
Procedural Extinction -or- Attention/Tangible Extinction	reinforcer is no longer provided following the response
Extinction -or- Functional Extinction	Reinforcement is discontinued, rates decline
Differential reinforcement of high rates (DRH)	Produces consistently high rates of responding
Escape Extinction	aversive stimulus is no longer terminated or removed
Resistance to Extinction	Continued responding during extinction
Value altering effects	Alters the reinforcer effectiveness
Abolishing operation (AO)	Decreases reinforcer effectiveness
Sensory Extinction	sensory consequence is masked or removed
Extinction responding	Initial increase, Gradual decrease, spontaneous recovery
Motivating Operations	value or behavior altering
Behavior altering effects	Alters the current frequency of behavior
Behavior altering evocative effect	Increases current frequency of behavior
Discriminative stimulus	Signals availability of reinforcement
Stimulus generalization	Response is emitted in the presence of untrained stimuli
Transfer of stimulus control	Fading prompts to occasion responding under new SDs
Establishing operation (EO)	Increases reinforcer effectiveness
Behavior altering abative effect	Decreases current frequency of behavior
Stimulus control	When Behavior is emitted more often in the presence of the SD
Discrimination	Response is not emitted in the presence of untrained stimuli
S-delta	Signals the unavailability of reinforcement
Errorless learning	Teaching discriminations with few errors
Formal Similarity	Responses are in the same modality
Behavioral Shaping	Reinforcing successive approximations to a target behavior
Fading	Gradually changing the antecedent stimulus
Prompting	increase the likelihood of a correct response to an SD
Imitation	Model, 3-5 s, formal similarity, model controls responding
Imitation Training	Pre-assessment, training, post assessment, Probes
Task Analysis	Breaking a complex skill into smaller units
Backward Chaining	All behaviors except the terminal behavior are completed by the trainer
Functional Communication Training (FCT)	Training a communicative replacement behavior
High-p request sequence	high-probably requests followed by a low-probability request to decrease non-compliance
Behavior Chain	Each response produces a CR that also serves as an SD for the next response
Forward Chaining	Behaviors taught in temporal order
Total Task Presentation	training on each step in the task analysisduring every session
Non-contingent reinforcement (NCR)	presented on a time schedule independent of the learner’s responding
Arbitrary Relations	relationships or connections between stimuli that are not based on inherent or physical similarities.
Feature Stimulus Class	consists of stimuli that share a common distinctive feature or attribute. The stimuli may vary in other properties but have a common distinguishing feature that classifies them together.
Arbitrary Stimulus Class	stimuli that are not inherently related or similar but have been a grouped together based on their learned or assigned meaning. The stimuli in this class do not share physical similarities but are functionally related due to their learned associations.
Functional Relation	The third highest level of scientific understanding, demonstrated through experimentation, where manipulating the independent variable reliably produces change in the dependent variable—and the change is solely attributable to independent varibale
Temporal Relations	understanding or perception of temporal or time-based relationships between events or stimuli. They involve recognizing and responding to stimuli based on their temporal sequence or ordering.
Treatment Drift	the unintentional or gradual deviation from the prescribed procedures or protocols of a treatment or intervention.
Pragmatism	a philosophical approach that emphasizes practicality and usefulness by focusing on interventions and techniques that are effective and produce meaningful behavior change in real-life situations.

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