Chapter 1: Roots of Applied Behavior Analysis

Question 1

Parsimonious

Answer 1

is it the simplest explanation?

Question 2

Punishment

Answer 2

a behavior is followed by a consequence that STOPS the behavior’s future rate of occurrence

Question 3

Correlation

Answer 3

the strength of a relationship. How two thing relate to each other (-1.0-0-+1.0)

Question 4

Punisher

Answer 4

a behavior is follow by a consequence that DECREASES the behavior’s future rate of occurrence

Question 5

Circular Reasoning

Answer 5

when you talk and you say nothing at the same time. Basically like using the term to define itself

Question 6

Extinction

Answer 6

ignoring/not showing that a student’s behavior bothers you in hopes of the behavior ending. Only use on non-dangerous behaviors

Question 7

Minimal Brain Dysfunction

Answer 7

the term used if they don’t have an idea on what kind of disability a student has

Question 8

Functional Assessment

Answer 8

you’re trying to find the “why” to a student’s behavior

Question 9

Internal Locus of Control

Answer 9

assume responsibility for your behavior

Question 10

Functional Analysis

Answer 10

a method of testing the reinforcement for a given behavior. Usually conducted to test a hypothesized function of a challenging behavior by exposing the challenging behavior to potentially reinforcing consequences, such as attention and escape, and observing the condition in which the behavior occurs the most.

Question 11

External Locus of Control

Answer 11

not assuming responsibility for your behavior (pointing fingers at someone else)

Question 12

Antecedent

Answer 12

increases the likelihood that you’re going to do a behavior/what happens before a before a behavior

Question 13

Construct

Answer 13

a big idea

Question 14

Discriminative Stimulus

Answer 14

something that always prompts a behavior (teacher says “take out your math book”, and you take out your math book)

Question 15

Gestalt Psychology

Answer 15

learning depends on imposing one’s own meaningful learning experiences. It has to be meaningful to the student. How their thoughts impact their behavior. Kid’s can’t just be drilled into learning something

Question 16

Stimulus Control

Answer 16

no longer have to actively teach

Question 17

Discovery Learning

Answer 17

surround a kis with educational materials and they expand their knowledge with hands on activities (Montessori)

Question 18

Setting Event

Answer 18

something that happens that you do not see that affects a child’s behavior

Question 19

Constructivism

Answer 19

wait and have a lot of discovery learning

Question 20

Personalized Contextual Instruction

Answer 20

creating that environment. you’re thinking about “here’s where this kid is cognitively. how do we create a rich learning environment that will help them proceed?” this is how to bring discovery learning to life

Question 21

Positive Reinforcement

Answer 21

doing something the student likes so they continue to do that behavior

Question 22

Modeling

Answer 22

demonstration of a behavior

Question 23

Negative Reinforcement

Answer 23

doing something the student doesn’t like/makes them uncomfortable so they will stop doing the behavior

Question 24

Shaping

Answer 24

the reinforcement of successive approximations to a desired behavior to teach new behavior. The little tweaks that you reinforce toward the behavior/skill you’re wanting

Question 25

Behavior

Answer 25

an observable and measurable act

Question 26

Functional Relation

Answer 26

when you can prove that something causes a behavior to occur

Question 27

Consequence

Answer 27

result of an action

Question 28

Unconditioned Stimulus

Answer 28

automatic response

Question 29

Behavior Modification

Answer 29

has nothing to do with ABA. Is something that is done TO someone. Hypnosis, Lepotomy

Question 30

Conditioned Stimulus

Answer 30

the neutral thing that we want to teach a student. Has to be paired with an unconditioned stimulus.

Question 31

Unconditioned Response

Answer 31

what no one has to teach (hand on a hot burner and moving hand away)

Question 32

Premack Principle

Answer 32

you will do a less preferred activity to get the activity you want (grandma’s rule)

Question 33

Respondent Conditioning

Answer 33

the process of pairing stimuli so that an unconditioned stimulus elicits a response (UCE+CS=CR)

Question 34

Law of Effect

Answer 34

if you do something and the teacher follows it with something you like, chances are you’ll do it again. If you do something the teacher doesn’t like and they do something that you don’t like, chances are you won’t do it again

Question 35

Law of Exercise

Answer 35

your surroundings influence your behavior

Question 36

Operant Conditioning

Answer 36

behaviors that are considered voluntary rather than reflexive like respondent conditioning. Examples= pulling. pushing, walking, talking, writing, and contorting

Question 37

skills to know: Discuss how Skinner’s distinguishing of operant from respondent conditioning impacted the study of applied behavior analysis.

Answer 37

a. Operant= controlled by student behavior
b. Respondent= not controllable reactions (drooling dog=food). Antecedent.