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LPT Behavior Manage
LPT Behavior Management
| Question | Answer |
|---|---|
| Antecedents | events or stimuli that appear to be related to the occurrence of the behavior, and which occur prior to the behavior |
| Baseline | the period of time during which a behavior is observed and measured without any intervention (training) |
| CAIT | Colorado Approved Intervention Techniques. The term used to refer to physical interventions such as transports, hold, and releases that may be used to protec the individuals that we serve or those around them |
| Consequence | The event that happens to the student after the response occurs |
| Continuous Reinforcement | the reinforcement of every occurrence of a response |
| Data | Information that we collect about a individual's behavior to help us determine if our training/treatment efforts are being successful |
| edible reinforcer | foods preferred by the individual |
| escape/avoidance | one of the most common reasons for the maladaptive behavior is the behavior that can enable them to escape or avoid circumstances that they find unpleasant. |
| etiology | the cause of the disorder |
| extinction | the withholding of a reinforcer that has been sustaining or increasing a behavior |
| fading | the gradual removal of a prompt |
| frequency count | tracking the behavior as it occurs by placing a slash mark on the tracking form |
| functional assessment | interview and observations to try and determine what function a behavior serves for them |
| gestural prompt | a motor behavior (e.g. pointing) that is presented to cue the performance of a particular response |
| interval data | tracking of a target behavoir occurs within a set interval of time. If the behavior occurred one or more times during the designated time period, a single slash mark is entered on the tracking form |
| interval reinforcement | a time-based schedule of reinforcement in which a period of time must pass before the person will be reinforced for making the correct response |
| intervention | the action that is taken to change a target behavior |
| maladaptive | Those behaviors that we exhibit in trying to cope with or control our environment, that ultimately prove self-defeating. |
| modeling | the presentation of a behavior to be imitated |
| non-contingent reinforcement | reinforcement that is not related to any specific response |
| physical prompt | any form of physical contact between the trainer and the individual that is presented to cue the performance of a particular response |
| positive reinforcement | the delivery of a psoitive reinforcer contingent upon a response or behavior |
| probe data | measure a target behavior at a specified time |
| redirection | the process of directing the individual's attention away from an action, person, or item through verbal, gestural or physical prompting |
| reinforcement | any event that maintains or increses the future probability of the response or behavior it follows |
| replacement behavior | behaviors that the team has decided that they are going to try and help the individual learn. for example, we might try to teach john to sign that he wants a break from work rather the throw a tantrum to get sent out of the room |
| restrictive procedures | any intervention or program that involves a restriction of those rights that are guaranteed to the individual by state or federal law |
| tactile reinforcer | any type of skin to skin contact between the trainer and the individual for which the individual will respond |
| target behavior | target behaviors are those positive behaviors that we would like to see increased or the negative behaviors that we would like to decrease |
| time sampling | tracking the number of occurrences of a behavior during a specified time period on a set schedule. Then each time period has expired, the total number of occurrences is entered on the tracking form |
| variable time reinforcement | set random times and give reinforcement at those times |
| verbal prompt | a verbalization, using an instruction (e.g. "look at me".) that is presented to cue the performance of a particular response |
| The proactive steps in preventing a crisis are: | frequent interaction and meaningful activities and respect |
| All behaviors ahve a purpose and _____to meet basic human needsq | function |
| Proximity and ______can either defuse or escalate a crisis situation | personal space |
| The _____ minimized the danger to your vital organs | L position |
| The primary tool used to prevent or de-escalate a potential crisis is | redirection |
| Neutral veral interaction should be brief, to the point and with | emotion |
| To help ensure a safe environment a simple change would be to | turn down the volume on the TV or radio |
| To decrase frustration you should | Reduce demands |
| Effective listening helps | resolve conflicts |
| Sarcasm | inflicts indirect emotional abuse on others |
Created by:
LPT Program
Popular Health & Social Care sets