Unit 10

Question 1

An inventory that provides descriptions of different skills (usually in hierarchical order) and the conditions under which each skill should be observed.

Answer 1

Behavior checklist

Question 2

An interrelated community of contingencies of reinforcement that can be especially powerful, producing substantial and long-lasting behavior changes.

Answer 2

Behavior trap

Question 3

A form of evaluation that involves a full range of inquiry methods to identify problematic antecedent and consequent controlling variables.

Answer 3

Behavioral assessment

Question 4

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.

Answer 4

Behavioral cusp

Question 5

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.

Answer 5

Contrived contingency

Question 6

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.

Answer 6

Contrived mediating stimulus

Question 7

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).

Answer 7

General case analysis

Question 8

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.

Answer 8

Generalization

Question 9

Changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people.

Answer 9

Generalization across subjects

Question 10

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.

Answer 10

Generalization probe

Question 11

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.

Answer 11

Generalization setting

Question 12

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.

Answer 12

Habilitation

Question 13

A contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement.

Answer 13

Indiscriminable contingency

Question 14

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.

Answer 14

Instructional setting

Question 15

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.

Answer 15

Lag reinforcement schedule

Question 16

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.

Answer 16

Multiple exemplar training

Question 17

The reinforcement contingency for the behavior of a particular person in the normal course of the person’s life.

Answer 17

Natural contingency of reinforcement

Question 18

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.

Answer 18

Normalization

Question 19

An action that, when learned, produces corresponding modifications or covariation in other untrained behavior.

Answer 19

Pivotal behavior

Question 20

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.

Answer 20

Programming common stimuli

Question 21

Effects of an observation and measurement procedure on the behavior being measured.

Answer 21

Reactivity

Question 22

The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.

Answer 22

Response generalization

Question 23

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.

Answer 23

Response maintenance

Question 24

The extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.

Answer 24

Setting generalization

Question 25

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.

Answer 25

Social validity

Question 26

The response class selected for intervention.

Answer 26

Target behavior

Question 27

Randomly varying functionally irrelevant stimuli within and across teaching sessions.

Answer 27

Teaching loosely

Question 28

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.

Answer 28

Teaching sufficient examples