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SAFMEDS 2
Second set of SAFMEDS flash cards
| Term | Definition |
|---|---|
| ABC | Antecedent-Behavior-Consequence |
| Anecdotal Observation | Description of events that are recorded by observers without formal data collection (verbal reports of an episode). |
| Arbitrary Reinforcers | Reinforcers which are not functionally related to a target behavior |
| Attention From Others | The individual behaves in order to get focused attention from parents, teachers, siblings, peers, or other people that are around them. |
| Automatic Reinforcement | Refers to contacting reinforcement independent of others (not to be confused with reflexes). |
| Escape | The individual behaves in order to get out of doing something that they do not want to do. |
| Avoidance | Any act or series of actions that enables an individual to avoid unpleasant or painful situations, stimuli, or events. |
| Access to tangibles | A behavior function where the behavior is maintained by access to a physical object. |
| Behavioral Assessment | The process through which direct and indirect procedures are used to identify, define, and measure a behavior targeted for change. |
| Behavior Checklist | A document that provides a description of specific behaviors and the conditions under which each behavior occurs. |
| Brief Functional Analysis | A functional assessment method with shortened duration sessions and/or a fewer number of sessions. Independent verification is critical in this type of design through presentation of the baseline and experimental conditions followed by a return |
| Conditioned Probability Analysis | The likelihood that a target behavior will occur in a given circumstance; computed by calculating (a) the proportion of occurrences of behavior that were preceded by a specific antecedent variable and (b) the proportion of occurrences. |
| Criterion-Referenced Tests | An assessment in which an individual's performance is compared to a pre-set standard or criterion (e.g., developmental milestones). |
| Culture | A collection of common verbal and overt behaviors that are learned and maintained by a set of similar social and environmental contingencies, and are occasioned by actions and objects that defines a given setting or context. |
| Descriptive FBA | Direct observation of problem behavior and the antecedent and consequence events under naturally occurring conditions. |
| Ecological Assessment | A type of assessment that evaluates the relationship between environment and behavior where the observer collects several forms of descriptive data regarding areas where the person lives and works. |
| Forced-Choice | The simultaneous presentation of two stimuli. The observer records which of the two stimuli the learner chooses. |
| Function | The reinforcer that is maintaining the target behavior. |
| Functional Analysis | Denotes demonstration of functional relations between environmental variables and behavior through experimentally arranging antecedents and consequences. |
| Function-Based Definition | Designates responses as members of the targeted response class solely in terms of their common effect on the environment. |
| Topography-Based Definition | Defines instances of the targeted response class by the shape or form of the behavior. |
| Functional Behavior Assessment (FBA) | A systematic method of assessment for obtaining information about purposes (functions) a behavior serves a person |
| Functionally Equivalent | The replacement behavior produces the same change in the environment (consequence) as the challenging behavior. |
| Habituation | A decrease in responsiveness to repeated presentations of a stimulus. |
| Indirect Assessment Methods | Method of functional assessment. Typically occurs first in the process and serves to obtain initial information from persons familiar with the individual exhibiting the target behavior(s) such as parent/guardians and teachers. |
| Indirect Functional Assessment | The use of structured interviews, checklists rating scales, or questionnaires to obtain information from those who are familiar with the person’s challenging behavior. |
| Interview Informed Synthesized Contingency Analysis (IISCA) | A variation of the FA in which multiple contingencies are implemented simultaneously when challenging behavior is demonstrated. In the control condition those same reinforcers are provided contingently and non-contingently. |
| Modifications | Changes that may be made in an attempt to obtain clearer results. Examples include changing the reinforcer, changing the establishing operation, adding or simplifying the SD, introducing a new condition, and modifying the control condition. |
| Monitoring Progress | Component of behavior assessment process. Quantitative measurement of behavior over time to allow for ongoing evaluation of progress and response to intervention. |
| Multiple Stimulus Presentation | An extension of the paired-stimulus procedure. The learner chooses from an array of three or more stimuli. |
| Multiple Stimulus Without Replacement | A type of direct preference assessment where several choices are presented simultaneously, and the individual is able to choose and engage with the selection for a predetermined amount of time. The selected item is then removed. |
| Multiple Stimulus with Replacement | A type of direct preference assessment where several choices are presented simultaneously and the individual is able to choose and engage with the selection for a predetermined amount of time |
| Narrative Observation | Observation of the client in the natural environment that does not include manipulation of variables. This method is often helpful in confirming that a problem exists, identifying antecedent and consequence variables related to the problem. |
| Norm-Referenced Tests | An assessment in which an individual's performance is compared to the performance of other individuals that make up the norm group. |
| Organize | Classify and sort data sets to make them more useful. It is customizable information product versioning to manage, store, and track data during research. |
| Paired Stimulus Preference Assessment | A preference assessment where the assessor places two items in front of the learner, and the child selects one of the items. |
| Permanent Product | Real or concrete objects or outcomes that result from a behavior. |
| Pinpointing and Design of Intervention | Component of behavior assessment process. Functional assessment process continues with the goal of developing the intervention and pinpointing specific behaviors to be increased and/or decreased. Culminates pre-intervention phase. |
| Pivotal Responses or Behaviors | Those behaviors that when taught, result in meaningful, subsequent changes in other non-targeted skills. This is important when considering social significance. |
| Preferences | A general liking for one stimulus over others. Preferences can be used to help determine which stimuli may serve as a reinforcer. |
| Punishment | A stimulus which follows a response that decreases the future frequency of that response. |
| Punisher Assessment | Aversive stimulus assessments are conducted to identify stimuli that function as punishers. |
| Rating Scales and Checklists | Closed-ended questions that may be used to determine information about possible target behavior and ABCs. Often, a Likert scale rating is used. This process is an indirect assessment method |
| Reactivity | Effects of an observation and measurement procedure on the behavior being measured. |
| Record Review | Includes review of relevant materials (e.g., documents that provide information about the individual's target behavior history, current strengths and needs, diagnoses, medication and intervention history). This process is an indirect assessment method |
| Reinforcer Assessment | Refers to a variety of direct, empirical methods for presenting one or more stimuli contingent on a target response and measuring their effectiveness as reinforcers. |
| Reinforcement | A stimulus which follows a response that increases the future frequency of that response. |
| Relevance of Behavior Rule | The target behavior should be selected only when it can be determined that the behavior is likely to produce reinforcement in the person’s natural environment. |
| Responsivity to Multiple Cues | Targeting this area supports individuals in focusing on the multiple relevant cues in the environment, which increases their ability to learn from the environment. |
| Satiation | When an item or an activity that previously served a reinforcing function, no longer serves that function, resulting in lower rates of responding |
| Scatterplot Recording | A procedure for recording the extent to which a target behavior occurs more often at particular times than others. |
| Setting Events | The topographical and structural aspects of antecedent phenomena that impact operant contingencies |
| Social Significance | Extent to which the behavior(s) to be changed and/or the methods to effect behavior change are acceptable to the stakeholders (e.g., client, family, teachers). |
| Standardized Test | Assessment that includes the same questions and tasks be presented using specified procedures and the same scoring criteria are applied. |
| Stimulus Preference Assessment (SPA) | A procedure in which stimuli are presented to an individual and selections are made to determine a preferred collection of objects/stimuli. |
| Trial Based Stimulus Preference Assessment | Stimuli are presented to the learner in a series of tests, and the learner’s responses to the stimuli are measured as an index or hierarchy of preferences |
| Undifferentiated Responding | Results displayed when challenging behavior occurs frequently in all conditions (including the play condition) or responding is variable across conditions. |
| Behavioral interview | An exchange between the behavior analyst and the stakeholder (e.g., parents, teachers, etc.) with the goal of obtaining information about ABCs (antecedents - target behavior - consequences). This process is an indirect assessment method. |
| Behavior Rating Scales | Tools used within ABA that score behavior(s) across a numerical or categorical continuum (e.g., Likert scales). |
| Maintenance | When a behavior continues to happen even after training has stopped. |
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