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Glossary > Extinction > Flashcards

Extinction Flashcards

1
Q

A-B-C Data Charts

A

Help team members determine what happens before the behavior (antecedent), when the behavior occurs (behavior), and what happens directly after the behavior (the consequence).

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2
Q

Access to a tangible or activity (function of behavior)

A

Occurs when a learner engages in a behavior to obtain a tangible or activity.

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3
Q

Access to Attention (function of behavior)

A

Occurs when a learner engages in a behavior to obtain attention.

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4
Q

Alternative Behavior

A

An appropriate behavior that replaces the interfering behavior.

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5
Q

Antecedent-Based Interventions (ABI)

A

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.

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6
Q

Automatic Reinforcement

A

Reinforcement that occurs regardless of the social mediation of others (e.g. scratching an itch)

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7
Q

Behavior Intervention Plan

A

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.

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8
Q

Complex Communication Needs

A

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.

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9
Q

Consequence

A

Feedback/reinforcement provided by teachers and practitioners.

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10
Q

Differential Reinforcement of Alternative Behavior (DRA)

A

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.

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11
Q

Differential Reinforcement Procedure

A

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.

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12
Q

Duration Data

A

Records how long a learner engages in a particular behavior or skill.

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13
Q

Echolalia

A

Nonsensical repetition of words or phrases; at times echolalia can be communicative at times or also (potentially) used as a tool for processing.

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14
Q

Escape (Function of Behavior)

A

Occurs when a learner engages in a behavior to get out of doing something he or she does not want to do.

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15
Q

Extinction

A

An evidence-based practice that involves withholding reinforcement for an interfering behavior and results in the reduction or elimination of the behavior.

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16
Q

Extinction Outburst

A

An increase in the frequency, intensity, and/or duration of a behavior following the implementation of an extinction procedure.

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17
Q

Extinction History

A

A person’s prior experience with extinction procedures.

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18
Q

Frequency Data

A

Used to measure how often the learner with ASD engages in the target skill or behavior.

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19
Q

Function of Behavior

A

The reason a behavior occurs; the four main functions of behavior include escape/avoidance, access to attention, access to tangible/activity, and automatic reinforcement.

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20
Q

Functional Communication Training

A

A systematic practice to replace maladaptive or interfering behavior with more appropriate and effective communicative behaviors.

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21
Q

Gestural Prompt

A

A gesture/movement provides the learner with ASD information about how to use a target skill or complete a task.

22
Q

Intensity

A

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)

23
Q

Maintaining Consequence

A

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.

24
Q

Model Prompts

A

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.

25
Q

Most-to-least Prompting Hierarchy

A

Involves starting at the most intrusive level of prompting needed for the learner to successfully use a skill and then fading those prompts.

26
Q

Non-Contingent Reinforcement (NCR)

A

Reinforcement that is delivered independent if a learner’s behavior.

27
Q

Peer

A

Classmate of learner with ASD

28
Q

Physical Prompts

A

Useful when teaching motor behaviors and when the learner with ASD does not respond to less restrictive prompts.

29
Q

Picture Exchange Communication System (PECS)

A

Behaviorally based intervention that teachers the learner to use visual-graphic symbols to communicate with others.

30
Q

Positive Reinforcement

A

refers to the presentation of a reinforcer after a learner uses a target skill/behavior, therefor encouraging him/her to perform that behavior again.

31
Q

Prompt

A

Any help provided that will assist the learner in using specific skills. Prompts can be verbal, gestural, or physical.

32
Q

Prompting Heirarchy

A

A continuum of prompts defined by the amount of intrusion or assistance that is needed for the learner to emit the correct response.

33
Q

Punishment

A

Occurs when a consequence results in a decrease in the future frequency of the behavior that preceded the consequence in similar situations.

34
Q

Reinforcement

A

Feedback that increased the use of a strategy or target skill/behavior

35
Q

Reinforcement Delay

A

A separation of time between a learner’s response and the delivery of a reinforcer.

36
Q

Reinforcement History

A

A learner’s prior exposure to various schedules or contingencies of reinforcement.

37
Q

Reinforcement Schedule

A

Continuous or intermittent patterns in timing for the delivery of reinforcers.

38
Q

Replacement Behavior

A

a chosen behavior that is used to replace an interfering behavior

39
Q

Response Effort

A

The amount of effort a learner must put forth to engage in a behavior.

40
Q

Response Interruption

A

Stop interring behavior through verbal or physical blocking.

41
Q

Response Interruption/redirection

A

an evidence-based practice used to decrease interfering behavior.

42
Q

Ritualistic Behavior

A

Behavior that is repetitive and rule-driven.

43
Q

Self-Stimulatory Behavior

A

Behavior that is repetitive, stereotypical and does not have a socially mediated function.

44
Q

Speech-generating Device

A

A device with speech output that is used to supplement or supplant speech or writing for learners with complex communication needs.

45
Q

Spontaneous Recovery

A

The resurgence of an interfering behavior after the behavior has decreased or stopped occurring altogether.

46
Q

Stereotypy

A

Behavior that is repetitive, rigid, invariant and usually inappropriate in nature.

47
Q

Tangible Reinforcers

A

Objects that a learner with ASD can acquire

48
Q

Target Behavior

A

the behavior or skill that is the focus of the intervention. Behavior may need to be increased or decreased.

49
Q

Time Delay

A

Is a response prompting procedure that systematically fades prompts during instructional activities.

50
Q

Verbal Prompts

A

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.

51
Q

Visual Supports

A

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.

Glossary (7 decks)

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