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1
Q

Abolishing operation (AO)

A

A state which temporarily decreases the effectiveness of a reinforcer

Example sentence: Implementing an AO may involve removing access to a preferred item after a challenging behavior.

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2
Q

Antecedent

A

An environmental change that comes before a behavior

Antecedents can include verbal instructions, visual cues, or changes in the environment.

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3
Q

Backward chain

A

Chaining procedure where the learner completes the last steps independently

Backward chaining is often used when teaching multi-step tasks.

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4
Q

Behavior reduction plan

A

A plan which is created by a BCBA to outline procedures used for targeting behavior changes

Behavior reduction plans are individualized based on the learner’s needs and behavior.

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5
Q

Chaining

A

A teaching procedure used for teaching more complex skills by breaking them down into individual targets

Chaining is commonly used in Applied Behavior Analysis (ABA) therapy.

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6
Q

Conditioned reinforcer

A

Things that require pairing with other reinforcers

Conditioned reinforcers can include praise, tokens, or social approval.

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7
Q

Consequence

A

An environmental change following a behavior

Consequences can be positive (reinforcement) or negative (punishment).

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8
Q

Continuous measurement procedures

A

Measuring every occurrence of a behavior

Continuous measurement is essential for accurate data collection in behavior analysis.

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9
Q

Continuous reinforcement

A

Reinforcing every occurrence of a behavior

Continuous reinforcement is often used in the initial stages of teaching a new behavior.

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10
Q

Count

A

The number of times a behavior occurs

Counting behaviors helps track progress and identify patterns.

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11
Q

Crisis procedures

A

Needed for any situations which may result in harm caused to the learner, staff, or others

Crisis procedures are put in place to ensure safety and prevent harm.

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12
Q

DTT

A

Structured teaching strategy consisting of discrete beginnings and ends to each learning opportunity

DTT is commonly used in teaching individuals with autism spectrum disorder.

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13
Q

Descriptive assessment

A

Direct observation and ABC data

Descriptive assessments provide valuable information about the function of a behavior.

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14
Q

Differential reinforcement

A

Reinforcing certain behaviors, while placing others on extinction

DRA is a common technique used in behavior modification.

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15
Q

Differential reinforcement of alternative (DRA)

A

A procedure used to reinforce alternative behaviors, while placing the target behavior on extinction

DRA is effective in teaching new, appropriate behaviors.

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16
Q

Differential reinforcement of incompatible (DRI)

A

A procedure used to reinforce behaviors that cannot occur at the same time as target behaviors

DRI is often used to reduce unwanted behaviors.

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17
Q

Differential reinforcement of other (DRO)

A

A procedure used to reinforce any behaviors other than the target behavior, which is placed on extinction

DRO can help decrease problem behaviors by reinforcing appropriate alternatives.

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18
Q

Discrimination training

A

Teaching differences between stimuli

Discrimination training helps individuals distinguish between similar stimuli.

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19
Q

Discriminative stimulus (SD)

A

A stimulus which indicates the availability of reinforcement

SDs signal when a behavior will be reinforced or not.

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20
Q

Discontinuous measurement procedures

A

Measuring some, but not all occurrences of a behavior

Discontinuous measurement is useful when continuous measurement is not feasible.

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21
Q

Dignity

A

Being worthy of honor and respect

Dignity is a fundamental aspect of ethical behavior.

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22
Q

Duration

A

The length of time a behavior occurs

Duration recording is used to measure how long a behavior lasts.

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23
Q

Establishing operation (MO)

A

A state which temporarily increases the effectiveness of a reinforcer

Establishing operations can influence the value of reinforcers in a given situation.

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24
Q

Extinction

A

Withholding reinforcement for previously reinforced behaviors

Extinction can lead to a decrease in the frequency of a behavior.

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25
Fixed interval (FI)
Reinforcing after a set amount of time ## Footnote FI schedules are used to reinforce behaviors after a specific time interval has passed.
26
Fixed ratio (FR)
Reinforcing after a set number of responses ## Footnote FR schedules are used to reinforce behaviors after a specific number of responses.
27
Forward chaining
Chaining procedure where the learner completes the first steps independently ## Footnote Forward chaining is often used when teaching sequential tasks.
28
Free operant preference assessment
In the natural environment, observe and record data on the items and activities the learner engages with ## Footnote Free operant preference assessments provide valuable information about a learner's preferences.
29
Functional assessment (AKA Functional behavior assessment)
Procedures used to identify the function(s) of a behavior ## Footnote Functional assessments help determine why a behavior is occurring.
30
Functions of behavior
Attention, Escape, Automatic, Access to tangibles ## Footnote Understanding the functions of behavior is crucial in developing effective behavior plans.
31
Generalization
Demonstrating a target behavior with new people, settings, and/or stimuli ## Footnote Generalization ensures that learned skills are applied in different contexts.
32
Indirect assessment
Questionnaires, interviews, and checklists used to assess behavior ## Footnote Indirect assessments provide information about behavior from sources other than direct observation.
33
Interresponse time
The time in between occurrences of a specified behavior ## Footnote Interresponse time is used to measure the time between two consecutive responses.
34
Intermittent reinforcement
Reinforcing some occurrences of behavior ## Footnote Intermittent reinforcement can maintain behaviors over a longer period.
35
Latency
The time between the onset of a stimulus/SD and the onset of the behavior ## Footnote Latency recording is used to measure the time between a stimulus and a response.
36
Line Graph
Most common graph used in ABA ## Footnote Line graphs are used to visually represent behavioral data over time.
37
Maintenance
Demonstrated when a behavior continues occurring after an intervention has discontinued ## Footnote Maintenance is an important indicator of the effectiveness of an intervention.
38
Maintaining professional boundaries
Avoid dual relationships Do not 'friend' clients on social media Avoid conflicts of interest ## Footnote Maintaining professional boundaries is essential for ethical practice.
39
Momentary time sampling
Interval recording in which you record whether the behavior is occurring at the end of an interval ## Footnote Momentary time sampling is a less intensive data collection method.
40
Motivating operations
States which temporarily decrease or increase the effectiveness of a reinforcer ## Footnote Motivating operations can influence the value of reinforcers at a given time.
41
Multiple stimulus with replacement (MSW)
Presenting an array of 6-8 items, allowing the learner to choose one. After a short period of time, remove the item and present a new array ## Footnote MSW assessments help identify preferences when selecting from a variety of options.
42
Multiple stimulus without replacement (MSWO)
Presenting 6-8 items and allowing the learner to choose one. After a short time, remove the item and allow them to pick another ## Footnote MSWO assessments help identify preferences without replacement options.
43
Naturalistic teaching
Teaching in the natural environment, using a learner’s MO ## Footnote Naturalistic teaching promotes learning in authentic settings.
44
Ongoing supervision requirements
At least 5% of direct hours supervised monthly At least 2 contacts with supervisor At least one observation working with a client ## Footnote Ongoing supervision ensures quality and consistency in behavior intervention.
45
Partial interval recording
Recording whether the behavior occurred at any point during an interval ## Footnote Partial interval recording is used when the exact duration of a behavior is not necessary.
46
Paired stimulus preference assessment
Presenting two options and allowing the learner to choose one. Repeat this until each item is paired twice ## Footnote Paired stimulus assessments help identify preferences between two options.
47
Permanent product recording
Recording a behavior based on the effect it had on the environment ## Footnote Permanent product recording is used when direct observation is not possible.
48
Preference assessments
Assessments used to identify what a learner prefers ## Footnote Preference assessments inform the selection of reinforcers and motivators.
49
Prompt fading
Reducing prompts from more intrusive to less intrusive ## Footnote Prompt fading helps learners become more independent in their responses.
50
Prompting
Cues used to evoke the target response ## Footnote Prompting is gradually faded out as the learner becomes more proficient in the behavior.
51
RBT’s Role
Implementing direct treatment ## Footnote The role of a Registered Behavior Technician (RBT) involves implementing behavior intervention plans under the supervision of a BCBA.
52
Permanent product recording
Recording a behavior based on the effect it had on the environment ## Footnote Example sentence: The teacher used permanent product recording to track how many times the student completed their homework.
53
Preference assessments
Assessments used to identify what a learner prefers ## Footnote Additional information: Preference assessments are crucial in designing effective reinforcement strategies.
54
Prompt fading
Reducing prompts from more intrusive to less intrusive ## Footnote Example sentence: The therapist implemented prompt fading to help the learner become more independent in completing tasks.
55
Prompting
Cues used to evoke the target response
56
RBT’s Role
Implementing direct treatment, following plans created by the BCBA
57
Rate/Frequency
The number of times a behavior occurs across a specified period of time
58
Shaping
Reinforcing systematic approximations toward an end behavior
59
Single stimulus preference assessment
Present one item and record data on the learner’s response to the item
60
Skill acquisition plan
A plan used to outline procedures to teach a skill
61
Task analysis
Breaking down a complex skill into individual steps
62
Token economy
A reinforcement procedure consisting of tokens, target behaviors, and backup reinforcers
63
Total task chaining
Chaining procedure where the learner completes steps they can independently and receives support for steps they cannot do independently
64
Unconditioned reinforcer
Things that are innately reinforcing
65
Variable interval (VI)
Reinforcing after a varied amount of time
66
Variable ratio (VR)
Reinforcing after a varied number of responses
67
Whole interval recording
Recording whether the behavior occurred during the full interval
68
X-Axis
Axis of line graph which includes a measure of time
69
Y-Axis
Axis of line graph which includes a measure of behavior

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