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CHH3
| Term | Definition |
|---|---|
| ABC recording | A form of direct, continuous observation: observer records a descriptive, temporally sequenced account of all behavior, the antecedent conditions and consequences for those behaviors as those events occur in the client’s natural environment. |
| Anecdotal observation | A form of direct, continuous observation: observer records a descriptive, temporally sequenced account of all behavior, and the antecedent conditions and consequences for those behaviors as those events occur in the client’s natural environment. |
| Behavior checklist | An itemized list that provides descriptions of specific skills and the conditions under which each skill should be observed. Checklists can assess one particular behavior or skill area or address multiple behaviors or skill areas. |
| Behavioral assessment | Includes indirect and direct procedures to identify and define target behavior, uncover functional relations, inform on resources, assets, significant others, competing contingencies, maintenance and generalization factors, and reinforcers/punishers. |
| 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 | Normalization is the belief and practice of integrating people with disabilities into mainstream society. It uses typical settings and methods to help individuals develop culturally appropriate behaviors. |
| 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. |
Created by:
pwlc
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