Unit 10 Flashcards
An inventory that provides descriptions of different skills (usually in hierarchical order) and the conditions under which each skill should be observed.
Behavior checklist
An interrelated community of contingencies of reinforcement that can be especially powerful, producing substantial and long-lasting behavior changes.
Behavior trap
A form of evaluation that involves a full range of inquiry methods to identify problematic antecedent and consequent controlling variables.
Behavioral assessment
An action that has sudden and dramatic consequences that extend well beyond the idiosyncratic change itself, because it exposes the person to new environments, reinforcers, contingencies, responses, and stimulus controls.
Behavioral cusp
Any contingency of reinforcement (or punishment) designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a targeted behavior change.
Contrived contingency
Any stimulus made functional for the target behavior in the instructional setting that later prompts or aids the learner in performing the target behavior in a generalization setting.
Contrived mediating stimulus
A systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting(s).
General case analysis
A process in which the behavior occurs in the presence of antecedent stimuli that are similar in some way to the discriminative stimulus present when the behavior was reinforced.
Generalization
Changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people.
Generalization across subjects
Any measurement of a learner’s performance of a target behavior in a setting and/or stimulus situation in which direct training has not been provided.
Generalization probe
Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired.
Generalization setting
An adjustment that occurs when a person’s repertoire has been changed such that short- and long-term reinforcers are maximized, and long- and short-term punishers are minimized.
Habilitation
A contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement.
Indiscriminable contingency
The environment where instruction occurs; includes all aspects of the environment, planned and unplanned, that may influence the learner’s acquisition and generalization of the target behavior.
Instructional setting
A schedule of reinforcement in which reinforcement is contingent on a response being different in some specified way (such as different topography) from the previous response (such as Lag 1) or a specified number of previous responses.
Lag reinforcement schedule
Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls and response forms.
Multiple exemplar training
The reinforcement contingency for the behavior of a particular person in the normal course of the person’s life.
Natural contingency of reinforcement
The belief that people with disabilities should, to the maximum extent possible, be physically and socially integrated into the mainstream of society regardless of the degree or type of their disability.
Normalization
An action that, when learned, produces corresponding modifications or covariation in other untrained behavior.
Pivotal behavior
A tactic for promoting setting or situation generalization by making the instructional setting similar to the generalization setting. The two-step process involves (1) identifying salient stimuli that characterize the generalization setting and (2) incorporating those stimuli into the instructional setting.
Programming common stimuli
Effects of an observation and measurement procedure on the behavior being measured.
Reactivity
The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.
Response generalization
The extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior’s initial appearance in the learner’s repertoire has been terminated.
Response maintenance
The extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.
Setting generalization
Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced.
Social validity
The response class selected for intervention.
Target behavior
Randomly varying functionally irrelevant stimuli within and across teaching sessions.
Teaching loosely
A strategy for promoting generalized behavior change that consists of teaching the learner to respond to a subset of all of the relevant stimulus and response examples, and then assessing the learner’s performance on untrained examples.
Teaching sufficient examples
