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5160 M6 SAFMEDS
All 72 terms
| Term | Definition |
|---|---|
| Applied behavior analysis (ABA) | The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior. |
| response class | A group of responses of varying topography, all of which produce the same effect on the environment. |
| antecedent | An environmental condition or stimulus change existing or occurring prior to a behavior of interest. |
| behavior | That portion of an organism’s interaction with its environment that involves movement of some part of the organism (Johnston & Pennypacker, 2009, p. 31). |
| consequence | A stimulus change that follows a behavior of interest. Some consequences, especially those that are immediate and relevant to current motivational states, have significant influence on future behavior; others have little effect. |
| repertoire | All of the behaviors a person can do; or a set of behaviors relevant to a particular setting or task (e.g., gardening, mathematical problem solving). |
| mand | An elementary verbal operant involving a response of any form that is evoked by an MO and followed by specific reinforcement. |
| tact | An elementary verbal operant involving a response that is evoked by a nonverbal discriminative stimulus and followed by generalized conditioned 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. |
| description | The first level of scientific understanding which involves deriving quantifiable and classifiable facts (data) from systematically observed events. |
| prediction | The second level of scientific understanding. When repeat observations show a consistent relationship between two events, the identified relationship can be used to predict the probability of one event occurring. |
| control | The third and highest level of scientific understanding. Established through experimentation confirming that manipulating one event (the IV) results in a reliable change in another event (the DV), and the change is only attributable to that IV. |
| Causal relation | A causal relationship exists when one variable directly causes a change in another variable. In other words, when X happens, it directly makes Y happen. |
| correlational relation | A correlational relationship exists when two variables tend to change together in a predictable pattern, but one does not necessarily cause the other. |
| molecular analysis | A perspective toward behavior that emphasizes momentary contingencies or temporal contiguity in explaining a particular behavioral outcome. |
| molar analysis | A perspective toward behavior that emphasizes the aggregate effects of a history, often involving different response classes, in explaining a particular behavioral outcome. |
| contingency | Refers to dependent and/or temporal relations between operant behavior and its controlling variables. |
| Mentalism | An approach to explaining behavior that assumes that a mental, or “inner” dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behavior, if not all. |
| Methodological behaviorism | A philosophical position view behavioral events that cannot be publicly observed as outside the realm of science. |
| 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). |
| 3-term contingency | The basic unit of analysis in the analysis of operant behavior; encompasses the temporal and possibly dependent relations among an antecedent stimulus, behavior, and consequence. |
| Ontogeny | The history of the development of an individual organism during its lifetime. |
| Phylogeny | The history of the natural evolution of a species. |
| Determinism | The assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not in a willy-nilly, accidental fashion. |
| Empiricism | The attutude that emphasizes collecting knowledge and making decisions based on objective, observable, and measurable data gathered through direct experience and experimentation. |
| Parsimony | The practice of ruling out simple, logical explanations, experimentally or conceptually, before considering more complex or abstract explanations. |
| Pragmatism | A philosophical position asserting that the truth value of a statement is determined by how well it promotes effective action; pragmatism is a primary criterion by which behavior analysts judge the value of their findings. |
| Philosophic doubt | An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned. |
| 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; as a result of this history, its presence signals the availability of reinforcement |
| Motivating operation (MO) | An environmental variable that (a) alters the reinforcing or punishing effectiveness of some stimulus, object, or event; and (b) alters the current frequency of all behavior that has been reinforced or punished by that stimulus, object, or event. |
| 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. Operant selection by consequences is the conceptual and empirical foundation of behavior analysis. |
| Experimentation | A carefully controlled comparison of some measure of the phenomenon of interest (the dependent variable) under two or more different conditions in which only one factor at a time (the IV) differs from one condition to another. |
| Replication | "(a) Repeating conditions within an experiment to determine the reliability of effects and increase internal validity. |
| 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. |
| Independent variable | The variable that is systematically manipulated in an experiment to see whether changes in the IV produce reliable changes in the DV. In applied behavior analysis, it is usually an environmental event or condition antecedent or consequent to the DV. |
| Functional relation | A functional relation in ABA is a cause-and-effect relationship where an intervention systematically changes a behavior. It shows that the treatment, and not something else, is responsible for the behavioral change. |
| Confounding variable | An uncontrolled factor known or suspected to exert influence on the dependent variable. |
| Operant behavior | Behavior that is selected, maintained, and brought under stimulus control as a function of its consequences; each person’s repertoire of operant behavior is a product of his history of interactions with the environment (ontogeny). |
| Stimulus control | A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus. |
| Explanatory fiction | A fictitious or hypothetical variable that often takes the form of another name for the observed phenomenon it claims to explain and contributes nothing to a functional account or understanding of the phenomenon. |
| Functional analysis | Demonstrations of functional relations between environmental variables and behavior. It also refers to a specific set of procedures experimentally arranging antecedents and consequences. |
| principle of behavior | A statement describing a functional relation between behavior and one or more of its controlling variables; an empirical generalization inferred from many experiments demonstrating the same functional relation. |
| private events | "Covert events typically accessible only to the person experiencing them. |
| response | A single instance or occurrence of a specific class or type of behavior. |
| stimulus | Environmental (internal or external) event(s) that affect a behavior. |
| stimulus class | A group of stimuli that share specified common elements along formal (e.g., size, color), temporal (e.g., antecedent or consequent), and/or functional (e.g., discriminative stimulus) dimensions. |
| operant conditioning | The basic process by which operant learning occurs; consequences result in an increased (reinforcement) or decreased (punishment) frequency of the same type of behavior under similar motivational and environmental conditions in the future. |
| 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. |
| Unconditioned stimulus (US) | A stimulus change that elicits respondent behavior without any prior learning. |
| Unconditioned response (UR) | An innate or naturally occurring response to a stimulus |
| conditioned stimulus (CS) | A formerly neutral stimulus change that elicits respondent behavior only after it has been paired with an unconditional stimulus (US) or another CS |
| Conditioned response (CR) | A response newly acquired by the conditioned stimulus as a results of classical conditioning |
| Evidence-Based Practice (EBP) | A model of professional decision-making in which practitioners integrate the best available evidence with client values/context and clinical expertise to provide services. |
| Experimental Analysis of Behavior (EAB) | A scientific approach to behavior that seeks to discover all the variables of which the probability of response is a function, with a focus on rate of responding as the dependent variable. |
| Formal Properties (of stimuli) | Properties of stimuli that can be directly seen, heard, smelled, touched, or tasted (e.g., physical size, color). |
| Pseudoscience | Practices that appear scientific but lack key features of science, such as avoiding peer review, overusing ad hoc hypotheses to explain failures, over-relying on anecdotal evidence, and emphasizing confirmation over refutation. |
| Rate of Responding | A measure of the dependent variable in EAB, defined as the frequency of a specific, countable response over a period of time. |
| Relational Frame Theory (RFT) | A post-Skinnerian behavioral account of human language and cognition that posits its core is arbitrarily applicable derived relational responding. |
| Relational Responding | The process of discriminating relationships between stimuli, rather than just discriminating each individual stimulus. |
| Relational Frame | A shorthand term for the process of "relational framing." It is not a static structure but a way to "freeze frame" the dynamic process of relating events so it can be more easily analyzed and discussed. |
| Response Propositions | A component of Lang’s fear network model referring to "information about responding in this context, including expressive verbal behavior, overt acts, and the visceral and somatic events that mediate arousal and actions." |
| Analytic | A dimension of ABA requiring a believable demonstration that the experimental procedure was responsible for the occurrence/non-occurrence of the behavior. It is achieved when the experimenter can demonstrate control over the behavior. |
| Applied | A dimension of applied behavior analysis determined by the social importance of the behavior being studied. The behavior, stimuli, and/or organism are chosen because of their importance to society, not their importance to theory. |
| Behavioral | A dimension of applied behavior analysis focused on the pragmatic study of what an individual does, rather than says they do. It requires the precise and reliable measurement of observable behavior, which is composed of physical events. |
| Conceptual Systems | A dimension of ABA requiring that procedures are not only technologically precise but are also related to and described in terms of relevant behavioral principles. This approach helps create a cohesive discipline rather than a collection of tricks. |
| Effective | A dimension of applied behavior analysis requiring that the application produces behavioral changes that are large enough to be of practical and social importance. The criterion is about practical value, not theoretical significance. |
| Generality | A dimension of applied behavior analysis referring to a behavioral change that is durable over time, appears in various environments, or spreads to related behaviors. Generalization should be actively programmed rather than simply expected. |
| Technological | A dimension of applied behavior analysis requiring that all procedures in an application are completely identified and described with sufficient detail and clarity that a trained reader could replicate them. |
| Contextualism | An emerging appreciation of context as the set of "setting events" that must be understood and managed for an intervention to be truly effective. It implies that an intervention's effectiveness will always be modified by contextual conditions. |
| Countercontrol | Actions taken by non-clients (or clients themselves) in response to a subject's behavior that is deemed a problem. The goal of an effective intervention is often to stop this countercontrol. |
| Dissemination | The practice of distributing a program or technology for large-scale application. A key technological issue in dissemination is the debate between procedural fidelity and flexibility. |
| Social Validity | The extent to which all the consumers of an intervention (such as clients, parents, and personnel) like its goals, targets, effects, and procedures. It is considered necessary, but not sufficient, for an intervention's effectiveness. |
Created by:
pwlc