SAFMEDS Flashcards by Abbie Riordan

Applied Behavior Analysis

ABA

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Adding something positive to increase a wanted behavior

Positive Reinforments

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Taking away something negative to increase a wanted behavior

Negative reinforcement

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Adding something negative to decrease a behavior

Positive Punishment

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Taking away something positive to decrease a behavior

Negative Punishment

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Everything we do

Behavior

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Simplest Explanation

Parsimony

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The surroundings

Environent

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Written Statement of Educational intent

Behavioral objective

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A description of Target Behavior

Operational definition

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Accuracy and speed

fluency

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Individualized Education Plan

IEP

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Behavior Intervention Plan

BIP

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Time for behavior to be initiated after instructed

Latency

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How often the behavior occurs

Frequency

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Effects the behavior produced on the enviornement

Permanent Product

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Measurement of the behaviors occurring with a series of continuous intervals

Interval Recording

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A tally count of the number of times the behavior occurs

event recording

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abscissa

X-Axis

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Ordinate

Y-Axis

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Baseline and treatment

conditions

Initial condition before intervention

baseline

condition that follows baseline

intervention

a thing or event that occurs before a target behavior

antecedent

follows the target behavior

consequence

written observation of behaviors recorded by teachers

anecdotal reports

Antecedent, behavior, consequence

ABC

Functional Behavioral Assessment

FBA

Measurable variable

Dependent variable

variable that is changed

independent variable

specific change in the dependent variable

functional relation

Events that are inherently reinforcing

primary reinforcers

satisfaction

satiation

A physical state of lacking or shortage

Deprivation

More preferred activity to reinforce a less preferred activity

Premack Principal

behavior no longer occurs

extinction

provide guidance when the proper response does not occur

Differential reinforcement

removing a students from the enviornemtn

time-out

environmental events that are avoided

aversive stimuli

Learning that results from the reinforcement of successive approximations to a terminal behavior

shaping

Gradually reducing the strength of a stimulus

fading

combining the steps of a sequence

chaining

the end or final behavior

terminal behavior

physically guides the student through the motions of a desired behavior

physical guidance

imitating a behavior

modeling

stimulus that increases the likelihood of a behavior occuring

prompt

breaking down complex skills into smaller teachable units

task analysis

responding similarly to a range of similar stimuli

generalization

ethical principal to research that participants are told enough information to choose whether they wish to participate in the study

informed concent

consent was the product of voluntary will

voluntary consent

behavior continues to occur after a period of time

maintenance

The treatments goals and the achieved outcomes are acceptable

social validity