Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
5460 Module 2 ALL
CHH 3, 7, 27, 18
| 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. |
| A-B design | A two-phase experimental design consisting of a pretreatment baseline condition (A) followed by a treatment condition (B). |
| Affirmation of the consequent | A three-step form of reasoning that begins with a true antecedent–consequent (if-A-then-B) statement and proceeds as follows: (1) If A is true, then B is true; (2) B is found to be true; (3) therefore, A is true. |
| Ascending baseline | A data path that shows an increasing trend in the response measure over time. |
| Baseline | A condition of an experiment in which the independent variable is not present; data obtained during baseline are the basis for determining the effects of the independent variable |
| Baseline logic | A term sometimes used to refer to the experimental reasoning inherent in single-subject experimental designs; entails three elements: prediction, verification, and replication. |
| Confounding variable | An uncontrolled factor known or suspected to exert influence on the dependent variable. |
| Dependent variable | The measured behavior in an experiment to determine if it changes as a result of manipulations of the independent variable; in applied behavior analysis, it represents some measure of a socially significant behavior. |
| Descending baseline | A data path that shows a decreasing trend in the response measure over time. |
| Experimental control | Two meanings: (a) the outcome of an experiment that demonstrates convincingly a functional relation; and (b) the extent to which a researcher maintains precise control of the independent variable |
| Experimental design | The particular type and sequence of conditions in a study so that meaningful comparisons of the effects of the presence and absence (or different values) of the independent variable can be made. |
| External validity | The degree to which a study’s findings have generality to other subjects, settings, and/or behaviors. |
| Extraneous variable | Any aspect of the experimental setting (e.g., lighting, temperature) that must be held constant to prevent unplanned environmental variation. |
| Independent variable | The variable that is systematically manipulated by the researcher in an experiment to see whether changes in the independent variable produce reliable changes in the dependent variable. |
| Internal validity | The extent to which an experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables. |
| Parametric analysis | An experiment designed to discover the differential effects of a range of values of an independent variable. |
| Practice effects | Improvements in performance resulting from opportunities to perform a behavior repeatedly so that baseline measures can be obtained. |
| Prediction | A statement of the anticipated outcome of a presently unknown or future measurement; one of three components of the experimental reasoning, or baseline logic, used in single-subject research designs. |
| Research question | A statement of what the researcher seeks to learn by conducting the experiment; may be presented in question form and is most often found in a published account as a statement of the experiment’s purpose. |
| Replication | (a) Repeating conditions within an experiment to determine the reliability of effects and increase internal validity. (b) Repeating whole experiments to determine the generality of findings of previous experiments to others. |
| Single-case designs | A wide variety of research designs that use a form of experimental reasoning called baseline logic to demonstrate the effects of the independent variable on the behavior of individual subjects. |
| Stable baseline | Data that show no evidence of an upward or downward trend; all of the measures fall within a relatively small range of values. |
| Steady state responding | A pattern of responding that exhibits relatively little variation in its measured dimensional quantities over a period of time. |
| Steady state strategy | Repeatedly exposing a subject to a given condition while trying to eliminate or control extraneous influences on the behavior and obtaining a stable pattern of responding before introducing the next condition. |
| Variable baseline | Data points that do not consistently fall within a narrow range of values and do not suggest any clear trend. |
| Verification | One of three components of the experimental reasoning, or baseline logic. Verifying the accuracy of the original prediction reduces the probability that some uncontrolled (confounding) variable was responsible for the observed change in behavior. |
| autoclitic | The autoclitic relation involves two interlocking levels of verbal behavior emitted in one utterance. One level is a primary response, while the other type is the secondary autoclitic response. |
| automatic contingencies | Used to identify circumstances in which behavior is evoked, shaped, maintained, or weakened by environmental variables occurring without direct manipulation by other people. |
| bidirectional naming | A higher-order verbal cusp consisting of the fusing together of the speaker and listener repertoires in bidirectional relations (Horne & Lowe, 1996). |
| codic | A type of verbal behavior where the form of the response is under the functional control of a verbal stimulus with point-to-point correspondence, but without formal similarity. There is also a history of generalized reinforcement. |
| compound verbal discrimination | Involves two or more verbal SDs (convergent multiple control) that each independently evoke behavior, but when they both occur in the same antecedent configuration, a different SD is generated, and a more specific behavior is evoked. |
| copying text | An elementary verbal operant involving a written response that is evoked by a written verbal discriminative stimulus that has formal similarity and a history of generalized reinforcement. |
| duplic | A type of verbal behavior where the form of the response is under the functional control of a verbal stimulus with formal similarity, and a history of generalized reinforcement. |
| echoic | An elementary verbal operant involving a vocal response that is evoked by a vocal verbal SD that has formal similarity between an auditory verbal stimulus and an auditory verbal response product, and a history of generalized reinforcement. |
| elementary verbal operants | Michael’s (1982) term for Skinner’s (1957) taxonomy of five different types of speaker behavior distinguished by their antecedent controlling variables and related history of consequences: mand, tact, intraverbal, duplic, and codic. |
| formal similarity | Occurs when the controlling antecedent stimulus and the response or response product (a) share the same sense mode and (b) physically resemble each other. |
| generative learning | A behavioral effect whereby previously acquired speaker and listener skills enable or accelerate the acquisition of other speaker and listener skills, without dependence on direct teaching or a history of reinforcement. |
| intraverbal | An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that does not have point-to-point correspondence with that verbal stimulus. |
| listener | Someone who provides reinforcement for a speaker’s verbal behavior. A listener may also serve as an audience evoking verbal behavior. |
| listener discrimination | When verbal SD evokes a specific nonverbal behavior, due to a history of reinforcement. |
| mand | An elementary verbal operant involving a response of any form that is evoked by an MO and followed by specific reinforcement. |
| motor imitation (relating to sign language) | A type of duplic verbal behavior in which the form of a motor response is under the functional control of a visual verbal SD that has formal similarity between a verbal stimulus and a verbal response product, and a history of generalized reinforcement. |
| multiple control | 1: Convergent multiple control occurs when a single verbal response is a function of more than one variable. 2: Divergent multiple control occurs when a single antecedent variable affects the strength of more than one response. |
| point-to-point correspondence | A relation between the stimulus and response or response product that occurs when the beginning, middle, and end of the verbal stimulus matches the beginning, middle, and end of the verbal response. |
| private events | Covert events typically accessible only to the person experiencing them. 3 assumptions: 1-private events are behavior; 2-distinguished from other behavior only by its inaccessibility; 3-private behavior is influenced by the same kinds of variables |
| selection-based (SB) verbal behavior | A category of verbal behavior in which the speaker points to or selects a particular stimulus; what is conveyed to the listener is the information on the stimulus selected. |
| simple verbal discrimination | A single-component word or phrase evokes a nonmatching intraverbal response |
| speaker | Someone who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, etc. A speaker is also someone who uses sign language, gestures, signals, written words, codes, pictures, or any form of verbal behavior. |
| tact | An elementary verbal operant involving a response that is evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement. |
| tact extension | Once a tact has been established, the tact response can occur under novel stimulus conditions through the process of stimulus generalization. |
| taking dictation | A spoken verbal stimulus that evokes a written, typed, or fingerspelled response that does not have formal similarity between the stimulus and the response, but does have point-to-point correspondence and a history of generalized reinforcement. |
| textual | A response that is evoked by a written verbal discriminative stimulus that does not have formal similarity between the stimulus and the response, but does have point-to-point correspondence and a history of generalized reinforcement. |
| topography-based verbal behavior | A category of verbal behavior in which the listener is affected by a specific response topography emitted by the speaker; includes (e.g., speech, sign language, writing, fingerspelling). |
| verbal behavior | Behavior whose reinforcement is mediated by a listener; includes both vocal-verbal behavior and nonvocal-verbal behavior. Encompasses the subject matter usually treated as language and topics such as thinking, grammar, composition, and understanding. |
| verbal conditional discrimination | A type of convergent multiple control involving a verbal stimulus that alters the evocative effects of another verbal stimulus in the same antecedent configuration. The conditional discrimination is between the words in the antecedent event. |
| verbal episode | An interaction between a speaker and a listener. A speaker emits any type of verbal response and a listener (1) serves as an audience for a speaker, (2) provides reinforcement for a speaker, and (3) responds in specific ways to the speaker’s behavior. |
| verbal function-altering effect | Verbal stimuli can alter the functional effects of immediate or future SD s and MOs and change a listener’s behavior. |
| brief functional analysis | An analysis in which only one or two 5- to 10-min sessions are conducted for each condition. Brief functional analysis may reveal a functional relation in fewer sessions than a full functional analysis. |
| conditional probability | The likelihood that a target behavior will occur in a given circumstance; |
| contingency reversal | Exchanging the reinforcement contingencies for two topographically different responses. |
| contingency space analysis | A graphic display of the probability of one event given the occurrence (or not) of another event. Contingencies are considered positive , negative , or neutral. |
| descriptive functional behavior assessment | Direct observation of problem behavior and the antecedent and consequent events under naturally occurring conditions. |
| functional analysis (as part of FBA) | 1. denotes demonstrations of functional relations between environmental variables and behavior. 2. entails experimentally arranging antecedents and consequences representing those in the person’s natural routines. |
| functional behavior assessment (FBA) | A systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person. |
| functionally equivalent | Serving the same function or purpose; different topographies of behavior are functionally equivalent if they produce the same consequences. |
| indirect functional assessment | Structured interviews, checklists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior. |
| interview-informed synthesized contingency analysis | A variation of functional analysis designed to increase efficiency. In the test condition, multiple contingencies are implemented simultaneously when the problem behavior is demonstrated. |
| latency-based functional analysis | An analysis in which each session is terminated as soon as a problem behavior occurs. The index of problem behavior is the latency from onset of the establishing operation to the first occurrence of the problem behavior. |
| scatterplot recording | A procedure for recording the extent to which a target behavior occurs more often at particular times than others. |
| trial-based functional analysis | An analysis in which a series of trials is interspersed among classroom activities. Each trial consists of two 1-minute components: (a) test condition, and (b) control condition. |
Created by:
pwlc
Popular Psychology sets