Unit 2

Question 1

A functional assessment method involving direct observation of the antecedents, the target behavior, and the consequences of the behavior.

Answer 1

ABC observation

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

A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behaviors of interest and the antecedent conditions and consequences and consequences for those behaviors as those events occur in the client’s natural environment.

Answer 3

Anecdotal observation

Question 4

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

Answer 4

Behavior checklist

Question 5

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

Answer 5

Behavioral assessment

Question 6

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 6

Behavioral cusp

Question 7

An assessment protocol that acknowledges complex interrelationships between environment and behavior.

Answer 7

Ecological assessment

Question 8

Designates responses as members of the targeted response class solely in terms of their common effect on the environment.

Answer 8

Function-based definition

Question 9

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 9

Generalization probe

Question 10

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 10

Generalization setting

Question 11

A self-management strategy in which the person decides on and writes down the desired level of the target behavior he or she hopes to achieve as a result of self-management procedures.

Answer 11

Goal 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

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 13

Instructional setting

Question 14

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

Answer 14

Pivotal behavior

Question 15

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

Answer 15

Reactivity

Question 16

Holds that only behaviors likely to produce reinforcement in that person’s natural environment should be targeted for change.

Answer 16

Relevance of behavior rule

Question 17

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

Answer 17

Response generalization

Question 18

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 18

Response maintenance

Question 19

A type of prompt in which the trainer engages in a behavior to induce the client to engage in the target behavior in the presence of the discriminative stimulus.

Answer 19

Response prompt

Question 20

A procedure in which a person compares his performance of a target behavior with a predetermined goal or standard; often a component of self-management.

Answer 20

Self-evaluation

Question 21

A behavior that makes it more likely that one will perform the target behavior at the right time.

Answer 21

Self-generated mediator of generalization

Question 22

A type of cognitive behavior modification procedure in which the client learns to make specific self-statements that increase the likelihood that a target behavior will occur in a specific situation.

Answer 22

Self-instructional training

Question 23

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

Answer 23

Setting generalization

Question 24

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 24

Social validity

Question 25

The response class selected for intervention.

Answer 25

Target behavior

Question 26

Defines instances of the targeted response class by the shape or form of the behavior.

Answer 26

Topography-based definition