Cooper ABA

Question 1

A two-phase experimental design consisting of a pre-treatment baseline condition (A) followed by a treatment condition (B)

Answer 1

A-B Design

Question 2

A three phase experimental design consisting of an initial baseline phase (A) until steady state responding (or countertherapeutic trend) is obtained, an intervention phase in which the treatment condition (B) is implemented until the behaviour has changed and steady state responding is obtained, and a return to baseline conditions (A) by withdrawing the independent variable to see whether responding reverses to levels observed in the initial baseline phase.

Answer 2

A-B-A Design

Question 3

An experimental design consisting of (1) an initial baseline phase (A) until steady state responding (or countertherapeutic trend) is obtained, (2) an initial intervention phase in which the treatment variable (B) is implemented until the behaviour has changed and steady state responding is obtained, (3) a return to baseline conditions (A) by withdrawing the independent variable to see whether responding reverses to levels observed in the initial baseline phase, and (4) a second intervention phase (B) to see whether initial treatment effects are replicated.

Answer 3

A-B-A-B Design (also called reversal design, withdrawal design)

Question 4

A decrease in the current frequency of behaviour that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation. For example, food ingestion abates (decreases the current frequency of) behaviour that has been reinforced by food.

Answer 4

Abative effect (of a motivating operation)

Question 5

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event. For example, the reinforcing effectiveness of food is abolished as a result of food ingestion.

Answer 5

Abolishing Operation (AO)

Question 6

The extent to which observed values, the data produced by measuring an event, match the true state, or true values, of the event as it exists in nature.

Answer 6

Accuracy (of measurement)

Question 7

Behaviour that occurs as a collateral effect of a schedule of periodic reinforcement for other behaviour; time-filling or interim activities (e.g., doodling, idle talking, smoking, drinking) that are induced by schedules of reinforcement during times when reinforcement is unlikely to be delivered.

Answer 7

Adjunctive Behaviour (also called schedule-induced behaviour)

Question 8

A three-step form of reasoning that begins with a true antecedent-consequent (if A-then-B) statement and proceeds as follows: (1) if A is true, then B is true; (2) B is found to be true; (3) therefore, A is true. Although other factors could be responsible for the truthfulness of A, a sound experiment affirms several if-A-then-B possibilities, each one reducing the likelihood of factors other than the independent variable being responsible for the observed changes in behaviour

Answer 8

Affirmation of the consequent

Question 9

An experimental design in which two or more conditions (one of which may be a no-treatment control condition) are presented in rapidly alternating succession (e.g., on alternating sessions or days) independent of the level of responding; differences in responding between or among conditions are attributed to the effects of the conditions.

Answer 9

Alternating treatment design (also called concurrent schedule design, multielement design, multiple schedule design)

Question 10

A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behaviours of interest and the antecedent conditions and consequences for those behaviours as those events occur in the clients natural environment

Answer 10

Anecdotal Observation (also called ABC recording)

Question 11

An environmental condition or stimulus change existing or occurring prior to a behaviour of interest

Answer 11

Antecedent

Question 12

A behaviour change strategy that manipulates contingency-independent antecedent stimuli (motivating operations

Answer 12

Antecedent Intervention

Question 13

A set of stimuli which share a common relationship. All stimuli in an antecedent stimulus class evoke the same operant behaviour, or elicit the same respondent behaviour

Answer 13

Antecedent stimulus class

Question 14

The science in which tactics derived from the principles of behaviour are applied to improve socially significant behaviour and experimentation is used to identify the variables responsible for the improvement of behaviour

Answer 14

Applied behaviour analysis (ABA)

Question 15

Antecedent stimuli that evoke the same response but do not resemble each other in physical form or share a relational aspect such as bigger or under (e.g., peanuts, cheese, coconut milk, and chicken breasts are members of an arbitrary stimulus class if they evoke the response ‘sources of protein’)

Answer 15

Arbitrary stimulus class

Question 16

An outcome or result that appears to exist because of the way it is measured but in fact does not correspond to what actually occurred

Answer 16

Artifact

Question 17

A data path that shows an increasing trend in the response measure over time

Answer 17

Ascending baseline

Question 18

Anyone who functions as a discriminative stimulus evoking verbal behaviour. Different audiences may control different verbal behaviour about the same topic because of a differential reinforcement history. Teens may describe the same event in different ways when talking to peers versus parents.

Answer 18

Audience

Question 19

A secondary verbal operant in which some aspect of a speakers own verbal behaviour functions as an SD or an MO for additional speaker verbal behaviour. The autoclitic relation can be thought of as verbal behaviour about verbal behaviour

Answer 19

Autoclitic

Question 20

Punishment that occurs independent of the social mediation by others (i.e., a response product serves as a punisher independent of the social environment)

Answer 20

Automatic punishment

Question 21

Reinforcement that occurs independent of the social mediation by others (e.g., scratching an insect bite relives the itch)

Answer 21

Automatic reinforcement

Question 22

Refers to the fact that behaviour is modified by its consequence irrespective of the persons awareness; a person does not have to recognise or verbalise the relation between her behaviour and a reinforcing consequence, or even know that a consequence has occurred, for reinforcement to ‘work’

Answer 22

Automaticity (of reinforcement)

Question 23

In general, an unpleasent or noxious stimulus; more technically, a stimulus change or condition that functions (a) to evoke a behaviour that has terminated it in the past; (b) as a punisher when presented following behaviour, and/or (c) as a reinforcer when withdrawn following behaviour

Answer 23

Aversive stimulus

Question 24

A contingency in which a response prevents or postpones the presentations of a stimulus

Answer 24

Avoidance contingency

Question 25

A three-phase experimental design that begins with the treatment condition. After steady state responding has been obtained during the initial treatment phase (B), the treatment variable is withdrawn (A) to see whether responding changes in the absence of the independent variable. The treatment variable is then reintroduced (B) in an attempt to recapture the level of responding obtained during the first treatment phase.

Answer 25

B-A-B Design

Question 26

Tangible objects, activities or privileges that serve as reinforcers and that can be purchased with tokens

Answer 26

Backup Reinforcers

Question 27

A teaching procedure in which a trainer completes all but the last behaviour in a chain, which is performed by the learner, who the receives reinforcement for completing the chain. When the learner show’s competence in performing the final step in the chain, the trainer performs all but the last two behaviours in the train, the learner emits the final two steps to complete the chain, and reinforcement is delivered. This sequence is continued until the learner completes the entire chain independently.

Answer 27

Backward Chaining

Question 28

A backwards chaining procedure in which some steps in the task analysis are skipped; used to increase the efficiency of teaching long behaviour chains when there is evidence that the skipped steps are in the learner’s repertoire

Answer 28

Backwards chaining with leaps ahead

Question 29

A simple and versatile graphic format for summarizing behavioural data; shares most of the line graph’s features except that it does not have distinct data points representing successive response measures through time.

Answer 29

Bar graph (also called a histogram)

Question 30

A condition of an experiment in which the independent variable is not present; data obtained during baseline are the basis for determining the effects of the independent variable; a control condition that does not necessarily mean the absence of instruction or treatment, only the absence of a specific independent variable of experimental interest.

Answer 30

Baseline

Question 31

A term sometimes used to refer to the experimental reasoning inherent in single-subject experimental designs; entails three elements: prediction, verification and replication

Answer 31

Baseline logic

Question 32

The activity of living organisms; human behaviour includes everything that people do. A technical definition: ‘that portion of an organisms interaction with its environment that is characterised by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment’

Answer 32

Behaviour

Question 33

An alteration in the current frequency of behaviour that has been reinforced by the stimulus that has altered in effectiveness by the same motivating operation. For example, the frequency of behaviour that has been reinforced with food is increased or decreased by food deprivation or food ingestion

Answer 33

Behaviour-altering effect (of a motivating operation)

Question 34

A sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in a chain; reinforcement for the last response in the chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain

Answer 34

Behaviour chain

Question 35

An intervention that relies on the participants skill in performing the critical elements of a chain independently; the chain is interrupted occasionally so that another behaviour can be emitted

Answer 35

Behaviour chain interruption strategy

Question 36

A contingency that specifies a time interval by which a behaviour chain must be completed for reinforcement to be delivered

Answer 36

Behaviour chain with limited hold

Question 37

A technologically consistent method for changing behaviour derived from one or more principles of behaviour (e.g., differential reinforcement of other behaviour; response cost); possesses sufficient generality across subjects, settings, and’or behaviours to warrant its codification and dissemination

Answer 37

Behaviour change tactic

Question 38

A checklist that provides descriptions of specific skills (usually in hierarchical order) and the conditions under which each skill should be observed. Some checklists are designed to assess one particular behaviour or skill area. Others address multiple behaviours or skill areas. Most use a Likert scale to rate responses.

Answer 38

Behaviour Checklist

Question 39

An interrelated community of contingencies of reinforcement that can be especially powerful, producing substantial and long-lasting behaviour changes. Effective behaviour traps share four essential features:(a) they are ‘baited’ with virtually irresistible reinforcers that ‘lure’ the student to the trap; (b) only a low-effort response already in the students repertoire is necessary to enter the trap: (c) once inside the trap, interrelated contingencies of reinforcement motivate the student to acquire, extend, and maintain targeted academic and/or social skills; and (d) they can remain effective for a long time because students shows few if any, satiation effects

Answer 39

Behaviour Trap

Question 40

A form of assessment that involves a full range of inquiry methods (observation, interview, testing, and the systematic manipulation of antecedent or consequence variables) to identify probable antecedent and consequent controlling variables. Behavioural assessment is designed to discover resources, assets, significant others, competing contingencies, maintenance and generality factors, and possible reinforcer and/or punishers that surround the potential target behaviour

Answer 40

Behaviour assessment

Question 41

The phenomenon in which a change in one component of a multiple schedule that increases or decreases the rate of responding on that component is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule

Answer 41

Behavioural Contrast

Question 42

A behaviour that has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself because it exposes the person to new environments, reinforcers, contingencies, responses, and stimulus controls

Answer 42

Behavioural cusp

Question 43

A metaphor to describe a rate of responding and its resistance to change following an alteration in reinforcement conditions. The momentum metaphor has also been used to describe this effects produced by the high probability request sequence.

Answer 43

Behavioural momentum

Question 44

The philosophy of a science of behaviour, there are various forms of behaviourism

Answer 44

Behaviourism

Question 45

The extent to which the researcher convinces herself and others that the data are trustworthy and deserve interpretation. Measures of interobserver agreement (IOA) are the most often used index of believability in applied behaviour analysis.

Answer 45

Believability

Question 46

A procedure for implementing response cost in which the person is provided s reservoir of reinforcers that are removed in predetermined amounts contingent on the occurrence of the target behaviour

Answer 46

Bonus response cost

Question 47

Any procedure used to elevate the accuracy of a measurement system and, when sources of error are found, to use that information to correct or improve the measurement system

Answer 47

Calibration

Question 48

The change (acceleration or deceleration) in rate of responding over time; based on count per unit of time (rate); expressed as a factor by which responding is accelerating or decelerating (multiplying or dividing), displayed with a trend line on a standard celeration chart. Celeration is a generic term without specific references to accelerating or decelerating rates of response

Answer 48

Celeration

Question 49

A unit of time (e.g., per week, per month) in which celeration is plotted on a standard celeration chart

Answer 49

Celeration time period

Question 50

The celeration trend line is measured as a factor by which rate multiplies or divides across the celeration time periods (e.g., rate per week, rate per month, rate per year, an rate per decade)

Answer 50

Celeration trend line

Question 51

A schedule of reinforcement in which the response requirement of two or more basic schedules must be met in a specific sequence before reinforcement is delivered; a discriminative stimulus is correlated with each component of the schedule

Answer 51

Chained schedule

Question 52

Various procedures for teaching behaviour chains

Answer 52

Chaining

Question 53

An experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criterion for reinforcement or punishment. Experimental control is evidenced by the extent the level of responding changes to confirm to each new criterion

Answer 53

Changing criterion design

Question 54

A term popularised by Pryor (1999) for shaping behaviour used conditioned reinforcement in the form of an auditory stimulus. A handheld device produces a click sound when pressed. The trainer pairs other forms of reinforcement (e.g., edible treats) with the click sound so that the sound becomes a conditioned reinforcer

Answer 54

Clicker training

Question 55

Any experiment designed to identify the active elements of a treatment condition, the relative contributions of different variables in a treatment package, and/or the necessary and sufficient components of an intervention. Component analyses take many forms, but the basic strategy is to compare levels of responding across successive phases in which the intervention is implemented with one or more components left out

Answer 55

Component analysis

Question 56

A schedule of reinforcement consisting of two or more elements of continuous reinforcement (CRF) the four intermittent schedules of reinforcment (FR, VR, FI, VI), differential reinforcement of various rates of responding (DRL, DRH) and extinction. The elements from these basic schedules can occur successively or simultaneously and with or without discriminative stimulus, reinforcement may be contingent on meeting the requirements of each element of the schedule independently or in combination with all elements

Answer 56

Compound Schedule

Question 57

A complex example of stimulus control that requires stimulus generalisation within a class of stimuli an discrimination between classes of stimuli

Answer 57

Concept formation

Question 58

A schedule of reinforcement in which two or more contingencies of reinforcement (elements) operate independently and simultaneously for two or more behaviours

Answer 58

Concurrent schedule (Conc)

Question 59

The likelihood that a target behaviour will occur in a given circumstances; computed by calculating (a) the proportion of occurrences of behaviour that were preceded by a specific antecedent variable and (b) the proportion of occurrences of problem behaviour that were followed by a specific consequence. Conditional probabilities range from 0.0 to 1.0; the closer the conditional probability it to 1.0 the stronger the relationship is between the target behaviour and the antecedent/consequence variable.

Answer 59

Conditional probability

Question 60

A motivating operation whose value-altering effect depends on a learning history. For example, because of the relation between locked doors and keys, having to open a locked door is a CMO that makes keys more effective as reinforcers, and evokes behaviour that has obtained such keys

Answer 60

Conditioned motivating operations

Question 61

A previously neutral stimulus change that functions as a negative reinforcer because of prior pairing with one or more negative reinforcers

Answer 61

Conditioned negative reinforcers

Question 62

A previously neutral stimulus change that functions as a punisher because of prior pairing with one or more other punishers

Answer 62

Conditioned punisher (also called secondary or learned punishers)

Question 63

A learned stimulus-response functional relation consisting of an antecedent stimulus (e.g., sound of refrigerator door opening) and the response it elicits (e.g., salivation) each persons repertoire of conditioned reflexes is the product of his or her history of interactions with the environment (ontogeny).

Answer 63

Conditioned reflex

Question 64

A stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers; sometimes called secondary or learned reinforcer

Answer 64

Conditioned reinforcer

Question 65

The stimulus component of a conditioned reflex; a formerly neutral stimulus change that elicits respondent behaviour only after it has been paired with an unconditioned stimulus (US) or another CS

Answer 65

Conditioned Stimulus (CS)

Question 66

Describes a situation of trust insofar as any information regarding a person perceiving or having received services may not be discussed with or otherwise made available to another person or group, unless that person has provided explicit authorization for release of such information

Answer 66

Confidentiality

Question 67

A situation in which a person in a position of responsibility or trust has competing professional or personal interest that make it difficult to fulfil his or her duties impartially

Answer 67

Conflict of Interest

Question 68

An uncontrolled factor known or suspected to exert influence on the independent variable

Answer 68

Confounding variable

Question 69

A stimulus change that follows a behaviour of interest. Some consequences, especially those that are immediate and relevant to current motivational states, have significant influence on future behaviour; others have little effect

Answer 69

Consequence

Question 70

Refers to dependent and/or temporal relations between operant behaviour and its controlling variable

Answer 70

Contingency

Question 71

A mutually agreed upon document between parties (e.g., parent and child) that specifies a contingent relationship between the completion of specified behaviours and access to specified reinforcers

Answer 71

Contingency contract

Question 72

exchanging the reinforcement contingencies for two topographically different responses. For example, if behaviour A results in reinforcement on an FR1 schedule of reinforcement and behaviour B results in reinforcement being withheld (extinction), a contingency reversal consists of changing the contingencies such that behaviour A now results in extinction and behaviour B results in reinforcement on a FR1 schedule.

Answer 72

Contingency reversal

Question 73

Describes reinforcement (or punishment) that is delivered only after the target behaviour has occurred

Answer 73

Contingent

Question 74

A procedure for implementing time-out in which the person is repositioned with an existing setting such that observation of ongoing activities remains, but access to reinforcement is lost

Answer 74

Contingent observation

Question 75

Measurement conducted in a manner such that all instances of the response class(es) of interest are detected during the observaion perod

Answer 75

Continuous measurement

Question 76

A schedule of reinforcement that provides reinforcement for each occurrence of the target behaviour

Answer 76

Continuous reinforcement (CRF)

Question 77

Any contingency of reinforcement )or punishment) designed and implemented by a behaviour analyst or practitioner to achieve the acquisition, maintenance and/or generalisation of targeted behaviour change

Answer 77

Contrived contingency

Question 78

Any stimulus made functional for the target behaviour in the instructional setting that later prompts or aids the learner in performing the target behaviour in a generalisation setting

Answer 78

Contrived mediating stimulus

Question 79

An element of verbal operant that is evoked by a nonvocal discriminative stimulus that has point-to-point correspondence and formal similarity with the controlling response

Answer 79

Copying a text

Question 80

A simple tally of the number of occurrences of a behaviour. The observation period, or counting time, should always be noted when reporting count measures

Answer 80

Count

Question 81

The period of time in which a count of the number of responses emitted was recorded

Answer 81

Counting time

Question 82

A type of graph on which the cumulative number of responses emitted is represented on the vertical axis; the steeper the slope of the data path, the greater the response rate

Answer 82

Cumulative record

Question 83

A device that automatically draws cumulative records (graphs) that show the rate of response in real time; each time a response is emitted, a pen moves upwards across a paper that continuously moves at a constant speed

Answer 83

Cumulative recorder

Question 84

The results of measurement, usually in quantifiable form; in applied behaviour analysis,it refers to measures of some quantifiable dimension of a behaviour

Answer 84

Data

Question 85

The level and trend of behaviour between successive data points; created by drawing a straight line from the center of each data point in a given data set to the center of the next data point in the same set

Answer 85

Data path

Question 86

A variation of the multiple baseline design in which an initial baseline, and perhaps intervention, are begun for one behaviour (or setting or subject), and subsequent baselines for additional behaviours are begun in a staggered or delayed fashion

Answer 86

Delayed multiple baseline design

Question 87

A contingency in which reinforcement for all members of the group is dependent on the behaviour of one member of the group or the behaviour of a select group of members with the larger group

Answer 87

Dependent group contingency

Question 88

The variable in an experiment measured to determine if it change as a result of manipulations of the independent variable; in applied behaviour analysis, it represents some measure of socially significant behaviour

Answer 88

Dependent variable

Question 89

The state of an organism with respect to how much time has elapsed since it has consumed or contracted a particular type of reinforcer; also refers to a procedure for increasing the effectiveness of a reinforcer (e.g., withholding a persons access to a reinforcer for a specified period of time prior to a session)

Answer 89

Deprivation

Question 90

A data path that shows a decreasing trend in the response measure over time

Answer 90

Descending baseline

Question 91

Direct observation of problem behaviour and the antecedent and consequent events under naturally occurring conditions

Answer 91

Descriptive functional behaviour assessment

Question 92

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

Answer 92

Determinism

Question 93

Reinforcing only those responses within a response class that meet a specific criterion along some dimension(s) (i.e., frequency, topography, duration, latency or magnitude) and placing all other responses in the class on extinction

Answer 93

Differential reinforcement

Question 94

A procedure for decreasing problem behaviour in which reinforcement is delivered for a behaviour that serves as a desirable alternative to the behaviour targeted for reduction and withheld following instances of the problem behaviour (e.g., reinforcing completion of academic worksheet item when the behaviour targeted for reduction is talk-outs)

Answer 94

Differential reinforcement of alternative behaviour (DRA)

Question 95

A schedule of reinforcement in which reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being fewer than a gradually decreasing criterion based on the individuals performance in previous intervals (e.g., fewer than five responses per 5 minutes, fewer than four responses per 5 minutes, fewer than 3 responses per five minutes)

Answer 95

Differential reinforcement of diminishing rates (DRD)

Question 96

A schedule of reinforcement in which reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being greater than a gradually increasing criterion based on the individuals performance in previous trials (e.g.,more than 3 responses per 5 minutes, more than 5 responses per 5 minutes, more than eight response per 5 minutes)

Answer 96

Differential reinforcement of high rates (DRH)

Question 97

A procedure for decreasing problem behaviour in which reinforcement is delivered for a behaviour that is topographically incompatible with the behaviour targeted for reduction and withheld following instances of the problem behaviour (e.g., sitting in seat is incompatible with walking around the room)

Answer 97

Differential reinforcement of incompatible behaviour (DRI)

Question 98

A schedule of reinforcement in which reinforcement (a) follows each occurrence of behaviour that is separated from the previous response by a minimum interresponse time (IRT) or (b) is contingent on the number of response within a period of time not exceeding a predetermined criterion. Practitioners use DRL schedules to increase the rate of behaviours that occur too frequently but should be maintained in the learners repertoire.

Answer 98

Differential reinforcement of low rates (DRL)

Question 99

A procedure for decreasing problem behaviour in which reinforcement is contingent on the absence of the problem behaviour during or at specified times (i.e., momentary DRO); sometimes called differential reinforcement of zero rates of responding or omission training)

Answer 99

Differential reinforcement of other behaviour (DRO)

Question 100

Occurs when the behaviour that is measured is the same as the behaviour that is the focus of the investigation

Answer 100

Direct measure

Question 101

An experiment in which the researcher attempts to duplicate exactly the conditions of an earlier experiment

Answer 101

Direct replication

Question 102

Any operant whose response rate is controlled by a given opportunity to emit the response, Each discrete response occurs when an opportunity to respond exists. Discrete trial, restricted operant, and controlled operant are synonymous terms.

Answer 102

Discrete trial

Question 103

Measurement conducted in a manner such that some instances of the response class(es) of interest may not be detected

Answer 103

Discontinuous measurement

Question 104

A contingency in which responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer

Answer 104

Discriminated avoidance

Question 105

An operant that occurs more frequently under some antecedent conditions than under others

Answer 105

Discriminated operant

Question 106

A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced; this history of differential reinforcement is the reason an SD increases the momentary frequency of the behaviour.

Answer 106

Discriminated stimulus (SD)

Question 107

A procedure that prevents the subject and the observer(s) from detecting the presence or absence of the treatment variable; used to eliminate confounding of results by subject expectations, parent and teacher expectations, differential treatment by others and observer bias

Answer 107

Double-blind control

Question 108

An experimental technique that demonstrates the effects of reinforcement; it uses differential reinforcement of an incompatible or alternative behaviour (DRI/DRA) as a control condition instead of a no-reinforcement (baseline) condition. During the DRA/DRI condition, the stimulus change used as reinforcement in the reinforcement conditions s presented contingent on occurrences of a specified behaviour that is either incompatible with the target behaviour or an alternative to the target behaviour. A higher level of responding during the reinforcement condition than during the DRA/DRI condition demonstrates that the changes in behaviour are the result of contingent reinforcement, not simply the presentation of or contact with the stimulus event.

Answer 108

DRA/DRI reversal technique

Question 109

An experimental technique for demonstrating the effects of reinforcement by using differential reinforcement of other behaviour (DRO) as a control condition instead of a no-reinforcement (baseline) condition. During the DRO condition, the stimulus changes used as reinforcement in the reinforcement condition is presented contingent on the absence of the target behaviour for a specified time period. A higher level of responding during the reinforcement condition than during the DRO condition demonstrates that change in behaviour are the result of contingent reinforcement not simply the presentation of or contact with the stimulus event

Answer 109

DRO reversal technique

Question 110

A measure of the total extent of time in which a behaviour occurs

Answer 110

Duration

Question 111

An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response

Answer 111

Echoic

Question 112

An assessment protocol that acknowledges complex interrelationships between environment and behaviour. An ecological assessment is a method for obtaining data across multiple settings and persons.

Answer 112

Ecological assessment

Question 113

The objective observation of the phenomena of interest; objective observations are ‘independent of the individual prejudices, tastes, and private opinions of the scientist…. Results of empirical methods are objective in that they are open to anyone’s observation and do not depend on the subjective belief of the individual scientist’

Answer 113

Empiricism

Question 114

The conglomerate of real circumstances in which the organism or referenced part of the organism exists, behaviour cannot occur in the absence of environment

Answer 114

Environment

Question 115

A contingency in which a response terminates (produces escape from) an ongoing stimulus

Answer 115

Escape contingency

Question 116

Behaviours maintained with negative reinforcement are placed on escape extinction when those behaviours are not followed by termination of the aversive stimulus; emitting the target behaviour does not enable the person to escape the aversive situation

Answer 116

Escape extinction

Question 117

A motivating operation (MO) that establishes (increases) the effectiveness of some stimulus, object or event as a reinforcer. For example, food deprivation establishes food as an effective reinforcer.

Answer 117

Establishing operation

Question 118

Statements that provide guidelines for members of professional associates when deciding a course of action or conducting professional duties; standards by which graduated sanctions (e.g., reprimand, censure, expulsion) can be imposed for deviating from the code.

Answer 118

Ethical codes of Behaviour

Question 119

Behaviours, practices, and decisions that address such basic and fundamental questions as: what is the right thing to do? Whats worth doing? what does it mean to be a good behaviour analytic practitioner?

Answer 119

Ethics

Question 120

Measurement procedure for obtaining a tally or count of the number of times a behaviour occurs

Answer 120

Event recording

Question 121

An increase in the current frequency of behaviour that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation. For example, food deprivation evokes (increase in the current frequency of) behaviour that has been reinforced by food

Answer 121

Evocative effect (of a motivating operation)

Question 122

The percentage of total intervals in which two observes recorded the same count; the most stringent description of IOA for most data sets obtained by event recording.

Answer 122

Exact count-per-interval IOA

Question 123

A procedure for implementing time-out in which, contingent on the occurrence of a target behaviour, the person is removed physically from the current environment for a specified period

Answer 123

Exclusion time-out

Question 124

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 independent variable) differs from one condition to another

Answer 124

Experiment

Question 125

A natural science approach to the study of behaviour as a subject matter in its own right founded by B. F. Skinner; methodological features include rate of response as a basic dependent variable, repeated or continuous measurement of clearly defined response classes, within subject experimental comparisons instead of group design, visual analysis of graphed data instead of statistical inference, and an emphasis on describing functional relations between behaviour and controlling variables in the environment over formal theory testing

Answer 125

Experimental analysis of behaviour (EAB)

Question 126

Two meanings: (a) the outcome of an experiment that demonstrates convincingly a functional relation, meaning that experimental control is achieved when a predictable change in behaviour (the dependent variable) can be reliably produced by manipulating a specific aspect of the environment (the independent variable); and (b) the extent to which a researcher maintains precise control of the independent variable by presenting it, withdrawing it, and/or varying its value, and also by eliminating or holding constant all confounding and extraneous variables

Answer 126

Experimental Control

Question 127

The particular type and sequence of conditions in a study so that meaningful comparisons for the effects of the presence and absence (or different values) of the independent variable can be made

Answer 127

Experimental Design

Question 128

A statement of what the researcher seeks to learn by conducting the experiment; may be presented in question form and is most often found in a published account as a statement of the experimenters purpose. All aspects of an experiments design should follow from the experimental question (also called research question)

Answer 128

Experimental Question

Question 129

A fictitious or hypothetical variable that often takes the form of another name for the observed phenomenon it claims to explain and contribute nothing to a functional account or understanding of the phenomenon. such as intelligence or cognitive awareness as explanations for why an organism pushes the lever when the light is on and food is available but does not push the lever when the light is off and no food is available

Answer 129

Explanatory Fiction

Question 130

The degree to which a studys findings have generality to other subjects, settings and/or behaviours

Answer 130

External validity

Question 131

The discontinuing of a reinforcement of a previously reinforced behaviour (i.e., responses no longer produce reinforcement); the primary effect is a decrease in the frequency of the behaviour until it reaches a prereinforced level or ultimately ceases to occur

Answer 131

Extinction (operant)

Question 132

An increase in the frequency of responding when an extinction procedure is initially implemented

Answer 132

Extinction burst

Question 133

Any aspect of the experimental setting (e.g., lighting, temperature) that must be held constant to prevent unplanned environmental variations

Answer 133

Extraneous variable

Question 134

A procedure for transferring stimulus control in which features of an antecedent stimulus (e.g., shape, size, position, colour) controlling a behaviour are gradually changed to a new stimulus while maintaining the current behaviour; stimulus features can be faded in (enhanced) or faded out (reduced)

Answer 134

Fading

Question 135

Stimuli that share common physical forms or structures (e.g., made of wood, four legs, round, blue) or common relative relationships (e.g., bigger than, hotter than, higher than, next to)

Answer 135

Feature stimulus class

Question 136

A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced (e.g., on an FI 3-minute schedule, the first response following the passage of 3 minutes is reinforced)

Answer 136

Fixed interval (FI)

Question 137

A DRO procedure in which reinforcement is available at the end of intervals of fixed duration and delivered contingent on the absence of the problem behaviour during each interval

Answer 137

Fixed Interval DRO (FI-DRO)

Question 138

A DRO procedure in which reinforcement is available at specific moments of time, which are separated by a fixed amount of time, and delivered contingent on the problem not occurring at those moments

Answer 138

Fixed-momentary DRO

Question 139

A schedule of reinforcement requiring a fixed number of responses for reinforcement (e.g., an FR 4 schedule of reinforcement follows every fourth response

Answer 139

Fixed ratio

Question 140

A schedule for the delivery of non-contingent stimuli in which a time interval remains the same from one delivery to the next

Answer 140

Fixed-time schedule (FT)

Question 141

A situation that occurs when the controlling antecedent stimulus and the response or response product (a) share the same sense mode (e.g., both stimulus response are visual, auditory, or tactile) and (b) physically resemble each other. The verbal relations with with formal similarity are echoic, copying a text, and imitation as it relates to sign language

Answer 141

Formal similarity

Question 142

A method for teaching behaviour chains that begins with the learner being prompted and taught to perform the first behaviour in the task analysis; the trainer completes the remaining steps in the chain. When the learner shows competence in performing the first step in the chain, he is then taught to perform the first two behaviours in the chain, with the training completing the chain. This process is continued until the learner completes the entire chain independently

Answer 142

Forward chaining

Question 143

Any operant behaviour that results in minimal displacement of the participant in time and space. A free operant can can be emitted at nearly any time; it is discrete, it requires minimal time for completion, and it can produce a wide range of response rates. Examples in ABA include (a) the number of words read during a 1-minute counting period, (b) the number of hand slaps per 6 seconds, and (c) the number of letter strokes written in 3 minutes

Answer 143

Free operant

Question 144

A contingency in which responses at any time during an interval prior to the scheduled onset of an aversive stimulus delays the presentation of the aversive stimulus

Answer 144

Free operant avoidance

Question 145

A ratio of count per observation time; often expressed as count per standard unit of time (e.g., per minute, per hour, per day) and calculated by dividing the number of responses recorded by the number of standard units of time in which observations were conducted; used interchangeably with rate

Answer 145

Frequency

Question 146

A procedure for implementing DRL in which reinforcement is delivered at the end of the session if the total number of responses emitted during the session does not exceed a criterion limit

Answer 146

Full-session DRL

Question 147

A relatively permanent change in an organisms repertoire of MO, stimulus and response relations, caused by reinforcement, punishment, an extinction procedure, or a recovery from punishment procedure. Respondent function-altering effects result from the pairing and unpairing of antecedent stimuli

Answer 147

Function-altering effect (relevant to operant relations)`

Question 148

Designates responses as members of the targeted response class solely in terms of their common effect on the environment

Answer 148

Function-based definition

Question 149

(as part of functional behaviour assessment) An analysis of the purposes (functions) of problem behaviour, wherein antecedents and consequences representing those in the persons natural routines are arranged within an experimental design so that their separate effects on problem behaviour can be observed and measured; typically consists of four conditions; three test conditions- contingent attention, contingent escape, and alone - and a control condition in which problem behaviour is expected to be low because reinforcement is freely available and no demands are placed on the person

Answer 149

Functional analysis

Question 150

A systematic method of assessment for obtaining information about the purposes (functions) a problem behaviour serves for a person; results are used to guide the design of an intervention for decreasing the problem behaviour and increasing appropriate behaviour

Answer 150

Functional behaviour assessment

Question 151

an antecedent intervention in which an appropriate communication behaviour is taught as a replacement behaviour for problem behaviour usually evoked by an establishing operation (EO); involves differential reinforcement of alternative behaviour (DRA)

Answer 151

Functional communication training (FCT)

Question 152

A verbal statement summarising the results of an experiment (or group of related experiments) that describes the occurrence of the phenomena under study as a function of the operation of one or more specified and controlled variables in the experiment in which a specific change in one event (the dependent variable) can be produced by manipulating another event (the independent variable), and that the change in the dependent variable was unlikely the result of the other factors (confounding variables); in behaviour analysis expressed as b=f(x1), (x2),…. where b is the behaviour and x1, x2 etc.. are environmental variables of which the behaviour is a function

Answer 152

Functional relation

Question 153

Serving the same function or purpose; different topographies of behaviour are functionally equivalent if they produce the same consequences

Answer 153

Functionally equivalent

Question 154

A systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalisation setting(s)

Answer 154

General case analysis

Question 155

A generic term for a variety of behavioural processes and behaviour change outcomes

Answer 155

Generalisation

Question 156

Changes in the behaviour of people not directly treated by an intervention as a function of treatment contingencies applied to other people

Answer 156

Generalisation across subjects

Question 157

Any measurement of a learners performance of a target behaviour in a setting and/or stimulus situation in which direct training has not been provided

Answer 157

Generalisation probe

Question 158

Any place or stimulus situations that differs in some meaningful way from the instructional setting and in which performance of the target behaviour is desired

Answer 158

Generalisation setting

Question 159

A behaviour change that has not been taught directly. Generalised outcomes take one, or a combination of, three primary forms: response maintenance, stimulus/setting generalisation, and response generalisation. Sometimes called generalised outcome

Answer 159

Generalised behaviour change

Question 160

A stimulus change that, as a result of having been paired with many other punishers, functions as punishment under most conditions because it is free from the control of motivating conditions for specific types of punishment

Answer 160

Generalised conditioned punisher

Question 161

A conditioned reinforcer that as a result of having been paired with many other reinforcers does not depend on an establishing operations for any particular form of reinforcement for its effectiveness

Answer 161

Generalised conditioned reinforcer

Question 162

A tact evoked by a novel stimulus that shares all of the relevant or defining features associated with the original stimulus

Answer 162

Generic (tact) extension

Question 163

A visual format for displaying data, reveals relations among and between a series of measurements and relevant variables

Answer 163

Graph

Question 164

A contingency in which reinforcement for all members of a group is dependent on the behaviour of (a) a person within the group, (b) a select group of members within the larger group, or (c) each member of the group meeting a performance criterion

Answer 164

Group contingency

Question 165

Habilitation (adjustment) occurs when a person repertoire has been changed such that short- and long-term reinforcers are maximised and short- and long-term punishers are minimised

Answer 165

Habilitation

Question 166

A multiple-component treatment package for reducing unwanted habits such as fingernail biting and muscle tics; treatment typically includes self-awareness training involving response detection and procedures for identifying events that precede and trigger the response; competing response training; and motivation techniques including elf-administered consequences, social support systems, and procedures for promoting the generalisation and maintenance of treatment gains

Answer 166

Habit reversal

Question 167

A decrease in responsiveness to repeated presentations of a stimulus; most often used to describe a reduction of respondent behaviour as a function of repeated presentation of eliciting stimulus over a short span of time; some researchers suggest that the concept also apples to within-session changes in operant behaviour

Answer 167

Habituation

Question 168

A procedure for implementing time-out in which, contingent on the occurrence of an inappropriate behaviour, the student is removed from the classroom to a hallway location near the room for a specified period of time

Answer 168

Hallway time-out

Question 169

Another term for a dependent group contingency (i.e., a person earns a reward for the group

Answer 169

hero procedure

Question 170

An antecedent intervention in which two to five easy tasks with a known history of learner compliance (the high-p requests are presented in quick succession immediately before requesting the target task, the low-p request. Also called interspersed requests, pretask requests, or behavioural momentum

Answer 170

High-probability (high-p) request sequence

Question 171

Development of a conditioned reflex by pairing of a neutral stimulus (NS) with a conditioned stimulus (CS). Also called secondary conditioning

Answer 171

Higher order conditioning

Question 172

An inclusive term referring in general to all of a persons learning experiences and more specifically to past conditioning with respect to particular response classes or aspects of a persons repertoire

Answer 172

History of reinforcement

Question 173

A presumed but unobserved process or entity (e.g., Freud’s id, ego and super ego)

Answer 173

Hypothetical construct

Question 174

A behaviour controlled by any physical movement that serves as a novel model excluding vocal-verbal behaviour, has formal similarity with the model, and immediately follows the occurrence of the model (e.g., within seconds of the model presentation). An imitative behaviour is a new behaviour emitted following a novel antecedent event (i.e., the model).

Answer 174

Imitation

Question 175

A verbal operant involving a response that is evoked by both an MO and a nonverbal stimulus; thus, the response is part mand and part tact.

Answer 175

Impure tact

Question 176

A contingency in which reinforcement for each member of a group is dependent on that person’s meeting a performance criterion that is in effect for all members of the group

Answer 176

Independent group contingency

Question 177

The variable that is systematically manipulated by the researcher in an experiment to see whether changes in the independent variable produce reliable changes in the dependent variable. In applied behaviour analysis, it is usually an environmental event or condition antecedent or consequent to the dependent variable. Sometimes called the intervention or treatment variable

Answer 177

Independent variable

Question 178

Structured interviews, checklists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behaviour (e.g., teachers, parents, caregivers, and/or the individual him-or herself); used to identify conditions or events in the natural environment that correlate with the problem behaviour

Answer 178

Indirect functional assessment

Question 179

Occurs when the behaviour that is measured is in some way different from the behaviour of interest considered less valid than direct measurement because inferences about the relation between the data obtained and the actual behaviour of interest are required

Answer 179

Indirect measurement

Question 180

A contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement. practitioners use indiscriminable contingencies in the form of intermittent schedules of reinforcement and delayed rewards to promote generalised behaviour change.

Answer 180

Indiscriminable contingency

Question 181

when the potential recipient of the service or participant in a research study gives his explicit permission before any assessment or treatment is provided. Full disclosure of effects and side effects must be provided. To give consent, the person must (a) demonstrate the capacity to decide, (b) do so voluntarily, and (c) have adequate knowledge of all salient aspects of the treatment.

Answer 181

Informed consent

Question 182

The environment where instruction occurs; includes all aspects of the environment, planned and unplanned, that may influence the learners acquisition and generalisation of the target behaviour.

Answer 182

Instructional setting

Question 183

A contingency in which reinforcement for all members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group.

Answer 183

Interdependent group contingency

Question 184

A contingency of reinforcement in which some, but not all, occurrences of behaviour produce reinforcement.

Answer 184

Intermittent schedule of reinforcement (INT)

Question 185

To extent of which an experiment shows convincingly that changes in behaviour are a function of the independent variable and not the result of uncontrolled or unknown variables.

Answer 185

Internal Validity

Question 186

The degree to which two or more independent observers report the same observed values after measuring the same event.

Answer 186

Interobserver Agreement (IOA)

Question 187

A measure of temporal locus; defined as the elapsed time between two successive responses

Answer 187

Interresponse Time (IRT)

Question 188

An index of the agreement between observers for data obtained by interval recording or time sampling measurement; calculated for a given session or measurement period by comparing two observer’s recording of the occurrence or nonoccurrence of the behaviour in each observation interval and dividing the number of intervals of agreement by the total number of intervals and multypling by 100. Also called the point-by-point or total interval IOA.

Answer 188

Interval-by-interval IOA

Question 189

A procedure for implementing DRL in which total session is divided into equal intervals and reinforcement is provided at the end of each interval in which the number of responses during the interval is equal to or below a criterion limit.

Answer 189

Interval DRL

Question 190

An elementary verbal operant that is evoked by a verbal discriminative stimulus and that does not have point-to-point correspondence with the verbal stimulus.

Answer 190

Intraverbal

Question 191

A situation that occurs when the level of responding observed in a previous phase cannot be reproduced even though the experimental conditions are the same as the were during the earlier phase.

Answer 191

Irreversibilty

Question 192

A schedule of reinforcement in which reinforcement is contingent on a response being different in some specified way from the previous response or a specified number of previous responses.

Answer 192

Lag Reinforcement Schedule

Question 193

The value on the vertical axis around which a series of behavioural measures converge.

Answer 193

Level

Question 194

A component of some token economy systems in which participants advance up (or down) through a succession of levels contingent on their behaviour at the current level. The performance criteria and sophistication or difficulty of the behaviours required at each level are higher than those of preceeding levels; as participants advance to higher levels, they gain access to more desirable reinforcers, increased privileges and greater independence.

Answer 194

Level System

Question 195

A situation in which reinforcement is available only during a finite time following the elapse of an FI or VI interval; if the target response does not occur with the time limit, reinforcement is withheld and a new interval begins (e.g., on a FI 5-minute Schedule with a limited hold of 30s, the first correct response following the time elapse of 5 minutes is reinforced only if that response occurs within 30s after the end of the 5 minute interval).

Answer 195

Limited Hold

Question 196

Basted on a Cartesian Plane, a two-dimensional area formed by the intersection of two perpendicular lines. Any point within the plane represents a specific relation between the two-dimensions described by the intersecting lines. It is the most common graphic format for displaying data in applied behaviour analysis.

Answer 196

Line Graph

Question 197

Someone who provides reinforcement for verbal behaviour. A listener may also serve as an audience evoking verbal behaviour.

Answer 197

Listener

Question 198

The average rate of response during a smaller period of time within a larger period for which an overall response rate has been given.

Answer 198

Local Response Rate

Question 199

The force of intensity with which a response is emitted; provides important quantitative parameters used in defining and verifying the occurrence of some response classes. Responses meeting those criteria are measured and reported by one or more fundamental or derivative measures such as frequency, duration or latency. Sometimes called amplitude.

Answer 199

Magnitude

Question 200

Two different meanings in applied behaviour analysis; (a) the extent to which the learner continues to perform the target behaviour after a portion or all the intervention has been terminated (i.e.,response maintenance), a dependent variable or characteristic of behaviour; and (b) a condition in which treatment has been discontinued or partially withdrawn, an independent variable or experimental condition.

Answer 200

Maintenance

Question 201

An elementary verbal operant that is evoked by an MO and followed by specific reinforcement.

Answer 201

Mand

Question 202

A self-directed behaviour change technique in which the person forces himself to perform an undesired behaviour (e.g., a compulsive ritual) repeatedly, which sometimes decreases the future frequency of the behaviour.

Answer 202

Massed Practice

Question 203

The allocation of responses to choices available on concurrent schedules of reinforcement; rates of responding across choices are distributed in proportions that match the rate of reinforcement recieved from each choice alternative.

Answer 203

Matching Law

Question 204

A procedure for investigating conditional relations and stimulus equivalence. A match-to-sample trial begins with the participant making a response that presents or reveals that sample stimulus; next, the sample stimulus may or may not be removed, and two or more comparison stimuli are presented. The participant then selects one of the comparison stimuli. Responses that select a comparison stimuli that matches the sample stimulus are reinforced, and no reinforcement is provided for responses selecting the non-matching comparison stimuli.

Answer 204

Matching-to-Sample

Question 205

The avergae percentage of agreement between the counts reported by two observes in a measurement period comprised of series of smaller counting times; a more conservative measure of IOA than total count IOA.

Answer 205

Mean count-per-interval IOA

Question 206

An IOA index for duration per occurrence data; also a more conservative and usually more meaningful assessment of IOA for total duration data calculated for a given session or measurement period by computing the average percent of agreement of durations reported by two observers for each occurrence of the target behaviour.

Answer 206

Mean Duration-per-occurrence IOA

Question 207

Nonrandom measurement error; form of inaccurate measurement in which the data consistently overestimate or underestimate the true values of an event.

Answer 207

Measurement Bias

Question 208

A method of measuring behaviour after it has occurred by recording the effects that behaviour produced on the environment.

Answer 208

Measurement by Permanent Product

Question 209

An approach to explaining behaviour hat assumes that a mental or inner dimension exists that differs from a behavioural dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behaviour, if not all.

Answer 209

Mentalism

Question 210

A tact evoked by a novel stimulus that shares some, but not all, of the relevant features of the original stimulus.

Answer 210

Metaphorical (tact) extension

Question 211

A philosophical position that views behavioural events that cannot be publicly observed outside the realm of science.

Answer 211

Methdological behaviourism

Question 212

A tact evoked by a novel stimulus that shares none of the relevant features of the original stimulus configuration, but some irrelevant yet related feature has acquired stimulus control

Answer 212

Metonymical (tact) extension

Question 213

A compound schedule of reinforcement consisting or two or more basic schedules or reinforcment (element) that occur in an alternating, usually random, sequence; no discriminative stimuli are correlated with the presence of or absence of each element of the scedule, and reinforcement is delivered for meeting the response requirements of the element in effect at any time.

Answer 213

Mixed Schedule (MIX)

Question 214

A measurement method in which the presence or absence of behaviours are recorded at precisely specified time intervals.

Answer 214

Momentary Time Sampling

Question 215

An environmental variable that (a) alter (increases or decreases) the reinforcing or punishing effectiveness of some stimulus, object or event; and (b) alters (increases or decreases) the current frequency of all behaviour that has been reinforced or punished by that stimulus, object or event.

Answer 215

Motivating Operation

Question 216

A multiple baseline design in which the treatment variable is applied to two or more different behaviours of the same subject in the same setting.

Answer 216

Multiple Baseline Across Behaviours Design

Question 217

A multiple baseline design in which the treatment variable is applied to the same behaviour of two or more subjects (or groups) in the same setting.

Answer 217

Multiple Baseline Across Subjects Design

Question 218

A multiple baseline design in which the treatment variable is applied to the same behaviour of the same subject across two or more different settings, situations or time periods.

Answer 218

Multiple baseline Across Settingd Design

Question 219

An experimental design that begins with the concurrent measurement of two or more behaviours in a baseline condition, followed by the application of the treatment variable to one of the behaviours while baseline conditions remain in effect for the other behaviour(s). After maximum change has been noted in the first behaviour, the treatment variable is applied in sequential fashion to of the other behaviours in the design. Experimental control is demonstrated if each behaviour shows similar changes when, and only when, the treatment variable is introduced.

Answer 219

Multiple Baseline Design

Question 220

There are two types of multiple control: (a) convergent multiple control occurs when a single verbal response is a function of more than one variable and (b) what is said has more than one antecedent source of control. Divergent multiple control occurs when a single antecedent variable affects the strength of more than one response.

Answer 220

Multiple Control (of Verbal Behaviour)

Question 221

Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both settings/situation generalisation and response generalisation.

Answer 221

Multiple Exemplar Training

Question 222

A variation of the multiple baseline design that features intermittent measures, or probes, during baseline. It is used to evaluate the effects of instruction on skill sequences in which it is unlikely that the subject can improve performance on later steps in the sequence before learning prior steps.

Answer 222

Multiple Probe Design

Question 223

A compound schedule of reinforcement consisting of two or more basic schedules of reinforcement (elements) that occur in an alternating, usually random, sequence; a discriminative stimulus is correlated with the presence or absence of each element of the schedule, and reinforcement is delivered for meeting the response requirements of the element in effect at any time.

Answer 223

Multiple Schedule (mult)

Question 224

The effects of one treatment on a subjects behaviour being confounded by the influence of another treatment administered in the same study.

Answer 224

Multiple Treatment Interference

Question 225

Any experimental design that uses the experimental methods and logic of the reversal tactic to compare the effects of two or more experimental conditions to baseline and/or to another (e.g., ABAB, ABCBC, ABACADADACAD, ABABB+CBB+C)

Answer 225

Multiple Treatment Reversal Design

Question 226

An observe who is unaware of the study’s purpose and/or the experimental conditions in effect during a given phase or observation period. Data obtained by a naive observer are less likely to be influenced by observers expectations

Answer 226

Naive Observer

Question 227

Any contingency of reinforcement (or punishment) that operates independent of the behaviour analyst’s or practitioners efforts; includes socially mediated contingencies contrived by other people and already in effect in the relevant setting.

Answer 227

Naturally Existing Contingency

Question 228

A response behaviour is followed immediately by the removal of a stimulus (or decrease in the intensity of the stimulus), that decreases the future frequency of similar response under similar conditions; sometimes called Type II Punishment.

Answer 228

Negative Punishment

Question 229

A stimulus whose termination (or reduction in intensity) functions as reinforcement.

Answer 229

Negative Reinforcer

Question 230

A stimulus change that does not elicit respondent behaviour.

Answer 230

Neutral Stimulus (NS)

Question 231

A procedure in which stimuli with known reinforcing properties are presented on fixed-time (FT) or variable-time (VT) schedules completely independent of behaviour; often used as an antecedent intervention to reduce problem behaviour.

Answer 231

Noncontingent Reinforcement (NCR)

Question 232

An experimental control technique that demonstrates the effects of reinforcement by using noncontingent reinforcement (NCR) as a control condition instead of a no-reinforcement (baseline) condition. During the NCR condition, the stimulus change used as reinforcement in the reinforcement condition is presented on a fixed or variable time schedule independent of the subjects behaviour. A higher level of responding during the reinforcement condition than during the NCR condition demonstrates that the changes in behaviour are the result of contingent reinforcement, not simply the presentation of or contact with the stimulus events.

Answer 232

Noncontingent (NCR) Reversal Technique

Question 233

A procedure for implementing time out in which, contingent on the occurrence of the target behavior, the person remains withing the setting, but does not have access to reinforcement, for a specified period.

Answer 233

Nonexclusion Time-out

Question 234

As a philosophy and principle, the belief that people with disabilities should, to the maximum extent possible, be physically and socially integrated into the mainstream of society regardless of the degree or type of disability. As an approach to intervention, the use of progressively more typical settings and procedures “to establish and/or maintain personal behaviours which are as culturally normal as possible”

Answer 234

Normalisation

Question 235

A measure produced by an observation and measurement system. Observed values serve as data that the researcher and others will interpret to form conclusion about an investigation

Answer 235

Observed Value

Question 236

Any unintentional change in the way an observer uses a measurement system over the course of an investigation that results in measurement error; often entails a shift in the observer’s interpretation of the original definitions of the target behaviour subsequent to being trained

Answer 236

Observer Drift

Question 237

Influence on the data reported by an observer that results from the observer’s awareness that others are evaluating the data he reports

Answer 237

Observer Reactivity

Question 238

The history of development of an individual organism during its lifetime

Answer 238

Ontogeny

Question 239

Behaviour that is selected, maintained, and brought under stimulus control as a function of its consequences; each person’s repertoire of operant behaviour is a product of his history of interactions with the environment (ontogeny)

Answer 239

Operant Behaviour

Question 240

The basic process by which operant learning occurs; consequences (stimulus changes immediately following responses) result in an increased (reinforcement) or decreased (punishment) frequency of the same type of behaviour under similar motivational and environmental conditions in the future.

Answer 240

Operant Conditioning

Question 241

The rate of response over a given time period

Answer 241

Overall Response Rate

Question 242

A behaviour change tactic based on positive punishment in which, contingent on the problem behaviour, the learner is required to engage in effortful behaviour directly or logically related to fixing the damage caused by the behaviour. Forms of overcorrection are restitutional overcorrection and positive practice overcorrection.

Answer 242

Overcorrection

Question 243

An experiment designed to discover the differential effects of a range of values of an independent variable

Answer 243

Parametric Analysis

Question 244

The practice of ruling out simple, logical explanations, experimentally or conceptually, before considering more complex or abstract explanations

Answer 244

Parsimony

Question 245

A time-sampling method for measuring behaviour in which the observational period is divided into a series of brief time intervals (typically from 5 to 10 seconds). The observer records whether the target behaviour occurred at any time during the interval. Partial-Interval recording is not concerned with how many times the behaviour occurred during the interval or how long the behaviour was present, just that it occurred at some point during the interval; tends to overestimate the proportion of the observation period that the behaviour actually occurred

Answer 245

Partial-interval Recording

Question 246

An exclusion procedure for implementing time-out which, contingent on the occurrence of the target behaviour, the person remains within the time-in setting, but stays behind a wall, shield or barrier thats restricts the view

Answer 246

Partition Time-out

Question 247

A ratio formed by combining the same dimensional quantities such as count or time expressed as a number of parts per 100

Answer 247

Percentage

Question 248

An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.

Answer 248

Philosophical Doubt

Question 249

the history of the natural evolution of a species

Answer 249

Phylogeny

Question 250

A behavior that, when learned, produces corresponding modifications or covariation in other untrained behaviors.

Answer 250

Pivotal Behaviour

Question 251

A procedure that prevents a subject from detecting the presence or absence of the treatment variable. To the subject the placeo condition appears the same as the treatment condition

Answer 251

Placebo Control

Question 252

A variation of momentary time sampling in which the observer records whether each person in a group is engaged in the target behavior at specific points in time; measure of group behavior

Answer 252

Planned Activity Check (PLACHECK)

Question 253

A relation between the stimulus and response or response product that occurs when the beginning, middle, and end of the verbal response. The verbal relations with point-to-point correspondence are echoic, copying a text, imitation as it relates to a sign language, textual, and transcription

Answer 253

Point-to-point correspondence

Question 254

A form of overcorrection in which, contingent on an occurrence of the target behavior the learner is required to repeat a correct form of the behavior, or a behavior incompatible with the problem behavior, a specified number of times, entails an educative component.

Answer 254

Positive Practice Overcorrection

Question 255

a behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior

Answer 255

Positive Punishment

Question 256

occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions

Answer 256

Positive Reinforcement

Question 257

A procedure for implementing time-out in which social reinforcers - usually attention, physical contact, verbal interaction- are withheld for a brief period contingent on the occurrence of the target behaviour

Answer 257

Planned Ignoring

Question 258

A stimulus whose presentation or onset functions as reinforcement

Answer 258

Positive Reinforcer

Question 259

the absence of responding for a period of time following reinforcement; an effect commonly produced by fixed interval and fixed ratio schedules of reinforcement

Answer 259

Post-reinforcement Pause

Question 260

Improvements in performance resulting from opportunities to perform a behavior repeatedly so that baseline measures can be obtained

Answer 260

Practice Effects

Question 261

A statement of the anticipated outcome of a presently unknown or future measurement

Answer 261

Prediction

Question 262

A principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behaviour

Answer 262

Premark Principle

Question 263

A statement describing a functional relation between behavior and one or more of its controlling variables with generality across organisms, species, settings, behaviours, and time.

Answer 263

Principle of Behaviour

Question 264

A tactic for promoting setting/situation generalization by making the instructional setting similar to the generalization setting; the two-step process involves (1) Identifying salient stimuli that characterize the generalization setting and (2) incorporating those stimuli into the instructional setting

Answer 264

Programming Common Stimuli

Question 265

a schedule that systematically thins each successive reinforcement opportunity independent of the individuals behavior

Answer 265

Progressive Schedule of Reinforcement

Question 266

A stimulus change that decreases the future frequency of behavior that immediately precedes it.

Answer 266

Punisher

Question 267

Occurs when stimulus change immediately follows a response and decreases the future frequency of that type of behavior in similar conditions.

Answer 267

Punishment

Question 268

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 and the species.

Answer 268

Radical Behaviourism

Question 269

a ratio of count per observation time, often expressed as count per standard unit of time, and calculated by dividing the number of responses recorded by the number of standard units of time in which observations were conducted

Answer 269

Rate

Question 270

behavioral effect associated with abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules; common effects include avoidance aggression and unpredictable pauses or cessation in responding

Answer 270

Ratio Strain

Question 271

Effects of an observation and measurement procedure on the behavior being measured. Reactivity is most likely when measurement procedures are obtrusive, especially if the person being observed is aware of the observers presence and purpose.

Answer 271

Reactivity

Question 272

Stimulus-response relation consisting of antecedent stimulus and the respondent behavior it elicits. Unconditioned and conditioned reflexes protect against harmful stimuli, help regulate the internal balance and economy of the organism and promote reproduction.

Answer 272

Reflex

Question 273

A stimulus that acquires MO effectiveness by preceding some form of worsening or improvement. It is exemplified by the warning stimulus in a typical escape-avoidance procedure, which established its own offset as reinforcement and evokes all behavior that has accomplished that offset

Answer 273

Reflexive Conditioned Motivating Operation (CMO-R)

Question 274

The occurrence of a previously punished type of response without its punishing consequence. This procedure is analogous to the extinction of previously reinforced behaviour and has the effect of undoing the effect of the punishment.

Answer 274

Recovery from Punishment Procedure

Question 275

A type of stimulus-to-stimulus relation in which the learner, without any prior training or reinforcement for doing so, selects a comparison stimulus that is the same as the sample stimulus (e.g.A=A).

Answer 275

Reflexivity

Question 276

Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.

Answer 276

Reinforcement

Question 277

A stimulus change that increases the future frequency of behavior that immediately precedes it.

Answer 277

Reinforcer

Question 278

A decrease in the reinforcing effectiveness of a stimulus, object, or event caused by a motivating operation

Answer 278

Reinforcer Abolishing Effect (of a motivating operation)

Question 279

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

Answer 279

Reinforcer Assessment

Question 280

An increase in the reinforcing effectiveness of a stimulus object, or event caused by a motivating operation

Answer 280

Reinforcer Establishing Effect (of a motivating operation)

Question 281

Holds that only behaviors likely to produce reinforcement in the persons natural environment should be targeted for change.

Answer 281

Relevance of Behaviour Rule

Question 282

Refers to the consistency of measurement, specifically the extent to which repeated measurement of the same event yields the same values.

Answer 282

Reliability

Question 283

Refers to the fact that a behavior can occur repeatedly though time; one of three dimensional qualities of behavior

Answer 283

Repeatability

Question 284

All of the behaviors a person can do; or a set of behaviors relevant to a particular setting or task

Answer 284

Repertoire

Question 285

(1)Repeating conditions within an experiment to determine the reliability of the effects and increase internal validity; (2) repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, and/or behavior.

Answer 285

Replication

Question 286

the relative frequency with which operant behavior is emitted during extinction

Answer 286

Resistance to Extinction

Question 287

The response component of a reflex; behavior is elicited or induced by antecedent stimulus

Answer 287

Respondent Behaviour

Question 288

A stimulus-stimulus pairing procedure in which a neutral stimulus is presented with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response

Answer 288

Respondent Conditioning

Question 289

The repeated presentation of a conditioned stimulus in the absence of the unconditioned stimulus ; the CS gradually loses its ability to elicit the conditioned response until the conditioned reflex no longer appears in the individuals repertoire.

Answer 289

Respondent Extinction

Question 290

A single instance or occurrence of a specific class or type of behavior. An action of an organisms effector. An effector is an organ at the end of an efferent nerve fiber that is specialized for altering its environment mechanically, chemically, or in terms of other energy changes

Answer 290

Response

Question 291

A procedure in which the therapist physically intervenes as soon as the learner begins to emit a problem behavior to prevent completion of the targeted behavior

Answer 291

Response Blocking

Question 292

A group of responses of varying topography all of which produce the same effect on the environment.

Answer 292

Response Class

Question 293

the contingent loss of reinforcers producing a decrease of the frequency of behavior; a form of negative punishment.

Answer 293

Response Cost

Question 294

a model for predicting whether contingent access to one behavior based on whether access to the contingent behavior represents a restriction of the activity compared to the baseline level of engagement

Answer 294

Response-deprivation Hyothesis

Question 295

A behavior change produced by differential reinforcement; reinforced members of the current response class occur with greater frequency, and unreinforced members occur less frequently; the overall result is the emergence of a new response class

Answer 295

Response Differentiation

Question 296

the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behaviour

Answer 296

Response Generalisation

Question 297

A measure of temporal locus; the elapsed time from the onset of a stimulus to the initiation of a response

Answer 297

Response Latency

Question 298

a form of overcorrection in which, contingent on the problem behavior, the learner is required to repair the damage or return the environment to its original state and then to engage in additional behavior to bring the environment to a condition vastly better than it was in prior to the misbehavior

Answer 298

Restitutional Overcorrection

Question 299

The extent to which a learner continues to perform the target behaviour after a portion or all of the intervention responsible for the behaviour’s initial appearance in the learner’s repertoire has been terminated. Often called Maintenance, durability, behavioural persistence and incorrectly, resistance to exinction.

Answer 299

Response Maintenance

Question 300

Any experimental design in which the researcher attempts to verify the effect of the independent variable by “reversing” responding to a level obtained in a previous condition.

Answer 300

Reversal Design

Question 301

behavior controlled by a rule (i.e. a verbal statement of an antecedent-behavior-consequence); enables human behavior to come under the indirect control of temporally remote or improbable but potential significant consequence

Answer 301

Rule-governed Behaviour

Question 302

Decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior; also could be a procedure to reduce the effectiveness of a reinforcer.

Answer 302

Satiation

Question 303

two-dimensional approach that shows the relative distribution of individual measures in a data set with respect to the variables depicted by the x and y axes. Data points are not connected.

Answer 303

Scatterplot

Question 304

A rule specifying the environmental arrangements and response requirements for reinforcement

Answer 304

Schedule of Reinforcement

Question 305

changing a contingency of reinforcement by gradually increasing the response ratio or the extent of time interval, results in lower rate of reinforcement per responses

Answer 305

Schedule Thinning

Question 306

Systematic approach to the understanding of natural phenomena that relies on determinism as its fundamental assumption, empiricism as its primary rule, experimentation as its basic strategy, replication as a requirement for believability, parsimony as a value and philosophic doubt as its guiding conscience.

Answer 306

Science

Question 307

Observer agreement index based only on the intervals in which the intervals in which either observer recorded the occurrence of the behavior; calculated by dividing the number of intervals in which the two observers agreed that the behavior occurred by the number of total recorded intervals

Answer 307

Scored Interval IOA

Question 308

Fundamental principle underlying operant conditioning; basic tenet is that all forms of behavior, from simple to complex are selected, shaped, and maintained by their consequences during an individual’s lifetime

Answer 308

Selection by Consequences

Question 309

contingency contract that a person makes with himself, incorporating a self-selected task and reward as well as personal monitoring of task completions and self delivery of the reward

Answer 309

Self-contract

Question 310

(A) a persons ability to “delay gratification” by emitting a response that will produce a larger (or higher quality) delayed reward over a response that produces a smaller but immediate reward (B) A persons behaving in a certain way so as to change a subsequent behavior conceptualized self-control as a two-response phenomenon

Answer 310

Self-control

Question 311

two-dimensional chart with a logarithmic scaled y-axis so that equal distances on the vertical axis represent changes in behavior that are of equal proportion

Answer 311

Semilogarithmic Chart

Question 312

A procedure in which a person compares his performance of a target behaviour with a predetermined goal or standard; often a component of self-management. Sometimes called Self-assessment.

Answer 312

Self-evaluation

Question 313

Self-generated verbal responses, covert or overt, that function as rules or response prompts for a desired behaviour

Answer 313

Self-instruction

Question 314

The personal application of behaviour change tactics that produces a desired change in behaviour

Answer 314

Self-management

Question 315

A procedure whereby a person systematically observes his behaviour and records the occurrence or nonoccurrence of a target behaviour

Answer 315

Self-monitoring

Question 316

The process by which behaviour maintained by automatic reinforcement are placed on extinction by masking or removing the sensory consequence

Answer 316

Sensory Exinction

Question 317

The effects on a subjects behavior in a given condition that are the result of the subject’s experience with a prior condition

Answer 317

Sequence Effects

Question 318

The extent to which a learner emits the target behaviour in a setting or stimulus situation that is different to the instructional setting

Answer 318

Setting/Situation Generalisation

Question 319

using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior

Answer 319

Shaping

Question 320

A wide variety of research designs that use a form of experimental reasoning called baseline logic to demonstrate the effects of the independent variable on the behavior of individual subjects

Answer 320

Single-subject Designs

Question 321

Extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced.

Answer 321

Social Validity

Question 322

A verbal response evoked by a stimulus property that is only indirectly related to the proper tact relation

Answer 322

Solistc (tact) Extension

Question 323

a procedure for implementing DRL in which reinforcement follows each occurrence of the target behavior that is separated from the previous response by a minimum Interresponse time (IRT)

Answer 323

Spaced-Responding DRL

Question 324

A line drawn through a series of graphed stat points that shows the overall trend in the data

Answer 324

Split-middle Line of Progress

Question 325

Someone who engages in verbal behaviour by emitting mands, tacts, intraverbals, autoclitics, and so on. Can use sign language, gestures, signals, written words, codes, pictures, or any form of verbal behaviour.

Answer 325

Speaker

Question 326

a behavioral effect associated with extinction in which the behavior suddenly begins to occur after its frequency has decreased to its prereinforcement level or stopped entirely

Answer 326

Spontaneous Recovery

Question 327

Data that show no evidence of an upward or downward trend

Answer 327

Stable Baseline

Question 328

A multiply-divide chart with 6 base-10 cycles on the vertical axis that can accommodate response rates as low as 1 per 24 hours to as high as 1000 per minute

Answer 328

Standard Celeration Chart

Question 329

A pattern of responding that exhibits relatively little variation in its measured dimensional quantities over a period of time

Answer 329

Steady State Responding

Question 330

Repeatedly exposing a subject to a given condition while trying to eliminate or control extraneous influences on the behavior and obtaining a stable pattern of responding before introducing the next condition

Answer 330

Steady State Strategy

Question 331

An energy change that affects an organism through its receptor cells

Answer 331

Stimulus

Question 332

A group of stimuli that share specified common elements along formal, temporal, and/or functional dimensions.

Answer 332

Stimulus Class

Question 333

A situation in which the frequency, latency, durations, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus.

Answer 333

Stimulus Control

Question 334

A stimulus in the presence of which a given behavior has not produced reinforcement in the past

Answer 334

Stimulus Delta

Question 335

the conventional procedure requires one behavior and two antecedent stimulus conditions. Responses are reinforced in the presence of one stimulus condition, the SD, but not in the presence of the other stimulus, the Sdelta

Answer 335

Stmulus Discrimination Training

Question 336

The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations. A positive demonstration of reflexivity, symmetry, and transitivity is necessary to meet the definition of equivalence

Answer 336

Stimulus Equivalence

Question 337

when an antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of behavior tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus

Answer 337

Stimulus Generalization

Question 338

variety of procedures used to determine the stimuli that a person prefers, the relative preference values of those stimuli the conditions under which those preference values remain in effect and presumed value as a reinforcer.

Answer 338

Stimulus Preference Assessment

Question 339

A graphic description of the extent to which behaviour that has been reinforced in the presence of a specific stimulus condition is emitted in the presence of other stimuli.

Answer 339

Stimulus Generalization Gradient

Question 340

A procedure in which two stimuli are presented at the same time, usually repeatedly for a number of trials, which often results in one stimulus acquiring the function of the other stimulus

Answer 340

Stimulus-stimulus Pairing

Question 341

the sequence of new response classes that emerge during the shaping process as the result of differential reinforcement; each successive response class is closer in form to the terminal behavior than the response class it replaces

Answer 341

Successive Approximations

Question 342

A stimulus that acquires its MO effectiveness by being parried with another MO and has the same value-altering and behavior-altering effects as the MO with which it was paired

Answer 342

Surrogate Conditioned Motivating Operation (CMO-S)

Question 343

A type of stimulus-to-stimulus relationship in which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of matched sample and comparison stimuli (e.g. if A=B then B=A)

Answer 343

Symmetry

Question 344

An experiment in which the researcher purposefully varies one or more aspects of an earlier experiment. A systematic replication that reproduces the results of previous research not only demonstrates the reliability of the earlier findings by showing that the internal validity of the earlier findings by showing that the same effect can be obtained under different conditions

Answer 344

Systematic Replication

Question 345

an elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement

Answer 345

Tact

Question 346

A behaviour therapy treatment for anxieties, fears, and phobias that involves substituting one response, generally muscle relaxation, for the unwanted behaviour - fear and anxiety. The client practices relaxing while imagining anxiety-producing situations in a sequence from least to most fearful.

Answer 346

Systematic Desensitisation

Question 347

a schedule of reinforcement identical to the chained schedule except, like the mix schedule, the tandem schedule does not use discriminative stimuli with the elements in the chain.

Answer 347

Tandem Schedule

Question 348

The response class selected for intervention; can be defined either functionally or topographically.

Answer 348

Target Behaviour

Question 349

the process of breaking of breaking a complex skill or series of behaviors into smaller, teachable units, also refers to the results of this process

Answer 349

Task Analysis

Question 350

Randomly varying functionally irrelevant stimuli within and across teaching sessions; promotes setting/situation generalization by reducing the likelihood that (a) a single or small group of noncritical stimuli will acquire exclusive control over the target behaviors and (2) the learners performance of the target behavior will be impeded or “thrown off” should he encounter any of the “loose” stimuli in the generalization setting

Answer 350

Teaching Loosely

Question 351

A strategy for promoting generalized behavior change that consists of teaching the learner to respond to a subset of all of the relevant stimulus and response examples and then assessing the learners performance on untrained examples

Answer 351

Teaching Sufficient Exemplars

Question 352

Refers to the fact that every instance of behavior occurs during some amount of time

Answer 352

Temporal Extent

Question 353

Refers to the fact that every instance of behavior occurs at a certain point in time with respect to other events ; measured in terms of response latency and IRT

Answer 353

Tmporal Locus

Question 354

The end product of Shaping

Answer 354

Terminal Behaviour

Question 355

an elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point to point correspondence, but not formal similarity, between the stimulus and the response product.

Answer 355

Textual

Question 356

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.

Answer 356

Three term contingency

Question 357

The contingent withdrawal of the opportunity to earn positive reinforcement of the loss of access to positive reinforcer’s for a specified time, a form of negative punishment

Answer 357

Time-out from positive reinforcment

Question 358

A procedure for implementing nonexclusion time out in which a child wears a ribbon or wrist band that becomes discriminative for receiving reinforcement. Contingent on misbehaviour, the ribbon is removed and access to social or other reinforcers are unavailable for a specific period. when time-out ends, the ribbon or band is returned to the child and time begins.

Answer 358

Time-out Ribbon

Question 359

A measurement of the presence or absence of behavior within specific time intervals. It is most useful with continuous and high-rate behaviors

Answer 359

Time-sampling

Question 360

an object that is awarded contingent on appropriate behavior and that serves as the medium of exchange for back up reinforcers

Answer 360

Token

Question 361

a system whereby participants earn generalized conditioned reinforcers as an immediate consequence for specific behaviors; participants accumulate tokens and exchange them for items and activities from a menu of backup reinforcers

Answer 361

Token economy

Question 362

The physical form or shape of a behavior

Answer 362

Topography

Question 363

Defines instances of the targeted response class by the shape or form of the behavior

Answer 363

Topography-based Definition

Question 364

The simplest indicator of IOA for event recording data; based on comparing the total count recorded by each observer per measurement period; smaller of the two counts divided by larger and multiplied by 100

Answer 364

Total-Count IOA

Question 365

A relevant index of IOA for total duration measurement; computed by dividing the shorter of two durations reported by the observer by the longer duration and multiplying by 100

Answer 365

Total Duration IOA

Question 366

a variation of forward chaining in which the learner receives training on each behavior in the chain during each session

Answer 366

Total Task Chaining

Question 367

an elementary verbal operant involving a spoken verbal stimulus that evokes a written, typed, or finger-spelled response

Answer 367

Transcription

Question 368

an environmental variable that, as a result of a learning history establishes (or abolishes) the reinforcing effectiveness of another stimulus and evokes (or abates) the behavior that has been reinforced by that other stimulus

Answer 368

Transitive Conditioned Motivating Operation (CMO-T)

Question 369

a derived stimulus-stimulus relation that emerges as a product of training two other stimulus-stimulus relations. (If A=B and B=C then C=A)

Answer 369

Transitivity

Question 370

an undesirable situation in which the independent variable of an experiment is applied differently during later stages than it was at the outset of the study

Answer 370

Treatment Drift

Question 371

the extent to which the independent variable is applied exactly as planned and described and no other unplanned variables are administered inadvertently along with the planned treatment

Answer 371

Treatment Integrity

Question 372

Overall direction taken by a data path

Answer 372

Trend

Question 373

An IOA index for discrete trial data based on comparing the observers count (0-1) on a trial-by-trial, or item-by-item, basis. Yields more conservative and meaningful index of IOA than total count IOA.

Answer 373

Trial-by-trial IOA

Question 374

A special form of event recording; a measure of the number of responses or practice opportunities needed for a person to achieve a pre-established level of accuracy or proficiency

Answer 374

Trials to Criterion

Question 375

A measure accepted as a quantitative description of the true state of some dimensional quantity of an event as it exists in nature.

Answer 375

True Value

Question 376

Error that occurs when a researcher concludes that the independent variable had an effect on the dependent variable when no such relation exists; i.e. a false positive

Answer 376

Type I Error

Question 377

An error that occurs when a researcher concludes that the independent variable had no effect on the dependent variable, when in truth it did

Answer 377

Type II Error

Question 378

a motivating operation whose values altering effect does not depend on a learning history

Answer 378

Unconditioned Motivating Operation (UMO)

Question 379

A stimulus that functions as a negative reinforcer as a result of the evolutionary development of the species; no prior learning is involved

Answer 379

Unconditioned Negative Reinforcer

Question 380

A stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with the stimulus.

Answer 380

Unconditioned Punisher

Question 381

an unlearned stimulus-response functional relation consisting of an antecedent stimulus(food in mouth) that elicits the response (salivation)

Answer 381

Unconditioned Reflex

Question 382

A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organisms learning history with the stimulus

Answer 382

Unconditioned Reinforcer

Question 383

The stimulus component of an unconditioned reflex; a stimulus change that elicits respondent behavior without any prior learning.

Answer 383

Unconditioned Stimulus

Question 384

Two kinds (a) the occurrence alone of a stimulus that acquired its function by being paired with an already effective stimulus, or (b) the occurrence of the stimulus in its absence as well as in the presence of the effective stimulus.

Answer 384

Unpairing

Question 385

An observer agreement index based only on the intervals in which either observer recorded the nonoccurrence of the behavior; calculated by dividing the number of intervals in which the two observers agreed that the behavior did not occur by the number of intervals in which either or both observes recorded the nonoccurrence of the behavior and multiplying by 100

Answer 385

Unscored-Interval IOA Validity

Question 386

The extent to which data obtained from measurement are directly relevant to the target behavior of interest and to the reasons for measuring it

Answer 386

Validity (of measurement)

Question 387

an alteration in the reinforcing effectiveness of a stimulus, object, or event as a result of a motivating operation

Answer 387

Value-altering Effect

Question 388

The frequency and extent to which multiple measures of behavior yield different outcomes

Answer 388

Variability

Question 389

Data points that do not consistently fall within a narrow range of values and do not suggest any clear trend

Answer 389

Variable Baseline

Question 390

a schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in random or unpredictable order; mean duration is used to describe

Answer 390

Variable Interval (VI)

Question 391

A DRO procedure in which reinforcement is available at the end of intervals of variable duration and delivered contingent on the absence of the problem behaviour during the interval.

Answer 391

Variable-interval DRO (VI-DRO)

Question 392

A DRO procedure in which reinforcement is available at specific moments of time, which are separated by variable amount of time in random sequence, and delivered if the problem behaviour is not occuring at those times.

Answer 392

Variable-momentary DRO (VM-DRO)

Question 393

A schedule of reinforcement requiring a varying number of responses for reinforcement ; the mean number is used to describe the schedule

Answer 393

Variable Ratio (VR)

Question 394

One of three components of the experimental reasoning, or baseline logic, used in single-subject research designs; accomplished by demonstrating that the prior level of baseline responding would have remained unchanged had the independent variable not been introduced .

Answer 394

Verification

Question 395

A schedule for the delivery of noncontingent stimuli in which the interval of time from one delivery to the next randomly varies around a given time.

Answer 395

Variable-time schedule (VT)

Question 396

Behaviour whose reinforcement is mediated by the listener; includes both vocal-verbal behaviour and nonvocal-verbal behaviour. Encompasses the subject matter usually treated as language and topics such as thinking, grammer, composition, and understanding

Answer 396

Verbal Behaviour

Question 397

A systematic approach for interpreting the results of behavioral research and treatment programs that entails visual inspection of graphed data for variability, level, and trend within and between experimental conditions

Answer 397

Visual Analysis

Question 398

A time sampling method for measuring behavior in which he observation period is divided into a series of brief time intervals . At the end of each interval the observer records whether the target behavior occurred throughout the entire interval. Tends to underestimate the proportion of the observation period that many behaviors actually occurred.

Answer 398

Whole Interval Recording

Question 399

Describes experiments in which an effective treatment is sequentially or partially withdrawn to promote the maintenance of behavior changes

Answer 399

Withdrawal Design