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BM Final 2025
| Term | Definition |
|---|---|
| Applied Behavior Analysis (ABA) | The science of implementing behavioral principles to change socially significant problems in society. |
| Dead Man's Test | A rule to determine if something is a behavior: if a dead man can do it (e.g., "be quiet," "stay still"), it is NOT a behavior. |
| Antecedent | A stimulus or event that happens right before a behavior; the cue. |
| Consequence | The effect, result, or outcome that occurs after a behavior. |
| Three-Term Contingency | The reliable functional relationship between Antecedent, Behavior, and Consequence A -> B -> C. |
| Overt Behavior | Behavior that is visible to the naked eye and easy to observe (e.g., walking, tapping). |
| Covert Behavior | "Private events" or behaviors under the skin (e.g., thinking, feeling pain) that are not easily observed. |
| Frequency | A measure of how often a behavior happens (a count). |
| Latency | The time gap or delay between a stimulus and when the behavior starts. |
| Duration | The length of time from the beginning of a behavior to the end of the behavior. |
| Operational Definition | A definition of behavior that is objective, clear, and complete so it can be measured accurately. |
| Baseline | The status of a behavior before any intervention is implemented (usually 3-5 data points). |
| Partial Interval Recording | A recording method where you mark "yes" if the behavior happened at any time during the interval (overestimates behavior). |
| Whole Interval Recording | A recording method where you mark "yes" only if the behavior happened for the entire duration of the interval (underestimates behavior). |
| Positive Reinforcement | Adding a stimulus after a behavior to increase the probability of that behavior occurring again. |
| Negative Reinforcement | Removing an unpleasant stimulus after a behavior to increase the probability of that behavior occurring again (escape/avoidance). |
| Positive Punishment | Adding an aversive consequence after a behavior to decrease the future frequency of that behavior. |
| Negative Punishment | Removing a desired item or stimulus after a behavior to decrease the future frequency of that behavior (e.g., Response Cost). |
| Extinction | Withholding reinforcement for a previously reinforced behavior, resulting in a decrease of that behavior. |
| Satiation | When a reinforcer loses its effectiveness because the individual has had too much of it. |
| Establishing Operation (EO) | A condition that increases the power or value of a reinforcer (e.g., being thirsty makes water a stronger reinforcer). |
| Variable Ratio Schedule | Reinforcement is given after a varying/random number of responses (e.g., slot machine); leads to high response rates. |
| Discrete Trial Training (DTT) | A teacher-directed teaching method using massed trials, distinct beginnings and ends, and contrived reinforcers. |
| Incidental Teaching | A teaching strategy where the environment is arranged to attract the child, and the child initiates the teaching episode based on their interest. |
| Backward Chaining | A teaching procedure where the teacher helps with all steps of a chain except the last one, which the child performs to get the reinforcer. |
| Functional Behavior Assessment (FBA) | An assessment process to identify the function ("why") behind a behavior. |
| PECS (Picture Exchange Communication System) | A communication system where a child exchanges a picture for a desired item to communicate. |
| 7 ABA Dimensions: Applied | Targets socially significant behaviors (e.g., tantrums). |
| 7 ABA Dimensions: Behavioral | Targets observable and measurable behavior |
| 7 ABA Dimensions: Analytic | Looks for functional relationships between the environment and behavior (data-driven) |
| 7 ABA Dimensions: Technological | Procedures are clearly described so others can replicate them. |
| 7 ABA Dimensions: Conceptually Systematic | Uses basic principles of behavior and is evidence-based. |
| 7 ABA Dimensions: Effective | Produces cost-effective, generalized, and maintained changes. |
| 7 ABA Dimensions: Generality | Behavior change lasts over time and appears in new environments. |
| Discrete Behaviors | Behaviors with a clear beginning and ending. Can be counted. |
| Continuous Behaviors | Behaviors continuing without a clear beginning or ending. Has varying intensity. Cannot be counted. (Ex: whining, ticks, tremors) The amount of time you spend with the child influences whether you think a behavior is continuous or not. |
| Voluntary Behaviors | Behaviors the child has direct control over, deliberate & directed whether automatic or labored. (Ex: holding breath) |
| Involuntary Behaviors | Biological processes like sweating, heart beating, coughing, sneezing, yawning. |
| Context | Specifies who, what, where, & when the behavior is be demonstrated. (Ex: “When the child is at snack time”) |
| Topography | Describes the shape/form of the behavior of the behavior only done by the child. Helpful when undesirable behaviors produce favorable outcomes. |
| Criteria | All the measurable dimensions of behavior (must include at least a couple). |
| Baseline | First data collection you do in a treatment. You need 3-5 data points. Figure out what the kid does normally and the status of behavior before intervention happens! Determines need for intervention. |
| Narrative/Anecdotal Recording | Continuous observation with a very detailed record of every ABC of the patient’s behavior and the environment. |
| Permanent Products | Collecting things like taking a photo, to taking written products or drawings of the behavior across time. |
| Event/Frequency Sampling recording | Frequency recording ex: tallying, clicker, apps, moving physical objects/counters like poker chips into bins, moving beads on a bracelet . |
| Duration Recording | Type of sampling that uses a stopwatch or timer. |
| Interval Time Sampling | Type of sampling used for behaviors without a clear beginning or end. |
| Acquisition | Behavior isn’t well-formed or is nonexistent at the start. Lots of help and motivational support are needed for the child to gain the skill. Some mistakes are allowed at first. Focuses on topography and accuracy of the behavior. |
| Fluency | Can demonstrate the skill independently with high accuracy and increased speed and continually be refined. This is approaching completing the goal for topography. |
| Generalization | Want the client to use this skill outside of sessions and in other environments, with various people, and with different materials. |
| Maintenance | Behavior needs to be learned well so the child doesn’t forget throughout their life span. Relies on other people to help them practice the skill. Last stage of learning targeted in therapy. |
| Adaptation | Final stage of learning where the child spontaneously adapts the behavior to a stimulus or environment by determining aspects of the environment/behavior that have to be changed to successfully meet the desired outcome. Not targeted in therapy. |
| Reactivity | A change in behavior that occurs as a result of the subject becoming aware of the observation. Behavior can get worse as they seek attention or get better. |
| Primary Reinforcers | Food, drink, basic needs. |
| Secondary Reinforcers | Paycheck, “toys”, praise (Ex: talking to baby when paired w/ food), awards. |
| Bribery | Offered before the behavior in order to get the disliked behavior to stop. Intermittently provided when it benefits the adult. Creates confusion. |
| Informal Assessment Formats | To determine what reinforcers are motivating in a casual way. |
| Contrived/Arranged Reinforcement | We arrange contingencies that aren’t naturally available in that context to result in the child's access to a desired outcome. Contingent on a behavior we are trying to increase or strengthen. |
| Progressive Ratio Schedule Reinforcer Assessment | A reinforcer is checked to see if it continues to increase behavior when the demands for the behavior are increased in either intensity or frequency. Shows how powerful a reinforcer is. |
| Multiple Schedule Reinforcer Assessment | Reinforcers are delivered for the same behavior, on the same schedule but at different times. The more effective reinforcer is the one associated with the session with the highest rate of behavior. |
| Continuous Reinforcement Schedule | Given every time there’s a desired response. |
| Intermittent Reinforcement Schedule | Skips some desired responses and reinforces others, used after the response is well established. |
| Variable Ratio | A varying/random # of responses must be emitted before reinforcement occurs. |
| Fixed Ratio | A fixed # of responses must be emitted before reinforcement occurs. |
| Variable Interval | 1st response after a varying/random periods of time has elapsed is reinforced. |
| Fixed Interval | 1st response after a specific period of time has elapsed is reinforced. |
| Independent Group Contingency | "Every man for himself". All individual and some kids will perform well and others won’t. No incentive to help others. |
| Interdependent Group Contingency | By treating the group as an individual, motivates other kids to help others which prevent kids from distracting each other. |
| Dependent Group Contingency | When the most unruly students got their act together, the class gets rewards. Disadvantages like peer pressure or bullying, also the effects of individual's effort gets masked. |
| Immediacy | The closer the reinforcer is delivered to the completion of the behavior, the quicker the child will learn the behavior. |
| Competing Contingencies | We want to remove anything that could compromise our reinforcer power--this includes abolishing operations and things that compete with our reinforcer for the child's interest. |
| Response Deprivation | If the child has been unable for some reason to engage in the behavior to access a reinforcer for a period of time, the reinforcer will be more powerful. |
| Establishing Operations | We can manipulate the environment by the timing our sessions or other creative means to take advantage of stimuli or situations that temporarily increase the power our reinforcer would be likely to have. |
| Schedules | We adjust our schedules of reinforcement as the behavior becomes established, and link the behavior to its natural reinforcers so we can fade away any artificial reinforcement we have used to build the skill up to a functional level. |
| Premack Principle | Those high probability behaviors that occur freely repeatedly may be used to reinforce low probability behaviors. Schedule a preferred event immediately after proper completion of a less-preferred event. |
| Grandma's rule | First X, then Y. When you do the thing you don’t like (veggies) right before you do something you do like (dessert). |
| Discriminative Stimulus (S^D) | When this cue/trigger/stimulus happens, the remembered association reliably causes/elicits a behavior that gets done w/o expecting a reward (dirty hands or it’s time to eat → washing hands). |
| S^Δ or S-delta or Stimulus Change | The expected outcome will not happen if you do the behavior that was previously positively reinforced. |
| Hierarchy of Intrusiveness | Natural Environment like waiting -> Visual like movement, spatial, pictorial -> Indirect Verbal -> Direct Verbal -> Model -> Direct Verbal + Model/Gesture -> Partial Physical -> Full Physical |
| Most to Least Prompting or “Errorless Teaching” | Used when the child does not have any idea about what to do or has never been exposed to the task. Start with highest level of support possible. |
| Fading | Systematic, gradual removal of artificial stimuli to enable control to transfer to natural antecedent stimuli. |
| Differential Reinforcement | You reinforce a specific desired behavior achieved with our help less and you would reinforce the behavior they do one their own way more. |
| Shaping | Using differential reinforcement for each behavior that’s closer to the desired behavior than before, raising the bar a little bit more and more. Used when the behavior is not already part of the child's repertoire. |
| Chaining | When you have some existing skills and your putting them together to create a more complex skill → WITHOUT keeping the old underdeveloped steps to get to that skill |
| Forward Chaining | The reinforcer is in front of the behavior and follows each step until the end, reinforces each successfully completed step and then starting over again. |
| Total Task Chaining | Non-intrusive prompting. Do not stop when there is a mistake—they complete the entire chain. Leading the child little by little with movements and ignore mistakes/corrections. |
| Stimulus Control | A condition in which the desired behavior occurs predictably in the presence of a given stimulus, but not in the presence of other stimuli. |
| DRO | Reinforce any other behavior. Reinforce child any time the behavior isn’t happening or after a period of time spent not engaging in problem behavior. Don't add a contingency statement reminding them of the bad behavior. |
| DRA | Reinforce an alternative behavior (switch contingency) to replace problem behavior. |
| DRI | Reinforce a behavior incompatible with a less preferred behavior that’s impossible to do at the same time as the problem behavior. |
| DRH/DRL | Reinforce high/low rates of behavior - reinforces child when a certain rate if attained & maintained. |
| DRD (R) | Differential Reinforcement of Diminishing Rates - decreases behavior to zero by gradually lowering criteria to result in reinforcement as each new low is achieved (popular for habit reduction). |
| Noncontingent reinforcement or NCR | Reinforcement where the contingency are not understandable for the child and seem random/unrelated to a specific behavior making the behavior less necessary/motivated |
| Hierarchy of Behavior Management Choices | Prevention (antecedent control) -> promotion of alternative behavior -> extinction (absence of reinforcement) -> correction -> response cost (removal reinforcement) -> punishment |
| 4 C's of Prevention | Catch 'em being good, Clarity (K.I.S.S), Choices (choose your battles), and Communication. |
| Social Story | FIRST PERSON (NOT WE, use I). Required sentences: for every 3 to 5 of descriptive (of environment/context)& perspective (explain people's reaction) sentences, there should be at least 1 directive (instruction of desired response) sentence. |
| Functions of Behavior | Escape, attention, tangible/make demand, and self stimulation. |
| Time Out is... | A time out from reinforcement. |
| Response cost | A negative punishment procedure. Removing a desired item from a child based on a behavior. Result: the behavior should be reduced (in frequency, intensity, rate, etc). This is DIFFERENT from negative reinforcement. |
| Memorized Chart: Add a pleasing stimulus | Positive reinforcement = behavior increases R+ |
| Memorized Chart: Add a disliked stimulus | Positive Punishment = decrease S^p+ |
| Memorized Chart: Take away a pleasing stimulus | Response cost → time out = decreases |
| Memorized Chart: Take away a disliked stimulus | Negative reinforcement = R- increases |
| Memorized Chart: Stop a pleasing stimulus | Extinction = decrease s |
| Memorized Chart: Stop a disliked stimulus | Recovery = increases (^when you stop consistently punishing, once enough time has passed the child may reengage in the behavior) |
| Reinforcement always... | Increases behavior. |
| Punishment always... | Decreases behavior. |
| Positive Practice Overcorrection | Involves repeatedly performing the correct behavior. |
| Negative Practice Overcorrection | Involves repeatedly performing the incorrect behavior. |
| Simple Correction/Restitution | Contingent on the problem behavior, the learner is required to repair or return the environment to its original state. |
| Reprimands | The delivery of verbal admonition following the occurrence of misbehavior is an example of attempted positive punishment. Includes a component of disapproval (social attention) and are a "tell" to the emotional state of the adult. |
| Contingent Exercise | An intervention in which a person is required to perform a response that is not topographically related to the problem behavior. |
| Contingent Electric Stimulation | Demonstrated to be a safe and highly effective method for suppressing chronic and life-threatening self-injurious behavior (SIB). |
| Tacts | Joint Attention. “did you see what I saw??” The child is looking to adult to see how to react. Functions: request information, commenting, labeling, & provide information. |
| Mands | Behavior Regulation. Request for: assistance, object/action, protest/rejection, & choice making. |
| Intraverbals | These occur in response to something someone else has said. Request: social routines, comfort, permission, greetings/closings, apologizing. Convey internal states for purposes of sharing info.“Look what I made!” |
| Verbal Behavior Analysis | Teaches children and emphasizes what words do/function (e.g., a request can get you a cookie) instead of just teaching them to label objects. |
| PECS or Picture Exchange Communication Symbols Phases | 1. How to communicate: Physical Exchange. 2. Distance and Persistence. 3. Discriminiation. 4. Building Sentences. 5. Answering “What do you want?”. 6. Commenting |
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user-2006507