Extinction Flashcards
A-B-C Data Charts
Help team members determine what happens before the behavior (antecedent), when the behavior occurs (behavior), and what happens directly after the behavior (the consequence).
Access to a tangible or activity (function of behavior)
Occurs when a learner engages in a behavior to obtain a tangible or activity.
Access to Attention (function of behavior)
Occurs when a learner engages in a behavior to obtain attention.
Alternative Behavior
An appropriate behavior that replaces the interfering behavior.
Antecedent-Based Interventions (ABI)
An evidence-based practice that can be used to decrease and identified interfering engagement and/or increase engagement by modifying the environment to change the conditions that prompt the interfering behavior from the learner.
Automatic Reinforcement
Reinforcement that occurs regardless of the social mediation of others (e.g. scratching an itch)
Behavior Intervention Plan
Developed by a multidisciplinary team to address an interfering behavior and should include strategies for preventing the occurrence of the interfering behavior, teaching or increasing the replacement behavior, and increasing learning opportunities and social engagement.
Complex Communication Needs
Occurs when learners have significant speech or language impairments that result in an inability or limited ability to engage in functional communication using conventional methods, such as speech.
Consequence
Feedback/reinforcement provided by teachers and practitioners.
Differential Reinforcement of Alternative Behavior (DRA)
Delivers reinforcer upon the occurrence of a target behavior that is an alternative to behavior selected for reduction but not necessary topographically dissimilar to the inappropriate behavior.
Differential Reinforcement Procedure
The application of reinforcement designed to reduce or eliminate the occurrence of interfering behaviors (tantrums, aggression, self injury) resulting in a positive and teaching environment to facilitate learning.
Duration Data
Records how long a learner engages in a particular behavior or skill.
Echolalia
Nonsensical repetition of words or phrases; at times echolalia can be communicative at times or also (potentially) used as a tool for processing.
Escape (Function of Behavior)
Occurs when a learner engages in a behavior to get out of doing something he or she does not want to do.
Extinction
An evidence-based practice that involves withholding reinforcement for an interfering behavior and results in the reduction or elimination of the behavior.
Extinction Outburst
An increase in the frequency, intensity, and/or duration of a behavior following the implementation of an extinction procedure.
Extinction History
A person’s prior experience with extinction procedures.
Frequency Data
Used to measure how often the learner with ASD engages in the target skill or behavior.
Function of Behavior
The reason a behavior occurs; the four main functions of behavior include escape/avoidance, access to attention, access to tangible/activity, and automatic reinforcement.
Functional Communication Training
A systematic practice to replace maladaptive or interfering behavior with more appropriate and effective communicative behaviors.
Gestural Prompt
A gesture/movement provides the learner with ASD information about how to use a target skill or complete a task.
Intensity
Refers to how severe the behavior is (learners punch gave the teacher a black eye or the bite was forceful enough to break through the skin)
Maintaining Consequence
Behaviors or events that occur immediately after an interfering behavior is emitted and that serve to increase the likelihood that the interfering behavior will occur again in the future.
Model Prompts
Involve demonstrating the target skill and are used when verbal or visual prompts are not sufficient in helping learner with ASD use the target skill correctly.
Most-to-least Prompting Hierarchy
Involves starting at the most intrusive level of prompting needed for the learner to successfully use a skill and then fading those prompts.
Non-Contingent Reinforcement (NCR)
Reinforcement that is delivered independent if a learner’s behavior.
Peer
Classmate of learner with ASD
Physical Prompts
Useful when teaching motor behaviors and when the learner with ASD does not respond to less restrictive prompts.
Picture Exchange Communication System (PECS)
Behaviorally based intervention that teachers the learner to use visual-graphic symbols to communicate with others.
Positive Reinforcement
refers to the presentation of a reinforcer after a learner uses a target skill/behavior, therefor encouraging him/her to perform that behavior again.
Prompt
Any help provided that will assist the learner in using specific skills. Prompts can be verbal, gestural, or physical.
Prompting Heirarchy
A continuum of prompts defined by the amount of intrusion or assistance that is needed for the learner to emit the correct response.
Punishment
Occurs when a consequence results in a decrease in the future frequency of the behavior that preceded the consequence in similar situations.
Reinforcement
Feedback that increased the use of a strategy or target skill/behavior
Reinforcement Delay
A separation of time between a learner’s response and the delivery of a reinforcer.
Reinforcement History
A learner’s prior exposure to various schedules or contingencies of reinforcement.
Reinforcement Schedule
Continuous or intermittent patterns in timing for the delivery of reinforcers.
Replacement Behavior
a chosen behavior that is used to replace an interfering behavior
Response Effort
The amount of effort a learner must put forth to engage in a behavior.
Response Interruption
Stop interring behavior through verbal or physical blocking.
Response Interruption/redirection
an evidence-based practice used to decrease interfering behavior.
Ritualistic Behavior
Behavior that is repetitive and rule-driven.
Self-Stimulatory Behavior
Behavior that is repetitive, stereotypical and does not have a socially mediated function.
Speech-generating Device
A device with speech output that is used to supplement or supplant speech or writing for learners with complex communication needs.
Spontaneous Recovery
The resurgence of an interfering behavior after the behavior has decreased or stopped occurring altogether.
Stereotypy
Behavior that is repetitive, rigid, invariant and usually inappropriate in nature.
Tangible Reinforcers
Objects that a learner with ASD can acquire
Target Behavior
the behavior or skill that is the focus of the intervention. Behavior may need to be increased or decreased.
Time Delay
Is a response prompting procedure that systematically fades prompts during instructional activities.
Verbal Prompts
Includes any verbal assistance provided to learners to help them use a target skill correctly. Verbal cues range in intensity level from least to most restrictive.
Visual Supports
Visual supports are concrete cues that are paired with, or used in place of, a verbal cue to provide the learner with information about a routine, activity, behavioral expectation or skill demonstration.
