SAFMEDS Deck

Question 1

Positive and negative

Answer 1

2-types of reinforcement and punishment

Question 2

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.

Answer 2

ABC recording

Question 3

Behavior that occurs as a collateral effect of a schedule of periodic reinforcement for other behavior; time-filling or interim activities Ex. Doodling, drinking

Answer 3

Adjunctive Behaviors

Question 4

Ability to yield a clear demonstration of the variables that are functionally related to the occurrence of a problem behavior

Answer 4

Advantage of a Functional Analysis (FA)

Question 5

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.

Answer 5

Advantages of a scatterplot

Question 6

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.

Answer 6

Advantages of ABC data

Question 7

1) 0bservations are conducted under naturally occurring conditions (less disruptive to naturally occurring routine, 2) assist in planning of functional analysis.

Answer 7

Advantages of Descriptive Assessment

Question 8

1) may provide a useful source of information in guiding subsequent, more objective assessments, 2) contribute to the development of hypotheses about variables that might occasion or maintain the behaviors of concern, 3) may be more convenient as they do not require direct observation of problem behavior.

Answer 8

Advantages of Indirect Functional Assessment

Question 9

provides reinforcement when the response requirements of any of two or more simultaneously available component schedules are met

Answer 9

Alternative Schedules

Question 10

Demonstrating a functional relation between a manipulated variable/ event and a reliable change in some measurable dimension of the targeted behavior.

Answer 10

Analytic

Question 11

An environmental change or stimulus change existing prior to a behavior of interest.

Answer 11

Antecedent

Question 12

Behavior change tactics based on contingency-independent antecedent events.

Answer 12

Antecedent Interventions

Question 13

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)

Answer 13

Applied

Question 14

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.

Answer 14

Applied Behavior Analysis

Question 15

Anyone who functions as a discriminative stimulus evoking verbal behavior.

Answer 15

Audience

Question 16

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.

Answer 16

Autoclitic

Question 17

Punishment that occurs independent of the social mediation by others.

Answer 17

Automatic Punishment

Question 18

Reinforcement that occurs independent of the social mediation of others.

Answer 18

Automatic Reinforcement

Question 19

To promote an individual’s independence.

Answer 19

Autonomy

Question 20

A contingency in which responding delays or prevents the presentation of a stimulus.

Answer 20

Avoidance Contingency

Question 21

A condition of an experiment or control condition in which a specific independent variable is absent (not necessarily absence of treatment).

Answer 21

Baseline

Question 22

The activity of living organisms.

Answer 22

Behavior

Question 23

Alteration in the current frequency of behavior as a result of value-altering effect of a motivating operation; either evocative or abative.

Answer 23

Behavior-altering effect

Question 24

Studying and precisely measuring the activity of living organisms (physical events) rather than perceptions or descriptions of events

Answer 24

Behavioral

Question 25

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.

Answer 25

Behavioral Assessment

Question 26

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

Answer 26

Behavioral Contrast

Question 27

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

Answer 27

Behavioral Cusp

Question 28

A type of antecedent intervention in which high-probability request sequences are delivered before a low probability request

Answer 28

Behavioral Momentum

Question 29

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.

Answer 29

Bidirectional Naming (BiN)

Question 30

Committee put together following the Miami/ Sundland abuse investigation that helped to draft the first set of guidelines and recommendations to protect and provide oversight to those with disabilities

Answer 30

Blue Ribbon Committee

Question 31

CRF and EXT

Answer 31

Boundaries for all schedules of reinforcement

Question 32

A measure of how response rate changes over time; how fast change occurs

Answer 32

Celeration

Question 33

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

Answer 33

Chained Schedules

Question 34

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.

Answer 34

Chaining procedures

Question 35

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

Answer 35

Client

Question 36

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

Answer 36

Codic

Question 37

Deriving procedures to change behavior that are based on basic (proven) principles of behavior.

Answer 37

Conceptually Systematic

Question 38

Two or more contingencies operate independently and simultaneously for two or more behaviors; each schedule is correlated with a distinct stimulus

Answer 38

Concurrent Schedule

Question 39

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

Answer 39

Conditional Discrimination

Question 40

The likelihood that a target problem behavior will occur in a given circumstance.

Answer 40

Conditional Probability

Question 41

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.

Answer 41

Conditioned motivating operations

Question 42

A stimulus that acquires MO effectiveness by preceding some form of worsening or improvement.

Answer 42

CMO-R

Question 43

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

Answer 43

CMO-S

Question 44

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

Answer 44

CMO-T

Question 45

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

Answer 45

Conditioned Punisher

Question 46

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

Answer 46

Conditioned Reinforcer

Question 47

The pairing of stimuli to result in learning; two types: operant and respondent.

Answer 47

Conditioning

Question 48

Escape, attention, alone, play (control)

Answer 48

Conditions in Iwata et al. (1982/1994) functional analysis

Question 49

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.

Answer 49

Confidentiality

Question 50

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.

Answer 50

Conflict of Interest

Question 51

Two or more contingencies operate independently and simultaneously for two or more behaviors; no distinct stimuli are correlated with each schedule

Answer 51

Conjoint Schedules

Question 52

A schedule of reinforcement that is in effect whenever reinforcement follows the completion of response requirements for two or more schedules of reinforcement

Answer 52

Conjunctive Schedules

Question 53

A stimulus change that follows a behavior of interest.

Answer 53

Consequence

Question 54

Bordering or being in direct contact with something.

Answer 54

Contiguity

Question 55

Dependent and/or temporal relations between operant behavior and its controlling variables; if this, then that.

Answer 55

Contingency

Question 56

Exchanging the reinforcement contingencies for two topographically different responses.

Answer 56

Contingency Reversal

Question 57

Behavior acquired by direct experiences with contingencies

Answer 57

Contingency-Shaped Behavior

Question 58

A schedule that provides reinforcement for each occurrence of behavior (CRF).

Answer 58

Continuous Reinforcement

Question 59

When multiple discriminative stimuli contribute to the strength of a single verbal response topography

Answer 59

Convergent Multiple Control

Question 60

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).

Answer 60

Copying a Text

Question 61

Graph on which cumulative number of responses are represented on vertical axis.

Answer 61

Cumulative Record

Question 62

Product of measurement

Answer 62

Data

Question 63

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

Answer 63

Dependent Variable

Question 64

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

Answer 64

Derived Relation

Question 65

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

Answer 65

Descriptive Functional Behavior Assessment

Question 66

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.

Answer 66

Determinism

Question 67

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)

Answer 67

Dictation

Question 68

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

Answer 68

Differential Reinforcement

Question 69

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.

Answer 69

Differential reinforcement of alternative behavior (DRA)

Question 70

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.

Answer 70

Differential Reinforcement of High Rates (DRH)

Question 71

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.

Answer 71

Differential reinforcement of incompatible behavior (DRI)

Question 72

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)

Answer 72

Differential Reinforcement of Low Rate Behavior (DRL)

Question 73

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.

Answer 73

Differential reinforcement of zero rates (DRO)

Question 74

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.

Answer 74

Discrete trial

Question 75

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

Answer 75

Discriminated Operant

Question 76

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.

Answer 76

Discriminative stimulus (Sd)

Question 77

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

Answer 77

Discriminative stimulus for punishment (Sdp)

Question 78

A single discriminative stimulus controls different verbal response topographies

Answer 78

Divergent Multiple Control

Question 79

A CORE Ethical Principle that states that no emotional, physical or psychological harm to a client is first priority.

Answer 79

DO NO HARM

Question 80

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

Answer 80

Duplic

Question 81

A measure of the total extent of time in which a behavior occurs.

Answer 81

Duration

Question 82

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).

Answer 82

Echoic

Question 83

Producing large enough behavior change for practical value.

Answer 83

Effective

Question 84

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.

Answer 84

Effects of Fixed Interval Schedule

Question 85

1) high rate of response, 2) little hesitation between responses, 3) post -reinforcement pause

Answer 85

Effects of Fixed Ratio Schedule

Question 86

1) slow to moderate response rate that is constant and stable, 2) no post-reinforcement pause

Answer 86

Effects of Variable Interval Schedule

Question 87

1) very high rate of response and little hesitation between responses, 2) no post-reinforcement pause

Answer 87

Effects of Variable Ratio Schedule

Question 88

The objective (direct) observation of the phenomenon of interest

Answer 88

Empiricism

Question 89

The conglomerate of circumstances in which an individual exists and is demonstrating behavior.

Answer 89

Environment

Question 90

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

Answer 90

Equivalence-Based Instruction (EBI)

Question 91

Gradually fading instructional stimuli (response or stimulus prompts) in order to minimize or prevent errors.

Answer 91

Errorless learning

Question 92

A contingency in which responding terminates an ongoing stimulus.

Answer 92

Escape Contingency

Question 93

Escape responses no longer provide reinforcement as a result of escape attempts being blocked.

Answer 93

Escape Extinction

Question 94

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?

Answer 94

Ethics

Question 95

A treatment or intervention method that has been demonstrated to be effective through substantial, high-quality scientific research.

Answer 95

Evidence Based Treatment

Question 96

Response cost, time-out from positive reinforcement.

Answer 96

Examples of Negative Punishment Procedures

Question 97

Reprimand, response blocking, contingent exercise, overcorrection, contingent electric stimulation.

Answer 97

Examples of Positive Punishment Procedures

Question 98

An outcome of an experiment that demonstrates convincingly a functional relation.

Answer 98

Experimental Control

Question 99

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.

Answer 99

Experimental Design

Question 100

The use of experiments, or carefully controlled comparisons of the phenomenon of interest, to identify relations between variables.

Answer 100

Experimentation

Question 101

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.

Answer 101

Exploitive Relationships

Question 102

Initial increase in response frequency upon implementation or occurrence of extinction.

Answer 102

Extinction Burst

Question 103

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.

Answer 103

Fixed Interval (FI)

Question 104

A schedule of reinforcement that requires a fixed number of responses to be completed before a response produces reinforcement.

Answer 104

Fixed ratio (FR)

Question 105

Behaving with speed and accuracy.

Answer 105

Fluency

Question 106

In verbal behavior, controlling stimulus and response product are in the same sense mode and resemble each other (implies point to point correspondence)

Answer 106

Formal Similarity

Question 107

An operant behavior (response) that is emitted without any constraints or prompts; contrast with discrete trial.

Answer 107

Free Operant

Question 108

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.

Answer 108

Free operant arrangement

Question 109

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

Answer 109

Function of Behavior

Question 110

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.

Answer 110

Functional Analysis (FA)

Question 111

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.

Answer 111

Functional Behavior Assessment (FBA)

Question 112

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.

Answer 112

Functional Relation

Question 113

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

Answer 113

Functionally Equivalent

Question 114

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.

Answer 114

Generality

Question 115

A conditioned reinforcer that has been paired with many other reinforcers and as a result, does not depend on an establishing operation for its effectiveness.

Answer 115

Generalized Conditioned Reinforcer

Question 116

A visual display of relationship between measurements and relevant variables.

Answer 116

Graph

Question 117

Reinforcers that can cause damage long term (cigars, high fat / sugar foods, etc.).

Answer 117

Harmful Reinforcers

Question 118

An idea or theory that is not proven but that leads to further study or investigation.

Answer 118

Hypothesis

Question 119

Matching the behavior of a novel model immediately following the occurrence of that novel model; excludes vocal-verbal behaviors.

Answer 119

Imitation

Question 120

A new behavior emitted following a novel antecedent event (i.e. the model); related to imitation and modeling.

Answer 120

Imitative Behavior

Question 121

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).

Answer 121

Independent Variable

Question 122

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.

Answer 122

Indirect Functional Assessment

Question 123

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.

Answer 123

Informed Consent

Question 124

The quality of being truthful, honest and maintaining commitments.

Answer 124

Integrity

Question 125

A schedule in which some, but not all occurrences of a behavior are reinforced.

Answer 125

Intermittent Schedule of Reinforcement

Question 126

Required component of the research process where approval is received to ensure no harm is committed.

Answer 126

Internal Review Board (IRB)

Question 127

Degree to which two or more independent observers report the same observed value after measuring the same event.

Answer 127

Interobserver Agreement

Question 128

The amount of time that elapses between two consecutive instances of a response.

Answer 128

Interresponse Time (IRT)

Question 129

Reinforcement schedule that requires an elapse of time before a response produces reinforcement.

Answer 129

Interval Schedule

Question 130

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)

Answer 130

Intraverbal

Question 131

Programming for the generalization and maintenance of any behavior for which any contingency of reinforcement (or punishment) operates independent of the practitioner’s efforts.

Answer 131

Introduce to natural maintaining contingencies

Question 132

The elapsed time between the onset of a stimulus and the initiation of a subsequent response.

Answer 132

Latency

Question 133

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.

Answer 133

Least Restrictive Procedures

Question 134

The value on y axis around which a set of measures converge (can be mean, median, mode).

Answer 134

Level

Question 135

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.

Answer 135

Limitations of a Functional Analysis

Question 136

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.

Answer 136

Limitations of a scatterplot

Question 137

Correlations can be difficult to detect, especially if the influential antecedents and consequences do not reliably precede and follow the behavior.

Answer 137

Limitation of ABC data

Question 138

1) correlations can be difficult to detect; 2) data can be misleading, 3) functional relations may not be detected;

Answer 138

Limitations of Descriptive Assessment

Question 139

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.

Answer 139

Limitations of Indirect Functional Assessment

Question 140

In verbal behavior, the individual who provides reinforcement for verbal behavior. A listener may also serve as an audience evoking verbal behavior.

Answer 140

Listener

Question 141

Force or intensity of a response.

Answer 141

Magnitude

Question 142

The extent to which a learner continues to exhibit a behavior after a portion or all of an intervention has been terminated.

Answer 142

Maintenance of Behavior

Question 143

An elementary verbal operant that is evoked by a motivating operation and followed by specific reinforcement.

Answer 143

Mand

Question 144

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

Answer 144

Matching Law

Question 145

The process of assigning a value (numbers or units) to a particular feature of an object or event.

Answer 145

Measurement

Question 146

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.

Answer 146

Mentalism

Question 147

A 1972 abuse case that resulted in major overhaul of ethical guidelines for the field of ABA.

Answer 147

Miami Sunland Investigation

Question 148

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

Answer 148

Mixed Schedules

Question 149

A type of antecedent stimulus in which the instructor demonstrates a physical movement for the learner and this demonstration evokes imitative behavior.

Answer 149

Modeling

Question 150

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.

Answer 150

Motivating Operation

Question 151

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.

Answer 151

Multiple Relationships

Question 152

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

Answer 152

Multiple Schedules

Question 153

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.

Answer 153

Negative Punishment

Question 154

A response is followed immediately by the removal of a stimulus that increases the future frequency of similar responses under similar conditions

Answer 154

Negative Reinforcement

Question 155

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)

Answer 155

Non-Contingent Reinforcement (NCR)

Question 156

Any unintended change in the way an observer uses a measurement system over the course of an investigation that results in measurement error.

Answer 156

Observer Drift

Question 157

Behavior whose future frequency is determined by its history of consequences.

Answer 157

Operant Behavior

Question 158

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.

Answer 158

Operant Conditioning

Question 159

A schedule that withholds reinforcement for an occurrence of a target behavior; noted as EXT

Answer 159

Operant Extinction

Question 160

A clear, concrete description of the target behavior. Can be function-based or topography- based.

Answer 160

Operational Definition

Question 161

Applying principles of behavior analysis to organizations and the work force; performance management

Answer 161

Organizational Behavior Management (OBM)

Question 162

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

Answer 162

Parsimony

Question 163

Ratio formed by expressing the proportional quality of some event in terms of the number of times it occurred per 100 opportunities.

Answer 163

Percent

Question 164

A teaching model or system that: utilizes written word as the primary delivery of instructional content, self-pacing, mastery of content, use of proctors, and lecture for motivational purposes. Also known as The Keller Method.

Answer 164

Personalized System of Instruction

Question 165

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

Answer 165

Philosophic Doubt

Question 166

A behavior, once learned, that produces corresponding modifications or covariations in other adaptive untrained behaviors.

Answer 166

Pivotal Behavior

Question 167

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)

Answer 167

Point to point correspondence

Question 168

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

Answer 168

Positive Punishment

Question 169

A response is followed immediately by the presentation of a stimulus that increases the future frequency of similar responses under similar conditions

Answer 169

Positive Reinforcement

Question 170

A stimulus whose presentation or onset functions as reinforcement.

Answer 170

Positive Reinforcer

Question 171

The philosophy or belief that the truth of a theory is related to its practical success in its application.

Answer 171

Pragmatism

Question 172

A statement of the anticipated outcome of a presently unknown or future measurement; one of three components to baseline logic

Answer 172

Prediction

Question 173

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.

Answer 173

Premack Principle

Question 174

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

Answer 174

Principle of Behavior

Question 175

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.

Answer 175

Private Events

Question 176

The document published by the BACB that outlines the ethical behavior required of a behavior analyst.

Answer 176

Ethics Code for Behavior Analysts

Question 177

A tactic for promoting generalization that includes typical features of the generalization setting into the instructional setting.

Answer 177

Program common stimuli

Question 178

Supplementary antecedent stimulus used to occasion a correct response in the presence of an Sd that will eventually control the behavior.

Answer 178

Prompt

Question 179

The stimulus change (presented or removed) that decreases the future frequency of behavior that immediately precedes it.

Answer 179

Punisher

Question 180

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.

Answer 180

Punishment

Question 181

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.

Answer 181

Range

Question 182

The number of responses per unit of time.

Answer 182

Rate

Question 183

A reinforcement schedule that requires a number of responses before a response produces reinforcement.

Answer 183

Ratio Schedule

Question 184

The reemergence of the baseline rate of a recently punished or extinguished response.

Answer 184

Recovery from Punishment

Question 185

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

Answer 185

Reflexivity

Question 186

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.

Answer 186

Reinforcement

Question 187

The stimulus change (presented or removed) that increases the future frequency of behavior that immediately precedes it.

Answer 187

Reinforcer

Question 188

The association between two or more variables; the way in which two or more concepts are connected.

Answer 188

Relation

Question 189

Consistency of measurement across different measurement opportunities.

Answer 189

Reliability

Question 190

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.

Answer 190

Repeatability

Question 191

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)

Answer 191

Replication

Question 192

Operant behavior that occurs during extinction.

Answer 192

Resistance to Extinction

Question 193

Behavior that is elicited by antecedent stimuli or induced by a stimulus that precedes the behavior; the response component of a reflex

Answer 193

Respondent Behavior

Question 194

A stimulus-stimulus pairing procedure in which a neutral stimulus (NS) is presented with an unconditioned stimulus (US) until the neutral stimulus becomes a conditioned stimulus (CS) that elicits the conditioned response (CR); also called classical conditioning)

Answer 194

Respondent Conditioning

Question 195

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

Answer 195

Respondent Extinction

Question 196

A specific instance of behavior.

Answer 196

Response

Question 197

A group of responses with the same function; each responses produces the same effect on environment.

Answer 197

Response Class

Question 198

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).

Answer 198

Response independent schedule of reinforcement

Question 199

A prompt that operates directly on the response.

Answer 199

Response Prompt

Question 200

The physical shape or form of a behavior.

Answer 200

Response Topography

Question 201

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.

Answer 201

Risk Benefit Analysis

Question 202

A verbal description of a behavioral contingency.

Answer 202

Rule

Question 203

Behavior controlled by a rule (i.e. a verbal statement of an antecedent-behavior-consequence contingency)

Answer 203

Rule-Governed Behavior

Question 204

Reflexes; stimulus-response relations.

Answer 204

S-R Relation

Question 205

Graphic display showing relative distribution of data points with respect to variables on x and y axis; data points are not connected.

Answer 205

Scatterplot

Question 206

A rule that describes the contingency of reinforcement, or which behaviors will be reinforced and which will not.

Answer 206

Schedule of Reinforcement

Question 207

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.

Answer 207

Schedule Thinning

Question 208

A systematic approach for seeking and organizing knowledge about the natural world.

Answer 208

Science

Question 209

The theory that all forms of life evolve as a result of selection with respect to function, or consequences.

Answer 209

Selectionism

Question 210

A behavior that is automatically reinforced results in masking or removing the sensory consequence.

Answer 210

Sensory Extinction

Question 211

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.

Answer 211

Sequential modification

Question 212

The process of differentially reinforcing successive approximations toward a terminal behavior.

Answer 212

Shaping

Question 213

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).

Answer 213

Side effects of extinction

Question 214

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.

Answer 214

Side effects of punishment

Question 215

Experimental designs in which individual serves as their own control.

Answer 215

Single Subject Design

Question 216

An outcome achieved when the goals or results of an intervention are socially acceptable to the client.

Answer 216

Social Validity

Question 217

Behavior targeted for change that improves the quality of life for the subject or individual.

Answer 217

Socially Significant Behavior

Question 218

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.

Answer 218

Speaker

Question 219

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

Answer 219

Spontaneous Recovery

Question 220

An individual, other than the client, who is impacted by and invested in the behavior analyst’s services (e.g., parent, caregiver, relative)

Answer 220

Stakeholder

Question 221

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.

Answer 221

Steps to Conducting an FBA

Question 222

A change in the environment.

Answer 222

Stimulus

Question 223

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

Answer 223

Stimulus Class

Question 224

A behavioral principle; describes a relationship between an antecedent stimulus and a response when the rate, frequency, magnitude, latency, or duration of a response is altered in the presence of the stimulus; operant conditioning.

Answer 224

Stimulus Control

Question 225

A stimulus in the presence of which a given behavior has NOT produced reinforcement in the past; contrasted with Sd

Answer 225

Stimulus delta (S-delta; SΔ)

Question 226

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.

Answer 226

Stimulus Discrimination Training

Question 227

The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations;

Answer 227

Stimulus Equivalence

Question 228

The tendency for similar stimuli to evoke a response when stimulus control exists.

Answer 228

Stimulus Generalization

Question 229

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.

Answer 229

Stimulus Preference Assessment

Question 230

A prompt that operates directly on the antecedent stimuli to cue a correct response.

Answer 230

Stimulus Prompt

Question 231

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

Answer 231

Stimulus-Stimulus Pairing

Question 232

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

Answer 232

Symmetry

Question 233

An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement (SEE-SAY Response).

Answer 233

Tact

Question 234

A research-based or technologically consistent method for changing behavior that has been derived from one or more basic principles of behavior.

Answer 234

Tactic

Question 235

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

Answer 235

Tandem Schedules

Question 236

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

Answer 236

Target Behavior

Question 237

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.

Answer 237

Teacher Performance Rate Accuracy (TPRA)

Question 238

Detailing procedures for behavior change in sufficient detail so that replication can occur.

Answer 238

Technological

Question 239

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.

Answer 239

Temporal Extent

Question 240

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).

Answer 240

Temporal Locus

Question 241

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).

Answer 241

Textual

Question 242

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.

Answer 242

Token economy

Question 243

Physical form or shape of a behavior.

Answer 243

Topography

Question 244

Teaching a new behavior without developing and implementing a plan to facilitate its maintenance and generalization; not a desired tactic for promoting generalization

Answer 244

Train and hope

Question 245

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.

Answer 245

Train loosely

Question 246

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.

Answer 246

Train sufficient exemplars

Question 247

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.

Answer 247

Trend

Question 248

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

Answer 248

Transfer of function

Question 249

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).

Answer 249

Transitivity

Question 250

Discrete opportunity for an occurrence of a behavior.

Answer 250

Trial

Question 251

The number of response opportunities needed to achieve a pre-determined level of performance.

Answer 251

Trials to Criterion

Question 252

ratio and interval

Answer 252

Two types of intermittent schedules

Question 253

A stimulus whose presentation functions as a punisher without a history of having been paired with any other punishers.

Answer 253

Unconditioned Punisher

Question 254

A stimulus whose presentation functions as a reinforcer without a history of having been paired with any other reinforcers.

Answer 254

Unconditioned Reinforcer

Question 255

A generalization tactic in which the learner can not discriminate whether the next response will produce reinforcement. Uses intermittent reinforcement schedules & delayed rewards.

Answer 255

Use indiscriminable contingencies

Question 256

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

Answer 256

Validity

Question 257

Alteration in the reinforcing effectiveness of a stimulus, object, or event as a result of a motivating operation; establishing or abolishing.

Answer 257

Value-altering effect

Question 258

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

Answer 258

Variability

Question 259

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.

Answer 259

Variable Interval Schedule (VI)

Question 260

A schedule of reinforcement that requires a variable number of responses to be completed before a response produces reinforcement.

Answer 260

Variable Ratio (VR)

Question 261

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.

Answer 261

Verbal Behavior

Question 262

The unit of analysis in a behavior analysis of verbal behavior.

Answer 262

Verbal Operant

Question 263

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.

Answer 263

Verification

Question 264

Institutionalized patients have a right to effective and individualized care or else they should be released / referred elsewhere.

Answer 264

Wyatt v Stickney