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
SAFMEDS C
Definition
| Term | Definition |
|---|---|
| Restitutional Overcorrection | Positive punishment; requires restoration to improved state |
| Time Out | Negative punishment; period of time without earning reinforcement |
| Exclusionary Time Out | Negative punishment; removal from the time in setting |
| Token Economy | Tokens exchanged for back-up reinforcers |
| Doctrine of the least restrictive alternative | Try less intrusive procedures FIRST |
| Positive Practice Overcorrection | positive punishment; requires engagement in appropriate behavior |
| Non-Exclusion Time Out | Negative punishment; no removal from the time-in setting |
| Contingency Contract | Agreement regarding the completion of a behavior and access to a reinforcer |
| Reasons for using punishment | Strengthen a response by its removal or weaken a response by its contingent presentation |
| Independent Group Contingency | Consequence is contingent on the behavior of a some or all group members |
| Response generalization | The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior. |
| Level system | Task, reward, task record |
| Aversive stimuli | Procedural effectiveness or ethical grounds |
| Group Contingency | A contingency in which reinforcement for all members of a group is dependent on the behavior of (a) a person within the group, (b) a select group of members within the larger group, or (c) each member of the group meeting a performance criterion. |
| Response Cost | The response-contingent loss of a specific number of positive reinforcers (e.g., a fine) that decreases the frequency of similar responses in the future; a form of negative punishment. |
| Components of a contingency contract | token economy; move up or down levels contingent on performance criterion |
| INTERdependent Group Contingency | Everyone meets criterion before reinforcers are accessed |
| Dependent Group Contingency | Reinforcer contingent on individual or small group’s behavior |
| Self-management | Personal application of behavior change tactics that produces a desired change in behavior |
| Self-monitoring | Systematic self-observation and data collection |
| Rule-Governed Behavior | When instructions regulate operant behavior |
| Self-evaluation | Self-comparison of performance to a pre-set goal |
| Response Maintenance | Behavior continues after intervention has been terminated |
| Setting/situation generalization | Mission of a behavior in an untrained setting |
| Adjunctive behavior | Behavior that occurs as a collateral effect of a schedule of periodic reinforcement for other behavior |
| Affirmation of the consequent | A three-step form of reasoning that begins with a true antecedent–consequence |
| Antecedent exercise | Implemented independently of occurrences of the problem behavior |
| Antecedent Intervention | A behavior change strategy that manipulates antecedent stimuli based on (a) motivating operations |
| anecdotal observation | A form of direct, continuous observation in which the observer records a descriptive, |
| Artifact | An outcome or result that appears to exist because of the way it is measured but in fact does not correspond to what actually occurred. |
| Arbitrary stimulus class | Antecedent stimuli that evoke the same response but do not resemble each other in physical form or share a relational aspect such as bigger or under |
| Ascending baseline | A data path that shows an increasing trend in the response measure over time |
| 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 |
| Autoclitic frame | Provide structure among verbal operant in terms of order, agreement, grouping, and composition of larger units of verbal behavior such as sentences |
| Avoidance contingency | A contingency in which a response prevents or postpones the presentation of a stimulus |
| B-A-B design | A three-phase experimental design that begins with the treatment condition. |
| Backward chaining with leaps ahead | Procedure in which some steps in the task analysis are skipped |
| Bar graph | A simple and versatile graphic format for summarizing behavioral data |
| Baseline | A condition of an experiment in which the independent variable is not present |
| Baseline logic | A term sometimes used to refer to the experimental reasoning inherent in single-subject experimental designs |
| Behavior chain interruption strategy | An intervention that relies on the participant’s skill to initially perform all the critical elements of a chain independently, |
| Behavior chain with a limited hold | A contingency that specifies a time interval by which a behavior chain must be completed for reinforcement to be delivered. |
| Behavior change tactic | A technologically consistent method for changing behavior derived from one or more principles of behavior |
| 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. |
| Celeration | The change (acceleration or deceleration) in rate of responding over time |
| Conditioned motivating operation (CMO) | A motivating operation whose value-altering effect depends on a learning history. |
| Conditioned stimulus (CS) | The stimulus component of a conditioned reflex; a formerly neutral stimulus change that elicits respondent behavior only after it has been paired with an unconditioned stimulus (US) or another CS. |
| Deprivation | The state of an organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer |
| 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 |
| Derived stimulus relations | Responding indicating a relation (e.g., same as, opposite, different from, better than) between two or more stimuli that emerges as an indirect function of related instruction or experience. |
| Differential reinforcement of diminishing rates (DRD) | A schedule of reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being fewer than a gradually decreasing criterion based on the individual’s performance in previous intervals |
| Direct measurement | Occurs when the behavior that is measured is the same as the behavior that is the focus of the investigation. |
| Discrete trial | Any operant whose response rate is controlled by a given opportunity to emit the response. |
| Discriminative stimulus (SD) | A stimulus in the presence of which a given behavior has been reinforced and in the absence of which that behavior has not been reinforced |
| Duration | The total time that behavior occurs; measured by elapsed time from the onset of a response to its end point. |
| Ecological assessment | An assessment protocol that acknowledges complex interrelationships between environment and behavior. |
| Variable ratio (VR) | A schedule of reinforcement requiring a varying number of responses for reinforcement. |
| Variable interval (VI) | A schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in a random or unpredictable order. |
| Variability | The frequency and extent to which multiple measures of behavior yield different outcomes. |
| Validity (of measurement) | The extent to which data obtained from measurement are directly relevant to the target behavior of interest and to the reason(s) for measuring it. |
| Unconditioned stimulus (US) | The stimulus component of an unconditioned reflex; a stimulus change that elicits respondent behavior without any prior learning. |
| Unconditioned reinforcer | A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism’s learning history with the stimulus. |
| Unconditioned motivating operation (UMO) | Value-altering effect does not depend on a learning history |
| Trials-to-criterion | A special form of event recording; a measure of the number of responses or practice opportunities needed for a person to achieve a pre-established level of accuracy or proficiency. |
| Trend | The overall direction taken by a data path |
| Treatment Integrity | The extent to which the independent variable is applied exactly as planned and described and no other unplanned variables are administered inadvertently along with the planned treatment |
| Transivity | Describes derived stimulus–stimulus relations (e.g., A=C) that emerge as a product of training two other stimulus–stimulus relations (A=C and B=C) |
| Transitive conditioned motivating operation (CMO-T) | An environmental variable that, as a result of a learning history, establishes (or abolishes) the reinforcing effectiveness of another stimulus and evokes (or abates) the behavior that has been reinforced by that other stimulus. |
| Topography | The physical form or shape of a behavior. |
| Time sampling | A measurement of the presence or absence of behavior within specific time intervals |
| Temporal | Refers to the fact that every instance of behavior occurs at a certain point in time with respect to other events (i.e., when in time behavior occurs can be measured) |
| Symmetry | A type of stimulus-to-stimulus relationship in which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of matched sample and comparison stimuli (e.g., if A=B, then B=A). |
| Stimulus | An energy change that affects an organism through its receptor cells” (Michael, 2004, p. 7). |
| 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. |
| selectionism | A theory that all forms of life naturally and continually evolve as a result of the interaction between function and the survival value of that function. |
| Satiation | A decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior; also refers to a procedure for reducing the effectiveness of a reinforcer |
| Scatterplot | A two-dimensional graph that shows the relative distribution of individual measures in a data set with respect to the variables depicted by the x- and y-axes. Data points on a scatterplot are not connected. |
| Rule-governed behavior | Behavior controlled by a rule (i.e., a verbal statement of an antecedent-behavior-consequence contingency); enables human behavior (e.g., fastening a seat belt) to come under the indirect control of temporally remote |
| Reversal design | Any experimental design in which the researcher attempts to verify the effect of the independent variable by “reversing” responding to a level obtained in a previous condition |
| Resurgence | Refers to the reoccurrence of a previously reinforced behavior when reinforcement for an alternative behavior is terminated or decreased and to the three-phase procedure that produces the effect |
| Response Blocking | A procedure in which the therapist physically intervenes as soon as the learner begins to emit a problem behavior, to prevent completion of the targeted behavior. |
| Respondent Conditioning | A stimulus–stimulus pairing procedure in which a neutral stimulus (NS) is presented with an unconditioned stimulus (US) until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response. |
| Repertoire | All of the behaviors a person can do; or a set of behaviors relevant to a particular setting or task |
| Reflexivity | A type of stimulus-to-stimulus relation in which the learner, without any prior training or reinforcement for doing so, selects a comparison stimulus that is the same as the sample stimulus (e.g., A=A). |
| Radical behaviorism | A form of behaviorism that attempts to understand all human behavior, including private events such as thoughts and feelings, in terms of controlling variables in the history of the person (ontogeny) and the species (phylogeny). |
| Private events | Covert events typically accessible only to the person experiencing them. Skinner’s radical behaviorism holds three major assumptions about private events: |
| Precision teaching (PT) | A data-driven teaching method that identifies target skills, measures initial performance, sets improvement goals, tracks daily progress, charts results on a Standard Celeration Chart, and adjusts instruction as needed. |
| Level | The value on the vertical axis scale around which a set of behavioral measures converge is called level |
| Variability | How often and the extent to which repeated measures of behavior yield different outcomes |
| Line graph | Based on a Cartesian plane, a two-dimensional area formed by the intersection of two perpendicular lines. |
| Trend | The overall direction taken by a data path. It is described in terms of direction (increasing, decreasing, or zero trend), degree (gradual or steep) |
| Direct Instruction (DI) | A highly structured, teacher-directed approach focusing on clarity and incremental instruction, ideal for learners who require guided learning pathways. |
| Natural Environment Teaching (NET) | Capitalizes on a child's interests and daily routines, teaching skills through real-world context, which is effective for enhancing practical communication and social skills. |
| Discrete Trial Training (DTT): | Breaks down complex skills into manageable parts, allowing students to practice and master each component through structured, repetitive exercises. |
| Incidental Teaching | Leverages everyday learning opportunities within a student's environment, helping them acquire relevant skills in context, making learning more applicable and memorable. |
Created by:
TBonfield25