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5460 M4 SAFMEDS 9-12
All 155 Terms for SAFMEDS 9-12
| 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. |
| class expansion | A new member is added to a demonstrated stimulus equivalence class as the result of teaching a new conditional discrimination |
| class merger | Independent equivalence classes are combined as the result of teaching a new but interrelated conditional discrimination. |
| class-specific reinforcement | A match-to-sample procedure in which not only is the correct comparison choice conditional on the sample stimulus, but the type of consequence delivered is, too; class-specific consequences themselves become members of the equivalence classes. |
| conditional discrimination | Performance in a match-to-sample procedure in which discrimination between the comparison stimuli is conditional on, or depends on, the sample stimulus present on each trial. |
| contextual control | The situation or context in which a stimulus (or stimulus class) occurs determines its function. |
| 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. |
| emergent stimulus relations | Stimulus relations that are not taught directly but emerge as an indirect function of related instruction or experience. |
| equivalence-class formation | The emergence of accurate responding to untrained and nonreinforced stimulus–stimulus relations following the reinforcement of responses to some stimulus–stimulus relations. |
| equivalence test | A probe for the emergence of untrained stimulus–stimulus relations that evaluates both symmetry and transitivity simultaneously. |
| exclusion | A procedure for building new arbitrary conditional discriminations based on the robust finding that learners will select a novel comparison stimulus over a known one in the presence of a novel sample. |
| higher-order operant class | Behavior defined in terms of general relations between antecedents and responses, rather than in terms of specific stimuli and responses; examples include generalized imitation, manding, instruction following, naming, and relational framing. |
| matching-to-sample procedure | A discrete trial procedure for investigating conditional relations and stimulus equivalence. Responses that select a comparison stimulus that matches the sample stimulus are reinforced. |
| nodal stimulus (node) | A stimulus set that must be held in common across a minimum of two conditional discriminations to provide a basis for all equivalence properties. |
| 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 |
| simple discrimination | Responding is under stimulus control of a single antecedent stimulus condition |
| simple-to-complex testing protocol | An arrangement in which types of stimulus equivalence probes are introduced sequentially, beginning with symmetry, followed by transitivity (if relevant), and then combined tests for equivalence. |
| stimulus-control topographies | Refers to two different forms of stimulus control that can result from a match-to-sample procedure involving one sample stimulus and two comparison stimuli |
| stimulus equivalence | The emergence of accurate responding to untrained and nonreinforced stimulus–stimulus relations following the reinforcement of responses to some stimulus–stimulus relations. (AKA equivalence-class formation) |
| 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 |
| training structure | Refers to dimensions of procedural arrangements when teaching multiple conditional discriminations. |
| transfer of function | Occurs when teaching a new function for one member of an established equivalence class results in the same function holding for all members of the class. |
| transitivity | Describes derived stimulus–stimulus relations that emerge as a product of training two other stimulus–stimulus relations |
| acceptance and commitment therapy | An evidence-based behavior therapy focusing on general well-being, defined as making reliable contact with high-priority positive reinforcers. |
| arbitrarily applicable relational responding | Forming new stimulus classes with little or no reinforced practice. |
| arbitrary relations | Stimuli to which people respond in interlocked ways, not because of physical similarity, but because social-verbal reinforcement contingencies teach people to respond to them in this way. |
| behavioral inflexibility | An insensitivity to external stimuli occurring when private events interfere with well-being behaviors on which high-priority positive reinforcers are contingent. |
| causal relations | If-then relationships that are a central feature of understanding and doing science. With respect to stimulus relations, causal relations can define the structure of a stimulus class or behavior function through which stimuli in a class are transformed. |
| combinatorial entailment | A relation involving two stimuli that both participate in mutual entailment with some common third stimulus |
| contextual stimulus | Signals the type of relational responding that will be reinforced. |
| deictic relations | A relation between the self, as one stimulus, and other stimuli from the external world. |
| derived 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. |
| distinction relations | Responding jointly to two stimuli on the basis of their differences. |
| hierarchical relations | A nested stimulus relation in which a category, subsuming multiple stimuli, is itself a member of a higher-order category subsuming multiple stimuli. |
| 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. |
| mutual entailment | A bidirectional stimulus relation in which one direction (e.g., if A, then B) is directly learned and the other (if B, then A) is derived. |
| nonequivalence relations | Derived stimulus relations in which stimuli are related on some basis other than “sameness.” |
| perspective shifting | Responding as if from the vantage point of another person, place, or time than the personal here and now. |
| relational frame theory | A theory of derived stimulus relations proposing that stimulus relations are inherently verbal and that accumulated experience with relational exemplars creates generalized repertoires of relating. |
| relational frame | Any specific type of arbitrarily applicable relational responding. |
| rule-governed behavior | Behavior controlled by a rule (i.e., a verbal statement of an antecedent-behavior-consequence contingency); enables human behavior to come under the indirect control of temporally remote or improbable, but potentially significant consequences |
| spatial relations | Responding jointly to two stimuli on the basis of their juxtaposition in space. |
| transformation of function | Occurs when the behavioral function of one stimulus in a stimulus class changes as a predictable function of the behavior function of other stimuli in the class. |
| temporal relations | Responding jointly to two stimuli on the basis of their juxtaposition in time. |
| escape extinction | Behaviors maintained with negative reinforcement are placed on escape extinction when those behaviors are not followed by termination of the aversive stimulus; emitting the target behavior does not enable the person to escape the aversive situation. |
| extinction | The discontinuing of a reinforcement of a previously reinforced behavior; the primary effect is a decrease in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur. |
| extinction burst | An increase in the frequency of responding when an extinction procedure is initially implemented. |
| extinction-induced variability | Phenomenon in which diverse and novel forms of behavior are sometimes observed during the extinction process. |
| resistance to extinction | The relative frequency with which operant behavior is emitted during extinction. |
| resurgence | Refers to the reoccurrence of a previously reinforced behavior when reinforcement for an alternative behavior is terminated or decreased. |
| spontaneous recovery | A behavioral effect associated with extinction in which the behavior suddenly begins to occur after its frequency has decreased to its prereinforcement level or stopped entirely. |
| differential reinforcement of alternative behavior (DRA) | A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior |
| differential reinforcement of incompatible behavior (DRI) | A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of the problem behavior |
| differential reinforcement of low rates (DRL) | DRL is a reinforcement schedule that reduces the rate of a behavior by either requiring a minimum time to pass between responses (IRT) or by limiting the number of responses within a set time period, for reinforcement. |
| differential reinforcement of other behavior (DRO) | A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times |
| fixed-interval DRO (FI-DRO) | A DRO procedure in which reinforcement is available at the end of intervals of fixed duration and delivered contingent on the absence of the problem behavior during each interval. |
| fixed-momentary DRO (FM-DRO) | A DRO procedure in which reinforcement is available at specific moments in time, which are separated by a fixed amount of time, and delivered contingent on the problem not occurring at those moments. |
| full-session DRL | A procedure for implementing DRL in which reinforcement is delivered at the end of the session if the total number of responses emitted during the session does not exceed a criterion limit. |
| interval DRL | A procedure for implementing DRL in which the total session is divided into equal intervals and reinforcement is provided at the end of each interval in which the number of responses during the interval is equal to or below a criterion limit. |
| spaced-responding DRL | A procedure for implementing DRL in which reinforcement follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (IRT). |
| variable-interval DRO (VI-DRO) | A DRO procedure in which reinforcement is available at the end of intervals of variable duration and delivered contingent on the absence of the problem behavior during the interval. |
| variable-momentary DRO (VM-DRO) | A DRO procedure in which reinforcement is available at specific moments of time, which are separated by variable amounts of time in random sequence, and delivered if the problem is not occurring at those times. |
| antecedent exercise | Antecedent exercise is a proactive intervention where a client engages in aerobic activity to reduce problem behaviors. It is implemented independently of the maladaptive behavior and is used to treat issues like SIB, aggression, and stereotypy. |
| antecedent intervention | A behavior change strategy that manipulates antecedent stimuli based on (a) motivating operations (evocative and abative effects), (b) stimulus control (differential availability of reinforcement), and (c) contingency-independent interventions |
| behavioral momentum | Describes the resistance to change in a behavior’s rate of responding following an alteration in reinforcement conditions. The momentum metaphor has also been used to describe the effects produced by the high-probability (high-p) request sequence. |
| enriched environment | An intervention that provides noncontingent access to preferred sources of reinforcement. This noncontingent access to preferred reinforcers arranges a competition between the enriched environment and the stimulation provided by the problem behavior. |
| fixed-time schedule | A schedule for the delivery of noncontingent stimuli in which a time interval remains the same from one delivery to the next. |
| functional communication training (FCT) | An antecedent intervention in which an appropriate communicative behavior is taught as a replacement behavior for problem behavior usually evoked by an establishing operation (EO); involves differential reinforcement of alternative behavior (DRA). |
| high-probability request sequence (high-p) | An antecedent intervention in which two to five easy tasks with a known history of learner compliance (the high-p requests) are presented in quick succession immediately before requesting the target task, the low-p request. |
| noncontingent reinforcement (NCR) | A procedure in which stimuli with known reinforcing properties are presented on fixed-time (FT) or variable-time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior. |
| restraint | 3 types of restraint are used in ABA. Personal restraint is when a therapist physically holds someone to stop a behavior. Protective equipment uses gear to prevent serious injury. Self-restraint is when a person restricts their own movements. |
| variable-time schedule | A schedule for the delivery of noncontingent stimuli in which the interval of time from one delivery to the next randomly varies around a given time. |
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