SAFMED Flashcards
1
Q
2-types of reinforcement and punishment
A
Positive and negative
2
Q
ABC recording
A
A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behavior(s) of interest and the antecedent conditions and consequences for those behaviors as those events occur in the client’s natural environment.
3
Q
Adjunctive Behaviors
A
Behavior that occurs as a collateral effect of a schedule of periodic reinforcement for other behavior; time-filling or interim activities Ex. Doodling, drinking
4
Q
Advantage of a Functional Analysis (FA)
A
Ability to yield a clear demonstration of the variables that are functionally related to the occurrence of a problem behavior
5
Q
Advantages of a scatterplot
A
1) Identify correlations between 2 variables (usually, but not always, time of day and another variable), 2) may identify time periods or time-related variables correlated with behavior.
6
Q
Advantages of ABC data
A
1) Based on continuous recording and use precise measures 2) in some cases may reflect (not confirm) casual relations, 3) likely to provide useful information for designing a subsequent functional analysis 4) do not require disruption to the person’s routine to conduct.
7
Q
Advantages of Descriptive Assessment
A
1) 0bservations are conducted under naturally occurring conditions (less disruptive to naturally occurring routine, 2) assist in planning of functional analysis.
8
Q
Alternative Schedules
A
provides reinforcement when the response requirements of any of two or more simultaneously available component schedules are met
9
Q
Analytic
A
Demonstrating a functional relation between a manipulated variable/ event and a reliable change in some measurable dimension of the targeted behavior.
10
Q
Antecedent
A
An environmental change or stimulus change existing prior to a behavior of interest.
11
Q
Antecedent Interventions
A
Behavior change tactics based on contingency-independent antecedent events.
12
Q
Applied
A
Socially significant for participants (improve their day-to-day life experiences) and/ or socially significant to participant’s significant others (resulting in more positive behavior toward the participant)
13
Q
Applied Behavior Analysis
A
The science in which tactics or methods derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the behavior change.
14
Q
Audience
A
Anyone who functions as a discriminative stimulus evoking verbal behavior.
15
Q
Autoclitic
A
A secondary verbal operant in which some aspect of a speaker’s own verbal behavior functions as an Sd or an MO for additional speaker verbal behavior; verbal behavior about verbal behavior.
16
Q
Automatic Punishment
A
Punishment that occurs independent of the social mediation by others.
17
Q
Automatic Reinforcement
A
Reinforcement that occurs independent of the social mediation of others.
18
Q
Autonomy
A
To promote an individual’s independence.
19
Q
Avoidance Contingency
A
A contingency in which responding delays or prevents the presentation of a stimulus.
20
Q
Baseline
A
A condition of an experiment or control condition in which a specific independent variable is absent (not necessarily absence of treatment).
21
Q
Behavior
A
The activity of living organisms.
22
Q
Behavior-altering effect
A
Alteration in the current frequency of behavior as a result of value-altering effect of a motivating operation; either evocative or abative.
23
Q
Behavioral
A
Studying and precisely measuring the activity of living organisms (physical events) rather than perceptions or descriptions of events
24
Q
Behavioral Assessment
A
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 or correlated variables.
25
Behavioral Contrast
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
26
Behavioral Cusp
A behavior change that has consequences beyond the change itself, some of which may be important; exposes individual to new environments, new contingencies, or new responses
27
Behavioral Momentum
A type of antecedent intervention in which high-probability request sequences are delivered before a low probability request
28
Behaviorism
The philosophy of a science of behavior.
29
Bidirectional Naming (BiN)
A higher-order verbal cusp consisting of the fusing together of the speaker and listener repertoires in bidirectional relations. A new word acquired as listener can generate a tact without further training, and a new word acquired as a tact can generate a listener relation without further training.
30
Boundaries for all schedules of reinforcement
CRF and EXT
31
Celeration
A measure of how response rate changes over time; how fast change occurs
32
Chained Schedules
A schedule of reinforcement in which the response requirements of two or more basic schedules must be met in specific sequence before reinforcement is delivered; a discriminative stimulus is correlated with each component of the schedule
33
Chaining procedures
A specific sequence of discrete responses, each associated with a particular stimulus condition. When linked together, the result is a behavior change that produces a terminal outcome. Three types: forward, backward and total task.
34
Client
The direct recipient of the behavior analyst's services. At various times during service provision, one or more stakeholders may simultaneously meet the definition of client
35
CMO-R
A stimulus that acquires MO effectiveness by preceding some form of worsening or improvement.
36
CMO-S
A stimulus that acquires its MO effectiveness by being paired with another MO and has the same value-altering and behavioral-altering effect as the MO with which it was paired
37
CMO-T
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
38
Codic
A type of verbal behavior where the form of the response is under the functional control of a verbal stimulus with point-to-point correspondence, but without formal similarity; there is also a history of generalized reinforcement
39
Conceptually Systematic
Deriving procedures to change behavior that are based on basic (proven) principles of behavior.
40
Concurrent Schedule
Two or more contingencies operate independently and simultaneously for two or more behaviors; each schedule is correlated with a distinct stimulus
41
Conditional Discrimination
Performance in a match-to-sample procedure in which discrimination between the comparison stimuli is conditional on, or depends on, the sample stimulus present on each trial
42
Conditional Probability
The likelihood that a target problem behavior will occur in a given circumstance.
43
Conditioned motivating operations
Motivating variables that alter the reinforcing effectiveness of other stimuli, objects or events, but only as a result of the organisms learning history. Three types: surrogate, transitive and reflexive.
44
Conditioned Punisher
A previously neutral stimulus change that functions as a punisher because of prior pairing with one or more other punishers.
45
Conditioned Reinforcer
A previously neutral stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers.
46
Conditioning
The pairing of stimuli to result in learning; two types: operant and respondent.
47
Conditions in Iwata et al. (1982/1994) functional analysis
Escape, attention, alone, play (control)
48
Confidentiality
A situation of trust insofar as any information regarding a person receiving 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.
49
Conflict of Interest
A situation in which a person in a position of responsibility or trust has competing professional or personal interests that make it difficult to fulfill his or her duties impartially.
50
Conjoint Schedules
Two or more contingencies operate independently and simultaneously for two or more behaviors; no distinct stimuli are correlated with each schedule
51
Consequence
A stimulus change that follows a behavior of interest..
52
Culture
Patterns of learned behavior transmitted socially, as well as the products of that behavior (objects, technologies, organizations, etc).
53
Contiguity
Bordering or being in direct contact with something.
54
Contingency
Dependent and/or temporal relations between operant behavior and its controlling variables; if this, then that.
55
Contingency Adduction
Behaviors independently learned under different conditions coming together to form a new behavior under a new condition that may combine prior stimulus features
56
Contingency Reversal
Exchanging the reinforcement contingencies for two topographically different responses.
57
Contingency-Shaped Behavior
Behavior acquired by direct experiences with contingencies
58
Convergent Multiple Control
When multiple discriminative stimuli contribute to the strength of a single verbal response topography
59
Continuous Reinforcement
A schedule that provides reinforcement for each occurrence of behavior (CRF).
60
Copying a Text
An elementary verbal operant that is evoked by a nonvocal verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the controlling response (SEE-WRITE response).
61
Cumulative Record
Graph on which cumulative number of responses are represented on vertical axis.
62
Data
Product of measurement
63
Dependent Variable
The variable in an experiment measured to determine if it changes as a result of manipulations of the independent variable; in applied behavior analysis, it represents some measure of a socially significant behavior
64
Derived Relation
Responding indicating a relation (e.g., same as, opposite, different from, better than) between two or more stimuli that emerges as an indirect function of related instruction or experience
65
Descriptive Functional Behavior Assessment
Direct observation of problem behavior and the antecedent and consequent events under naturally occurring conditions.
66
Determinism
The assumption that the universe is a lawful and orderly place in which phenomenon occur in relation to other events and not willy-nilly, or in accidental fashion.
67
Dictation
An elementary verbal operant involving a written response that is evoked by an auditory verbal discriminative stimulus that has point-to-point correspondence but no formal similarity between the stimulus and the response product (HEAR-WRITE Response)
68
Differential Reinforcement
Reinforcing only those responses within a response class that meet a specific criterion along some dimension(s) and placing all other responses in the class on extinction
69
Differential reinforcement of alternative behavior (DRA)
A procedure in which the practitioner reinforces occurrences of a behavior that provides a desirable and functionally-equivalent alternative to the problem behavior but is not necessarily incompatible with it and withholds reinforcement following instances of the problem behavior.
70
Differential Reinforcement of High Rates (DRH)
A procedure 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 individual's performance in previous intervals.
71
Differential reinforcement of incompatible behavior (DRI)
A procedure in which the practitioner reinforces a behavior that can not occur simultaneously with the problem behavior and withholds reinforcement following instances of the problem behavior.
72
Differential Reinforcement of Low Rate Behavior (DRL)
A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (spaced-responding), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion (full-session)
73
Differential reinforcement of zero rates (DRO)
A procedure in which the practitioner reinforces whenever the problem behavior has not occurred during or at specific times. Procedural variations include interval and momentary schedules. Also referred to as omission training.
74
Discrete trial
Any operant whose response rate is controlled by a given opportunity to emit the response (also called restricted operant or controlled operant); contrast with free operant.
75
Discriminated Operant
An operant that occurs more frequently under some antecedent conditions than under others.
76
Discriminative stimulus (Sd)
A stimulus in the presence of which a response has been reinforced in the past and in the absence of which the same type of responses have occurred and not been reinforced; contrast with SΔ/ stimulus delta.
77
Discriminative stimulus for punishment (Sdp)
A stimulus in the presence of which a response has been punished in the past and in the absence of which the same type of responses have occurred and not been punished
78
Divergent Multiple Control
A single discriminative stimulus controls different verbal response topographies
79
DO NO HARM
A CORE Ethical Principle that states that no emotional, physical or psychological harm to a client is first priority.
80
Duplic
A type of verbal behavior where the form of the response is under the functional control of a verbal stimulus with formal similarity, and a history of generalized reinforcement
81
Duration
A measure of the total extent of time in which a behavior occurs.
82
Echoic
An elementary verbal operant involving an auditory response that is evoked by an auditory verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response; (HEAR-SAY Response).
83
Effective
Producing large enough behavior change for practical value.
84
Effects of Fixed Interval Schedule
1) slow to moderate rates of responding with a post reinforcement pause, 2) responding begins to accelerate toward the end of the interval. Produces an effect called scallop.
85
Effects of Fixed Ratio Schedule
1) high rate of response, 2) little hesitation between responses, 3) post -reinforcement pause
86
Effects of Variable Interval Schedule
1) slow to moderate response rate that is constant and stable, 2) no post-reinforcement pause
87
Effects of Variable Ratio Schedule
1) very high rate of response and little hesitation between responses, 2) no post-reinforcement pause
88
Empiricism
The objective (direct) observation of the phenomenon of interest
89
Environment
The conglomerate of circumstances in which an individual exists and is demonstrating behavior.
90
Equivalence-Based Instruction (EBI)
Teaching procedures based on stimulus equivalence research; such procedures generally involve directly training relation between some stimuli, usually utilizing match-to-sample procedures, and testing for untrained relations
91
Errorless learning
Gradually fading instructional stimuli (response or stimulus prompts) in order to minimize or prevent errors.
92
Escape Contingency
A contingency in which responding terminates an ongoing stimulus.
93
Escape Extinction
Escape responses no longer provide reinforcement as a result of escape attempts being blocked.
94
Ethics
Behaviors, practices, and decisions that address such basic and fundamental questions as: What is the right thing to do? What's worth doing? What does it mean to be a good behavior analytic practitioner?
95
Ethics Code for Behavior Analysts
The document published by the BACB that outlines the ethical behavior required of a behavior analyst.
96
Evidence Based Treatment
A treatment or intervention method that has been demonstrated to be effective through substantial, high-quality scientific research.
97
Examples of Negative Punishment Procedures
Response cost, time-out from positive reinforcement.
98
Examples of Positive Punishment Procedures
Reprimand, response blocking, contingent exercise, overcorrection, contingent electric stimulation.
99
Experimental Analysis of Behavior
(EAB) A natural science approach to the study of behavior as a subject matter in its own right; founded by BF Skinner
100
Experimental Control
An outcome of an experiment that demonstrates convincingly a functional relation.
101
Experimental Design
The particular type and sequence of conditions in a study employed so that meaningful comparisons of the effects of the presence and absence of the independent variable can be made.
102
Experimentation
The use of experiments, or carefully controlled comparisons of the phenomenon of interest, to identify relations between variables.
103
Exploitive Relationships
A situation where one individual takes advantage of another whom he/ she has power over (supervisees, subordinates) unjustly for his/ her own benefit; creates a conflict of interest.
104
Extinction Burst
Initial increase in response frequency upon implementation or occurrence of extinction.
105
Fixed Action Pattern
A fairly consistent pattern of responding that occurs in the presence of releasing or sign stimuli and that is not attributed to operant learning
106
Fixed Interval (FI)
A schedule of reinforcement in which the reinforcer is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced.
107
Fixed ratio (FR)
A schedule of reinforcement that requires a fixed number of responses to be completed before a response produces reinforcement.
108
Fluency
Behaving with speed and accuracy.
109
Formal Similarity
In verbal behavior, controlling stimulus and response product are in the same sense mode and resemble each other (implies point to point correspondence)
110
Free Operant
An operant behavior (response) that is emitted without any constraints or prompts; contrast with discrete trial.
111
Free operant arrangement
A teaching tactic in which the teacher arranges for learning opportunities in which the learner can emit the target response at almost any time without constraint.
112
Free Will
A philosophical position that generally holds that human behavior can be free of physical determinants and can result solely from an individual's decisions, choices, and intential activity (opposite to determinism)
113
Function of Behavior
behavior-environment interactions described as positive or negative reinforcement contingencies; include social positive reinforcement (attention), tangible reinforcement, automatic positive reinforcement; social negative reinforcement (escape), and automatic negative reinforcement
114
Functional Analysis (FA)
An analysis of the purposes (functions) of problem behavior, wherein antecedents and consequences representing those in the person's natural routines are arranged within an experimental design so that their separate effects on problem behavior 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 behavior is expected to be low because reinforcement is freely available and no demands are placed on the person. Each condition contains a motivating operation (MO) and a potential source of reinforcement.
115
Functional Behavior Assessment (FBA)
A systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person; results are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behavior.
116
Functional Relation
a statement that describes how 2 variables (events) are related where a change in one event can reliably be produced by the specific manipulation of another event.
117
Functionally Equivalent
Serving the same function or purpose; different topographies of behavior are functionally equivalent if they produce the same consequences.
118
Generality
Producing behavior change that lasts over time, appears in new environments other than the one in which the intervention initially took place, or spreads to other behaviors not directly treated by the intervention.
119
Generalized Conditioned Reinforcer
Producing behavior change that lasts over time, appears in new environments other than the one in which the intervention initially took place, or spreads to other behaviors not directly treated by the intervention.
120
Graph
A visual display of relationship between measurements and relevant variables.
121
Harmful Reinforcers
Reinforcers that can cause damage long term (cigars, high fat / sugar foods, etc.).
122
Homunculus
Term used to describe a kind of innter person or source of control that determins our actions (used in mentalism)
123
Hypothesis
An idea or theory that is not proven but that leads to further study or investigation.
124
Hypothetical Construct
A presumed but unobserved process or entity (e.g., Freud's id, ego, and superego).
125
Imitation
Matching the behavior of a novel model immediately following the occurrence of that novel model; excludes vocal-verbal behaviors.
126
Imitative Behavior
A new behavior emitted following a novel antecedent event (i.e. the model); related to imitation and modeling.
127
Independent Variable
The variable that is systematically manipulated by the researcher in an experiment to determine whether changes in the independent variable produce reliable changes in the dependent variable. In applied behavior analysis, the IV is usually an antecedent or consequent to the dependent variable (DV).
128
Indirect Functional Assessment
Structured interviews, check-lists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior (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 behavior.
129
Informed Consent
The process whereby the potential recipient of services or participant in a research study gives 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.
130
Integrity
The quality of being truthful, honest and maintaining commitments.
131
Intermittent Schedule of Reinforcement
A schedule in which some, but not all occurrences of a behavior are reinforced.
132
Internal Review Board (IRB)
Required component of the research process where approval is received to ensure no harm is committed.
133
Interobserver Agreement
Degree to which two or more independent observers report the same observed value after measuring the same event.
134
Interresponse Time (IRT)
The amount of time that elapses between two consecutive instances of a response.
135
Interval Schedule
Reinforcement schedule that requires an elapse of time before a response produces reinforcement.
136
Intraverbal
An elementary verbal operant that is evoked by a verbal discriminative stimulus and that does not have point-to-point correspondence with that verbal stimulus (HEAR-SAY response)
137
Introduce to natural maintaining contingencies
Programming for the generalization and maintenance of any behavior for which any contingency of reinforcement (or punishment) operates independent of the practitioner’s efforts.
138
Latency
The elapsed time between the onset of a stimulus and the initiation of a subsequent response.
139
Least Restrictive Procedures
A policy that states that restrictive interventions are used only with individuals demonstrating dangerous behaviors for which non-restrictive interventions have been attempted and documented as ineffective.
140
Level
The value on y axis around which a set of measures converge (can be mean, median, mode).
141
Limitation of ABC data
Correlations can be difficult to detect, especially if the influential antecedents and consequences do not reliably precede and follow the behavior.
142
Limitations of a Functional Analysis
1) the assessment process may temporarily strengthen or increase the undesirable behavior acquiring new functions; 2) the deliberate arrangement of conditions that set the occasion for, or potentially reinforce, problem behavior can be counterintuitive to persons who do not understand its purpose; 3) some behaviors may not be amenable to functional analyses; 4) functional analyses that are conducted in contrived settings might not detect the variable that accounts for the occurrence of the problem behavior in the natural environment; and 5) the time, effort and professional expertise required to conduct and interpret functional analyses have been frequently cited as obstacles to its widespread use in practice.
143
Limitations of a scatterplot
1) may be unclear whether temporal patterns are routinely evident; 2) obtaining accurate data with scatterplots may be difficult, 3) the subjective nature of the ratings of how often the behavior occurs can contribute to difficulties with interpretation.
144
Limitations of Descriptive Assessment
1) correlations can be difficult to detect; 2) data can be misleading, 3) functional relations may not be detected;
145
Limitations of Indirect Functional Assessment
1) informants may not have accurate and unbiased recall of behavior and the conditions under which it occurred; 2) little research exists to support the reliability of the information obtained from indirect assessment methods.
146
Listener
In verbal behavior, the individual who provides reinforcement for verbal behavior. A listener may also serve as an audience evoking verbal behavior.
147
Magnitude
Force or intensity of a response.
148
Maintenance of Behavior
The extent to which a learner continues to exhibit a behavior after a portion or all of an intervention has been terminated.
149
Mand
An elementary verbal operant that is evoked by a motivating operation and followed by specific reinforcement.
150
Matching Law
The allocation of responses to choices available on concurrent schedules of reinforcement; rates of responding across choices are distributed in proportions that match the rates of reinforcement received from each choice alternative
151
Measurement
The process of assigning a value (numbers or units) to a particular feature of an object or event.
152
Mentalism
An approach to explaining behavior that assumes that a mental or inner dimension exists that differs from a behavioral dimension and that the phenomena in this dimension either directly causes or in some way influences some forms of behavior.
153
Methodological Behaviorism
A philosophical position that views behavioral events that cannot be publically observed as outside the realm of science
154
Miami Sunland Investigation
A 1972 abuse case that resulted in major overhaul of ethical guidelines for the field of ABA.
155
Mixed Schedules
A compound schedule of reinforcement consisting of two or more basic schedules of reinforcement (elements) that occur in an alternative, usually random, sequence; no discriminative stimuli are 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
156
Modeling
A type of antecedent stimulus in which the instructor demonstrates a physical movement for the learner and this demonstration evokes imitative behavior.
157
Motivating Operation
Antecedent variable that alters (increases or decreases) the effectiveness of some stimulus, object, or event as a reinforcer and then alters (increases or decreases) the frequency of a behavior that has been reinforced by that stimulus, object, or event in the past.
158
Multiple Relationships
A situation in which a behavior analyst is in both a behavior-analytic role and a non-behavior-analytic role simultaneously with a client, supervisee, or someone closely associated with or related to the client; prohibited by BACB Ethics Code.
159
Multiple Schedules
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.
160
Negative Punishment
A response is followed immediately by the removal of a stimulus that decreases the future frequency of similar responses under similar conditions; referred to as Type II punishment.
161
Negative Reinforcement
A response is followed immediately by the removal of a stimulus that increases the future frequency of similar responses under similar conditions
162
Non-Contingent Reinforcement (NCR)
A procedure in which stimuli with known reinforcing properties are presented on fixed-time (FT) or variable-time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior (also referred to as response-independent schedules of reinforcement)
163
Observer Drift
Any unintended change in the way an observer uses a measurement system over the course of an investigation that results in measurement error.
164
Ontogeny
The history of the development of an individual organism during its lifetime
165
Operant Behavior
Behavior whose future frequency is determined by its history of consequences.
166
Operant Conditioning
The basic process by which operant learning occurs; consequences result in an increased or decreased frequency of the same type of behavior under similar motivational and environmental conditions in the future.
167
Operant Extinction
A schedule that withholds reinforcement for an occurrence of a target behavior; noted as EXT
168
Operational Definition
A schedule that withholds reinforcement for an occurrence of a target behavior; noted as EXT
169
Organizational Behavior Management (OBM)
Applying principles of behavior analysis to organizations and the work force; performance management
170
Parsimony
The practice of ruling out simple, logical explanations before considering more abstract or complex explanations.
171
Percent
Ratio formed by expressing the proportional quality of some event in terms of the number of times it occurred per 100 opportunities.
172
Philosophic Doubt
An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.
173
Phylogeny
The history of the natural evolution of a species
174
Pivotal Behavior
A behavior, once learned, that produces corresponding modifications or covariations in other adaptive untrained behaviors.
175
Point to point correspondence
In verbal behavior, occurs when the beginning, middle, and end of the stimulus control the corresponding beginning, middle, and end of the response or response-product. Can occur without formal similarity (i.e. across sense modes)
176
Positive Punishment
A response is followed immediately by the presentation of a stimulus that decreases the future frequency of similar responses under similar conditions; referred to as Type I punishment
177
Positive Reinforcement
A response is followed immediately by the presentation of a stimulus that increases the future frequency of similar responses under similar conditions
178
Positive Reinforcer
A stimulus whose presentation or onset functions as reinforcement.
179
Pragmatism
The philosophy or belief that the truth of a theory is related to its practical success in its application.
180
Prediction
A statement of the anticipated outcome of a presently unknown or future measurement; one of three components to baseline logic
181
Premack Principle
A statement that makes the opportunity to engage in a high-probability behavior contingent upon the occurrence of a low-probability behavior; assumes preferred activities reinforce lower-probability behavior.
182
Principle of Behavior
A statement describing a functional relation between behavior and one or more of its controlling variables with generality across organisms, species, settings, behaviors, and time
183
Private Events
Those events wherein individuals respond with respect to certain stimuli accessible to themselves alone. The responses that are made to those stimuli may themselves be public, i.e., observable by others, or they may be private, i.e. accessible only to the individual involved.
184
Program common stimuli
A tactic for promoting generalization that includes typical features of the generalization setting into the instructional setting.
185
Prompt
Supplementary antecedent stimulus used to occasion a correct response in the presence of an Sd that will eventually control the behavior.
186
Punisher
The stimulus change (presented or removed) that decreases the future frequency of behavior that immediately precedes it.
187
Punishment
A behavioral principle that occurs when a stimulus change immediately follows a response and decreases the future frequency of that type of behavior in similar conditions.
188
Radical Behaviorism
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 (ontogeny) and the species (phylogeny)
189
Range
The spread of the difference between the highest and lowest values of a given set of data or dependent variable. Expressed as the number of the highest value and the number of the lowest value of a data set.
190
Rate
The number of responses per unit of time.
191
Ratio Schedule
A reinforcement schedule that requires a number of responses before a response produces reinforcement.
192
Recovery from Punishment
The reemergence of the baseline rate of a recently punished or extinguished response.
193
Reflexivity
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); also called generalized identity matching
194
Reinforcement
A behavioral principle that occurs when stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.
195
Reinforcer
The stimulus change (presented or removed) that increases the future frequency of behavior that immediately precedes it.
196
Relation
The association between two or more variables; the way in which two or more concepts are connected.
197
Reliability
Consistency of measurement across different measurement opportunities.
198
Repeatability
One of the three dimensional quantities of behavior from which all behavioral measurements are derived; refers to the fact that a behavior can occur repeatedly through time; countability.
199
Replication
1) repeating conditions within an experiment to determine the reliability of effects and increase internal validity (as in one of three components to baseline logic) or 2) repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, and/or behaviors (as an attitude of science)
200
Resistance to Extinction
The repeated presentation of a conditioned stimulus (CS) in the absence of the unconditioned stimulus (US); the CS gradually loses its ability to elicit the conditioned response until the conditioned reflex no longer appears in the individual's repertoire
201
Response
A specific instance of behavior.
202
Response Class
A group of responses with the same function; each responses produces the same effect on environment.
203
Response independent schedule of reinforcement
An antecedent intervention that involves delivering a reinforcer on a time-based schedule. There is no response requirement to access reinforcement. Also referred to as non-contingent reinforcement (NCR).
204
Response Prompt
A prompt that operates directly on the response.
205
Response Topography
The physical shape or form of a behavior.
206
Risk Benefit Analysis
Deliberate evaluation of the potential risks (e.g., limitations, side effects, costs) and benefits (e.g., treatment outcomes, efficiency, savings) associated with a given intervention. A risk-benefit analysis should conclude with a course of action associated with greater benefits than risks.
207
Rule
A verbal description of a behavioral contingency.
208
Rule-Governed Behavior
Behavior controlled by a rule (i.e. a verbal statement of an antecedent-behavior-consequence contingency)
209
S-R Relation
Reflexes; stimulus-response relations.
210
Scatterplot
Graphic display showing relative distribution of data points with respect to variables on x and y axis; data points are not connected.
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Schedule of Reinforcement
A rule that describes the contingency of reinforcement, or which behaviors will be reinforced and which will not.
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Schedule Thinning
Changing a contingency of reinforcement by gradually increasing the response ratio or the extent of the time interval; results in a lower rate of reinforcement per responses, time, or both.
213
Science
A systematic approach for seeking and organizing knowledge about the natural world.
214
Selectionism
The theory that all forms of life evolve as a result of selection with respect to function, or consequences.
215
Sensory Extinction
A behavior that is automatically reinforced results in masking or removing the sensory consequence.
216
Sequential modification
A strategy for promoting generalization; responding is assessed across behavior, environments and individuals. If generalization has not occurred, then additional training occurs in non-generalization conditions.
217
Shaping
The process of differentially reinforcing successive approximations toward a terminal behavior.
218
Side effects of extinction
This behavior change process may result in an initial increase in response amplitude (or force), spontaneous recovery and an initial increase in frequency (a burst).
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Side effects of punishment
Unwanted effects of the process of punishment, including: undesirable emotional responses and aggression, escape & avoidance, and an increased rate of the problem behavior under non-punishment conditions.
220
Single Subject Design
Experimental designs in which individual serves as their own control.
221
Social Validity
An outcome achieved when the goals or results of an intervention are socially acceptable to the client.
222
Socially Significant Behavior
Behavior targeted for change that improves the quality of life for the subject or individual.
223
Speaker
A communicator who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, and so on. A speaker is also someone who uses sign language, gestures, signals, written words, codes, pictures, or any form of verbal behavior.
224
Spontaneous Recovery
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.
225
Stakeholder
An individual, other than the client, who is impacted by and invested in the behavior analyst's services (e.g., parent, caregiver, relative)
226
Steps to Conducting an FBA
1) Gather information via indirect and descriptive assessment, 2) interpret information from indirect and descriptive assessment and formulate hypotheses about the purpose of problem behavior, 3) test hypotheses using functional analysis, 4) develop intervention options based on the function of problem behavior.
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Stimulus
A change in the environment.
228
Stimulus Class
A group of stimuli that share specified common elements along formal, temporal, and/ or functional dimensions
229
Stimulus Control
A group of stimuli that share specified common elements along formal, temporal, and/ or functional dimensions
230
Stimulus delta (S-delta; SΔ)
A stimulus in the presence of which a given behavior has NOT produced reinforcement in the past; contrasted with Sd
231
Stimulus Discrimination Training
Responses are reinforced in the presence of one stimulus condition (the Sd) but not in the presence of the other stimulus (S-delta); one response, two antecedent stimulus conditions.
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Stimulus Equivalence
The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations;
233
Stimulus Generalization
The tendency for similar stimuli to evoke a response when stimulus control exists.
234
Stimulus Preference Assessment
A variety of procedures used to determine the stimuli that a person prefers and the relative preference value of those stimuli to increase the odds of selecting stimuli that function as reinforcers.
235
Stimulus Prompt
A prompt that operates directly on the antecedent stimuli to cue a correct response.
236
Stimulus-Stimulus Pairing
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
237
Symmetry
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)
238
Tact
An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement (SEE-SAY Response).
239
Tactic
A research-based or technologically consistent method for changing behavior that has been derived from one or more basic principles of behavior.
240
Tandem Schedules
A schedule of reinforcement in which the response requirements of two or more basic schedules must be met in specific sequence before reinforcement is delivered; a discriminative stimulus is not correlated with each component of the schedule
241
Target Behavior
The response class selected for intervention; can be defined functionally or topographically.
242
Teacher Performance Rate Accuracy (TPRA)
A method for measuring procedural integrity and inter-observer agreement. This approaches measures the three components of a learning unit and then derives a rate of student responding.
243
Technological
Detailing procedures for behavior change in sufficient detail so that replication can occur.
244
Temporal Extent
One of the three dimensional quantities of behavior from which all behavioral measurements are derived Refers to the fact that every instance of behavior occurs during some amount of time.
245
Temporal Locus
One of the three dimensional quantities of behavior from which all behavioral measurements are derived; refers to the fact that every instance of behavior occurs at a certain point in time with respect to other events (when in time).
246
Textual
An elementary verbal operant involving a spoken response that is evoked by a visual verbal discriminative stimulus that has point-to-point correspondence but no formal similarity between the stimulus and the response product (e.g. reading; SEE-SAY response).
247
Thinking
Behavior that has automatically reinforceing effects on the person who is engaging in it
248
Token economy
A behavior change system consisting of three major components: 1) a specified list of target behaviors, 2) tokens or points that participants receive for emitting the target behaviors, and 3) a menu of backup reinforcer items that the tokens may be exchanged for.
249
Topography
Physical form or shape of a behavior.
250
Train and hope
Teaching a new behavior without developing and implementing a plan to facilitate its maintenance and generalization; not a desired tactic for promoting generalization
251
Train loosely
A strategy to promote generalization where noncritical aspects of the instructional setting are randomly varied within and across teaching sessions. This approach reduces the likelihood of faulty stimulus control.
252
Train sufficient exemplars
A strategy to promote generalization that consists of teaching the student to respond to a sub-set of all possible stimulus and response examples and then assessing student performance on untrained examples.
253
Transfer of function
occurs when teaching a new function for one member of an established equivalence class results in the same function holding for all members of the class
254
Transitivity
describes derived stimulus-stimulus relations (e.g., A = C) that emerge as a produce of training two other stimulus-stimulus relations (A=B and B=C).
255
Translational Research
Inquiry that breaks new ground by uniting a concern for fundimental principles with a concern for everyday problems and outcomes
256
Trend
Overall direction taken by a data path; described by direction (increasing, decreasing, or flat/zero), degree (gradual or steep) and the extent of variability of data points around the trend.
257
Trial
Discrete opportunity for an occurrence of a behavior.
258
Trials to Criterion
The number of response opportunities needed to achieve a pre-determined level of performance.
259
Two types of intermittent schedules
ratio and interval
260
Unconditioned Punisher
A stimulus whose presentation functions as a punisher without a history of having been paired with any other punishers.
261
Unconditioned Reinforcer
A stimulus whose presentation functions as a reinforcer without a history of having been paired with any other reinforcers.
262
Use indiscriminable contingencies
A generalization tactic in which the learner can not discriminate whether the next response will produce reinforcement. Uses intermittent reinforcement schedules & delayed rewards.
263
Validity
The extent to which data obtained are directly relevant to the target behavior of interest and to reasons for measuring it.
264
Value-altering effect
Alteration in the reinforcing effectiveness of a stimulus, object, or event as a result of a motivating operation; establishing or abolishing.
265
Variability
The frequency and extent to which multiple measures of behavior yield different outcomes.
266
Variable Interval Schedule (VI)
A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a variable duration of time since the last response was reinforced.
267
Variable Ratio (VR)
A schedule of reinforcement that requires a variable number of responses to be completed before a response produces reinforcement.
268
Verbal Behavior
Behavior whose reinforcement is mediated by a listener; includes both vocal-verbal behavior (e.g. saying 'water please' to get water) and nonvocal-verbal behavior (pointing to a glass of water to get water); encompasses the subject matter usually treated as language and topics such as thinking, grammar, composition, and understanding.
269
Verbal Operant
The unit of analysis in a behavior analysis of verbal behavior.
270
Verification
Demonstrating that a prior level of baseline responding would remain unchanged in the absence of the independent variable; one of three components to baseline logic.
271
Wyatt v Stickney
Institutionalized patients have a right to effective and individualized care or else they should be released / referred elsewhere.
272
Positive and negative
2-types of reinforcement and punishment
273
A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behavior(s) of interest and the antecedent conditions and consequences for those behaviors as those events occur in the client's natural environment.
ABC recording
274
Behavior that occurs as a collateral effect of a schedule of periodic reinforcement for other behavior; time-filling or interim activities Ex. Doodling, drinking
Adjunctive Behaviors
275
Ability to yield a clear demonstration of the variables that are functionally related to the occurrence of a problem behavior
Advantage of a Functional Analysis (FA)
276
1) Identify correlations between 2 variables (usually, but not always, time of day and another variable), 2) may identify time periods or time-related variables correlated with behavior.
Advantages of a scatterplot
277
1) Based on continuous recording and use precise measures 2) in some cases may reflect (not confirm) casual relations, 3) likely to provide useful information for designing a subsequent functional analysis 4) do not require disruption to the person's routine to conduct.
Advantages of ABC data
278
1) 0bservations are conducted under naturally occurring conditions (less disruptive to naturally occurring routine, 2) assist in planning of functional analysis.
Advantages of Descriptive Assessment
279
provides reinforcement when the response requirements of any of two or more simultaneously available component schedules are met
Alternative Schedules
280
Demonstrating a functional relation between a manipulated variable/ event and a reliable change in some measurable dimension of the targeted behavior.
Analytic
281
An environmental change or stimulus change existing prior to a behavior of interest.
Antecedent
282
Behavior change tactics based on contingency-independent antecedent events.
Antecedent Interventions
283
Socially significant for participants (improve their day-to-day life experiences) and/ or socially significant to participant's significant others (resulting in more positive behavior toward the participant)
Applied
284
The science in which tactics or methods derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the behavior change.
Applied Behavior Analysis
285
Anyone who functions as a discriminative stimulus evoking verbal behavior.
Audience
286
A secondary verbal operant in which some aspect of a speaker's own verbal behavior functions as an Sd or an MO for additional speaker verbal behavior; verbal behavior about verbal behavior.
Autoclitic
287
Punishment that occurs independent of the social mediation by others.
Automatic Punishment
288
Reinforcement that occurs independent of the social mediation of others.
Automatic Reinforcement
289
To promote an individual's independence.
Autonomy
290
A contingency in which responding delays or prevents the presentation of a stimulus.
Avoidance Contingency
291
A condition of an experiment or control condition in which a specific independent variable is absent (not necessarily absence of treatment).
Baseline
292
The activity of living organisms.
Behavior
293
Alteration in the current frequency of behavior as a result of value-altering effect of a motivating operation; either evocative or abative.
Behavior-altering effect
294
Studying and precisely measuring the activity of living organisms (physical events) rather than perceptions or descriptions of events
Behavioral
295
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 or correlated variables.
Behavioral Assessment
296
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
Behavioral Contrast
297
A behavior change that has consequences beyond the change itself, some of which may be important; exposes individual to new environments, new contingencies, or new responses
Behavioral Cusp
298
A type of antecedent intervention in which high-probability request sequences are delivered before a low probability request
Behavioral Momentum
299
The philosophy of a science of behavior.
Behaviorism
300
A higher-order verbal cusp consisting of the fusing together of the speaker and listener repertoires in bidirectional relations. A new word acquired as listener can generate a tact without further training, and a new word acquired as a tact can generate a listener relation without further training.
Bidirectional Naming (BiN)
301
CRF and EXT
Boundaries for all schedules of reinforcement
302
A measure of how response rate changes over time; how fast change occurs
Celeration
303
A schedule of reinforcement in which the response requirements of two or more basic schedules must be met in specific sequence before reinforcement is delivered; a discriminative stimulus is correlated with each component of the schedule
Chained Schedules
304
A specific sequence of discrete responses, each associated with a particular stimulus condition. When linked together, the result is a behavior change that produces a terminal outcome. Three types: forward, backward and total task.
Chaining procedures
305
The direct recipient of the behavior analyst's services. At various times during service provision, one or more stakeholders may simultaneously meet the definition of client
Client
306
A stimulus that acquires MO effectiveness by preceding some form of worsening or improvement.
CMO-R
307
A stimulus that acquires its MO effectiveness by being paired with another MO and has the same value-altering and behavioral-altering effect as the MO with which it was paired
CMO-S
308
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
CMO-T
309
A type of verbal behavior where the form of the response is under the functional control of a verbal stimulus with point-to-point correspondence, but without formal similarity; there is also a history of generalized reinforcement
Codic
310
Deriving procedures to change behavior that are based on basic (proven) principles of behavior.
Conceptually Systematic
311
Two or more contingencies operate independently and simultaneously for two or more behaviors; each schedule is correlated with a distinct stimulus
Concurrent Schedule
312
Performance in a match-to-sample procedure in which discrimination between the comparison stimuli is conditional on, or depends on, the sample stimulus present on each trial
Conditional Discrimination
313
The likelihood that a target problem behavior will occur in a given circumstance.
Conditional Probability
314
Motivating variables that alter the reinforcing effectiveness of other stimuli, objects or events, but only as a result of the organisms learning history. Three types: surrogate, transitive and reflexive.
Conditioned motivating operations
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A previously neutral stimulus change that functions as a punisher because of prior pairing with one or more other punishers.
Conditioned Punisher
316
A previously neutral stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers.
Conditioned Reinforcer
317
The pairing of stimuli to result in learning; two types: operant and respondent.
Conditioning
318
Escape, attention, alone, play (control)
Conditions in Iwata et al. (1982/1994) functional analysis
319
A situation of trust insofar as any information regarding a person receiving 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.
Confidentiality
320
A situation in which a person in a position of responsibility or trust has competing professional or personal interests that make it difficult to fulfill his or her duties impartially.
Conflict of Interest
321
Two or more contingencies operate independently and simultaneously for two or more behaviors; no distinct stimuli are correlated with each schedule
Conjoint Schedules
322
A stimulus change that follows a behavior of interest..
Consequence
323
Patterns of learned behavior transmitted socially, as well as the products of that behavior (objects, technologies, organizations, etc).
Culture
324
Bordering or being in direct contact with something.
Contiguity
325
Dependent and/or temporal relations between operant behavior and its controlling variables; if this, then that.
Contingency
326
Behaviors independently learned under different conditions coming together to form a new behavior under a new condition that may combine prior stimulus features
Contingency Adduction
327
Exchanging the reinforcement contingencies for two topographically different responses.
Contingency Reversal
328
Behavior acquired by direct experiences with contingencies
Contingency-Shaped Behavior
329
When multiple discriminative stimuli contribute to the strength of a single verbal response topography
Convergent Multiple Control
330
A schedule that provides reinforcement for each occurrence of behavior (CRF).
Continuous Reinforcement
331
An elementary verbal operant that is evoked by a nonvocal verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the controlling response (SEE-WRITE response).
Copying a Text
332
Graph on which cumulative number of responses are represented on vertical axis.
Cumulative Record
333
Product of measurement
Data
334
The variable in an experiment measured to determine if it changes as a result of manipulations of the independent variable; in applied behavior analysis, it represents some measure of a socially significant behavior
Dependent Variable
335
Responding indicating a relation (e.g., same as, opposite, different from, better than) between two or more stimuli that emerges as an indirect function of related instruction or experience
Derived Relation
336
Direct observation of problem behavior and the antecedent and consequent events under naturally occurring conditions.
Descriptive Functional Behavior Assessment
337
The assumption that the universe is a lawful and orderly place in which phenomenon occur in relation to other events and not willy-nilly, or in accidental fashion.
Determinism
338
An elementary verbal operant involving a written response that is evoked by an auditory verbal discriminative stimulus that has point-to-point correspondence but no formal similarity between the stimulus and the response product (HEAR-WRITE Response)
Dictation
339
Reinforcing only those responses within a response class that meet a specific criterion along some dimension(s) and placing all other responses in the class on extinction
Differential Reinforcement
340
A procedure in which the practitioner reinforces occurrences of a behavior that provides a desirable and functionally-equivalent alternative to the problem behavior but is not necessarily incompatible with it and withholds reinforcement following instances of the problem behavior.
Differential reinforcement of alternative behavior (DRA)
341
A procedure 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 individual's performance in previous intervals.
Differential Reinforcement of High Rates (DRH)
342
A procedure in which the practitioner reinforces a behavior that can not occur simultaneously with the problem behavior and withholds reinforcement following instances of the problem behavior.
Differential reinforcement of incompatible behavior (DRI)
343
A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (spaced-responding), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion (full-session)
Differential Reinforcement of Low Rate Behavior (DRL)
344
A procedure in which the practitioner reinforces whenever the problem behavior has not occurred during or at specific times. Procedural variations include interval and momentary schedules. Also referred to as omission training.
Differential reinforcement of zero rates (DRO)
345
Any operant whose response rate is controlled by a given opportunity to emit the response (also called restricted operant or controlled operant); contrast with free operant.
Discrete trial
346
An operant that occurs more frequently under some antecedent conditions than under others.
Discriminated Operant
347
A stimulus in the presence of which a response has been reinforced in the past and in the absence of which the same type of responses have occurred and not been reinforced; contrast with SΔ/ stimulus delta.
Discriminative stimulus (Sd)
348
A stimulus in the presence of which a response has been punished in the past and in the absence of which the same type of responses have occurred and not been punished
Discriminative stimulus for punishment (Sdp)
349
A single discriminative stimulus controls different verbal response topographies
Divergent Multiple Control
350
A CORE Ethical Principle that states that no emotional, physical or psychological harm to a client is first priority.
DO NO HARM
351
A type of verbal behavior where the form of the response is under the functional control of a verbal stimulus with formal similarity, and a history of generalized reinforcement
Duplic
352
A measure of the total extent of time in which a behavior occurs.
Duration
353
An elementary verbal operant involving an auditory response that is evoked by an auditory verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response; (HEAR-SAY Response).
Echoic
354
Producing large enough behavior change for practical value.
Effective
355
1) slow to moderate rates of responding with a post reinforcement pause, 2) responding begins to accelerate toward the end of the interval. Produces an effect called scallop.
Effects of Fixed Interval Schedule
356
1) high rate of response, 2) little hesitation between responses, 3) post -reinforcement pause
Effects of Fixed Ratio Schedule
357
1) slow to moderate response rate that is constant and stable, 2) no post-reinforcement pause
Effects of Variable Interval Schedule
358
1) very high rate of response and little hesitation between responses, 2) no post-reinforcement pause
Effects of Variable Ratio Schedule
359
The objective (direct) observation of the phenomenon of interest
Empiricism
360
The conglomerate of circumstances in which an individual exists and is demonstrating behavior.
Environment
361
Teaching procedures based on stimulus equivalence research; such procedures generally involve directly training relation between some stimuli, usually utilizing match-to-sample procedures, and testing for untrained relations
Equivalence-Based Instruction (EBI)
362
Gradually fading instructional stimuli (response or stimulus prompts) in order to minimize or prevent errors.
Errorless learning
363
A contingency in which responding terminates an ongoing stimulus.
Escape Contingency
364
Escape responses no longer provide reinforcement as a result of escape attempts being blocked.
Escape Extinction
365
Behaviors, practices, and decisions that address such basic and fundamental questions as: What is the right thing to do? What's worth doing? What does it mean to be a good behavior analytic practitioner?
Ethics
366
The document published by the BACB that outlines the ethical behavior required of a behavior analyst.
Ethics Code for Behavior Analysts
367
A treatment or intervention method that has been demonstrated to be effective through substantial, high-quality scientific research.
Evidence Based Treatment
368
Response cost, time-out from positive reinforcement.
Examples of Negative Punishment Procedures
369
Reprimand, response blocking, contingent exercise, overcorrection, contingent electric stimulation.
Examples of Positive Punishment Procedures
370
(EAB) A natural science approach to the study of behavior as a subject matter in its own right; founded by BF Skinner
Experimental Analysis of Behavior
371
An outcome of an experiment that demonstrates convincingly a functional relation.
Experimental Control
372
The particular type and sequence of conditions in a study employed so that meaningful comparisons of the effects of the presence and absence of the independent variable can be made.
Experimental Design
373
The use of experiments, or carefully controlled comparisons of the phenomenon of interest, to identify relations between variables.
Experimentation
374
A situation where one individual takes advantage of another whom he/ she has power over (supervisees, subordinates) unjustly for his/ her own benefit; creates a conflict of interest.
Exploitive Relationships
375
Initial increase in response frequency upon implementation or occurrence of extinction.
Extinction Burst
376
A fairly consistent pattern of responding that occurs in the presence of releasing or sign stimuli and that is not attributed to operant learning
Fixed Action Pattern
377
A schedule of reinforcement in which the reinforcer is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced.
Fixed Interval (FI)
378
A schedule of reinforcement that requires a fixed number of responses to be completed before a response produces reinforcement.
Fixed ratio (FR)
379
Behaving with speed and accuracy.
Fluency
380
In verbal behavior, controlling stimulus and response product are in the same sense mode and resemble each other (implies point to point correspondence)
Formal Similarity
381
An operant behavior (response) that is emitted without any constraints or prompts; contrast with discrete trial.
Free Operant
382
A teaching tactic in which the teacher arranges for learning opportunities in which the learner can emit the target response at almost any time without constraint.
Free operant arrangement
383
A philosophical position that generally holds that human behavior can be free of physical determinants and can result solely from an individual's decisions, choices, and intential activity (opposite to determinism)
Free Will
384
behavior-environment interactions described as positive or negative reinforcement contingencies; include social positive reinforcement (attention), tangible reinforcement, automatic positive reinforcement; social negative reinforcement (escape), and automatic negative reinforcement
Function of Behavior
385
An analysis of the purposes (functions) of problem behavior, wherein antecedents and consequences representing those in the person's natural routines are arranged within an experimental design so that their separate effects on problem behavior 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 behavior is expected to be low because reinforcement is freely available and no demands are placed on the person. Each condition contains a motivating operation (MO) and a potential source of reinforcement.
Functional Analysis (FA)
386
A systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person; results are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behavior.
Functional Behavior Assessment (FBA)
387
a statement that describes how 2 variables (events) are related where a change in one event can reliably be produced by the specific manipulation of another event.
Functional Relation
388
Serving the same function or purpose; different topographies of behavior are functionally equivalent if they produce the same consequences.
Functionally Equivalent
389
Producing behavior change that lasts over time, appears in new environments other than the one in which the intervention initially took place, or spreads to other behaviors not directly treated by the intervention.
Generality
390
Producing behavior change that lasts over time, appears in new environments other than the one in which the intervention initially took place, or spreads to other behaviors not directly treated by the intervention.
Generalized Conditioned Reinforcer
391
A visual display of relationship between measurements and relevant variables.
Graph
392
Reinforcers that can cause damage long term (cigars, high fat / sugar foods, etc.).
Harmful Reinforcers
393
Term used to describe a kind of innter person or source of control that determins our actions (used in mentalism)
Homunculus
394
An idea or theory that is not proven but that leads to further study or investigation.
Hypothesis
395
A presumed but unobserved process or entity (e.g., Freud's id, ego, and superego).
Hypothetical Construct
396
Matching the behavior of a novel model immediately following the occurrence of that novel model; excludes vocal-verbal behaviors.
Imitation
397
A new behavior emitted following a novel antecedent event (i.e. the model); related to imitation and modeling.
Imitative Behavior
398
The variable that is systematically manipulated by the researcher in an experiment to determine whether changes in the independent variable produce reliable changes in the dependent variable. In applied behavior analysis, the IV is usually an antecedent or consequent to the dependent variable (DV).
Independent Variable
399
Structured interviews, check-lists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior (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 behavior.
Indirect Functional Assessment
400
The process whereby the potential recipient of services or participant in a research study gives 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.
Informed Consent
401
The quality of being truthful, honest and maintaining commitments.
Integrity
402
A schedule in which some, but not all occurrences of a behavior are reinforced.
Intermittent Schedule of Reinforcement
403
Required component of the research process where approval is received to ensure no harm is committed.
Internal Review Board (IRB)
404
Degree to which two or more independent observers report the same observed value after measuring the same event.
Interobserver Agreement
405
The amount of time that elapses between two consecutive instances of a response.
Interresponse Time (IRT)
406
Reinforcement schedule that requires an elapse of time before a response produces reinforcement.
Interval Schedule
407
An elementary verbal operant that is evoked by a verbal discriminative stimulus and that does not have point-to-point correspondence with that verbal stimulus (HEAR-SAY response)
Intraverbal
408
Programming for the generalization and maintenance of any behavior for which any contingency of reinforcement (or punishment) operates independent of the practitioner’s efforts.
Introduce to natural maintaining contingencies
409
The elapsed time between the onset of a stimulus and the initiation of a subsequent response.
Latency
410
A policy that states that restrictive interventions are used only with individuals demonstrating dangerous behaviors for which non-restrictive interventions have been attempted and documented as ineffective.
Least Restrictive Procedures
411
The value on y axis around which a set of measures converge (can be mean, median, mode).
Level
412
Correlations can be difficult to detect, especially if the influential antecedents and consequences do not reliably precede and follow the behavior.
Limitation of ABC data
413
1) the assessment process may temporarily strengthen or increase the undesirable behavior acquiring new functions; 2) the deliberate arrangement of conditions that set the occasion for, or potentially reinforce, problem behavior can be counterintuitive to persons who do not understand its purpose; 3) some behaviors may not be amenable to functional analyses; 4) functional analyses that are conducted in contrived settings might not detect the variable that accounts for the occurrence of the problem behavior in the natural environment; and 5) the time, effort and professional expertise required to conduct and interpret functional analyses have been frequently cited as obstacles to its widespread use in practice.
Limitations of a Functional Analysis
414
1) may be unclear whether temporal patterns are routinely evident; 2) obtaining accurate data with scatterplots may be difficult, 3) the subjective nature of the ratings of how often the behavior occurs can contribute to difficulties with interpretation.
Limitations of a scatterplot
415
1) correlations can be difficult to detect; 2) data can be misleading, 3) functional relations may not be detected;
Limitations of Descriptive Assessment
416
1) informants may not have accurate and unbiased recall of behavior and the conditions under which it occurred; 2) little research exists to support the reliability of the information obtained from indirect assessment methods.
Limitations of Indirect Functional Assessment
417
In verbal behavior, the individual who provides reinforcement for verbal behavior. A listener may also serve as an audience evoking verbal behavior.
Listener
418
Force or intensity of a response.
Magnitude
419
The extent to which a learner continues to exhibit a behavior after a portion or all of an intervention has been terminated.
Maintenance of Behavior
420
An elementary verbal operant that is evoked by a motivating operation and followed by specific reinforcement.
Mand
421
The allocation of responses to choices available on concurrent schedules of reinforcement; rates of responding across choices are distributed in proportions that match the rates of reinforcement received from each choice alternative
Matching Law
422
The process of assigning a value (numbers or units) to a particular feature of an object or event.
Measurement
423
An approach to explaining behavior that assumes that a mental or inner dimension exists that differs from a behavioral dimension and that the phenomena in this dimension either directly causes or in some way influences some forms of behavior.
Mentalism
424
A philosophical position that views behavioral events that cannot be publically observed as outside the realm of science
Methodological Behaviorism
425
A 1972 abuse case that resulted in major overhaul of ethical guidelines for the field of ABA.
Miami Sunland Investigation
426
A compound schedule of reinforcement consisting of two or more basic schedules of reinforcement (elements) that occur in an alternative, usually random, sequence; no discriminative stimuli are 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
Mixed Schedules
427
A type of antecedent stimulus in which the instructor demonstrates a physical movement for the learner and this demonstration evokes imitative behavior.
Modeling
428
Antecedent variable that alters (increases or decreases) the effectiveness of some stimulus, object, or event as a reinforcer and then alters (increases or decreases) the frequency of a behavior that has been reinforced by that stimulus, object, or event in the past.
Motivating Operation
429
A situation in which a behavior analyst is in both a behavior-analytic role and a non-behavior-analytic role simultaneously with a client, supervisee, or someone closely associated with or related to the client; prohibited by BACB Ethics Code.
Multiple Relationships
430
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.
Multiple Schedules
431
A response is followed immediately by the removal of a stimulus that decreases the future frequency of similar responses under similar conditions; referred to as Type II punishment.
Negative Punishment
432
A response is followed immediately by the removal of a stimulus that increases the future frequency of similar responses under similar conditions
Negative Reinforcement
433
A procedure in which stimuli with known reinforcing properties are presented on fixed-time (FT) or variable-time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior (also referred to as response-independent schedules of reinforcement)
Non-Contingent Reinforcement (NCR)
434
Any unintended change in the way an observer uses a measurement system over the course of an investigation that results in measurement error.
Observer Drift
435
The history of the development of an individual organism during its lifetime
Ontogeny
436
Behavior whose future frequency is determined by its history of consequences.
Operant Behavior
437
The basic process by which operant learning occurs; consequences result in an increased or decreased frequency of the same type of behavior under similar motivational and environmental conditions in the future.
Operant Conditioning
438
A schedule that withholds reinforcement for an occurrence of a target behavior; noted as EXT
Operant Extinction
439
A schedule that withholds reinforcement for an occurrence of a target behavior; noted as EXT
Operational Definition
440
Applying principles of behavior analysis to organizations and the work force; performance management
Organizational Behavior Management (OBM)
441
The practice of ruling out simple, logical explanations before considering more abstract or complex explanations.
Parsimony
442
Ratio formed by expressing the proportional quality of some event in terms of the number of times it occurred per 100 opportunities.
Percent
443
An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.
Philosophic Doubt
444
The history of the natural evolution of a species
Phylogeny
445
A behavior, once learned, that produces corresponding modifications or covariations in other adaptive untrained behaviors.
Pivotal Behavior
446
In verbal behavior, occurs when the beginning, middle, and end of the stimulus control the corresponding beginning, middle, and end of the response or response-product. Can occur without formal similarity (i.e. across sense modes)
Point to point correspondence
447
A response is followed immediately by the presentation of a stimulus that decreases the future frequency of similar responses under similar conditions; referred to as Type I punishment
Positive Punishment
448
A response is followed immediately by the presentation of a stimulus that increases the future frequency of similar responses under similar conditions
Positive Reinforcement
449
A stimulus whose presentation or onset functions as reinforcement.
Positive Reinforcer
450
The philosophy or belief that the truth of a theory is related to its practical success in its application.
Pragmatism
451
A statement of the anticipated outcome of a presently unknown or future measurement; one of three components to baseline logic
Prediction
452
A statement that makes the opportunity to engage in a high-probability behavior contingent upon the occurrence of a low-probability behavior; assumes preferred activities reinforce lower-probability behavior.
Premack Principle
453
A statement describing a functional relation between behavior and one or more of its controlling variables with generality across organisms, species, settings, behaviors, and time
Principle of Behavior
454
Those events wherein individuals respond with respect to certain stimuli accessible to themselves alone. The responses that are made to those stimuli may themselves be public, i.e., observable by others, or they may be private, i.e. accessible only to the individual involved.
Private Events
455
A tactic for promoting generalization that includes typical features of the generalization setting into the instructional setting.
Program common stimuli
456
Supplementary antecedent stimulus used to occasion a correct response in the presence of an Sd that will eventually control the behavior.
Prompt
457
The stimulus change (presented or removed) that decreases the future frequency of behavior that immediately precedes it.
Punisher
458
A behavioral principle that occurs when a stimulus change immediately follows a response and decreases the future frequency of that type of behavior in similar conditions.
Punishment
459
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 (ontogeny) and the species (phylogeny)
Radical Behaviorism
460
The spread of the difference between the highest and lowest values of a given set of data or dependent variable. Expressed as the number of the highest value and the number of the lowest value of a data set.
Range
461
The number of responses per unit of time.
Rate
462
A reinforcement schedule that requires a number of responses before a response produces reinforcement.
Ratio Schedule
463
The reemergence of the baseline rate of a recently punished or extinguished response.
Recovery from Punishment
464
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); also called generalized identity matching
Reflexivity
465
A behavioral principle that occurs when stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.
Reinforcement
466
The stimulus change (presented or removed) that increases the future frequency of behavior that immediately precedes it.
Reinforcer
467
The association between two or more variables; the way in which two or more concepts are connected.
Relation
468
Consistency of measurement across different measurement opportunities.
Reliability
469
One of the three dimensional quantities of behavior from which all behavioral measurements are derived; refers to the fact that a behavior can occur repeatedly through time; countability.
Repeatability
470
1) repeating conditions within an experiment to determine the reliability of effects and increase internal validity (as in one of three components to baseline logic) or 2) repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, and/or behaviors (as an attitude of science)
Replication
471
The repeated presentation of a conditioned stimulus (CS) in the absence of the unconditioned stimulus (US); the CS gradually loses its ability to elicit the conditioned response until the conditioned reflex no longer appears in the individual's repertoire
Resistance to Extinction
472
A specific instance of behavior.
Response
473
A group of responses with the same function; each responses produces the same effect on environment.
Response Class
474
An antecedent intervention that involves delivering a reinforcer on a time-based schedule. There is no response requirement to access reinforcement. Also referred to as non-contingent reinforcement (NCR).
Response independent schedule of reinforcement
475
A prompt that operates directly on the response.
Response Prompt
476
The physical shape or form of a behavior.
Response Topography
477
Deliberate evaluation of the potential risks (e.g., limitations, side effects, costs) and benefits (e.g., treatment outcomes, efficiency, savings) associated with a given intervention. A risk-benefit analysis should conclude with a course of action associated with greater benefits than risks.
Risk Benefit Analysis
478
A verbal description of a behavioral contingency.
Rule
479
Behavior controlled by a rule (i.e. a verbal statement of an antecedent-behavior-consequence contingency)
Rule-Governed Behavior
480
Reflexes; stimulus-response relations.
S-R Relation
481
Graphic display showing relative distribution of data points with respect to variables on x and y axis; data points are not connected.
Scatterplot
482
A rule that describes the contingency of reinforcement, or which behaviors will be reinforced and which will not.
Schedule of Reinforcement
483
Changing a contingency of reinforcement by gradually increasing the response ratio or the extent of the time interval; results in a lower rate of reinforcement per responses, time, or both.
Schedule Thinning
484
A systematic approach for seeking and organizing knowledge about the natural world.
Science
485
The theory that all forms of life evolve as a result of selection with respect to function, or consequences.
Selectionism
486
A behavior that is automatically reinforced results in masking or removing the sensory consequence.
Sensory Extinction
487
A strategy for promoting generalization; responding is assessed across behavior, environments and individuals. If generalization has not occurred, then additional training occurs in non-generalization conditions.
Sequential modification
488
The process of differentially reinforcing successive approximations toward a terminal behavior.
Shaping
489
This behavior change process may result in an initial increase in response amplitude (or force), spontaneous recovery and an initial increase in frequency (a burst).
Side effects of extinction
490
Unwanted effects of the process of punishment, including: undesirable emotional responses and aggression, escape & avoidance, and an increased rate of the problem behavior under non-punishment conditions.
Side effects of punishment
491
Experimental designs in which individual serves as their own control.
Single Subject Design
492
An outcome achieved when the goals or results of an intervention are socially acceptable to the client.
Social Validity
493
Behavior targeted for change that improves the quality of life for the subject or individual.
Socially Significant Behavior
494
A communicator who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, and so on. A speaker is also someone who uses sign language, gestures, signals, written words, codes, pictures, or any form of verbal behavior.
Speaker
495
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.
Spontaneous Recovery
496
An individual, other than the client, who is impacted by and invested in the behavior analyst's services (e.g., parent, caregiver, relative)
Stakeholder
497
1) Gather information via indirect and descriptive assessment, 2) interpret information from indirect and descriptive assessment and formulate hypotheses about the purpose of problem behavior, 3) test hypotheses using functional analysis, 4) develop intervention options based on the function of problem behavior.
Steps to Conducting an FBA
498
A change in the environment.
Stimulus
499
A group of stimuli that share specified common elements along formal, temporal, and/ or functional dimensions
Stimulus Class
500
A group of stimuli that share specified common elements along formal, temporal, and/ or functional dimensions
Stimulus Control
501
A stimulus in the presence of which a given behavior has NOT produced reinforcement in the past; contrasted with Sd
Stimulus delta (S-delta; SΔ)
502
Responses are reinforced in the presence of one stimulus condition (the Sd) but not in the presence of the other stimulus (S-delta); one response, two antecedent stimulus conditions.
Stimulus Discrimination Training
503
The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations;
Stimulus Equivalence
504
The tendency for similar stimuli to evoke a response when stimulus control exists.
Stimulus Generalization
505
A variety of procedures used to determine the stimuli that a person prefers and the relative preference value of those stimuli to increase the odds of selecting stimuli that function as reinforcers.
Stimulus Preference Assessment
506
A prompt that operates directly on the antecedent stimuli to cue a correct response.
Stimulus Prompt
507
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
Stimulus-Stimulus Pairing
508
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)
Symmetry
509
An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement (SEE-SAY Response).
Tact
510
A research-based or technologically consistent method for changing behavior that has been derived from one or more basic principles of behavior.
Tactic
511
A schedule of reinforcement in which the response requirements of two or more basic schedules must be met in specific sequence before reinforcement is delivered; a discriminative stimulus is not correlated with each component of the schedule
Tandem Schedules
512
The response class selected for intervention; can be defined functionally or topographically.
Target Behavior
513
A method for measuring procedural integrity and inter-observer agreement. This approaches measures the three components of a learning unit and then derives a rate of student responding.
Teacher Performance Rate Accuracy (TPRA)
514
Detailing procedures for behavior change in sufficient detail so that replication can occur.
Technological
515
One of the three dimensional quantities of behavior from which all behavioral measurements are derived Refers to the fact that every instance of behavior occurs during some amount of time.
Temporal Extent
516
One of the three dimensional quantities of behavior from which all behavioral measurements are derived; refers to the fact that every instance of behavior occurs at a certain point in time with respect to other events (when in time).
Temporal Locus
517
An elementary verbal operant involving a spoken response that is evoked by a visual verbal discriminative stimulus that has point-to-point correspondence but no formal similarity between the stimulus and the response product (e.g. reading; SEE-SAY response).
Textual
518
Behavior that has automatically reinforceing effects on the person who is engaging in it
Thinking
519
A behavior change system consisting of three major components: 1) a specified list of target behaviors, 2) tokens or points that participants receive for emitting the target behaviors, and 3) a menu of backup reinforcer items that the tokens may be exchanged for.
Token economy
520
Physical form or shape of a behavior.
Topography
521
Teaching a new behavior without developing and implementing a plan to facilitate its maintenance and generalization; not a desired tactic for promoting generalization
Train and hope
522
A strategy to promote generalization where noncritical aspects of the instructional setting are randomly varied within and across teaching sessions. This approach reduces the likelihood of faulty stimulus control.
Train loosely
523
A strategy to promote generalization that consists of teaching the student to respond to a sub-set of all possible stimulus and response examples and then assessing student performance on untrained examples.
Train sufficient exemplars
524
occurs when teaching a new function for one member of an established equivalence class results in the same function holding for all members of the class
Transfer of function
525
describes derived stimulus-stimulus relations (e.g., A = C) that emerge as a produce of training two other stimulus-stimulus relations (A=B and B=C).
Transitivity
526
Inquiry that breaks new ground by uniting a concern for fundimental principles with a concern for everyday problems and outcomes
Translational Research
527
Overall direction taken by a data path; described by direction (increasing, decreasing, or flat/zero), degree (gradual or steep) and the extent of variability of data points around the trend.
Trend
528
Discrete opportunity for an occurrence of a behavior.
Trial
529
The number of response opportunities needed to achieve a pre-determined level of performance.
Trials to Criterion
530
ratio and interval
Two types of intermittent schedules
531
A stimulus whose presentation functions as a punisher without a history of having been paired with any other punishers.
Unconditioned Punisher
532
A stimulus whose presentation functions as a reinforcer without a history of having been paired with any other reinforcers.
Unconditioned Reinforcer
533
A generalization tactic in which the learner can not discriminate whether the next response will produce reinforcement. Uses intermittent reinforcement schedules & delayed rewards.
Use indiscriminable contingencies
534
The extent to which data obtained are directly relevant to the target behavior of interest and to reasons for measuring it.
Validity
535
Alteration in the reinforcing effectiveness of a stimulus, object, or event as a result of a motivating operation; establishing or abolishing.
Value-altering effect
536
The frequency and extent to which multiple measures of behavior yield different outcomes.
Variability
537
A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a variable duration of time since the last response was reinforced.
Variable Interval Schedule (VI)
538
A schedule of reinforcement that requires a variable number of responses to be completed before a response produces reinforcement.
Variable Ratio (VR)
539
Behavior whose reinforcement is mediated by a listener; includes both vocal-verbal behavior (e.g. saying 'water please' to get water) and nonvocal-verbal behavior (pointing to a glass of water to get water); encompasses the subject matter usually treated as language and topics such as thinking, grammar, composition, and understanding.
Verbal Behavior
540
The unit of analysis in a behavior analysis of verbal behavior.
Verbal Operant
541
Demonstrating that a prior level of baseline responding would remain unchanged in the absence of the independent variable; one of three components to baseline logic.
Verification
542
Institutionalized patients have a right to effective and individualized care or else they should be released / referred elsewhere.
Wyatt v Stickney
