BcBA study

Stimulus

"An energy change that affects an organism through its receptor cells" (Michael, 2004, p. 7., cited in CHH, 2 Ed).

Primary characteristics of and rationale for conducting a descriptive assessment

(1) assessment, (2) planning, (3) implementation, (4) evaluation; rationale = to identify and define targets for behavior change; observations made under naturally occurring conditions (not systematically arranged)

DRA

(alternative behaviors)

What is correspondence training and what is one way it can benefit children with communication delays?

Correspondence training teaches children to produce their own verbal cues and enhances the controlling function of such cues. Correspondence training can help a child accurately say what they did this morning or accurately report what they will do this afternoon. Correspondence research addresses how we learn to say what we do or to do what we say. Training is accomplished through reinforcing correspondence between what people do and say, using modeling or chaining.

Beginning a token economy

Decisions must be made regarding how to begin, conduct, maintain, evaluate, and remove the system

Behavior analyst are guided by five documents with respect to ethical behavior they are

Ethical principles of psychologists and code of conduct from APA 2002, the right to effective behavioral treatment from ABA, 1989, the right to effective education from ABA 1990, guidelines for responsible conduct and behavior analyst BACB 2001, and the behavior analyst task list BACB, 2005

- Interpreting direct AFAs - interpret the graphs and quantitative data

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- Interpreting for indirect functional analyses --- formulating a hypothesis about the conditions that are affecting the occurrences of the target behavior

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- use ABC recording, ABC narratives, and scatterplots

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Determining whether to use line graphs, bar graphs, cumulative records, semilogarithmic chart (e.g., Standard Celeration Chart)

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Measures can be reliable but not valid; measures cannot be valid if they are not reliable; RELIABILITY before VALIDITY

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Motivating Operations - overarching term

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PR and PI (progressive ratio and progressive interval)

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Possible unwanted effects of reinforcement = satiation, habituation; need to plan to generalize and fade (secondary) reinforcement

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Semilogarithmic graphs --- used to analyze proportional changes; good to use with fluency (words per minute) or with teaching blended spellings (the jump from 1 to 2 is a lot bigger than the jump from 10 to 20)

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Temporal extent --- duration; the individual duration of each individual behavior

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Temporal locus --- latency and IRT; the relation of the events as they occur in respect to time

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Trials to criterion:

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X-axis = abscissa; Y-axis = ordinate

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behavioral units

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cat and you say meow)

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generality

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procedural integrity:

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multiple schedules

2 schedules alternating with an SD associated with the independent schedules

unscored-interval IOA

= (number of intervals of agreement on non-occurrence) / (intervals in which either or both observers recorded non-occurrence) * 100%

positive punishment

A behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior

Contingency contract has three major parts

A description of the task, description of the the reward, and the task record

conditioned punisher

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

Schedule of reinforcement

A rule specifying the environmental arrangements and response requirements for reinforcement; a description of a contingency of reinforcement.

Progressive schedule of reinforcement

A schedule that systematically thins each successive reinforcement opportunity independent of the individual's behavior; progressive ratio (PR) and progressive interval (PI) schedules are thinned using arithmetic or geometric progressions.

level system

A type of token economy in which participants move up or down a hierarchy of levels contingent on meeting specific performance criteria

Procedural fidelity

AKA treatment integrity (Source: CHH, 2 Ed).

Confounding variable

An uncontrolled factor known or suspected to exert influence on the dependent variable.

Treatment Drift

An undesirable situation in which the independent variable of an experiment is applied differently during later stages than it was at the outset of the study (Source: CHH, 2 Ed).

Treatment drift

An undesirable situation in which the independent variable of an experiment is applied differently during later stages than it was at the outset of the study (Source: CHH, 2 Ed).

Undesired response generalization occurs when

Any of the learners untrained but functionally equivalent responses produce undesirable outcomes

We must always be aware of the setting in which we work as

Behavior might be a legal and ethical, legal but unethical, or it illegal and unethical

Philosophic doubt

Conclusions derived from scientific manipulation are tentative. They may be modified or discarded when new facts or discoveries come to light.

Sp+ Positive Punishment

Consequence that when given decreases the likelihood of the behavior occurring in the future. (eg Ticket for speeding)

CRF stand for ?

Continuous reinforcement schedule

Experimental Significance

In determining experimental significance we ask what the behavior would be if the experimental intervention had not occurred. Did the treatment result in a meaningful change in the behavior?

Aversive stimulus

In general, an unpleasant or noxious stimulus; more technically, a stimulus change or condition that functions (a) to evoke a behavior that has terminated it in the past; (b) as a punisher when presented following behavior, and/or (c) as a reinforcer when withdrawn following behavior (Source: CHH, 2 Ed).

Under re-ward

In this part of the contract you specify who, what, when, and how much

NON-PARAMETRIC STUDY

Independent Variable is either presented or absent during a time period or phase of the study

MULTIPLE EXEMPLAR TRAINING

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 response forms; used to promote both setting/situation generalization and response generalization.

functional, descriptive, and indirect

FBA methods can be classified into three types:

FAIR-T

Functional Assessment Informant Record for Teachers- an interview aimed at gathering a broad range of information regarding an individual whose behavior is targeted for change.

Procedures for Promoting Transfer and Maintenance of Behavior

Generalization Training, General maintenance procedures

Parameters and schedules of punishment

(1) immediate reduction in responding (unlike with reinforcement processes, (2) response decrease continues as long as contingency is in place (although "testing" responses are emitted), (3) increase in other members of response class (including aggression), (4) response rate returns rapidly to baseline when punishment contingency is removed

Variables affecting positive and negative punishers

(1) the immediacy of the punisher, (2) stimulus intensity, (3) schedule of punishment, (4) availability of other response class members

valid purposes for disclosure without consent

(1) to provide needed professional services to the individual (2) to obtain appropriate professional consultations (3) to protect the client or others from harm (4) to obtain payment for services, in which instance disclosure is limited to the minimum that is necessary to achieve the purpose

DRO

(Other behavior) Ts without a response; the absence of responding is reinforced; a negative punishment contingency is in place; produces very low rates of responding with long IRTs

Baseline Logic has 3 Elements:

(P.V.R.) 1) Prediction, 2) Verification, 3) Replication

Respondent conditioning paradigm

(Pavlov) reflex; S R

Operant conditioning

(Skinner) reinforcement and punishment; change in behavior based on a change in the organism's environment (antecedents are unnecessary for the behavior to occur)

Premack Principle

(a response-deprivation procedural principle) a principle that states that contingent access to high-frequency behaviors ("preferred" activities) serves as a reinforcer for the performance of low-frequency behaviors; used for inspiring behavioral momentum

alternating treatment design

(a variant of the multi-element design) after a baseline period, 2 treatments are administered, alternating with each other, and the effects on one behavior are observed; the inclusion of a final phase using a single intervention (a follow-up phase) and a baseline condition make it distinct from the broader multi-element category

Replication

(a) Repeating conditions within an experiment to determine the reliability of effects and increase internal validity. (b) Repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, and/or behaviors (Source: CHH, 2 Ed).

Replication

(a) Repeating conditions within an experiment to determine the reliability of effects and increase internal validity; (b) Repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, and/or behaviors (Source: CHH, 2 Ed).

Replication

(a) Repeating conditions within an experiment to determine the reliability of effects and increase internal validity; (b) repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, and/or behaviors

Replication

(a) repeating conditions within an experiment to determine the reliability of effects and increase internal validity. (b) Repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, and /or behaviors.

HABILITATION

(adjustment) occurs when a person's repertoire has been changed such that short- and long-term reinforcers are maximized and short- and long-term punishers are minimized

habilitation

(adjustment) occurs when a person's repertoire has been changed such that short- and long-term reinforcers are maximized and short- and long-term punishers are minimized

Establishing operations

(an antecedent-based intervention) an antecedent event or change in the environment that alters the effectiveness of the reinforcer and the rates of the responses that have produced that reinforcer previously. Example: having just eaten a large meal will diminish the effectiveness of edible reinforcers; deprivation will increase the effectiveness of reinforcers

Primary characteristics and rationale for conducting a functional analysis as a form of assessment

(analog assessments - Nea's internship) often used because they allow the behavior analyst to better control the environmental variables that may be related to the problem behavior that can be accomplished in naturally occurring situations (manipulating the antecedent/environmental variables); characteristics = each test contains a motivating operation, a potential reinforcer for problem behaviors, data collection (record occurrences of problem behaviors), and repeated sessions; 3 test conditions (contingent attention, contingent escape, alone) and a control condition; characteristics = positive reinforcement (social positive - attention, tangible reinforcement, automatic positive - self-stim), negative reinforcement (social negative - escape, automatic negative - aversive stimulation)

Contingency contracting

(behavioral contracts) the negotiated goals and procedures of a behavior analysis program, mutually agreed on by the client or advocate and other involved persons, and modifiable by joint agreement

DRD

(diminishing rates)

multi-element designs

(example = Erin and Kristin's thesis; alternating the two teaching procedures --- errorless learning and rapid prompting) alternating presentations of two or more independent variable arrangements, each of which is correlated with a distinctive stimulus (alternating between conditions); rely on response differentiation between or among conditions to establish a function relation; the differential effects then are observed by comparing performance under each of the variables; sometimes experience sequence/carry-over effects (dealt with by counterbalancing or randomization of conditions); limitations = behavior reversibility (cannot be used with irreversible behaviors) , and potential for interaction effects

Behavioral momentum

(example: "First preferred activity or activity that you are skilled at, then non-preferred activity or activity that is more difficult") (clap your hands, touch your nose, what letter is this?")

DRH

(high rates) contingency: N responses within T s of last response; can be difficult to maintain because decreased responding reduces reinforcement; maintains behavior with brief IRTs, like CRF; satiation can be rapid; tends to reinforce bursts of responding

DRI

(incompatible behaviors) example = reinforced for singing so you can't scream at the same time

establishing operation

(increases) the effectiveness of some stimulus, object, or event as a reinforcer

Response Generalization

(induction) the spread of effects to other classes of behavior when on class of behavior is modified by reinforcement, extinction, and so on. Example: the way a particular letter is shaped or formed may vary in ways that are similar but not identical to the formation of the letter as it was originally reinforced

DRL

(low rates) Ts followed by a response, produces a reinforcer; the specified amount of time has to elapse before the response occurs to get reinforced, otherwise the timer gets reset; produce low, but relatively steady rates of responding with IRTs

samples (in matching to sample)

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transition states

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continuous reinforcement (CRF or FR1)

1 response 1 reinforcer; generates a moderate response rate, brief IRTs, and rapid satiation; good for teaching acquisition

Reinforcement

Occurs when a stimulus change immediately follows a response and increases the future frequency or some dimension of that type of behavior in similar conditions.

PUNISHMENT

Occurs when stimulus change immediately follows a response and decreases the future frequency of that type of behavior in similar conditions.

Direct measures

Permanent product, event recording, duration recording, and latency

DRL

Produces low, consistent rates of responding; use when complete elimination of the behavior is not desirable or when some occurrence can be tolerated.

Ayllon & Michael 1959

Psychiatric Nurse as Behavioral Engineer

teaching loosely

Randomly varying functionally irrelevant stimuli within and across teaching sessions; promotes setting/situation generalization by reducing the likelihood that (a) a single or small group of noncritical stimuli will acquire exclusive control over the target behavior and (2) the learner's performance of the target behavior will be impeded or "thrown off" should he encounter any of the "loose" stimuli in the generalization setting.

Six steps in designing and implementing a self-management program

Specify a goal and find the gloomy beer to be changed, begin self-monitoring, create contingencies that will compete, go public with the commitment, get a self-management partner, continually evaluate and redesigned the program.

Respondent behavior

The response component of a reflex; behavior that is elicited, or induced, by antecedent stimuli; see REFLEX; RESPONDENT CONDITIONING (Source: CHH, 2 Ed).

matching-to-sample

a procedure for investigating conditional relations and stimulus equivalence.

FREQUENCY/COUNT

a simple tally of the number of occurrences of a behavior

steady state

a stable condition that does not change over time

Positive reinforcer

a stimulus whose presentation or onset functions as reinforcement

Negative reinforcer

a stimulus whose termination (or a decrease in intensity of the stimulus) functions as reinforcement

science

a systematic approach to the understanding of natural phenomena that relies on determinism as its fundamental assumption, empiricism as its primary rule, experimentation as its basic strategy, replication as a requirement for believability, parsimony as avalue, and philosophic doubt as its guiding conscience

Momentary time-sampling

a time-sampling procedure in which a response is recorded only if it is occurring at the point in time at which the interval terminates. Advantages --- does not require a definite start and stop time; good for behaviors that are short in duration; easiest to use; can record the behavior of multiple individuals during the same observation session; does not require continuous observation. Disadvantages --- least accurate; can underestimate or overestimate the occurrence of events.

multiple baseline design

a within-subject or intensive experimental design that attempts to replicate the effects of a procedure (treatment or intervention) across (1) different subjects, (2) different settings, or (3) different classes of behavior. The intervention is introduced independently to each subject (or setting or class of behavior) in succession

multielement design

also knows as alternating treatments design

Motivating operations

alters the value of a reinforcement; the altered value will either increase or decrease the probability of the reinforcer serving as reinforcement

Analogue Setting

an attempt to recreate the real life situation within the laboratory

stimulus

an energy change that affects an organism through its receptor cells

Parametric analysis

an experiment designed to discover the differential effects of a range of values of an independent variable.

A-B-A-B Design

an experiment re-introducing the IV which enables the replication of treatment effects, which strengthens the demonstration of experimental control

single subject design

an experimental design in which a subject is compared to himself over time

functional analysis

an experimental procedure used to determine the reinforcers maintaining (usually 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

functional relation

an experimentally determined relation that shows that the dependent variable depends on or is a function of the independent variable

behavior chain interruption strategy

an intervention that relies on the participant's skill in performing the critical elements of a chain independently; the chain is interrupted occasionally so that another behavior can be emitted

AVERSIVE STIMULUS

an unpleasant or noxious stimulus

arbitrary stimulus class

antecedent stimuli that evoke the same response but do not resemble each other in physical form or share a relational aspect such as bigger or under (e.g., peanuts, cheese, coconut milk, and chicken breasts are members of this if they evoke the response "source of protein")

Michael (1982) Establishing operation

any change in the environment which alters the effectiveness of some object or event as reinforcement and simultaneously alters the momentary frequency of the behavior that has been followed by that reinforcement. Example: moving into a room with temp of 70 degrees is more reinforcing when the weather outside is extremely hot or cold rather than when it is mild.

Behavior

any directly measurable thing an organism does (e.g., clap)

reversal design

any experimental design in which the researcher attempts to verify the effect of the independent variable by "reversing" responding to a level obtained in a previous condition

Reversal Design

any experimental design in which the researcher attempts to verify the effect of the independent variable by "reversing" responding to a level obtained in a previous condition: encompasses experimental designs in which the independent variable is withdrawn

Correlation

can be used to predict the probability that one event will occur

multiple treatment reversal designs

comparing the effects of 2 or more experimental conditions to baseline or each other. comparing A to B and A to C and B to C and if there were more conditions doing that as well. Each phase of responding is the baseline for the next phase.

contingent attention, contingent escape, alone, and control

conditions typically tested in a functional analysis

Baseline

control condition

Echoics

echoing what I say (example = I say cat and you say cat)

FAI

functional assessment interview- an interview, aimed at gathering a broad range of information regarding an individual whose behavior is targeted for change.

Language Acquisition Programs

functional communication training; mands, tacts, echoics, intraverbals

Symmetry

functional reversibility (e.g., given a picture of a dog, select the word dog, and given the word dog, the picture of the dog is selected)

7 dimensions- effective

improves behavior sufficiently to produce practical results for the particpant/client

Visual Analysis

interpretation of graphically displayed data that is employed by behavior analysts in a systematic form of examination

Response-independent schedules of reinforcement

interval schedules of reinforcement

CONCEPTUALLY SYSTEMATIC

interventions are consistent with principles of behavior and are evidenced based

Reason to use latency

latency is to be changed (i.e. slow to follow directions)

disclosure without consent

only as mandated by law, or where permitted by law for valid purposes

what information to include

only information germane to the purpose for which the communication is made in written and oral reports, consultation - to minimze intrusions on privacy

Discrimination training procedures

pairing an unconditioned stimulus with a conditioned stimulus (Pavlov's dog)

TOPOGRAPHY

physical shape or form of a behavior, what it looks like

TECHNOLOGICAL

procedures are described clearly & concisely so that others can replicate them

complex schedule

sequences of simple schedules

Single-case (subject) experimental design

serve a number of the same controlling functions as group designs do, and then some. Their most important attribute is their ability to go beyond demonstrating correlations to revealing functional relations

functionally equivalent

serving the same function or purpose, producing the same consequences

informed consent

should meet criteria for information(purpose of assessment, procedures, risks/benefits, limits of confidentiality), capacity (decision factor associated with the person who has the authority to provide the informed consent), voluntariness (having an opportunity to withdraw consent at any time), should be a written document.

Scatterplot

shows a correlation of the change between two different variables; have 2 or more variables, and want to see how much changes in the value of the variable correlates with the changes in the value of the other variable; sometimes used to analyze temporal distributions of a target behavior (are occurrences of the target behavior associated with certain time periods)

unconditioned negative reinforcer

stimuli whose removal strengthens behavior in the absence of prior learning

INDIRECT ASSESSMENTS

structured interviews, checklists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior= no direct contact/observation of the TB

Token economy

system that consists of a combination of contingencies incorporating many effective behavioral procedures-primarily, powerful reinforcement contingencies.

negative reinforcement

termination of a stimulus that functions as reinforcement

extinction

testing in the absence of reinforcement

behavior

the activity of living organisms; "that portion of an organism's interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment"

Prediction

the anticipated outcome of a presently unknown or future measurement

Stable Baseline

the data show no evidence of an upward or downward trend, and all of the measures fall within a small range of values

Valence

the degree to which a behavior is appropriate in a given situation

interview

the most indirect form of assessment

trend

the overall direction taken by a data path

TASK ANALYSIS

the process of breaking a complex skill or series of beahviors into smaller, teachable units; also refers to the results of this process

task analysis

the process of breaking a complex skill or series of behaviors into smaller, teachable units; also refers to the results of this process

Alternating Treatments Design

the rapid alternation of two or more distinct IVs while their effects on the target behavior are measured

ALTERNATING TREATMENT DESIGN

the rapid alternation of two or more distinct treatments while their effects on the target behavior are measured

overall response rate

the rate of response over a given time period

percent of occurrence

the ratio of responses to opportunities to respond multiplied by 100

Systematic Replication

the researcher purposefully varies one or more aspects of an earlier experiment

reliability

the results of an experiment are consistent

conditional or contextual stimulus

the stimulus component of a conditioned reflex; formerly a neutral stimulus change elicits respondent behavior only after it has been paired with an unconditioned stimulus (US) or another CS

level

the value on the vertical axis around which a series of behavioral measures converge

Level

the value on the vertical axis scale around which a set of behavioral measures converge

dependent variable

the variable in an experiment measured to determine if it changes as a result of manipulations of the independent variable

independent variability

the variable which is changed during an experiment

observation period

this should always be noted when reporting count measures

objective, clear, complete

three characteristics of a "good definition"

delaying the presentation of the prompt after the natural stimulus is presented

time delay

what are the parameters of reinforcement

timing, quantitiy, magnitude, duration, and variety

responsibility

to all parties affected by behavioral services

DRO reversal technique

when the experimental CONTROL condition consists of delivering the event suspected of functioning as reinforcement following the emission of any behavior other than the target behavior

Aim stars are for

where you want to aim to

Measurement

"the process of assigning numbers and units to particular features of objects or events; involves attaching a number representing the observed extent of a dimensional quantity to an appropriate unit. The number and the unit together constitute the measure of the object or event (Source: Johnston & Pennypacker, cited in CHH, 2 Ed, p 73).

Methods for conducting a functional analyses

(1) Direct - AFA, (2) Indirect (using structured interviews, checklists, rating scales, or questionnaires

Functional relation manipulating

Establishing a consistent effect on the DV by manipulating the IV, unlikely to be a result of extraneous variables.

Scientific manipulation

Events that are thought of to affect the phenomena of interest are carefully manipulated to elucidate their effects.

intermittent schedules of reinforcement and delayed rewards

Two forms of indiscriminable contingencies.

restitutional overcorrection and positive practice overcorrection

Two forms of overcorrection

unpairing

Two kinds: (a) the occurrence alone of a stimulus that acquired its function by being paired with an already effective stimulus, or (b) the occurrence of the stimulus in the absence as well as in the presence of the effective stimulus.

Experimental control

Two meanings: (a) is achieved when a predictable change in behavior (the dependent variable) can be reliably produced by manipulating a specific aspect of the environment (the independent variable) & thus the outcome of an experiment convincingly demonstrates a functional relation; and (b) the extent to which a researcher maintains precise management of the independent variable by presenting it, withdrawing it, and/or varying its value, and by eliminating or holding constant all confounding and extraneous variables.

Experimental control

Two meanings: (a) the outcome of an experiment that demonstrates convincingly a functional relation, meaning that experimental control is achieved when a predictable change in behavior (the dependent variable) can be reliably produced by manipulating a specific aspect of the environment (the independent variable); and (b) the extent to which the researcher maintains precise control of the independent variable by presenting it, withdrawing it, and/or varying its value, and also by eliminating or holding constant all confounding and extraneous variables (Source: CHH, 2 Ed).

EXPERIMENTAL CONTROL

Two meanings: (a) the outcome of an experiment that demonstrates convincingly a functional relations, meaning that experimental control is achieved when a predictable change in behavior (the dependent variable_ can be reliably produced by manipulating a specific aspect of the environment (the independent variable); and (b) the extent to which a researcher maintains precise control of the independent variable by presenting it, with drawing it, and/or varying its value, and also by eliminating or holding constant all confounding and extraneous variables.

UR Unconditioned Response

Unconditioned Response. A response that is elicited by an unconditioned stimulus that is the result of an individuals biology (Phylogeny). Not learned--Reflex.

Confounding (extraneous) variables

Uncontrolled variables that influence the outcome of an experiement to an unknown extent, making precise evaluation of the effects of the independent variable impossible.

functional analysis (method)

Unstructured play (control) rate of behavior is typically low, test conditions are alone, attention, and escape.

Individual has a Right to the Most Effective Treatment Procedures Available

Use only techniques that have been demonstrated by researchers to be effective Acquaint consumers and the public with the advantages and disadvantages of these techniques Search continuously for the most optimal means of changing behavior Exposure of an individual to restrictive procedures is unacceptable unless it can be shown that such procedures are necessary to produce safe and clinically significant behavior change. Unacceptable to expose individual to non-restrictive intervention if assessment results or available research indicate that other procedures would be more effective. Procedure's overall level of restrictiveness is a combined function of its absolute level of restrictiveness, the amount of time required to produce a clinically acceptable outcome, and the consequences associate with delayed intervention.

"Tiered" or "level" system used to integrate delay of reinforcement in a token economy

Used in some-well established econ show how delay can be incorporated. An earn and lose exchange system, points are earned or lost almost moment by moment. Exchange occur each couple of hours

Rate

Used interchangeably with frequency. A ratio of count per observation time; often expressed as count per standard unit of time (e.g., per minute, per hour, per day) and calculated by dividing the number of responses recorded by the number of standard units of time in which observations were conducted. The ratio is formed by combining the different dimensional quantities of count and time (i.e., count-time). Ratios formed from different dimensional quantities retain their dimensional quantities. (Source: CHH, 2 Ed).

Why CRF schedule used and should it continue?

Used to increase or stabilize behavior. Gradually reduce frequency of CRF and go to intermittent reinforcement schedule.

Differential reinforcement of diminishing rates (DRD)

Used when it is necessary to gradually decrease a behavior; may avoid extinction-associated negative behavior

Shaping

Using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior.

Generalized reinforcers

Usually conditioned reinforcers that are effective for a wide range of behavior as a result of having been paired with a variety of previously established reinforcers. Tokens

Edible, sensory, tangible, activity, or social reinforcer

What are 5 ways that reinforcer can be described by their physical properties

Prediction, Description, Control

What are the three levels of understanding of science?

Skinner's first book: The Behavior of Organisms

What formally began the experimental branch of behavior analysis?

Ethics describe behaviors, practices, and decisions that it just three basic and fundamental questions

What is the right thing to do?, What is worth doing?, What does it mean to be a good behavior analyst?

Stimulus generalization

When an antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of behavior tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus.

Stimulus generalization

When an antecedent stimulus has a history of evoking a response that has been reinforced in its presences, the same type of behavior tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus

Negative Reinforcement

When behavior increases because there is a withdrawal or termination of stimulus

the "why" question.

When interviewing a significant other about the clients behavior, behavior analyst should ask a variation of questions except:

Potential problems of tangible back-ups

When minor interpretive misunderstanding occurs, the system needs clarification.

Advantages of dependent and interdependent Group Contingencies.

When reinforcement depends on the accomplishments of others, ppl often try to boost one another's performance by prompting, reminding, encouraging and helping each other. Group contingencies have prompted peer tutoring and consequent increase student academic accomplishment

INFORMED CONSENT

When the potential recipient of services or participant in a research study gives consent to participation: 1. CAPACITY : person must have legal capacity to consent 2. INFORMATION: have adequate knowledge of all salient aspects of the treatment-purpose, procedures,limits of confidentiality, risks & benefits. 3. VOLUNTARINESS: consent is given voluntarily, with option to withdraw from treatment/study without penalty

informed consent

When the potential recipient of services or participant in a research study gives his 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.

A-B-A DESIGN

Withdrawal design; considerations: end on baseline

Explain the relationship that contingency-specifying stimuli have to rule governed behavior.

Words function as discriminative stimuli, describing the relations between the response and its consequences and antecedents. It is not behavior that has been shaped by direct exposure to the contingencies specified. For example, you don't have to experience the alarm sounding to avoid walking through a door marked "Emergency exit only. Opening door will activate alarm."

IWATA STUDY

Exp Conditions 1. Social Disapproval 2. Structured Play 3. Academic Demand 4. Alone

COMPONENT ANALYSIS

Experimental designs that combine multiple baseline, reversal, and/or alternating treatment tactics can also provide the basis for comparing the effects of two or more independent variables

solistic (tact) extension

Yogi Berra's classic malapropism: "Baseball is ninety percent mental; the other half is physical." is an example of...

Component Analysis

Experimental designs that combine multiple baseline, reversal, and/or alternating treatment tactics which can provide the basis for comparing the effects of two or more independent variables such as in a treatment package.

Procedures for Reducing Behavior

Extinction, Reinforcing alternative behaviors (Alt-R), Differential reinforcement of incompatible behavior (DRI), Differential reinforcement of other (zero) behavior (omission training), Differential reinforcement of low rates (DRL), Differential reinforcement of diminishing rates (DRD), Response cost, Timeout, Overcorrection, Punishment

Antecedent-based self-management tactics

Feature manipulation of the bands are stimuli antecedents the target behaviorInclude manipulating and laws, providing prompts, modeling, removing materials required for undesired behavior,

Record Floor and Ceiling lines are ____ ____ ____ (dashed)

Floor: are the base rate - the lost possible non zero frequency (1 divided by time in minutes) Celing: highest possible frequency (total possible count divided by time)

Behavioral

Focuses on behavior in its own right as target for change

Applied

Focuses on the implementation of basic principles to behaviors of significance to the participants involved.

Positive Scanning

Focusing one's attention on desirable rather than unwanted behavior, often by recording it. The positive scanners tend to "notice" and hence reinforce positive behaviors more and negative behaviors less.

Percentage of Agreement

__________________ __ ___________________between observers is the most common convention for reporting IOA in ABA.

Systematic observation

___________________ _______________ enhances the understanding of natural phenomenon by enabling scientist to describe behavior accurately.

FAOF

Functional Analysis Observation Form

FAST

Functional Analysis Screening Tool, a indirect measure, a checklist, that provides information regarding perceived functions of behavior

Tokens are

Generalized conditioning reinforcers

Human Error

______________is the biggest threat to accuracy and reliability of data.

conditional discrimination

a 4 term contingency, given a certain condition, in the presence of a specific antecedent a specific response is reinforced

fixed-momentary DRO (FM-DRO)

a DRO procedure in which reinforcement is available at specific moments of time, which are separated by a fixed amount of time, and delivered contingent on the problem not occurring at those moments

variable-momentary DRO (VM-DRO)

a DRO procedure in which reinforcement is available at specific moments of time, which are separated by variable amounts of time in random sequence, and delivered if the problem is not occurring at those times

6 ATTITUDES OF SCIENCE

1. DETERMINISM 2. EMPIRICISM 3. EXPERIMENTATION 4. REPLICATION 6. PHILOSOPHIC DOUBT

fixed interval DRO (FI-DRO)

a DRO procedure in which reinforcement is available at the end of intervals of fixed duration and delivered contingent on the absence of the problem behavior during each interval

Measurable Dimensions of Behavior

1. Duration 2. Interresponse time 3. Latency 4. Locus 5. Topography 6. Magnitude 7. Frequency/Rate

To shift from formal intervention procedures to normal everyday environment can be accomplished by

Gradually withdrawn trying elements at comprising three components of a training program: antecedents, prompts, or cues related to stimuli; test modifications and criteria; and consequences or reinforcement variables

Group designs versus single-subject designs

Group designs permit us to draw inferences for the larger group from which the test samples have been drawn. B/c they are based on combined scores, they do not permit extension to any individual member of the group. Another potential difficulty with the group design is that postive effects for some individuals may be camouflaged, especially when others showed neutral or negative effects.

variable-interval DR) (VI-DRO)

a DRO procedure in which reinforcement is available at the end of intervals of variable duration and delivered contingent on the absence of the problem behavior during the interval

Response

a SPECIFIC directly measurable behavior in a certain environment (same thing as "behavior")

RESPONSE DIFFERENTIATION

a behavior change produced by differential reinforcement: Reinforced members of the current respone class occur with greater frequency, and unreinforced members occur less frequently; the overall result is the emergence of a new response class

response differentiation

a behavior change produced by differential reinforcement: Reinforced members of the current response class occur with greater frequency, and unreinforced members occur less frequently; the overall result is the emergence of a new response class

token economy

a behavior change system that invovles the identification of specific behaviors to be reinforced, a medium of exchange such as tokens or points and back up reinforcers that are purchased with the tokens

generalized behavior change

a behavior change that has not been taught directly

GENERALIZED BEHAVIOR CHANGE

a behavior change that has not been taught directly 1. response maintenance 2. stimulus/setting generalization 3. response generalization

Moving from an artificial to a more natural reinforcers within token econ

1. backup reinforcers were replaced on a periodic basic. 2. as responding reached and sustained its intended rate and tempo, we continue praising and giving other forms of recognition but began to substitute activities and privileges for tangible rewards 3. Shifted to certificates, transferable for time to be spent at high-interest educational or otherwise relevant activities.

IMITATION

a behavior controlled by any physical movement that serves as a novel model excludidng vocal0verbal behaivor, has formal similarity with the model, and immediately follows the occurrence of the model.

Reasons to use peers as contingency managers

1. peers are usually in an excellent position to continuously monitor and respond regularly and rapidly when target behaviors occur. 2. peers provide the natural contest for teaching social skills 3. peer-managed intervention is often preferred by clients 4. peer involvement more readliy promotes generalization and maintence across setting, times of day and follwoing program termination. 6. Peer-mediated intervention programs present clear benefits both for the children receiving intervention and the children providing intervention.

Why gradually phase out token econ

1. take time and require careful planning and monitoring. 2. superimposing rewards upon behavior already occuring at high rate might be aversive 3. some people are outraged at the idea of children and other dependent individuals with problems receiving tangible rewards for behaving as "supposed". 4. potential for abuse.5. Most employment settings, schools, and human-service programs do not normally use token systems.

Assist client in achieving goals that are consistent with

1. the applied dimension of ABA (socially significant) 2. applicable laws 3. Ethical and professional standard of the profession of ABA.

imitation

a behavior controlled by any physical movement that serves as a novel model excluding vocal-verbal behavior; has formal similarty with the model

what guidelines should be followed if there is no-one to give consent?

1. the behavior must be judged to present iminent danger to self or others and it is reasonable to assume harm will occur if services are not provided 2. there must be a reasonable probability that the proposed behavior analysis services will produce beneficial effects for the consumer without harmful effects 3. procedural safegaurds should be in place to protect the rights of consumer and service provider

imitation

a behavior controlled by any physical movement that serves as a novel model excluding vocal0verbal behavior, has formal similarity with the model, and immediately follows the occurrence of the model.

What are some examples of problems that may be encountered in communicative behaviors?

1.Inadequate verbal repertoires - if an individual can not ask for what they want or use words to rid themselves of aversive stimuli, they are more likely to engage in problem behavior to escape demand situations.

mixed schedules

2 alternating schedules with no SD

positive punishment

a behavior is followed immediately by a the presentation of a stimulus that decreases the future frequency of the behavior; sometimes called type I punishment

interresponse time and response latency

2 measures of temporal locus

chained

2 or more basic schedules that occur successively and have an SD correlated with each schedule; occur in specific order (never random); each schedule is used as the reinforcement for the next behavior in the sequence

alternating treatment design, multi-element, concurrent schedules, simultaneous schedules

2 or more interventions are implemented each day however the interventions are administered under the different stimulus conditions. The interventions are administered an equal number of times across each of the conditions of administration so that unlike the multiple schedule desging the interventions are not uniquely associated with a particular stimulus.

alternative (alt)

2 schedules at the same time and you only have to meet one of them

concurrent schedule (conc)

2+ contingencies of reinforcement operating independently or simultaneously for 2+ behaviors (2 behaviors, 2 schedules --- same time) (example = Sharon gets an allowance contingent on doing daily homework and cell practice); used for reinforcer assessments and behavioral interventions

Positive punishment

a behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior, Type I punishment

free operant

a behavior that can be emitted at nearly any time; is discrete, requires minimal time for completion, and can occur at a wide range of response rates

simple discrimination

3 term contigency

BEHAVIORAL CUSP

a behavior 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

interval-by-interval IOA

= (number of intervals of agreement / total number of intervals) * 100%

scored-interval IOA

= (number of intervals of agreement) / (intervals in which either or both observers recorded occurrence) * 100%

scored-interval IOA

= (number of intervals of agreement) / (intervals in which either or both observers recorded occurrence) * 100% Recommended for behaviors that occur at low rates

total duration IOA

= (shorter of two durations reported by observers / longer duration) * 100%

total count IOA

= (smaller of two observers' counts / larger of counts) * 100%

PIVATOL BEHAVIOR

a behavior that, when learned, produces corresponding modifications or co-variation in other untrained behaviors

pivotal behavior

a behavior that, when learned, produces corresponding modifications or co-variation in other untrained behaviors

SPONTANEOUS RECOVERY

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

spontaneous recovery

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

Fixed-momentary DRO (FM-DRO)

A DRO procedure in which reinforcement is available at specific moments of time, which are separated by a fixed amount of time, and delivered contingent on the problem behavior not occurring at those moments.

Variable-Momentary DRO (VM-DRO)

A DRO procedure in which reinforcement is available at specific moments of time, which are separated by variable amounts of time in random sequence, and delivered if the problem is not occurring at those times.

Fixed-Interval DRO (FI-DRO)

A DRO procedure in which reinforcement is available at the end of intervals of fixed duration and delivered contingent on the absence of the problem behavior during each interval.

Variable-Interval DRO (VI-DRO)

A DRO procedure in which reinforcement is available at the end of intervals of variable duration and delivered contingent on the absence of the problem behavior during the interval.

RESPONSE BLOCKING

A POSITIVE PUNISHMENT procedure in which the someone physically intervenes as soon as the learner begins to emit a problem behavior to prevent completion of the targeted behavior.

Backward chaining with leaps ahead

A backward chaining procedure in which some steps in the task analysis are skipped; used to increase the efficiency of teaching long behavior chains when there is evidence that the skipped steps are in the learner's repertoire.

Response differentiation

A behavior change produced by differential reinforcement: Reinforced members of the current response class occur with greater frequency, and unreinforced members occur less frequently (undergo extinction); the overall result is the emergence of a new response class.

antecedent intervention

A behavior change strategy that manipulates contingency-independent antecedent stimuli (motivating operation).

Antecedent intervention

A behavior change strategy that manipulates contingency-independent antecedent stimuli (motivating operations).

antecedent intervention

A behavior change strategy that manipulates contingency-independent antecedent stimuli.

OVERCORRECTION

A behavior change tactic based on positive punishment in which, contingent on the problem behavior, the learner is required to engage in effortful behavior directly or logically related to fixing the damage caused by the behavior

Over-correction

A behavior change tactic based on positive punishment in which, contingent on the problem behavior, the learner is required to engage in effortful behavior directly or logically related to fixing the damage caused by the behavior

overcorrection

A behavior change tactic based on positive punishment in which, contingent on the problem behavior, the learner is required to engage in effortful behavior directly or logically related to fixing the damage caused by the behavior

Imitation

A behavior controlled by any physical movement that serves as a novel model excluding vocal-verbal behavior, has formal similarity with the model, and immediately follows the occurrence of the model (e.g., within seconds of the model presentation). An imitative behavior is a new behavior following a novel antecedent event (i.e., the model).

Positive punishment

A behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior. Sometimes called Type I.

POSITIVE PUNISHMENT

A behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior/Type I Punishment

Behavioral cusp

A behavior 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; see PIVOTAL BEHAVIOR (Source: CHH, 2 Ed).

Pivotal behavior

A behavior that, when learned, produces corresponding modifications or covariation in other untrained behaviors; compare to BEHAVIORAL CUSP (Source: CHH, 2 Ed).

systematic desensitization

A behavior therapy treatment for anxieties, fears, and phobias that involves substituting one response, generally muscle relaxation, for the unwanted behavior - the fear and anxiety. The client practices relaxing while imagining anxiety-producing situations in a sequence from the least fearful to the most fearful.

Ratio strain

A behavioral effect associated with abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules; common effects include avoidance, aggression, and unpredictable pauses or cessation in responding.

Spontaneous recovery

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.

Experiment

A carefully controlled comparison of some measure of the phenomenon of interest (the dependent variable) under two or more different conditions in which only one factor at a time (the independent variable) differs from one condition to another (Source: CHH, 2 Ed).

behavior-altering effect

A change in the current frequency of behavior that has been reinforced by the stimulus that is modified in effectiveness by the same motivating operation.

Experimental Comparison

A comparison of some measure of the DV under 2 or more different conditions in which one factor at a time (IV) differs from one condition to another.

Concept formation

A complex example of stimulus control that requires stimulus generalization within a class of stimuli and discrimination between classes of stimuli.

Implementing a contract involves

A complex package of related positive and the unit of reinforcement contingencies and rule governing behavior

level system

A component of some token economy systems in which participants advance up (or down) through a succession of levels contingent on their behavior at the current level. The performance criterion and sophistication or difficulty of the behaviors required at each level are higher than those of preceding levels; as participants advance to higher levels, they gain access to more desirable reinforcers, increased privileges, and greater independence.

Multiple schedule (mult)

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.

Mixed schedule (mix)

A compound schedule of reinforcement consisting of two or more basic schedules of reinforcement (elements) that occur in an alternating, 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.

Multiple Treatment Interference

A condition in which one treatment's history influences the performance under a subsequent treatment. Observed changes in the independent variable (the behavior receiving treatment) then would be confounded by the prior treatment, rather than being a function of the designated independent variable.

Baseline

A condition of an experiment in which the independent variable is not present; data obtained are the basis for determining the effects of the independent variable; a control condition that does not necessarily mean the absence of instruction or treatment, only the absence of a specific independent variable of experimental interest.

BASELINE

A condition of an experiment in which the independent variable is not present; data obtained during baseline are the basis for determining the effects of the independent variable/basis of comparison a control condition that does not necessarily mean the absence of instruction or treatment, only the absence of a specific independent variable of experimental interest.

Baseline

A condition of an experiment in which the independent variable is not present; data obtained during this phase are the basis for determining the effects of the independent variable; a control condition that does not necessarily mean the absence of instruction or treatment, only the absence of a specific independent variable of experimental interest (Source: CHH, 2 Ed).

Generalized conditioned reinforcer

A conditioned reinforcer that as a result of having been paired with many other reinforcers does not depend on an establishing operation for any particular form of reinforcement for its effectiveness.

Avoidance contingency

A contingency in which a response prevents or postpones the presentation of a stimulus; compare with escape contingency.

Escape contingency

A contingency in which a response terminates an ongoing stimulus; compare with avoidance contingency.

INTERDEPENDENT GROUP COTINGENCY

A contingency in which reinforcement for all members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group.

interdependent group contingency

A contingency in which reinforcement for all members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group.

GROUP CONTINGENCY

A contingency in which reinforcement for all members of a group is dependent on the behavior of (a) a person within the group, (b) a select group of members within the larger group, or (c) each member of the group meeting a performance criterion.

group contingency

A contingency in which reinforcement for all members of a group is dependent on the behavior of (a) a person within the group, (b) a select group of members within the larger group, or (c) each member of the group meeting a performance criterion.

DEPENDENT GROUP CONTINGENCY/HERO PROCEDURE

A contingency in which reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of a select group of members within the larger group.

dependent group contingency

A contingency in which reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of a select group of members within the larger group.

INDEPENDENT GROUP CONTINGENCY

A contingency in which reinforcement for each member of a group is dependent on that person's meeting a performance criterion that is in effect for all members of the group.

independent group contingency

A contingency in which reinforcement for each member of a group is dependent on that person's meeting a performance criterion that is in effect for all members of the group.

group contingency

A contingency in which reinforcement for multiple individuals is dependent on the behavior of (a) 1 member, (b) a selection of members, or (c) every member meeting a performance criterion.

Discriminated avoidance

A contingency in which responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer.

Free-operant avoidance

A contingency in which responses at any time during an interval prior to the scheduled onset of an aversive stimulus delays the presentation of the aversive stimulus.

Intermittent schedule of reinforcement (INT)

A contingency of reinforcement in which some, but not all, occurrences of the behavior produce reinforcement.

INDISCRIMINABLE CONTINGENCY

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

indiscriminable contingency

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

Behavior chain with a limited hold

A contingency that specifies a time interval by which a behavior chain must be completed for reinforcement to be delivered.

whole interval

A data collection procedure that can be used to measure a continuous behavior such as academic engagement.

Descending baseline

A data path that shows a descending trend in the response measure over time (Source: CHH, 2 Ed).

Ascending baseline

A data path that shows an increasing trend in the response measure over time (Source: CHH, 2 Ed).

Momentary time sample

A data sampling procedure wherein time is broken up into specific intervals, and the observer records whether or not the target behavior occurred at the end of the interval. Record at the end of the interval.

HABITUATION

A decrease in responsiveness to repeated presentations of a stimulus; most often used to describe a reduction of respondent behavior as a function of repeated presentation of the eliciting stimulus over a short span of time.

habituation

A decrease in responsiveness to repeated presentations of a stimulus; most often used to describe a reduction of respondent behavior as a function of repeated presentation of the eliciting stimulus over a short span of time.

Habituation

A decrease in responsiveness to repeated presentations of a stimulus; most often used to describe a reduction of respondent behavior as a function of repeated presentation of the eliciting stimulus over a short span of time; some researchers suggest that the concept also applies to within-session changes in operant behavior (Source: CHH, 2 Ed).

abative effect

A decrease in the current frequency of behavior that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation

abative effect

A decrease in the current frequency of behavior that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation.

SATIATION

A decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior.

satiation

A decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior.

Reinforcer-abolishing effect

A decrease in the reinforcing effectiveness of a stimulus, object, or event caused by a motivating operation.

reinforcer-abolishing effect

A decrease in the reinforcing effectiveness of a stimulus, object, or event caused by a motivating operation.

Transitivity

A derived (i.e., untrained) stimulus-stimulus relation (e.g., A = C, C = A) that emerges as a product of training two other stimulus-stimulus relations (e.g., A = B, B = C).

transitivity

A derived (i.e., untrained) stimulus-stimulus relation (e.g., A = C, C = A) that emerges as a product of training two other stimulus-stimulus relations (e.g., A = B, B = C).

Social Validity

A feature of measured results that includes (1) the social significance or importance of the goals, (2) the social appropriateness of the procedures, and (3) the social importance of the effects.

Internal Validity

A feature that describes how correct or valid conclusions are about the functionality of a relationship between two variables, such as a procedure and changes in behavior; addresses the validity of the answer to the question, "did the treatment bring about the behavior change?"

Explanatory fiction

A fictitious or hypothetical variable that often takes the form of another name for the observed phenomenon it claims to explain and contributes nothing to a functional account or understanding of the phenomenon, such as "intelligence" or "cognitive awareness" as explanations for why an organism pushes the lever when the light is on and food is available but does not push the lever when the light is off and no food is available (Source: CHH, 2 Ed).

RADICAL BEHAVIORISM

A form of behaviorism that attempts to understand all human behavior including private and public events

Radical behaviorism

A form of behaviorism that attempts to understand all human behavior including private and public events.

Anecdotal (or ABC) observation

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 (Source: CHH, 2 Ed).

Behavioral assessment

A form of evaluation that involves a full range of inquiry methods (observation, interview, testing, and the systematic manipulation of antecedent or consequence variables) to identify probably antecedent and consequent controlling variables. These are designed to discover resources, assets, significant others, competing contingencies, maintenance and generality factors, and possible reinforcer and/or punishers that surround the potential target behavior (Source: CHH, 2 Ed).

POSITIVE PRACTICE OVERCORRECTION

A form of overcorrection in which, contingent on an occurrence of the target behavior, the learner is required to repeat a correct form of the behavior, or a behavior incompatible with the problem behavior, a specified number of times; entails an educative component.

positive practice over-correction

A form of overcorrection in which, contingent on an occurrence of the target behavior, the learner is required to repeat a correct form of the behavior, or a behavior incompatible with the problem behavior, a specified number of times; entails an educative component.

positive practice overcorrection

A form of overcorrection in which, contingent on an occurrence of the target behavior, the learner is required to repeat a correct form of the behavior, or a behavior incompatible with the problem behavior, a specified number of times; entails an educative component.

RESTITUTIONAL OVERCORRECTION

A form of overcorrection in which, contingent on the problem behavior, the learner is required to repair the damage or return the environment to its original state and then to engage in additional behavior to bring the environment to a condition vastly better than it was in prior to the misbehavior.

restitutional overcorrection

A form of overcorrection in which, contingent on the problem behavior, the learner is required to repair the damage or return the environment to its original state and then to engage in additional behavior to bring the environment to a condition vastly better than it was in prior to the misbehavior.

behavioral contingency

A formally established or defined relationship between a target behavior and its consequences.

generalization

A generic term for a variety of behavioral processes and behavior change outcomes.

Stimulus generalization gradient

A graphic depiction of the extent to which behavior that has been reinforced in the presence of a specific stimulus condition is emitted in the presence of other stimuli. The gradient shows relative degree of stimulus generalization and stimulus control (or discrimination).

Response Class

A group of responses of varying topography, all of which produce the same effect on the environment (Source: CHH, 2 Ed).

response class

A group of responses of varying topography, all off which produce the same effect on the environment.

RESPONSE CLASS

A group of responses of varying topography, all off which produce the same effect on the environment/ have the same fucnction Ex: opening a bag of chips, greetings

Stimulus class

A group of stimuli that share specified common elements along formal (e.g., size, color), temporal (e.g., antecedent or consequent), and/or functional (e.g., discriminative stimulus) dimensions (Source: CHH, 2 Ed).

STIMULUS CLASS

A group of stimuli that share specified common elements along formal, temporal and functional dimensions EX: red, chairs, dogs

stimulus class

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

Applied

A hallmark characteristic of Applied Behavior Analysis; work is "_______" when society shows interest in the problems being studied and there is a close relationship between the behavior and stimuli under study and the organism in which they are studied; that is, the behavior and stimuli should be immediately important to the participants in the study, and there should be a habilitative effect that is socially valid to the society at large. Client self-identified problems and issues surrounding power and control are likely "___________" problems rather than "experimental" problems in behavior analysis. (Sources: Baer, Wolf, & Risley, 1968, 1987)

Analytic

A hallmark characteristic of Applied Behavior Analysis; work is "_________" when it has a convincing experimental design, including a functional relationship; it also must make systematic, conceptual sense (Sources; Baer, Wolf, & Risley, 1968, 1987).

Functional relation

A lawful relation b/w values of two variables. In behavior analysis, a dependent variable (treated behavior) and a given independent variable (intervention or treatment procedure) are functionally related.

CONDITIONED REFLEX

A learned stimulus-response functional relation

conditioned reflex

A learned stimulus-response functional relation

Conditioned reflex

A learned stimulus-response functional relation consisting of an antecedent stimulus (e.g., sound of a refrigerator door opening) and the response it elicits (e.g, salivation); each person's repertoire of conditioned reflexes is the product of his or her history of interactions with the environment/ontogeny (Source: CHH, 2 Ed).

true value

A measure accepted as a quantitative description of the true state of some dimensional quantity of an event as it exists in nature

Interresponse time (IRT)

A measure of temporal locus; defined as the elapsed time between two successive responses (Source: CHH, 2 Ed).

(Response) Latency

A measure of temporal locus; the elapse time from the onset of a stimulus (e.g., task direction, cue) to the initiation of a response (Source: CHH, 2 Ed).

Latency

A measure of temporal locus; the elapsed time from the onset of a stimulus to the initiation of a response

observed value

A measure produced by an observation an measurement system

observed value

A measure produced by an observation and measurement system, serve as the data that the researcher and others will interpret to form conclusions about an investigation

Momentary time sampling

A measurement method in which the presence or absence of behaviors are recorded at precisely specified time intervals (Source: CHH, 2 Ed).

BEHAVIORAL MOMENTUM

A metaphor to describe a rate of responding and its resistance to change following an alteration in reinforcement conditions.

behavioral momentum

A metaphor to describe a rate of responding and its resistance to change following an alteration in reinforcement conditions.

Behavioral momentum

A metaphor to describe a rate of responding and its resistance to change following an alteration in reinforcement conditions. The momentum metaphor has also been used to describe the effects produced by the high-probability (high-p) request sequence.

Forward chaining

A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior in the task analysis; the trainer completes the remaining steps in the chain. When the learner shows competence in performing the first step in the chain, he is then taught to perform the first two behaviors in the chain, with the trainer completing the chain. This process is continued until the learner completes the entire chain independently.

permanent products (Measurement by)

A method of measuring behavior after it has occurred by recording the effects that the behavior produced on the environment (Source: CHH, 2 Ed)

Response-deprivation hypothesis

A model for predicting whether contingent access to one behavior will function as reinforcement for engaging in another behavior based on whether access to the contingent behavior represents a restriction of the activity compared to the baseline level of engagement.

ABOLISHING OPERATION

A motivating operation that TEMPORARILY decreases the reinforcing effectiveness of a stimulus thereby having an ABATIVE EFFECT on behavior

ESTABLISHING OPERATION

A motivating operation that TEMPORARILY increases the effectiveness of a stimulus thereby having an EVOCATIVE EFFECT on behavior

Abolishing operation

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event.

abolishing operation

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event.

establishing operation

A motivating operation that establishes (increases) the effectiveness of some stimulus, object, or event as a reinforcer.

conditioned motivating operation

A motivating operation whose value-altering effect depends on a learning history.

unconditioned motivating operation

A motivating operation whose value-altering effect does not depend on a learning history.

habit reversal

A multiple-component treatment package for reducing unwanted behaviors such as fingernail biting and muscle tics; treatment typically includes self-awareness training involving response detection and procedures for identifying events that precede and trigger the response; competing response training; and motivation techniques including self-administered consequences, social support systems, and procedures for promoting the generalization and maintenance of treatment gains.

habit reversal

A multiple-component treatment package for reducing unwanted habits such as fingernail biting and muscle tics; treatment typically includes self-awareness training involving response detection and procedures for identifying events that preced and trigger the response; competing response training; and motivation techniques including self-administered consequences, social support systems, and procedures for promoting the generalization and maintenance of treatment gains.

contingency contract

A mutually agreed upon document between parties (e.g., parent and child) that specifies a contingent relationship between the competion of specified behavior(s) and access to specified reinforcer(s).

CONTINGENCY/BEHAVIOR CONTRACT

A mutually agreed upon document between parties (e.g., parent and child) that specifies a contingent relationship between the completion of specified behavior(s) and access to specified reinforcer(s).

contingency contract

A mutually agreed upon document between parties (e.g., parent and child) that specifies a contingent relationship between the completion of specified behavior(s) and access to specified reinforcer(s).

Experimental Analysis of Behavior (EAB)

A natural science approach to the study of behavior as a subject matter in its own right founded by B. F. Skinner; methodological features include rate of response as a basic dependent variable, repeated or continuous measurement of clearly defined response classes, within-subject experimental comparisons instead of group design, visual analysis of graphed data instead of statistical inference, and an emphasis on describing functional relations between behavior and controlling variables in the environment over formal theory testing (Source: CHH, 2 Ed).

Steady state responding

A pattern of responding that exhibits relatively little variation in its measured dimensional quantities over a period of time (Source: CHH, 2 Ed).

Relevance of behavior rule

Holds that only behaviors likely to produce reinforcement in the person's natural environment should be targeted for change (Source: CHH, 2 Ed).

How can you assess reinforcer preferences

How each of a pool of items influenced the child's approach, avoidance, smiling and compliance with instructions (MASON 1989) collected data on children with tangible reinforcers. Provide behavioral choices or use a reinforcer survey of the type devised by Cautela and Kastenbaum or Sulzer-Azaroff. Ask people directly if appropriate, what they would like as a tangible reinforcer

Habit reversal

I treatment package in which clients are taught to self monitor their unwanted habits and interrupted behavior chain as early as possible by engaging in behavior incompatible with the problem behavior

unscored-interval IOA

IOA index recommended for behaviors that occur at high rates

scored-interval IOA

IOA index recommended for behaviors that occur at low rates

Pairing social feedback with token delivery

If positive feedback, like praise or approval, were sufficient reinforcers for a given target response, there would be little need for a token economy

Response latency

If you are interested in the amount of time it takes a student to begin a task after the teacher has given an instruction you would measure:

Practice effects

Improvements in performance resulting from opportunities to perform a behavior repeatedly so that baseline measures can be obtained (Source: CHH, 2 Ed).

Does not specify the behaviors required to achieve goal.

Improving academic grades is not a good behavior to target because?

Logistically sound and instructive token econ

In a case of multiple functions, tokens consisted of wooden puzzle pieces. The children could fit the piece into a template and exchange it for snack items when the template was filled.

External Validity

In behavioral programs, it is important to know whether the procedures have generality beyond the original set of cases, to other people, behaviors, or settings.

Internal Validity

In behavioral programs, it is important to look at how convincingly the procedures can be shown to relate functionally to changes in behavior. Single-case designs are well suited to this concern because they rule out confounding variables.

Rationale for selecting which token econ

In general, tokens should be suited to the population with whom you are working

Multiple-baseline across situations

In this design, "data are collected for a target behavior for one or more subjects across different circumstances or situations.

Under task record

In this part of the contract you provide a place for recording the progress of the contract and providing interm rewards

Under task

In this part of the contract you specify who, what, when, and how well

The effects of personal histories

Including cultural and religious experiences, influence how practitioners decide a course of action in any given situation

Programming common stimuli

Including in the instructional setting stimulus features typically found in the generalization setting.

Characteristics of a well-designed token economy

Incorporates all the essential aspects of an effective reinforcement program. Targeted behaviors, or approximations to them, are immediately and consistently reinforced by delivery of a sufficient number of tokens

Non-Parametric Study

Independent Variable is either presented or absent during a time period or phase of the study

6 Rights of Effective Behavioral Treatment

Individual has a right to a therapeutic environment Individual has a right to services whose overriding goal is personal welfare Individual has a right to treatment by a competent behavior analyst Individual has a right to programs that teach functional skills Individual has a right to behavioral assessment and ongoing evaluation Individual has a right to the most effective treatment procedures available

Personal Welfare

Individual or authorized proxy actively participates in making treatment-related decisions In cases of withholding or implementing treatment involves potential risk, Peer Review Committees and Human Rights Committees are involved to determine adherence to professional standards and clinical propriety of treatment Extent to which program compromises individual's right to dignity, privacy, and humane care; appropriate education and training; prompt medical treatment; access to personal possessions, social interaction, and physical exercise; humane discipline; and physical examination prior to initiation of a program

Rights and Prerogatives of Clients

Individual rights are supported under the law. Client has right to behavior analyst's credentials upon request. Permission for electronic recording of interviews and service delivery sessions is secured from clients and relevant staff of all other settings. Consent for different uses must be obtained specifically and separately. Clients must be informed of their rights, and about procedures to complain about professional practices of the behavior analyst. Behavior analyst complies with all requirements for criminal background checks.

Right to Behavioral Assessment and Ongoing Evaluation

Individuals are entitled to complete diagnostic evaluation to identify factors that contribute to the presence of a skill deficit or behavioral disorder prior to onset of treatment. Initial behavioral analysis done in 3 stages: Interview Direct observation of behavior under varied and relevant circumstances Results are used to create systematic treatment plan Ongoing evaluation occurs to determine effects of treatment

Correlation

Information that shows only post hoc, ergo propter hoc reasoning. A functional relation is not demonstrated, as there is no withdrawal of the precipitating stimulus; ordinarily there is also no baseline or preplanned introduction of the manipulation, whether it be antecedent or consequent based (source: constructed response)

multiple exemplar training

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 response forms; used to promote both setting/situation generalization and response generalization.

Procedures for Maintaining Behavior

Intermittent reinforcement, Fixed-interval schedule (FI), Variable-interval schedule (VI), Limited-hold, Fixed-ratio (FR), Variable-ratio (VR), Differential reinforcement of high rates (DRH)

Self contract

Is a contingency contract that an individual makes with herself, incorporating a self-selected task and reword as well as self-monitoring of completion and delivery of the reward

Conjunctive schedule (conj)

Is in effect whenever reinforcement follows the completion of response requirements for both a ratio schedule and an interval schedule of reinforcement. The first response following the conclusion of the time interval produces reinforcement IF the criterion number of responses have been completed (Source: CHH, p 320).

TACT

LABELING/DESCRIBING/NAMING/COMMENTING verbal operant evoked by a nonverbal Sd (object/place/action/event) and "contact" the environment

Generality

Lasts over time, appears in different environments, behaviors change that were not the target behavior. One of the 7 dimensions of Applied Behavior Analysis (BAER, WOLF, RISLEY, 1968) http://seab.envmed.rochester.edu/jaba/articles/1968/jaba-01-01-0091.pdf

Principles of Behavior

Lawful relations between behavior and the variables that control it, discovered through experimental analyses of behavior. Behavioral principles may help to explain prior and present performance and to predict future behavior, because the relations have been found to apply across responses, people, and contexts. Rules describing reliable effects of direct replication are also know as principles of behavior.

prediction, verification, replication

List 3 components of experimental reasoning used in single-subject research design?

4 uses of self-management

Live a more effective and efficient daily life, break bad habits and acquire good ones, accomplish difficult tasks, and achieve personal lifestyle goals

Records of service must be

Maintains, preserves, and considered confidential

Duration (recording)

Measure of the total extent of time in which a behavior occurs (Source: CHH, 2 Ed); often, subtraction of time of onset from time offset is used to calculate total time elapsed (Source: Constructed response).

CONTINUOUS MEASUREMENT

Measurement conducted in a manner such that all instances of the response class(es) of interest are detected during the observation period

continuous measurement

Measurement conducted in a manner such that all instances of the response class(es) of interest are detected during the observation period

Reliable

Measurement is ____________ when it yields the same values across repeated measures of the same event.

Time sampling

Measurement of presence or absence of behavior within specific time intervals. It is most useful with continuous and high-rate behaviors.

Event recording

Measurement procedure for obtaining a tally or count of the number of times a behavior occurs (Source: CHH, 2 Ed).

Valid, Accurate

Measurement that is ____________, ______________and Reliable yields the most trustworthy and useful data for science and science based practices.

Efforts to promote generalize behavior change using five triplane principles

Minimize the need for generalization as much as possible, conduct generalization probe, involve significant others, promote generalize behavior change with least intrusive, least costly tactics possible, contrive intervention tactics as needed

What are two procedures you can use to teach correspondence? Explain.

Modeling-reinforce models' honest reporting of their appropriate social behaviors, such as sharing and praising.Chaining-Break the behavior down into its components to use the chaining procedures.

Time Sampling Methods

Momentary Partial-tends to overestimate Whole-tends to underestimate PLACHECK-teacher friendly

MAS

Motivational assessment scale- an indirect assessment, a rating scale that measure perceived functions of behavior

Effective

Must produce behavior changes that are socially significant. One of the 7 dimensions of Applied Behavior Analysis (BAER, WOLF, RISLEY, 1968) http://seab.envmed.rochester.edu/jaba/articles/1968/jaba-01-01-0091.pdf

fixed-ratio (FR)

N (greater than 2) responses produce 1 reinforcer, where N is a constant value; the organism makes a certain # of responses and then gets reinforced; produce relatively high rates of responding, with post-reinforcement pauses (long IRTs, followed by brief IRTs)

variable-ratio (VR)

N (greater than 2) responses produce 1 reinforcer; N varies after the delivery of each reinforcer; produce high and stable rates of responding with brief IRTs

Ways to select reinforcers for a person?

Objective observation, offer choices in pairs to the person and observe which is selected most often. Sequentially present different combinations of objects, you can establish a hierarchy of preference. You may ask people to select their own reinforcers, use reinforcer survey, reinforcer sampling

ABC recording

Observing & recording in the natural environment -behavioral assessment to determine which behavior to target for change or for designing analog functional analysis conditions

Designing a successful token economy

Obtain approval and informed consent, preparing to keep appropriate records and training and supervising staff.

Positive reinforcement

Occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions.

Negative reinforcement

Occurs when a behavior's likelihood is increased (probability is strengthened in the individual's repertoire) through the contingent termination or reduction in intensity of a previously acting environmental event or stimulus.

divergent multiple control

Occurs when a single antecedent variable affects the strength of more than one responses.

convergent multiple control

Occurs when a single verbal response is a function of more than one variable and what is said has more than one antecedent source of control.

Punishment

Occurs when a stimulus change immediately follows a response and decreases the future frequency of that type of behavior in similar conditions; see NEGATIVE PUNISHMENT, POSITIVE PUNISHMENT (Source: CHH, 2 Ed)

REINFORCEMENT

Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.

Reinforcement

Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions; see NEGATIVE REINFORCEMENT; POSITIVE REINFORCEMENT (Source: CHH, 2 Ed).

punishment

Occurs when stimulus change immediately follows a response and decreases the future frequency of that type of behavior in similar conditions.

indirect measurement

Occurs when the behavior that is measured is in some way different from the behavior of interest

DIRECT MEASUREMENT

Occurs when the behavior that is measured is the same as the behavior that is the focus of the investigation

direct measurement

Occurs when the behavior that is measured is the same as the behavior that is the focus of the investigation

direct measurement

Occurs when the behavior that is observed & recorded is the same as the behavior that is the focus of the investigation

Advantages of variation in multiple baseline design

Offers alternative to withdrawal design. Tactic uses baeline of differing lengths to control for time-dependent extraneous variables.

Right to Programs that Teach Functional Skills

Often requires the acquisition, maintenance, or generalization of behaviors that allow the individual to gain wider access to preferred materials, activities, or social interaction. May require acquisition of behaviors that allow individual to terminate or reduce sources of unpleasant stimulation May require the reduction or elimination of certain behaviors that are dangerous or that in some way serve as barriers to further independence or social acceptability. Right to services that will assist in development of behavior beneficial to society. Some goals may be achieved very slowly, others may only be approximated, and it may be necessary to expose the individual to either immediate temporary discomfort or future risk.

Group contingency

One in which the consequences contingent on the behavior of one member of the group, the behavior of part of the group, but the behavior of everyone in the group

Verification

One of the three components of the experimental reasoning, or baseline logic, used in single-subject research designs; accomplished by demonstrating that the prior level of baseline responding would have remained un-changed had the independent variable not been introduced. Verifying the accuracy of the original prediction reduces the probability that some uncontrolled (confounding) variable was responsible for the observed change in behavior (Source: CHH, 2 Ed).

SELF CONTROL

One of two meanings: A person's ability to "delay gratification" by emitting a response that will produce a larger (or higher quality) delayed reward over a response that produces a smaller but immediate reward (sometimes considered impulse control).

self-control

One of two meanings: A person's ability to "delay gratification" by emitting a response that will produce a larger (or higher quality) delayed reward over a response that produces a smaller but immediate reward (sometimes considered impulse control).

self-control

One of two meanings: A person's behaving in a certain way so as to change a subsequent behavior (i.e., to self-manage her own behavior).

Preference for particular tangible reinforcers usually are shaped by

Our learning histories in the same mannter for conditioned reinforcers. Objects per se have little reinforcing value until they are linked with other strong reinforcers. The attractiveness of the reinforcer depends on historical and contextual factors- what we have directly or vicariously experienced; the function of the item, its utility under particular circumstances. As with edibles, you need to pre-assess the functional effectiveness of any planned tangible reiforcers

PACERS

Paraphrasing, Attending, Clarifying, Eliciting, Reflecting, Summarizing

Indirect measures

Partial interval, whole interval, momentary time sample, trials to criterion, and percent occurrence/correct

Token econ should not remain in effect indefinitely when

Participants eventually will move or shift to an enviornment of devoid of tokens reinforcements; criminal with short sentences; juvenile offenders assigned to group home for a short period; abused, neglected, or acutely distrubed clients; people in comprehensive training or treatment programs; temporary special class placement, and intensive workshops for managers or staff

Advantages of natural reinforcers?

People are practiec in and usualy comfortable with applying them. Use of natural reinforcers makes it easier to shift bad to normal routines. Natural reinforcers are less likely to arouse the concern of staff, parents, and the public because they are unobtrusive. They do not set the recipient apart from others.

Behaviorism

Philosophy of the science of behavior.

Procedures for Increasing Behavior

Positive Reinforcement, Negative Reinforcement,

high frequency behaviors can reinforce low frequency behaviors

Premack Principle

Premack's work (1959) suggests another method for discovering reinforcing activities. Explain

Premack demonstrated that those behaviors in which an individual freely engages repeatedly might be used to reinforce low-probabilty behaviors. Translated into a procedure in which access to high-probablity behavior is made contingent on performance of low probability behavior "finish your math then you can watch tv"

Behavioral Laws

Principles of behavior that have been demonstrated to possess very broad generality. Examples include immediacy and schedule of reinforcement, which have both been demonstrated repeatedly to be effective across populations, behaviors, and varied conditions.

Multiple Probe Design

Probing or measuring untreated responses intermittently to assess any variations in those responses due to unidentified condition(s).

Technological

Procedures are completely and precisely defined

Technological

Procedures are described in detail so that anyone can replicate it with same results. One of the 7 dimensions of Applied Behavior Analysis (BAER, WOLF, RISLEY, 1968) http://seab.envmed.rochester.edu/jaba/articles/1968/jaba-01-01-0091.pdf

Conceptually Systematic

Procedures are linked to, and described in terms of the basic principles of behavior

Treatment by a Competent Behavior Analyst

Professionals possess appropriate education and experience Education includes knowledge of behavioral principles, methods of assessment and treatment, research methodology, and professional ethics. Experience includes adequate practicum training and supervision, including experience with the relevant client population. In complex or risky treatments, individuals have a right to a doctoral-level behavior analyst

INTRAVERBAL

RECITING/CONVERSATION verbal operant evoked by a verbal SD that does NOT have point to point correspondence with that verbal stimulus -answering ???s or having conversations -the speaker differentially responds to the verbal behavior of others -doesn't have point to point correspondence with the verbal S-D

teaching loosely

Randomly varying functionally irrelevant stimuli within and across teaching sessions; promotes setting/situation generalization by reducing the likelihood that (a) a single or small group of noncritical stimuli will acquire exclusive control over the targe behavior and (2) the learner's performance of the target behavior will be impeded or "thrown off" should he encounter any of the "loose" stimuli in the generalization setting.

TEACHING LOOSLEY

Randomly varying functionally irrelevant stimuli within and across teaching sessions; promotes setting/situation generalization by reducing the likelihood that (a) a single or small group of noncritical stimuli will acquire exclusive control over the target behavior and (2) the learner's performance of the target behavior will be impeded or "thrown off" should he encounter any of the "loose" stimuli in the generalization setting.

Teaching loosely

Randomly very noncritical aspects of the instructional setting within and across teaching sessions. This reduces the likelihood that a single or small group of noncritical stimuli choir exclusive control over the target behavior and it makes it less likely that the lenders performance will be repeated or thrown off by dependence of a strange stimulus in the generalization setting

Treatment Efficacy

Recommend scientifically supported, most effective treatment procedures. Behavior analysts are responsible for review and appraisal of likely effects of all alternative treatments including those provided by other disciplines and no intervention.

Extinction

Reducing the frequency of a previously reinforced behavior by withholding reinforcement. Extinction as a procedure provides zero probability of reinforcement.

Reinforcer assessment

Refers to a variety of direct, empirical methods for presenting one or more stimuli contingent on a target response and measuring their effectiveness as reinforcers.

Contingency

Refers to dependent and/or temporal relations between operant behavior and its controlling variables (Source: CHH, 2 Ed).

CONTINGENCY

Refers to dependent and/or temporal relations between operant behavior and its controlling variables.

contingency

Refers to dependent and/or temporal relations between operant behavior and its controlling variables.

RELIABILITY

Refers to the consistency of measurement, specifically, the extent to which repeated measurement of the same event yields the same values

Reliability

Refers to the consistency of measurement, specifically, the extent to which repeated measurement of the same event yields the same values

reliability

Refers to the consistency of measurement, specifically, the extent to which repeated measurement of the same event yields the same values

Settings/situation generalization

Refers to the extent to which a learner and that's the target behavior and settings or situations that are different from the instructional setting

Response maintenance

Refers to the extent to which a learner continues to perform behavior after a portion or all of the intervention responsible for the behavior is an initial appearance in the learners repertoire has been terminated

Response generalization

Refers to the extent to which a learner email untrained a responses that are functionally equivalent to the trained response

Social Validity

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 (Source: CHH, 2 Ed).

Repeatability

Refers to the fact that a behavior can recur often through time (i.e., behavior can be counted); one of the three dimensional quantities of behavior from which all behavioral measurements are derived (Source: CHH, 2 Ed).

Automaticity of reinforcement

Refers to the fact that behavior is modified by its consequences irrespective of the person's awareness; a person does not have to recognize or verbalize the relation between her behavior and a reinforcing consequence, or even know that a consequence has occurred, for reinforcement to "work." NOT THE SAME AS "AUTOMATIC REINFORCEMENT" (Source: CHH, 2 Ed).

Temporal locus

Refers to the fact that every instance of behavior occurs at a certain point in time with respect to other events (i.e., when in time behavior occurs can be measured); often measured in terms of response latency and interresponse time (IRT). One of the three dimensional quantities of behavior from which all behavioral measurements are derived (Source: CHH, 2 Ed).

Temporal extent

Refers to the fact that every instance of behavior occurs during some amount of time; one of the three dimensional quantities of behavior from which all behavioral measurements are derived (Source: CHH, 2 Ed).

AUTOMATIC REINFORCEMENT

Reinforcement that occurs independent of the social mediation of others (e.g., scratching an insect bite relieves the itch).

automatic reinforcement

Reinforcement that occurs independent of the social mediation of others (e.g., scratching an insect bite relieves the itch).

Difference between bribery and reinforcement

Reinforcement would be bribery if the purpose of the reward were to achieve advantage for the person who delievers it instead of for the recipient. The aim of bribery is to corrupt conduct or prevert judgement, or to promote dishonesty or immoral behavior. Bribes often are tendered before the act, whereas reinforcement can only happen afterward..bribery usually involves more artificial or contrived rewards that bear little relation to the act. Bribery has no place in behavior analytic practice.

Differential reinforcement

Reinforcing only those responses within a response class that meet a specific criterion along some dimensions(s) (i.e., frequency, topography, duration, latency, or magnitude) and placing all other responses in the class on extinction.

Guidelines for Responsible Conduct for Behavior Analysts

Reliance on scientific knowledge Competence Professional development Integrity Professional and scientific relationships: provide services only in context of a defined, remunerated professional or scientific relationship or role; Provide appropriate information prior to service delivery about the nature of such services and appropriate information late about results and conclusions; obtain training or consultation in cases of differences in culture, etc. or make appropriate referrals. Dual relationships and conflicts of interest: Refrain from entering into dual relationship if it appears that relationship might impair objectivity and must attempt to resolve harmful dual relationships with maximal compliance to guidelines. Exploitative relationships: Do not exploit clients; do not engage in sexual relationships with clients, do not barter with clients because it is clinically contraindicated and prone to formation of an exploitative relationship

STEADY STATE STRATEGY

Repeatedly exposing subject to a given condition while trying to eliminate confounding/extraneous variables & obtain a stable a pattern of responding before introducing next condition

Functional definition of behavior

Responses are identified by their common effect on the environment (the reinforcer(s) maintaining them)

A-B-A-B DESIGN

Reversal design; an experiment reintroducing the intervention enables the replication of treatment effects, which strengthens the demonstration of experimental control. Considerations: end on intervention phase

Immediate reinforcement more effective than delayed reinforcement?

Reynolds (1968) delayed reinforcement is not as effective as immediate reinforcement, partially b/c it allows the organisim to emit additional behavior between the response we wish to reinforce and the actual occurrence of the reinforcer; thus the intervening behavior is also reinforced, with the result that what is reinforced is the response followed by some other behavior rather than just the response alone.

Respondent conditioning

S + S R; the conditioning of reflexive behavior by stimulus-stimulus (S + S) pairings; behavior changes because of what occurs before the behavior

3 term contingency

S --> R --> S in the presence of a stimulus, a response occurs and is reinforced or punished

2 term contingency

S --> R a stimulus evokes a response, no learning history is required

4 term contingency

SC --> S --> R ->S given a certain set of conditions, if a specific antecedent stimulus occurs, a behavior will be reinforced or punished

5 term contingency

SC -->SC-->SD-->R--> SR+, given two conditions occurring together,in the presence of a stimulus, a behavior will be reinforced or punished

FT Fixed Time

Schedule of Reinforcement in which R+/- is given only after a set passage of time. Does not depend on behavior. (non-contingent)

VT Variable Time

Schedule of reinforcement in which R+/- is given after an average passage of time. Not dependent on behavior, only passage of time. (non-contingent)

Analytical

Seeks to identify functional relationships between behavior and environmental events through scientific study

Six basic steps in designing a token economy

Selecting tokens, identifying target behaviors and rules, selecting a menu of backup reinforcers, establishing a ratio and exchange, writing procedures to specify how and when tokens will be dispensed and exchanged and what will happen if the person does not earn a token, and field testIngthe system before full-scale implementation

self-management tactics

Self instruction, habit reversal, systematic desensitization, Mass. practice

self-instruction

Self-generated verbal responses, covert or overt, that function as rules or response prompts for a desired behavior.

FUNCTIONS OF BEHAVIOR

Sensory Escape Attention Tangible Medical Elicited

In deciding to provide services the behavior analyst must determine that

Services are needed, the medical causes have been ruled out, but the treatment in her environment will support service delivery, and a reasonable expectation of success exitS

Purpose of reinforcing consequences

Should follow practice, at least intermittent, if newly acquired skills are to persist over time. The principle also applies to implementation of contingency packages such as token econ. In school, supervisor may provide those contingencies in written or oral feedback.

Common advantages and purposes of single-case design

Single case design can provide the necessary control conditions free of the limitations of group designs. Their most important attribute is their ablity to go beyond demonstrating correlations to revealing functional relations. Using single-case designs to demonstrate functional relations promotes accountabilities.

VALENCE OF BEHAVIOR

Situation appropriateness of behavior Situation specific variable

How did Skinner expand the definition of communicative behavior?

Skinner broadened the term beyond vocal speech to include gestures and other forms of nonverbal (i.e. non-vocal) communication - writing, typing, signing, PECS, etc.

How can you judge the social significance of an applied behavior analysis study?

Social Validity of an applied behavior analysis can be assessed in three ways: a) The social significance of the target behavior, b) the appropriateness of the procedures, and c) the social significance of the results.

Social Reinforcers

Social reinforcers are interpersonal acts that serve a reinforcing function. They include "attention" (that is, looking at, answering, nodding) smiling, and statesments of recognition of approval. Social reinforcers are practical, because the time required to give recognition, praise, nod smile or make eye contact is minor. Social reinforcers are convenient procedure to use in many settings

Phase change lines

Solid lines with description at the top

Dependent variable

Some quantifiable, measurable dimension of the target behavior; 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.

speaker

Someone who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, and so on.

Listener

Someone who provides reinforcement for verbal behavior.

listener

Someone who provides reinforcement for verbal behavior.

negative punishment

Sometimes called Type II punishment

conditioned punisher

Sometimes called secondary or learned punishers.

Evidence from Bernhardt and Forehand 1975 suggest that specific label and praise is an effective way to convey approval and provide a person with rules to guide subsequent response. Give example.

Specific praise places emphasis on the behavior, rather than on the person, which is important. Nice sitting in your chair with your book open ready to read

ethical codes of behavior

Statements that provide guidelines for members of professional associations when deciding a course of action or conducting professional duties; standards by which graduated sanctions (e.g., reprimand, censure, expulsion) can be imposed for deviating from the code.

ethical codes of behavior

Statements that provide guidelines for members of professional associations when deciding a course of action or conducting professional duties; standards by which graduated sanctions (e.g., reprimand, censure, expulsion) can be imposed for deviation.

Response deprivation hypothesis

States when access to one activity is restricted to below baseline levels, the person will engage in the targeted activity at a level exceeding baseline rates in order to gain access to the deprived activity. Restricting access to below baseline levels then serves as an establishing operant

Feature stimulus class

Stimuli that share common physical forms or structures (e.g., made from wood, four legs, round, blue) or common relative relationships (e.g., bigger than, hotter than, higher than, next to).

Procedures for Occasioning and Teaching New Behavior

Stimulus Change, Differential reinforcement for stimulus control, Prompting, Delayed Prompting, Graduated Prompting, Fading, Shaping, Chaining, Teaching rule governance

CONDITIONED STIMULUS

Stimulus component of a conditioned reflex: a formerly neutral stimulus

conditioned stimulus

Stimulus component of a conditioned reflex: a formerly neutral stimulus

Other types of generalized outcomes

Stimulus equivalence, contingency abduction, generalization across subjects. These do not fit easily into categories of response maintenance, settings/ situation generalization, and response generalization

Reasons to use peers as tutors and trainers

Studies show peer tutoring has been shown to be similarly beneficial in the following ways 1. reduces classroom behavior problems 2. increases social interaction between autistic and typical preschoolers within a play context 3. improving interpersonal relations between racially or ethically different studetns 4. improving peer affiliation, self-concepts, and attitudes.

Rule governed behavior vs Contingency shaped behavior

Subject's who were told to press a button to receive points were less likely to change their behavior when the contingencies changed than subjects who learned to press the button through shaping and successive approximations.

Purpose of staff training

Success or failure of a token program rests upon the precision with which it is implemented; the care with which it is monitored, how tokens are delivered, and how consistently other logistical aspects are implemented.

Tactics for minimizing the disadvantages of withdrawl desgins

Suit the design to question, rather than the other way around. Be certain to control your experiemental analysis, as you remain watchful for interesting or puzzling occurrences, and then pursue those paths that seem most promising.

fixed-interval (FI)

T s, then 1 response 1 reinforcer; T constant, generates "scalloped" responding (long IRTs, followed by brief IRTs), satiation is a f(x) of FI schedules; often used in analyses of "timing behavior" (contingency is based on a temporal component)

Count

Tally number occurrence of behavior. The observation period, or counting time, should always be noted when reporting this type of measure (Source: CHH, 2 Ed).

backup reinforcer

Tangible objects, activities, or privileges that serve as reinforcers and that can be purchased with tokens.

DRA

Target responses are not necessarily topographically incompatible with the response to be reduced but should fulfill the same function and be likely to supported by the natural environment.

DRI

Target responses are topographically incompatible with the response to be reduced and should fulfill the same function and be likely to be supported by the natural environment

Incidental teaching

Teaching toward specific, predetermined objectives, by capitalizing on natural unplanned opportunities, as in temporarily blocking a child's access to an item until particular adjectives are used to request the object.

Line

The ________graph is the most common graphic formant for displaying data in applied behavior analysis.

Postreinforcement pause

The absence of responding for a period of time following reinforcement; an effect commonly produced by fixed interval (FI) and fixed ratio (FR) schedules of reinforcement.

Deprivation

The absence or reduction of a reinforcer for a period of time. This is usually used as an establishing-operation tactic to increase the effectiveness of the reinforcer in question, and will usually increase the rate of behavior that has been associated with that reinforcer in the past (Source: SA)

Behavior

The activity of living organisms; human behavior includes everything that people do. A technical definition: "that portion of an organism's interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism that results in a measurable change in at least one aspect of the environment" (Johnston & Pennypacker, 1993a, cited in CHH, 2 Ed).

Matching law

The allocation of responses to choices available on concurrent schedules of reinforcement; rates of responding across choices are distributed in proportions that match rates of reinforcement received from each choice alternative.

Determinism

The assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not in a willy-nilly, accidental fashion (Source: CHH, 2 Ed)

intrinsic variability

The assumption that variability in behavior is in one way or another inherent or built into the nature of organisms.

mean count-per-interval IOA

The average percentage of agreement between the counts reported by two observers in a measurement period comprised of a series of smaller counting times

operant conditioning

The basic process by which learning occurs; consequences (stimulus changes immediately following responses) result in an increased (reinforcement) or decreased (punishment)frequency of the same type of behavior under similar motivational conditions in the future.

OPERANT CONDITIONING

The basic process by which operant learning occurs; consequences (stimulus changes immediately following responses) result in an increased (reinforcement) or decreased (punishment)frequency of the same type of behavior under similar motivational conditions in the future.

Three-term contingency

The basic unit of analysis in the analysis of operant behavior; encompasses the temporal and possibly dependent relations among an antecedent stimulus, behavior, and consequence (Source: CHH, 2 Ed).

Behavioral

The behavior must be observable, measurable, and must be behavior that will positively affect the person's life. We also must ask ourselves, whose behavior is being changed. One of the 7 dimensions of Applied Behavior Analysis (BAER, WOLF, & RISLEY 1968) http://seab.envmed.rochester.edu/jaba/articles/1968/jaba-01-01-0091.pdf

Applied

The behavior targeted for change must be socially significant behavior that will enhance/improve the person's life. One of the 7 dimensions of Applied Behavior Analysis (BAER, WOLF, & RISLEY 1968) http://seab.envmed.rochester.edu/jaba/articles/1968/jaba-01-01-0091.pdf

Target Behavior (TB)

The behavior to be changed. ...often used interchangeably with pinpoint, dependent variable, or wanted or unwanted behavior (Source: SA).

Topographical

The behaviors shape or form

Celeration

The change (acceleration or deceleration) in rate of responding over time; based on count per unit of time (rate); expressed as a factor by which responding is accelerating or decelerating (multiplying or dividing); displayed with a trend line on a Standard ______ Chart. It is a generic term without specific reference to accelerating or decelerating rates of response (Source: CHH, 2 Ed)

Clinical (social, personal) Significance

The change is considered clinically significant if the pre-stated objective is obtained, and/or when the behavior change has spurred correlated (ecological) changes for the participants, and their physical and social environments.

Effective

The changes in behavior are significant to the participants involved, cost effective, and efficient. Behavior analysts attempt to use procedures that promote generalization and maintenance of behavior change.

environment

The conglomerate of real circumstances in which the organism or referenced part of the organism exists; behavior cannot occur in the absence of

Environment

The conglomerate of real circumstances in which the organism or referenced part of the organism exists; behavior cannot occur in the absence of environment (Source: CHH, 2 Ed).

ENVIRONMENT

The conglomerate of real circumstances in which the organism or referenced part of the organism exists; behavior cannot occur in the absence of environment.

RESPONSE COST

The contingent loss of reinforcers (e.g. a fine), producing a decre.ase of the frequency of behavior; a form of negative punishment

response cost

The contingent loss of reinforcers (e.g. a fine), producing a decre.ase of the frequency of behavior; a form of negative punishment

response cost

The contingent loss of reinforcers (e.g. a fine), producing a decrease of the frequency of behavior; a form of negative punishment

time-out from positive reinforcement

The contingent withdrawal of the opportunity to earn positive reinforcement or the loss of access to positive reinforcers for a specified time; a form of negative punishment.

Stimulus discrimination training

The conventional procedure requires one behavior and two antecedent stimulus conditions. Responses are reinforced in the presence of one stimulus condition, the SD, but not in the presence of the other stimulus, the SΔ.

External Validity

The correctness or validity of conclusions about the generalizability of a functional relationship to and across other people, behaviors, or settings.

External validity

The degree to which a study's findings have generality to other subjects, settings, and/or behaviors (Source: CHH, 2 Ed).

INTEROBSERVER AGREEMENT

The degree to which two or more independent observers report the same observed values after measuring the same events

interobserver agreement

The degree to which two or more independent observers report the same observed values after measuring the same events

Extinction

The discontinuing of a reinforcement of a previously reinforced behavior (i.e., responses no longer produce reinforcement); the primary effect is a decrease in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur (Source: CHH, 2 Ed)

Extinction (operant)

The discontinuing of a reinforcement of a previously reinforced behavior (i.e., responses no longer produce reinforcement); the primary effect is a decrease in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur.

Stimulus equivalence

The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations. A positive demonstration of the reflexivity, symmetry, and transitivity is necessary to meet the definition of equivalence.

INSTRUCTIONAL SETTING

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

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.

Moving from one experimental phase to another.

The extent of the change is assessed by noting any marked altercations is following: the level of the data-how high data have climbed or low they have dropped; their rate of change-how rapidly they have been modified over time; their variablity-the extent to which the data points have bounced about the new level or trend.

RESPONSE MAINTENANCE

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 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.

SETTING/SITUATION GENERALIZATION

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

setting/situation generalization

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

RESPONSE GENERALIZATION

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 emits untrained responses that are functionally equivalent to the trained target behavior.

response generalization

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

Internal validity

The extent to which an experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables (Source: CHH, 2 Ed).

validity

The extent to which data obtained from measurement are directly relevant to the target behavior of interest and to the reason(s) for measuring it

ACCURACY

The extent to which observed values, the data produced by measuring an event, match the true state, or true values, of the event as it exists in nature

Accuracy

The extent to which observed values, the data produced by measuring an event, match the true state, or true values, of the event as it exists in nature

accuracy

The extent to which observed values, the data produced by measuring an event, match the true state, or true values, of the event as it exists in nature

Treatment Integrity

The extent to which the independent variable is applied exactly as planned and described and no other unplanned variables are administered inadvertently along with the planned treatment (Source: CHH, 2 Ed).

Treatment integrity

The extent to which the independent variable is applied exactly as planned and described and no other unplanned variables are administered inadvertently along with the planned treatment (Source: CHH, 2 Ed).

believability

The extent to which the researcher convinces herself and others that the data are trustworthy and deserve interpretation

Magnitude

The force or intensity with which a response is emitted; provides important quantitative parameters used in defining and verifying the occurrence of some response classes. Responses meeting those criteria are measured and reported by one or more fundamental or derivative measures such as frequency, duration, or latency. Sometimes referred to as "amplitude" (Source: CHH, 2 Ed).

selection by consequences

The fundamental principle underlying operant conditioning; all forms of operant behavior, from simple to complex, are selected, shaped, and maintained by their consequences during an individual's lifetime.

Selection by consequences

The fundamental principle underlying operant conditioning; the basic tenet is that all forms of operant behavior, from simple to complex, are selected, shaped, and maintained by their consequences during an individual's lifetime; Skinner's conceptualization is parallel to Darwin's concept of natural selection of genetic structures in the evolution of species.

ONTOGENY

The history of development of an individual organism during its lifetime.

Ontogeny

The history of the development of an individual organism during its lifetime.

Ontogeny

The history of the development of an individual organism during its lifetime; see HISTORY OF REINFORCEMENT; compare to PHYLOGENY (Source: CHH, 2 Ed).

PHYLOGENY

The history of the natural evolution of a species

Phylogeny

The history of the natural evolution of a species

Phylogeny

The history of the natural evolution of a species; compare to ONTOGENY (Source: CHH, 2 Ed).

Parsimony

The idea that simple, logical explanations must be ruled out, experimentally or conceptually, before more complex or abstract explanations are considered.

How does immediate reinforcement help people to discriminate based on the reinforcers dispersed?

The immediate reinforcement identifies which of their behaviors lead to reinforcement and which do not. Behavior tends to increase more rapidly when the conditiones under which it will be reinforces are communicated clearly.

Why try to use reinforcers that are closely tied to the natural function of a behavior instead of extrinsic reinforcers...for example supplying entertaining reading matter permits skilled readers the reinforcement natual or intrinsic to improved reading proficiency

The intrinsic or natural reinforcers tend to support maintenance of behavior

baseline (prediction)

The longer the time of stable responding, the better. need at least 3 the more stable it is the stronger the comparison.

Response-deprivation hypothesis

The model for predicting whether contingent access to one behavior will function as a reinforcer for engaging in another behavior based on whether access to the contingent behavior represents a restriction of the activity being compared to the baseline level of engagement.

the general rule for generalization

The more examples the practitioner uses during instruction, the more likely the line I will be to respond correctly to untrained examples of situationsI.e. multiple exemplar training

Empiricism

The objective observation of the phenomena of interest.

Empiricism

The objective observation of the phenomena of interest; objective observations are "independent of the individual prejudices, tastes, and private opinions of the scientist.... Results of empirical methods are objective in that they are open to anyone's observation and do not depend on the subjective belief of the individual scientist (Zuriff, 1985, p 9)" (Source: CHH, 2 Ed)

Recovery from punishment procedure

The occurrence of a previously punished type of response without its punishment procedure. This procedure is analogous to the extinction of previously reinforced behavior and has the effect of undoing the effect of the punishment.

recovery from punishment procedure

The occurrence of a previously punished type of response without its punishment procedure. This rocedure is analogous to the extinction of previously reinforced behavior and has the effect of undoing the effect of the punishment.

Post reinforcement pause

The participant does not respond for a period of time following reinforcement. The size of ratio influences the duration of the postreinforcement pause: large ratio requirements produce long pauses; small ratios produces short pauses

Experimental design

The particular type and sequence of conditions in a study so that meaningful comparisons of the effects of the presence and absence (or different values) of the independent variable can be made (Source: CHH, 2 Ed).

exact count-per-interval IOA

The percentage of total intervals in which two observers recorded the same count

Self-management

The personal application of behavior change tactics that produce and desired change in behavior

self-management

The personal application of behavior change tactics that produces a desired change in behavior.

Empiricism

The phenomena of interest, behavior with regard with regard to behavioral dimensions, is objectively observed and thoroughly described and quantified

BEHAVIORAL TRAP

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.

behavioral contrast

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.

Behaviorism

The philosophy of a science of behavior; there are various forms of behaviorism; see RADICAL BEHAVIORISM, METHODOLOGICAL BEHAVIORISM (Source: CHH, 2 Ed).

Topography

The physical form or shape of a behavior (Source: CHH, 2 Ed).

Parsimony

The practice of ruling out simple, logical explanations, experimentally or conceptually, before considering more complex or abstract explanations (Source: CHH, 2 Ed).

time sampling

The procedure of observing and recording behavior during intervals or at specific moments

Sensory extinction

The process by which behaviors maintained by automatic reinforcement are prevented from being reinforced by masking or removing the sensory consequence for engaging in that behavior.

Task analysis

The process of breaking a complex skill or series of behaviors into smaller, teachable units; also refers to the results of this process.

Spontaneous Recovery

The reappearance of a response that had not occurred for an extended time interval during extinction conditions. Resurgence: Robert Epstein (personal communication) prefers the term resurgence because the phenomenon is not random but controlled by the state of the organism's conditioning history and current circumstances, as are all forms of operant responding.

Satiation

The reduction in performance or in reinforcer effectiveness that occurs after a large amount of that type of reinforcer has been delivered (usually within a short time period) following the behavior (Source: SA).

Resistance to extinction

The relative frequency with which operant behavior is emitted during non-reinforcement periods.

Respondent extinction

The repeated presentation of a conditioned stimulus (CS) in the absence of the unconditioned stimulus (US); the CS gradually loses its previously-acquired ability to elicit the conditioned response until the conditioned reflex no longer appears in the individual's repertoire (Source: CHH, 2 Ed).

respondent extinction

The repeated presentation of a conditioned stimulus in the absence of the unconditioned stimulus; the CS gradually loses its ability to elicit the conditioned response until the conditioned reflex no longer appears in the individual's repertoire.

RESPONDENT BEHAVIOR

The response component of a reflex; behavior that is elicited, or induced, by antecedent stimuli.

Respondent behavior

The response component of a reflex; behavior that is elicited, or induced, by antecedent stimuli.

APPLIED BEHAVIOR ANALYSIS

The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior

Applied Behavior Analysis (ABA)

The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior (Source: CHH, 2 Ed).

Applied Behavior Analysis

The science in which tactics derived from the principles of behavior are applied to socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior.

Successive approximation

The sequence of new response classes that emerge during the shaping process as the result of differential reinforcement; each successive response class is closer in form to the terminal behavior than the response class it replaces.

DERPRIVATION

The state of an organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer: also refers to a procedure for increasing the effectiveness of a reinforcer.

deprivation

The state of an organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer: also refers to a procedure for increasing the effectiveness of a reinforcer.

Conditioned stimulus

The stimulus component of a conditioned reflex, a formerly neutral stimulus change that elicits respondent behavior only after it has been paired with an unconditioned stimulus (US) or another CS

Conditioned stimulus (CS)

The stimulus component of a conditioned reflex; a formerly neutral stimulus change that elicits respondent behavior only after it has been paired with an unconditioned stimulus (US) or another CS (Source: CHH, 2 Ed).

Unconditioned stimulus (US)

The stimulus component of an unconditioned reflex; a stimulus change that elicits respondent behavior without any prior learning (Source: CHH, 2 Ed).

UNCONDITIONED STIMULUS

The stimulus component of an unconditioned reflex; a stimulus change that elicits respondent behavior without any prior learning.

unconditioned stimulus

The stimulus component of an unconditioned reflex; a stimulus change that elicits respondent behavior without any prior learning.

Control (vs. description & prediction)

The third level of scientific understanding, made possible by demonstration of functional relations between independent and dependent variables. Description (suggestion of potential hypotheses) is the first level of scientific understanding; prediction (covariation/correlation) is the second level of scientific understanding (Source: summarized-CHH, Chapter 1).

convergent and divergent

The two types of multiple control.

Determinism

The universe is a lawful and orderly place and all phenomena occur as a result of other events

Determinism

The universe is a lawful and orderly place, phenomena (including behavior) occur in relation to other events and not in accidental fashion.

Level

The value on the vertical axis around which a series of behavioral measures converge.

Dependent variable

The variable in an experiment measured to determine if it changes as a result of manipulations of the (other) variable; in applied behavior analysis, it represents some measure of a socially significant behavior (Source: CHH, 2 Ed).

dependent variable

The variable in the experiment measured to determine if it changes as a result of manipulations of the independent variable. Represents some measure of a socially significant behavior.

Dependent Variable

The variable measured to determine if it changes as a result if manipulating the IV

Independent variable

The variable that is systematically manipulated by the researcher in an experiment to see whether changes in this variable produce reliable changes in the (other) variable. In applied behavior analysis, it is usually an environmental event or condition antecedent or consequent to the (other) variable (Source: CHH, 2 Ed).

echoic, copying a text, and imitation (as it relates to sign language)

The verbal relations with formal similarity are...

echoic, copying a text, imitation (as it relates to sign language), textual, and transcription

The verbal relations with point-to-point correspondence are...

Ethical practices are derived from other behavior analyst and professionals to ensure

The well-being of clients, the profession itself, and the culture as a whole.

Why should we know about establishing operations when developing treatment plan for a person?

There could be an event that strengthens or reduces the reinforcing value of a stimulus and increases or decreases the rates of behaviors that produce that reinforcer

Behavior traps are powerful contingencies of reinforcement was for defining features

They are beaded with virtually irresistible reinforcers, only a low effort response already in the students repertoire is needed to enter the truck, interrelated contingencies of reinforcement inside the truck motivate the student to acquire, extend and maintain targeted skills, and they can remain effective for a long time

ABC continuous recording, ABC narrative recording, and scatterplots

Three descriptive functional behavior assessments

Name potential reinforcers for children, youth, adults

Tickle, hug, wink, holding on lap, handshake, positive comment on appearance

Partial-interval recording

Time sampling method for measuring behavior. Observation period divided into series of brief time intervals (typically from 5 to 10 seconds). Observer records whether target behavior occurred at any time during interval. This type of recording is not concerned with how many times behavior occurred during the interval or how long present, just it occurred during interval; overestimates proportion of observation period behavior occurred.

Direct Replication

To repeat or duplicate an experimental procedure, usually to demonstrate its reliability by reproducing the results.

Systematic Replication

To repeat or duplicate experimental results despite varying a number of conditions, such as task, setting or other parameters of the basic procedures. Gives evidence for generality of the principle.

It is important to specify clearly the conditions under which reinforcement will occur. What are we trying to accomplish?

To teach the learner to discriminate the conditions under which a particular behavior will be reinforced. Behavior tends to increase more rapidly when the conditions under which it will be reinforced are communicated clearly,

Factors to consider in selecting back-up reinforcers

Token econ are well suited to group contingency arrangements, b/c tokens may be retained by individuals, or they may be shared, divided or exchanged. Assume that group cooperation is a goal, such as a trip, dance, game, musical program, puppet show, or play. When access to such activities depends on the performance of each individual, group members tend to help and encourage one another.

A delay of token delivery into a token economy and why?

Token econ permit the immediate delivery of conditioned reinforcers as soon as the target response occurs. Introducing delay is reasonable b/c immediate reinforcement is not characteristics of the real-world contingencies.

Probe

a brief phase in a behavior analysis experiment designed to test the effect of a given intervention. A short withdrawal phase is a probe.

experiment

a carefully controlled comparison of some measure of the phenomenon of interest (the dependent variable) under two or more different conditions in which only one factor at a time (the independent variable) differs from one condition to another

tandem

a chained schedule without an SD (no good applied examples)

stimulus

a change in the environment that can affect behavior

BEHAVIOR CHECKLIST

a checklist that provides descriptions of specific skills and the conditions under which each skill should be observed

Mands

a command or task direction (e.g., "say this," "do this") (the verbal stimulus and verbal response match each other)

behavior chain

a complex behavior consisitng of two or more temporally sequential responses, each associated with a specific stimulus condition

CONCEPT FORMATION

a complex example of stimulus control that requires stimulus generalization within a class of stimuli and discrimination between classes of stimuli

concept formation

a complex example of stimulus control that requires stimulus generalization within a class of stimuli and discrimination between classes of stimuli

confound

a condition which complicates or may invalidate the results of an experiment

extinction

a consequence is withheld, and as a result some extent of occurrence of the response class is less likely to occur

BEHAVIOR CHANGE TACTIC

a consistent method for changing behavior derived from one or more principles of behavior.

behavior change tactic

a consistent method for changing behavior derived from one or more principles of behavior.

Dependent group contingency

a contingency arrangement in which the performance of an individual or several members of a group determines the group's access to reinforcement. Example: everyone in the class receives reinforcers dependent on improvement of the lowest three student scores

Token economy

a contingency package; tokens (exchangeable reinforcers) are given as soon as possible following the emission of a target response; the recipient later exchanges the tokens for a reinforcing object or event

behavior chain with a limited hold

a contingency that specifies a time interval by which a behavior chain must be completed for reinforcement to be delivered

Descending baseline

a data path that shows a decreasing trend in the response measure over time- before or in the absence of the experimental manipulation (IV).

Ascending baseline

a data path that shows an increasing trend in the response measure over time and in the absence of the IV

partial interval recording

a data sampling procedure wherein time is broken up into specific intervals, and the observer records whether or not a target behavior occurred at least one during a given interval. May over estimate incidence of behavior

whole interval recording

a data sampling procedure wherein time is broken up into specific intervals, and the observer records whether or not a target behavior occurred for the entire interval. May under estimate behavior.

contingency

a dependent relationship between a response and one or more stimulus class or between two or more stimuli

transitivity

a derived stimulus-stimulus relation that emerges as a product of training two other stimulus-stimulus relations.

cumulative recorder

a device that automatically draws cumulative records that show the rate of response in real time

Cumulative Recorder

a device that automatically draws records that show the rate of response accumulation in real time

EXPLANATORY FICTION

a fictitious or hypothetical variable that often takes form of another name for the observed phenomenon it claims to explain and contributes nothing to a functional account or understanding of the phenomenon, such as "intelligence" or "cognitive awareness" as explanations for why an organism puches the lever when the light is on and food is available but does not push the lever when the light is off and no food is available.

explanatory fiction

a fictitious or hypothetical variable that often takes form of another name for the observed phenomenon it claims to explain and contributes nothing to a functional account or understanding of the phenomenon, such as "intelligence" or "cognitive awareness" as explanations for why an organism puches the lever when the light is on and food is available but does not push the lever when the light is off and no food is available.

BEHAVIORAL ASSESSMENT

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 identity probable antecedent and consequent controlling variables.

Precision teaching

a form of direct instruction; use the celeration chart; really focuses on fluency; learning is best measured as a change in response rate and occurs through proportional changes in behavior

ANECDOTAL OBSERVATION

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

anecdotal observation

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

measurement bias

a form of inaccurate measurement in which the data consistently overestimate or underestimate the true value of an event

behavioral assessment

a full range of inquiry methods (observation, interview, testing, and the systematic manipulation of antecedent or consequence variables) to identity probable antecedent and consequent controlling variables.

ANALYTICAL

a functional relation is demonstrated & decisions are data based

generalization

a generic term for a variety of behavioral processes and behavior change outcomes

stimulus generalization gradient

a graphic depiction of the extent to which behavior that has been reinforced in the presence of a specific stimulus condition is emitted in the presence of other stimulus

bar graph

a graphic format that shares most of the line graph's features except that it does not have distinct data points representing succesive response measures through time (also called a histogram)

response class

a group of responses of varying topography all of which produce the same effect on the environment

Response class

a group of responses of varying topography, all of which produce the same effect on the environment.

Response class

a group of responses that serve the same function (e.g., stimming)

Stimulus class

a group of stimuli sharing elements in 1+ of 3 dimensions (e.g., color, size, weight, intensity, etc) (e.g., loud noises, bright lights, etc)

Stimulus class

a group of stimuli that share specified common elements along formal (e.g. size, color), temporal (e.g. antecedent or consequence), and/or functional (e.g. discriminative stimulus) dimensions.

stimulus class

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

NCR Reversal Design

a higher level of responding during the reinforcement condition demonstrates that the changes in behavior are the result of contingent reinforcement, not simply the presentation of or contact with the stimulus event

Response deprivation hypothesis

a hypothesis that states when access to one activity is restricted to below baseline levels, the person will engage in the targeted activity at a level exceeding baseline rates in order to gain access to the deprived activity; restricting access to below baseline levels, then, serves as an establishing operation

Functional relations

a lawful relation between values of two variables; an independent and dependent variable are functionally related if the behavior changes systematically with changes in the value of the IV or treatment; Example: the greater the intensity of an aversive stimulus, the greater the response suppression

split-middle line of progress

a line drawn through a series of graphed data points that shows the overall trend in the data

arbitrary matching to sample

a matching to sample task in which the items are not identical, and the relation between them is arbitrary, Ex. matching a shoe with a sock

What is meant by Rule Governed Behavior?

A person's behavior is controlled by verbal or textual antecedents.

Methodological behaviorism

A philosophic position that views behavioral events that cannot be publicly observed outside the realm of science.

Methodological behaviorism

A philosophical position that views behavioral events that cannot be publicly observed as outside the realm of science (Source: CHH, 2 Ed).

Individual Has A Right to a Therapeutic Environment

A physical and social environment Safe, humane, and responsive to individual needs Provides training and an acceptable living standard Access to therapeutic services, leisure activities, and enjoyable and instructive materials Includes parents, teachers, staff who are competent, responsive, and caring Imposes fewest restrictions necessary Least restrictive = freedom of individual movement and access to preferred activities, not type or location of placement

Hypothetical construct

A presumed but unobserved process or entity; e.g., Freud's id, ego, and superego (Source: CHH, 2 Ed).

Conditioned negative reinforcer

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

conditioned punisher

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

Conditioned punisher

A previously neutral stimulus change that functions as a punisher because of prior pairing with one or more other punishers; sometimes called secondary or learned punishers (Source: CHH, 2 Ed).

CONDITIONED PUNISHER

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

The conflict of interest occurs when

A principal party, alone or in connection with family, friends, or Associates, has a vested interest in the outcome of the interaction

Premack principle

A principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior.

Differential reinforcement of other behavior (DRO)

A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times (i.e., momentary DRO); sometimes called differential reinforcement of zero rates of responding or omission training).

delayed matching to sample

a matching to sample task in which the subject is shown the sample and a time delay occurs before the subject is shown the comparisons and makes a response

Interresponse time

a measure of temporal locus, defined as the elapsed time between two successive responses.

duration

a measure of the length of time for which a behavior occurs- 1) Total 2) Per occurrence

DURATION

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

Duration

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

Reliability

a measure that remains standard, or consistent, regardless of who is doing the measuring and on what occasions

MOMENTARY TIME SAMPLING

a measurement method in which the presence or absence of behaviors are recorded at precisely specified time intervals

Momentary time sampling

a measurement method in which the presence or absence of behaviors are recorded at precisely specified time intervals

TIME SAMPLING

a measurement of the presence or absence of behavior during time intervals or at specific moments in time * useful with continuous or high-rate behaviors

Differential reinforcement of incompatible behavior (DRI)

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of the problem behavior (e.g., sitting in seat is incompatible with walking around the room).

Differential reinforcement of alternative behavior (DRA)

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior (e.g., reinforcing completion of academic worksheet items when the behavior targeted for reduction is talk-outs).

Spaced-responding DRL

A procedure for implementing DRL in which reinforcement follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (IRT).

Full-session DRL

A procedure for implementing DRL in which reinforcement is delivered at the end of the session if the total number of responses emitted during the session does not exceed a criterion limit.

Interval DRL

A procedure for implementing DRL in which the total session is divided into equal intervals and reinforcement is provided at the end of each interval in which the number of responses during the interval is equal to or below a criterion limit.

Split-Middle Line of Progress

a method calculating and drawing lines of progress that is more reliable than the freehand method and much less time-consuming than linear regression methods

FORWARD CHAINING

a method for teaching behavior chains that begins with the learner being prompted and taught to perform the fist behaivor in the task analysis; the trainer completed the remaining steps in the chian.

forward chaining

a method for teaching behavior chains that begins with the learner being prompted and taught to perform the fist behaivor in the task analysis; the trainer completed the remaining steps in the chian.

time-out ribbon

A procedure for implementing non-exclusion time-out in which a child wears a ribbon or wristband that becomes discriminative for receiving reinforcement. Contingent on misbehavior, the ribbon is removed and access to social and other reinforcers are unavailable for a specified period. When time-out ends, the ribbon or band is returned to the child and time-in begins.

time-out ribbon

A procedure for implementing nonexclusion time-out in which a child wears a ribbon or wristband that becomes discriminative for receiving reinforcement. Contingent on misbehavior, the ribbon is removed and access to social and other reinforcers are unavailable for a specified period. When time-out ends, the ribbon or band is returned to the child and time-in begins.

bonus response cost

A procedure for implementing response cost in which the person is provided a reservoir of reinforcers that are removed in predetermined amounts contingent on the occurrence of the target behavior

PLANNED IGNORRING

A procedure for implementing time-out in which social reinforcers - usually attention, physical contact, and verbal interaction - are withheld for a brief period contingent on the occurrence of the target behavior.

Planned ignoring

A procedure for implementing time-out in which social reinforcers - usually attention, physical contact, and verbal interaction - are withheld for a brief period contingent on the occurrence of the target behavior.

planned ignoring

A procedure for implementing time-out in which social reinforcers - usually attention, physical contact, and verbal interaction - are withheld for a brief period contingent on the occurrence of the target behavior.

contingent observation

A procedure for implementing time-out in which the person is repositioned within an existing setting such that observation of ongoing activities remains, but access to reinforcement is lost.

EXCLUSION TIME OUT

A procedure for implementing time-out in which, contingent on the occurrence of a target behavior, the person is removed physically from the current environment for a specified period.

exclusion time-out

A procedure for implementing time-out in which, contingent on the occurrence of a target behavior, the person is removed physically from the current environment for a specified period.

HALLWAY TIME OUT

A procedure for implementing time-out in which, contingent on the occurrence of an inappropriate behavior, the student is removed from the classroom to a hallway location near the room for a specified period of time.

hallway time-out

A procedure for implementing time-out in which, contingent on the occurrence of an inappropriate behavior, the student is removed from the classroom to a hallway location near the room for a specified period of time.

NONEXCLUSION TIME OUT

A procedure for implementing time-out in which, contingent on the occurrence of the target behavior, the person remains within the setting, but does not have access to reinforcement, for a specified period.

non-exclusion time-out

A procedure for implementing time-out in which, contingent on the occurrence of the target behavior, the person remains within the setting, but does not have access to reinforcement, for a specified period.

nonexclusion time-out

A procedure for implementing time-out in which, contingent on the occurrence of the target behavior, the person remains within the setting, but does not have access to reinforcement, for a specified period.

Matching-to-Sample (MTS)

A procedure for investigating conditional relations and stimulus equivalence. A matching-to-sample trial begins with the participant making a response that presents or reveals the sample stimulus; next, the sample stimulus may or may not be removed, and two or more comparison stimuli are presented. The participant then selects one of the comparison stimuli. Responses that select a comparison stimulus that matches the sample stimulus are reinforced, and no reinforcement is provided for responses selecting the nonmatching comparison stimuli.

self-evaluation

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.

experimental analysis of behavior

a method for which behaviorism provides the theoretical underpinnings, for studying behavior and the environmental variables of which it is a function. The characteristics of this method include continuous observation of beahivor of individuals, precise description of both behavior and the IV in question, automated recording whenever possible and studying behavior in contorlled environments

Multiple Probe Design

a method of analyzing the relation between the independent variable and the acquisition of a successive approximation or task sequence.

measurement by permanent product

a method of measuring behavior after it has occurred by recording the effects that the behavior produced on the environment

NONCONTINGENT REINFORCEMENT

A procedure in which stimuli with known reinforcing properties are presented on a fixed-time (FT) or variable-time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior.

non-contingent reinforcement

A procedure in which stimuli with known reinforcing properties are presented on a fixed-time (FT) or variable-time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior.

noncontingent reinforcement

A procedure in which stimuli with known reinforcing properties are presented on a fixed-time (FT) or variable-time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior.

variable-time schedule

A procedure in which stimuli with known reinforcing properties are presented on a variable-time (VT) schedule completely independent of behavior; often used as an antecedent intervention to reduce problem behavior.

Noncontingent reinforcement (NCR)

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.

bonus response cost

A procedure in which the person is provided a reservoir of reinforcers that are removed in predetermined amounts contingent on the occurrence of the target behavior

Extinction

A procedure in which the reinforcement of a previously reinforced behavior is discontinued. Also may be used to describe the "process" by which a previously learned behavior disappears as a result of non-reinforcement.

Noncontingent reinforcement (NCR)

A procedure in which the stimuli with known reinforcing properties are presented on fixed-time or variable-time schedules completely independent of behavior, often used as an antecedent intervention to reduce problem behavior.

response blocking

A procedure in which the therapist physically intervenes as soon as the learner begins to emit a problem behavior to prevent completion of the targeted behavior.

Stimulus-stimulus pairing

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 (Source: CHH, 2 Ed).

STIMULUS STIMULUS PAIRING

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.

stimulus-stimulus pairing

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.

exclusion time-out

A procedure in which, contingent on the occurrence of a target behavior, the person is removed physically from the current environment for a specified period.

establishing operation

A procedure that momentarily alters teh effectiveness of the reinforcer and the momentary frequency of the response class taht has in the past produced the stimulus

Placebo Control

A procedure that prevents a subject from detecting the presence or absence of the treatment variable. To the subject the placebo condition appears the same as the treatment condition: e.g., a placebo pill contains an inert substance but looks, feels, and tastes exactly like a pill that contains the treatment drug (Source: CHH, 2 Ed).

establishing operation

a motivating operation that established (increases) the effectiveness of some stimulus, object, or event as a reinforcer.

multiple baseline across settings design

a multiple baseline design in which the treatment variable is applied to the same behavior of the same subject across two or more different settings, situations, or time periods

multiple baseline across subjects design

a multiple baseline design in which the treatment variable is applied to the same behavior of two or more subjects (or groups) in the same setting

multiple baseline across behaviors design

a multiple baseline design in which the treatment variable is applied to two or more different behaviors of the same subject in the same setting

Standard Celeration Chart

a multiply-divide chart with six base-10 cycles on the vertical axis taht can accommodate response rates as low as 1 per 24 hours to as high as 1,000 per minute

Placebo control

A procedure that prevents a subject from detecting the presence or absence of the treatment variable. To the subject the placebo condition appears the same as the treatment condition: e.g., a placebo pill contains an inert substance but looks, feels, and tastes exactly like a pill that contains the treatment drug (Source: CHH, 2 Ed).

Double-blind control

A procedure that prevents the subject and the observer(s) from detecting the presence or absence of the treatment variable; used to eliminate confounding of results by subject expectations, parent and teacher expectations, differential treatment by others, and observer bias (Source: CHH, 2 Ed).

Self-monitoring

A procedure where a person observes and respond to, by recording, the behavior he is trying to change

self-monitoring

A procedure whereby a person systematically observes his behavior and records the occurrence or nonoccurrence of a target behavior.

restitutional over-correction

A punishment procedure in which, contingent on the problem behavior, the learner is required to repair the damage or return the environment to its original state and then to engage in additional behavior to bring the environment to a condition vastly better than it was in prior to the misbehavior.

Percentage

A ratio (i.e., a proportion) formed by combining the same dimensional quantities, such as count (number/number) or time (duration/duration; latency/latency); expressed as a number of parts per 100; typically expressed as a ratio of the number of responses of a certain type per total number of responses (or opportunities or intervals in which a response could have occurred). Presents a proportional quantity per 100 (Source: CHH, 2 Ed).

Frequency

A ratio of count per observation time; often expressed as count per standard unit of time (e.g., per minute, per hour, per day) and calculated by dividing the number of responses recorded by the number of standard units of time in which observations were conducted; used interchangeably with "rate" (Source: CHH, 2 Ed).

STIMULUS RESPONSE

A reflex, consistent of an antecedent stimulus and the response behavior that ELICITS. (hint: Knee jerk when taped on the knee.

Stimulus Response

A reflex, consistent of an antecedent stimulus and the response behavior that ELICITS. (hint: Knee jerk when tapped on the knee.)

POINT TO POINT CORRESPONDENCE

A relation between the stimulus and response or response product that occurs when the beginning, middle, and end of the verbal stimulus matches the beginning, middle, and end of the verbal response.

Point-to-point correspondence

A relation between the stimulus and response or response product that occurs when the beginning, middle, and end of the verbal stimulus matches the beginning, middle, and end of the verbal response.

point-to-point correspondence

A relation between the stimulus and response or response product that occurs when the beginning, middle, and end of the verbal stimulus matches the beginning, middle, and end of the verbal response.

function-altering effect

A relatively permanent change in an organism's repertoire of MO, stimulus, and response relations, caused by reinforcement, punishment, an extinction procedure, or a recovery from punishment procedure.

negative punishment

A response behavior is followed immediately by the removal of a stimulus (or a decrease in the intensity of the stimulus), that decreases the future frequency of similar responses under similar conditions.

NEGATIVE PUNISHMENT

A response immediately followed by the removal of a stimulus (or a decrease in the intensity of the stimulus), that decreases the future frequency of similar responses under similar conditions/Type II punishment

Negative punishment

A response is followed immediately by the removal of a stimulus (or a decrease in the intensity of the stimulus), that decreases the future frequency of similar responses under similar conditions. Sometimes called Type II.

Fixed-time schedule (FT)

A schedule for the delivery of non-contingent stimuli in which a time interval remains the same from one delivery to the next.

fixed-time schedule

A schedule for the delivery of noncontingent stimuli in which a time interval remains the same from one delivery to the next.

Variable-time schedule (VT)

A schedule for the delivery of noncontingent stimuli in which the interval of time from one delivery to the next randomly varies around a given time. For example, on a VT 1-minute schedule, the delivery-to-delivery interval might range from 5 seconds to 2 minutes, but the average interval would be 1 minute.

Compound schedule of reinforcement

A schedule of reinforcement consisting of two or more elements of continuous reinforcement (CRF), the four intermittent schedules of reinforcement (FR, VR, FI, VI), differential reinforcement of various rates of responding (DRH, DRL), and extinction. The elements from these basic schedules can occur successively or simultaneously and with or without discriminative stimuli; reinforcement may be contingent on meeting the requirements of each element of the schedule independently or in combination with all elements.

Tandem schedule (tand)

A schedule of reinforcement identical to the chained schedule except, like the mix schedule, the tandem schedule does not use discriminative stimuli with the elements in the chain.

Differential reinforcement of low rates (DRL)

A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated by a minimum interresponse time (IRT), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion. Practitioners use DRL schedules to decrease the rate of behaviors that occur too frequently but should be maintained in the learner's repertoire.

lag reinforcement schedule

A schedule of reinforcement in which reinforcement is contingent on a response being different in some specified way from the previous response or a specified number of previous responses.

Fixed Interval (FI)

A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced (e.g., on an FI 3-minute schedule, the first response following the passage of 3 minutes is reinforced).

Fixed interval (FI)

A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced. Characteristic "scallop" performance: postreinforcement pauses followed by gradually increasing rates of responding.

Differential reinforcement of diminishing rates (DRD)

A schedule of reinforcement in which reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being fewer than a gradually decreasing criterion based on the individual's performance in previous intervals (e.g., fewer than five responses per 5 minutes, fewer than four responses per 5 minutes, fewer than three responses per 5 minutes).

Differential reinforcement of high rates (DRH)

A schedule of reinforcement 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 (e.g., more than three responses per 5 minutes, more than four responses per 5 minutes, more than eight responses per 5 minutes).

Chained schedule of reinforcement (chain)

A schedule of reinforcement in which the response requirements of two or more basic schedules must be met in a specific sequence before reinforcement is delivered; a discriminative stimulus is correlated with each component of the schedule.

Concurrent schedule (conc)

A schedule of reinforcement in which two or more contingencies of reinforcement (elements) operate independently and simultaneously for two or more behaviors.

Fixed Ratio (FR)

A schedule of reinforcement requiring a fixed number of responses for reinforcement (e.g., an FR 4 schedule reinforcement follows every 4th response).

VARIABLE TIME SCHEDULE

A schedule of reinforcement requiring a varying number of responses for reinforcement.

variable-time schedule

A schedule of reinforcement requiring a varying number of responses for reinforcement.

Variable Ratio (VR)

A schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a random number; the mean number of responses required for reinforcement is used to describe the schedule (e.g., on a VR 10 schedule an average of 10 responses must be emitted for reinforcement, but the number of responses required following the last reinforced response might range from 1 to 30 or more.

Variable ratio (VR)

A schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses varies around a random number, the mean number of responses required for reinforcement to describe the schedule. High, steady rate of responding, few pauses.

Continuous reinforcement (CRF)

A schedule of reinforcement that provides reinforcement for each occurrence of the target behavior.

Continuous reinforcement (CRF)

A schedule of reinforcement that provides reinforcement for each occurrence of the target behavior. Used when first teaching a behavior; not resistant to extinction

Variable interval (VI)

A schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable duration of time occurring in a random or unpredictable order. Moderate, steady responding.

Variable Interval (VI)

A schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in a random or unpredictable order. The mean duration of the intervals is used to describe the schedule (e.g., on a VI 10-minute schedule, reinforcement is delivered for the first response following an average of 10 minutes since the last reinforced response, but the time that elapses following the last reinforced response might range from 30 seconds or less to 25 minutes or more

autoclitic

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.

massed practice

A self-directed behavior change technique in which the person forces himself to perform an undesired behavior (e.g., a compulsive ritual) repeatedly, which sometimes decreases the future frequency of the behavior.

Behavior chain

A sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in the chain; reinforcement for the last response in a chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain.

Antecedent stimulus class

A set of stimuli that share a common relationship. All stimuli in an antecedent stimulus class evoke the same operant behavior, or elicit the same respondent behavior.

Response

A single instance or occurrence of a specific class or type of behavior

REPONSE

A single instance or occurrence of a specific class or type of behavior.

Response

A single instance or occurrence of a specific class or type of behavior.

Response

A single instance or occurrence of a specific class or type of behavior. Technical definition: an "action of an organism's effector. An effector is an organ at the end of an efferent nerve fiber that is specialized for altering its environment mechanically, chemically, or in terms of other energy changes" (Michael, 2004, p. 8, cited in CHH, 2 Ed).

conflict of interest

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.

Sequence Effects

A situation in which one experimental treatment phase within the experiment influences subsequent performance during another treatment phase.

Limited hold (LH)

A situation in which reinforcement is available only during a finite time following the elapse of an FI or VI interval; if the target response does not occur within the time limit, reinforcement is withheld and a new interval begins (e.g., on an FI 5-minute schedule with a limited hold of 30 seconds, the first correct response following the elapse of 5 minutes is reinforced only if that response occurs within 30 seconds after the end of the 5-minute interval.

Limited hold (LH)

A situation in which reinforcement is available only during a finite time following the elapse of an FI or VI; if the target response does not occur within the time limit, reinforcement is withheld and a new interval begins.

Stimulus control

A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus.

stimulus control

A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus.

STIMULUS CONTROL

A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus/ ANTECEDENT STIMULI AQUIRE AN EVOCATIVE EFFECT ON A RESPONSE

Stimulus control

A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus; see DISCRIMINATION; DISCRIMINATIVE STIMULUS (Source: CHH, 2 Ed).

formal similarity

A situation that occurs when the controlling antecedent stimulus and the response or response product (a) share the same sense mode (e.g., both stimulus and response are visual, auditory, or tactile) and (b) physically resemble each other.

pilot studies

A small scale run through of an investigation to find any strengths and weaknesses

Trials-to-criterion

A special form of event recording; a measure of the number of responses or practice opportunities needed for a person to achieve a preestablished level of accuracy or proficiency (Source: CHH, 2 Ed)

Token economy three major components

A specified list of target behaviors to be reinforced, tokens or points that participants receive for the target behaviors, and the menu of items activities, privileges, and backup reinforcers for which participants can choose

Principle of behavior

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 (e.g., extinction, positive reinforcement); an empirical generalization inferred from many experiments demonstrating the same functional relation (Source: CHH, 2 Ed).

PRINCIPLE OF BEHAVIOR

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.

principle of behavior

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.

Prediction

A statement of the anticipated outcome of a presently unknown or future measurement; one of the three components of the experimental reasoning, or baseline logic, used in single-subject design (Source: CHH, 2 Ed).

Experimental question

A statement of what the researcher seeks to learn by conducting the experiment; may be presented in question form and is most often found in a published account as a statement of the experiment's purpose. All aspects of an experiment's design should follow from this statement (Source: CHH, 2 Ed).

unconditioned punisher

A stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus.

Unconditioned punisher

A stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus. Unconditioned punishers are products of the evolutionary development of the species (phylogeny), meaning that all members of a species are more or less susceptible to punishment by the presentation of unconditioned punishers, also called primary or unlearned punishers. Compare with CONDITIONED PUNISHER (Source: CHH, 2 Ed).

Punisher

A stimulus change that decreases the future frequency of behavior that immediately follows a response and decreases the future frequency of that type of behavior in similar conditions; see NEGATIVE PUNISHMENT; POSITIVE PUNISHMENT (Source: CHH, 2 Ed).

PUNISHER

A stimulus change that decreases the future frequency of behavior that immediately precedes it.

punisher

A stimulus change that decreases the future frequency of behavior that immediately precedes it.

neutral stimulus

A stimulus change that does not elicit respondent behavior.

Neutral Stimulus (NS)

A stimulus change that does not elicit respondent behavior; compare to CONDITIONED STIMULUS/CS; UNCONDITIONED STIMULUS/US (Source: CHH, 2 Ed).

CONSEQUENCE

A stimulus change that follows a behavior of interest.

consequence

A stimulus change that follows a behavior of interest.

Consequent stimuli

A stimulus change that follows a behavior of interest. Some of these, especially those that are immediate and relevant to current motivational states, have significant influence on future behavior; others have little effect (source: CHH, 2 Ed).

Conditioned reinforcer

A stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers; sometimes called secondary or learned reinforcers (Source: CHH, 2 Ed).

Conditioned reinforcer

A stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers; sometimes called secondary or learned reinforcers.

unconditioned reinforcer

A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus.

Unconditioned reinforcer

A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus. These are NOT the product of the organism's learning history with the stimulus. They instead ARE the product of the evolutionary development of the species (phylogeny). Also called primary or unlearned. (Source: CHH, 2 Ed).

Unconditioned reinforcer

A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus. These are the product of the evolutionary development of the species (phylogeny). Also called primary or unlearned reinforcer.

REINFORCER

A stimulus change that increases the future frequency of behavior that immediately precedes it.

Reinforcer

A stimulus change that increases the future frequency of behavior that immediately precedes it.

Reinforcer

A stimulus change that increases the future frequency of behavior that immediately precedes it; see NEGATIVE REINFORCEMENT; POSITIVE REINFORCEMENT (Source: CHH, 2 Ed).

generalized conditioned punisher

A stimulus change that, as a result of having been paired with many other punishers, functions as punishment under most conditions because it is free from the control of motivating conditions for specific types of punishment.

Discriminative stimulus

A stimulus in the presence of which a behavior has been previously reinforced

Stimulus delta (SΔ)

A stimulus in the presence of which a given behavior has not produced reinforcement in the past.

Stimulus delta

A stimulus in the presence of which a given behavior has not produced reinforcement in the past. OR discriminative stimulus is an antecedent stimulus correlated with the availability of reinforcement for a particular response class. Responding in the presence of the SD produces reinforcement, and responding in the SD's absence (Stimulus delta (S∆)) does not.

DISCRIMINATIVE STIMULUS

A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced.

Discriminative stimuli (SD)

A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced; this history of differential reinforcement is the reason an SD increases the momentary frequency of the behavior (source: CHH, 2 Ed).

Discriminative stimulus (SD)

A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced; this history of differential reinforcement is the reason an SD increases the momentary frequency of the behavior.

discriminative stimulus related to punishment

A stimulus in the presence of which responses of some type have been rienforced and in the absence of which the same type of responses have occurred and not been reinforced.

Reflexive conditioned motivating operation

A stimulus that acquires MO effectiveness by preceding some form of worsening or improvement. It is exemplified by the warning stimulus in a typical escape-avoidance procedure, which establishes its own offset as reinforcement and evokes all behavior that has accomplished that offset.

reflexive conditioned motivating operation

A stimulus that acquires MO effectiveness by preceding some form of worsening or improvement. It is exemplified by the warning stimulus in a typical escape-avoidance procedure, which establishes its own offset as reinforcement and evokes all behavior that has accomplished that offset.

surrogate conditioned motivating operation

A stimulus that acquires its MO effectiveness by being paired with another MO and has the same value-altering and behavior-altering effects as the MO with which it was paired.

NEUTRAL STIMULUS

A stimulus that does not elicit/evoke behavior.

Unconditioned negative reinforcer

A stimulus that functions as a negative reinforcer as a result of the evolutionary development of the species (phylogeny); no prior learning is involved (e.g., shock, loud noise, intense light, extreme temperatures, strong pressure against the body).

Positive Reinforcer (SR+)

A stimulus whose presentation or onset functions as a reinforcement (Source: CHH, 2 Ed); IE, its contingent application functions to increase the future emission of the response it consequated (Source: Constructed response).

Positive reinforcer

A stimulus whose presentation or onset functions as reinforcement.

Negative Reinforcer (SR-)

A stimulus whose termination (or reduction in intensity) functions as a reinforcement (Source: CHH, 2 Ed); IE; when an aversive stimulus is removed contingent upon emission of a target behavior, the target behavior increases (Source: Constructed response).

REFLEX

A stimulus-response relation consisting of an antecedent stimulus and the respondent behavior it elicits (bright light-pupil contraction).

Reflex

A stimulus-response relation consisting of an antecedent stimulus and the respondent behavior it elicits (bright light-pupil contraction).

Reflex

A stimulus-response relation consisting of an antecedent stimulus and the respondent behavior it elicits (e.g., bright light—pupil contraction). Unconditioned and conditioned reflexes protect against harmful stimuli, help regulate the internal balance and economy of the organism, and promote reproduction. See CONDITIONED REFLEX; RESPONDENT BEHAVIOR; RESPONDENT CONDITIONING; UNCONDITIONED REFLEX (Source: CHH, 2 Ed).

RESPONDENT CONDITIONING

A stimulus-stimulus pairing procedure in which a neutral stimulus (NS) is presented with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response.

Respondent conditioning

A stimulus-stimulus pairing procedure in which a neutral stimulus (NS) is presented with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response.

TEACHING SUFFICIENT EXAMPLES

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

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.

TOKEN ECONOMY

A system whereby participants earn generalized conditioned reinforcers (e.g., tokens, chips, points) as an immediate consequence for specific behaviors; participants accumulate tokens and exchange them for items and activities from a menu of backup reinforcers.

token economy

A system whereby participants earn generalized conditioned reinforcers (e.g., tokens, chips, points) as an immediate consequence for specific behaviors; participants accumulate tokens and exchange them for items and activities from a menu of backup reinforcers.

Science

A systematic approach to the understanding of natural phenomena (as evidenced by description, prediction, and control) that relies on determinism as its fundamental assumption, empiricism as its primary rule, experimentation as its basic strategy, replication as a requirement for believability, parsimony as a value, and philosophic doubt as a guiding conscience (Source: CHH, 2 Ed).

General case analysis

A systematic method for selecting teaching examples that represent the full range of stimulus variationsand response requirements in the generalization setting

GENERAL CASE ANALYSIS

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 systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting(s).

generic (tact) extension

A tact evoked by a novel stimulus that shares all of the relevant or defining features associated with the original stimulus.

metonymical (tact) extension

A tact evoked by a novel stimulus that shares none of the relevant features of the original stimulus configuration, but some irrelevant yet related feature has acquired stimulus control.

metaphorical (tact) extension

A tact evoked by a novel stimulus that shares some, but not all, of the relevant features of the original stimulus.

PROGRAMMING COMMON STIMULI

A tactic for promoting setting/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

A tactic for promoting setting/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

A tactic for promoting setting/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.

Backward chaining

A teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who then receives reinforcement for completing the chain. When the learner shows competence in performing the final step in the chain, the trainer performs all but the last two behaviors in the chain, the learner emits the final two steps to complete the chain, and reinforcement is delivered. This sequence is continued until the learner completes the entire chain independently.

Behavior change tactic

A technologically consistent method for changing behavior derived from one or more principles of behavior (e.g., differential reinforcement of other behavior, response cost); possesses sufficient generality across subjects, settings, and/or behaviors to warrant its codification and dissemination (Source: CHH, 2 Ed).

Extinction Burst

A temporary increase in the rate and intensity of various responses (the target behavior, aggression, crying, and or other more primitive behavior previously followed by the reinforcer) immediately after the cessation of reinforcement or the introduction of extinction.

Clicker training

A term popularized by Pryor (1999) for shaping behavior using conditioned reinforcement in the form of an auditory stimulus. A handheld device produces a click sound when pressed. The trainer pairs other forms of reinforcement (e.g., edible treats) with the click sound so that the sound becomes a conditioned reinforcer.

Baseline logic

A term sometimes used to refer to the experimental reasoning inherent in single-subject experimental designs; entails three elements: prediction, verification, and replication (Source: CHH, 2 Ed).

Radical behaviorism

A thoroughgoing form of behaviorism that attempts to understand all human behavior, including private events such as thoughts and feelings, in terms of controlling variables in the history of the person/ontogeny and the species/phylogeny (Source: CHH, 2 Ed).

Affirmation of the consequent

A three-step form of reasoning that begins with a true antecedent-consequent (if-A then-B) statement and proceeds as follows: (1) If A is true, then B is true; (2) B is found to be true; (3) therefore, A is true. Although other factors could be responsible for the truthfulness of A, a sound experiment affirms several if-A then-B possibilities, each one reducing the likelihood of factors other than the independent variable being responsible for the observed changes in behavior (Source: CHH, 2 Ed).

Whole-interval recording

A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the proportion of the observation period that many behaviors actually occurred (Source: CHH, 2 Ed).

A-B design

A two-phase experimental design consisting of a pre-treatment baseline condition followed by a treatment condition (Source: CHH, 2 Ed).

symmetry

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

Reflexivity

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.

reflexivity

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.

Symmetry

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).

Celeration time period

A unit of time (e.g., per week, per month) in which celeration is plotted on a Standard Celeration Chart (Source: CHH, 2 Ed).

Self-determination

A value of behavior analysts. It is fostered by teaching certain skills and, at times, it may require that safeguards and restrictions be put into place. (American Psychological Association, 2002, p. 4)

causal relation

A variable that controls a proportion of the variance in another variable.

Total-task chaining

A variation of forward chaining in which the learner receives training on each behavior in the chain during each session.

Planned activity check (PLACHECK)

A variation of momentary time sampling in which the observer records whether each person in a group is engaged in the target behavior at specific points in time; provides a measure of "group behavior" (Source: CHH, 2 Ed).

Stimulus preference assessment

A variety of procedures used to determine the stimuli that a person prefers, the relative preference values (high versus low) of those stimuli, the conditions under which those preference values remain in effect, and their presumed value as reinforcers.

impure tact

A verbal operant involving a response that is evoked by both an MO and a nonverbal stimulus; thus, the response is part mand and part tact.

solistic (tact) extension

A verbal response evoked by a stimulus property that is only indirectly related to the proper tact relation.

Functional relation

A verbal statement summarizing the results of an experiment (or group of related experiments) that describes the occurrence of the phenomena under study as a function of the operation of one or more specified and controlled variables in the experiment in which a specific change in one event (the dependent variable) can be produced by manipulating another event (the independent variable), and that change in the dependent variable was unlikely the result of other factors (confounding variables); in behavior analysis expressed as b=f(x1), (x2), ...., where b is the behavior and x1, x2, etc. are environmental variables of which the behavior is a function (Source: CHH, 2 Ed).

Single-subject designs

A wide variety of research designs that use a form of experimental reasoning called baseline logic to demonstrate the effects of the independent variable on the behavior of individual subjects (Source: CHH, 2 Ed).

SINGLE SUBJECT DESIGN

A wide variety of research designs that use a form of experimental reasoning called baseline logic to demonstrate the effects of the independent variable on the behavior of individual subjects. - Withdrawal -Reversal -Multiple Baseline -Changing Criterion -Alternating Treatment

Alternating (multielement) Treatment Design

A within-subject or intensive experimental design consisting of alternating presentations of two or more independent variable arrangements, each of which is correlated with a distinctive stimulus. The differential effects then are observed by comparing performance under each of the variables.

VALIDITY

ACCURACY: how well a measure actually measures what it intended to Ex: how accurate a scale measures weight

Habilitation

AKA "adjustment." Occurs when a person's repertoire has been changed such that short-and long-term reinforcers are maximized and short- and long-term punishers are minimized (Source: CHH, 2 Ed).

Procedural Fidelity

AKA treatment integrity (Source: CHH, 2 Ed).

7 DIMENSIONS OF ABA

APPLIED BEHAVIORAL ANALYTICAL CONCEPTUALLY SYSTEMATIC EFFECTIVE TECHNOLOGICAL GENERALITY

FUNCTIONAL ANALYSIS CONDITIONS

ATTENTION ESCAPE TANGIBLE SENSORY

Behavior Analyst's Responsibility to Clients

Accept clients whose behavior problems or requested service are commensurate with the behavior analyst's training. Behavior analyst's responsibility is to all parties affected by behavioral services. When dealing with 3rd parties, clarify to the extent feasible, at the outset of service, the nature of the relationship with each party. Support individual rights under law. Maintain confidentiality. Maintain appropriate confidentiality in records.

Professional competence

Achieved through formal academic training that involves coursework, supervised practicum, and mentors professional experience

Difficulty in rule specification

Adequately specifying rules can be very difficult when the context of the behavior is extensive, complicated, or dependent on changing contextual factors (like "social skills").

Extinction-Induced Aggression

Aggressive behavior that often accompanies extinction in its early phases, in the absence of any other identifiable precipitating events.

REPERTOIRE

All of the behaviors a person can do; or a set of behaviors relevant to a particular setting or task.

Repertoire

All of the behaviors a person can do; or a set of behaviors relevant to a particular setting or task.

Repertoire

All of the behaviors a person can do; or a set of behaviors relevant to a particular setting or task; e.g., gardening, mathematical problem solving (Source: CHH, 2 Ed).

Parsimony

All simple, logical explanations for the phenomena under study must be ruled out experimentally before more complex explanations are considered.

ABC Recording

Also known as "anecdotal observation." Usually in the form of a table in which an observer writes down what happens before (antecedent), during (behavior), and after (consequence) a behavior of interest, particularly a problem behavior. May be part of a descriptive FBA (Source: Constructed response).

MULTIPLE BASELINE DESIGN

An Experimental design that begins with the concurrent measurement of two or more behaviors in a baseline condition, followed by the application of the treatment variable to one of the behaviors while baseline conditions remain in effect for the other behavior(s). After maximum change has been noted in the first behavior, the treatment variable is applied in sequential fashion to each of the other behaviors in the design.

trial-by-trial IOA

An IOA index for discrete trial data based on comparing the observers' counts (0 or 1)

behavior-altering effect

An alteration in the current frequency of behavior that has been reinforced by the stimulus that is altered in effectiveness by the same motivating operation.

value-altering effect

An alteration in the reinforcing effectiveness of a stimulus, object, or event as a result of a motivating operation.

functional communication training

An antecedent intervention in which an appropriate communicative behavior is taught as a replacement behavior for problem behavior usually evoked by an establishing operation (EO).

Functional communication training (FCT)

An antecedent intervention in which an appropriate communicative behavior is taught as a replacement behavior for problem behavior usually evoked by an establishing operation (EO); involves differential reinforcement of alternative behaviors (DRA).

high-probability (high-p) request sequence

An antecedent intervention in which two to five easy tasks with a known history of learner compliance (the high-p requests) are presented in quick succession immediately before requesting the target task, the low-p request.

High-probability (high-p) request sequence

An antecedent intervention in which two to five easy tasks with a known history of learner compliance (the high-p requests) are presented in quick succession immediately before requesting the target task, the low-p request. Also called interspersed requests, pretask requests, or behavioral momentum.

high-probability (high-p) request sequence

An antecedent intervention in whihc two to five easy tasks with a known history of learner compliance (the high-p requests) are presented in quick succession immediately before requesting the target task, the low-p request.

SD- Discriminative Stimulus

An antecedent stimulus which occasions, evokes or suppresses behavior because in the past the behavior has been reinforced (+-) in it's presence. Signals availability of reinforcement

conditioned motivating operation

An antecedent variable with reinforcer & punisher value-altering effects that depend on or resulted from a learning history.

Changing-Criterion Design

An applied behavior analysis design that involves successively changing the criterion for delivering consequences, usually in graduated steps from baseline levels to a desired terminal goal. Experimental control is demonstrated if the behavior changes to meet or approximate each successively set criterion level.

Mentalism

An approach to explaining behavior that assumes that a mental, or "inner," dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behavior, if not all (Source: CHH, 2 Ed).

Educational Significance

An assessment that considers whether change occurred as a function of the program, the intervention was implemented as specified, and if the intervention was beneficial to the student and those in his or her environment.

Philosophic doubt

An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned (Source: CHH, 2 Ed).

tact

An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement.

echoic

An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response.

textual

An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence, but not formal similarity, between the stimulus and the response product.

transcription

An elementary verbal operant involving a spoken verbal stimulus that evokes a written, typed, or finger-spelled response. There is point-to-point correspondence between the stimulus and the response product, but no formal similarity.

copying a text

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.

intraverbal

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.

mand

An elementary verbal operant that is evoked by an MO and followed by specific reinforcement.

STIMULUS

An energy change that affects an organism through its receptor cells.

Stimulus

An energy change that affects an organism through its receptor cells.

Stimulus

An energy change that affects and organism through its receptor cells

Antecedent stimuli

An environmental condition or stimulus change existing or occurring prior to a behavior of interest (source: CHH, 2 Ed)

ANTECDENT

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

antecedent

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

Motivating operation (MO)

An environmental variable that (a) alters (increases or decreases) the reinforcing effectiveness of some stimulus, object or event; and (b) alters (increases or decreases) the current frequency of all behavior that have been reinforced by that stimulus, object or event. See ABATIVE EFFECT, ABOLISHING OPERATIONS; BEHAVIOR-ALTERING EFFECT; EVOCATIVE EFFECT; ESTABLISHING OPERATION; VALUE-ALTERING EFFECT (Source: CHH, 2 Ed).

Motivating operation

An environmental variable that (a) alters (increases or decreases) the reinforcing effectiveness of some stimulus, object, or event; and (b) alters (increases or decreases) the current frequency of all behavior that have been reinforced by that stimulus, object, or event.

motivating operation

An environmental variable that (a) alters (increases or decreases) the reinforcing effectiveness of some stimulus, object, or event; and (b) alters (increases or decreases) the current frequency of all behavior that have been reinforced by that stimulus, object, or event.

MOTIVATING OPERATION

An environmental variable that TEMPORARILY (a) alters (increases or decreases) the reinforcing effectiveness of some stimulus and (b) alters (increases or decreases) the current frequency of all behavior that have been reinforced by that stimulus

transitive conditioned motivating operation

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.

Type I Error

An error that occurs when a researcher concludes that the independent variable had an effect on the dependent variable, when no such relation exists; a "false positive" (Source: CHH, 2 Ed).

Type I error

An error that occurs when a researcher concludes that the independent variable had an effect on the dependent variable, when no such relation exists; a "false positive" (Source: CHH, 2 Ed).

Type II Error

An error that occurs when a researcher concludes that the independent variable had no effect on the dependent variable, when in truth it did; a "false negative" (Source: CHH, 2 Ed).

Type II error

An error that occurs when a researcher concludes that the independent variable had no effect on the dependent variable, when in truth it did; a "false negative" (Source: CHH, 2 Ed).

Ecological assessment

An evaluation protocol that acknowledges complex interrelationships between environment and behavior. One of these can be used as a method of obtaining data across multiple settings and persons (Source: CHH, 2 Ed).

Behavior checklist

An example of an informant method of indirect assessment that provides descriptions of specific skills (usually in hierarchical order) and the conditions under which each skill should be observed. Some are designed to assess one particular behavior or skill area. Others address multiple behaviors or skill areas. Most use a Likert scale to rate responses (Source: CHH, 2 Ed). Examples include the HELP & the Vineland (Source: Constructed response).

PARTITION TIME OUT

An exclusion procedure for implementing time-out in which, contingent on the occurrence of the target behavior, the person remains within the time-in setting, but stays behind a wall, shield, or barrier that restricts the view.

partition time-out

An exclusion procedure for implementing time-out in which, contingent on the occurrence of the target behavior, the person remains within the time-in setting, but stays behind a wall, shield, or barrier that restricts the view.

Withdrawl (ABAB) design

An experiemental design that involves the removal of the intervention in order to test its effect.

Parametric analysis

An experiment designed to discover the differential effects of a range of values of an independent variable (Source: CHH, 2 Ed).

A-B-A Design

An experiment entailing one treatment and one withdrawal.

Direct Replication

An experiment in which the researcher attempts to duplicate exactly the conditions of an earlier experiment

Direct replication

An experiment in which the researcher attempts to duplicate exactly the conditions of an earlier experiment (Source: CHH, 2 Ed).

Systematic replication

An experiment in which the researcher purposefully varies one or more aspects of an earlier experiment. One of these that reproduces the results of previous research not only demonstrates the reliability of the earlier findings but also adds to the external validity of the earlier findings by showing that the same effect can be obtained under different conditions (Source: CHH, 2 Ed).

systematic replication

An experiment in which the researcher purposefully varies one or more aspects of an earlier experiment. One of these that reproduces the results of previous research not only demonstrates the reliability of the earlier findings but also adds to the external validity of the earlier findings by showing that the same effect can be obtained under different conditions (Source: CHH, 2 Ed).

CHANGING CRITERION DESIGN

An experimental Design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment. Experimental control is evidenced by the extent the level of responding changes to conform to each new criterion.

A-B-A-B design

An experimental design consisting of an initial baseline phase, an initial intervention phase, a return to baseline condition, and a second intervention phase

Changing Criterion Design

An experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing requirements for reinforcement or punishment. Experimental control is evidenced by the extent the level of responding changes to conform to each new goal.

Sequential Withdrawal Design

An experimental design in which first one element of the treatment is withdrawn, then a second, and so on, until all elements have been withdrawn; particularly well suited to assessing behavior for maintenance.

Reversal

An experimental design in which the effects of the independent variable are tested by introducing a phase (e.g. an Alt R DRO treatment phase) in which the direction of the change reverses (i.e. reinforcement of being out of seat).

Multiple Baseline Design

An experimental design that begins with the concurrent measurement of two or more behaviors in a baseline condition, followed by the application of the treatment variable to one of the behaviors while baseline conditions remain in effect for the other behavior(s). After maximum change has been noted in the first behavior, the treatment variable is applied in sequential fashion to each of the other behaviors in the design.

Structural analysis

An experimental evaluation focusing on antecedent conditions, 5-10 minutes, and uses mulitelement design

delay is interposed b/w token accumulation and token exchange

An important temporal aspect of token economy is the time between token accumulation and token exchange.

HISTORY OF REINFORCEMENT

An inclusive term referring in general to all of a person's learning experiences and more specifically to past conditioning .

history of reinforcement

An inclusive term referring in general to all of a person's learning experiences and more specifically to past conditioning .

History of reinforcement

An inclusive term referring in general to all of a person's learning experiences and more specifically to past conditioning with respect to particular response classes or aspects of a person's repertoire; see ONTOGENY (Source: CHH, 2 Ed).

Extinction burst

An increase in the frequency of responding when a procedure designed to suspend reinforcement for that target behavior is initially implemented.

Reinforcer-establishing effect

An increase in the reinforcing effectiveness of a stimulus, object, or event caused by a motivating operation.

reinforcer-establishing effect

An increase in the reinforcing effectiveness of a stimulus, object, or event caused by a motivating operation.

behavior trap

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

BEHAVIOR TRAP

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

behavior trap

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

Behavior chain interruption strategy

An intervention that relies on the participant's skill in performing the critical elements of a chain independently; the chain is interrupted occasionally so that another behavior can be emitted.

token

An object that is awarded contingent on appropriate behavior and that serves as the medium of exchange for backup reinforcers.

naive observer

An observer who is unaware of the study's purpose and/or the experimental conditions in effect during a given phase or observation period

Discriminated operant

An operant that occurs more frequently under some antecedent conditions than under others (Source: CHH, 2 Ed).

DISCRIMINATED OPERANT

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

Artifact

An outcome or result that appears to exist because of the way it is measured but in fact does not correspond to what actually occurred (Source: CHH, 2 Ed).

Confounding variable

An uncontrolled factor known or suspected to exert influence on the dependent variable (Source: CHH, 2 Ed).

CONFOUNDING VARIABLE

An uncontrolled factor known or suspected to exert influence on the dependent variable.

unconditioned response

An unlearned stimulus-response functional relation consisting of an antecedent stimulus (e.g. food in mouth) that elicits the response (e.g. salivation); a product of the phylogenic evolution of a given species.

unconditioned stimulus

An unlearned stimulus-response functional relation consisting of an antecedent stimulus (e.g. food in mouth) that elicits the response (e.g. salivation); a product of the phylogenic evolution of a given species.

hero procedure

Another term for a dependent group contingency (i.e., a person earns a reward for the group).

behavioral contract

Another term for contingency contract.

self-assessment

Another term for self-evaluation.

Arbitrary stimulus class

Antecedent stimuli that evoke the same response but do not resemble each other in physical form or share a relational aspect such as bigger or under (e.g., peanuts, cheese, coconut milk and chicken breasts are members of an arbitrary stimulus class if they evoke the response "sources of protein").

Extraneous variable

Any aspect of the experimental setting (e.g., lighting, temperature) that must be held constant to prevent unplanned environmental variation (Source: CHH, 2 Ed).

contrived contingency

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.

NATURALLY EXISTING CONTINGENCY

Any contingency of reinforcement (or punishment) that operates independent of the behavior analyst's or practitioner's efforts; includes socially mediated contingencies contrived by other people and already in effect in the relevant setting.

Naturally existing contingency

Any contingency of reinforcement (or punishment) that operates independent of the behavior analyst's or practitioner's efforts; includes socially mediated contingencies contrived by other people and already in effect in the relevant setting.

naturally existing contingency

Any contingency of reinforcement (or punishment) that operates independent of the behavior analyst's or practitioner's efforts; includes socially mediated contingencies contrived by other people and already in effect in the relevant setting.

Component analysis

Any experiment designed to identify the active elements of a treatment condition, the relative contributions of different variables in a treatment package, and/or the necessary and sufficient portions of an intervention. These take many forms, but the basic strategy is to compare levels of responding across successive phases in which the intervention is implemented with one or more components left out (Source: CHH, 2 Ed).

generalization probe

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.

Parameter

Any of a set of physical properties whose values determine the characteristics of a behavior, such as schedule and quantity or quality of reinforcers. Differences in parametric values may influence how rapidly, effectively, safely, constructively, durably, and so on, that a given behavior changes.

Free operant (behavior)

Any operant behavior that results in minimal displacement of the participant in time and space. These can be emitted at nearly any time; they are discrete, require minimal time for completion, and can produce a wide range of response rates. Examples in ABA include (a) the number of words read in a 1-minute period (b) number of hand slaps per 6 seconds (c) number of letter strokes within 3 minutes (Source: CHH, 2 Ed).

Discrete trial

Any operant whose response rate is controlled by a given opportunity to emit the response. Each discrete response occurs when an opportunity to respond exists. Synonymous technical terms: restricted operant, controlled operants; contrast with free operant (Source: CHH, 2 Ed).

generalization setting

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.

calibration

Any procedure used to evaluate the accuracy of a measurement system and, when sources of error are found, to use that information to correct or improve the measuring system

CONTRIVED MEDIATING STIMULUS

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

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.

OBSERVER DRIFT

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

observer drift

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

audience

Anyone who functions as a discriminative stimulus evoking verbal behavior.

Normalization

As a philosophy and a principle, 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 disability. As an approach to intervention, the use of progressively more typical settings and procedures "to establish and/or maintain personal behaviors which are as culturally normal as possible" (Wolfensberger, 1972, cited in CHH, 2 Ed).

ABLLS-R

Assessment of Basic Language and Learning Skills- based on Skinner's analysis of verbal behavior criterion referenced

The individual receiving services must be given the opportunity to

Assist in selecting and approving of treatment goals, outcomes must be selected that are primarily aimed at benefiting the individual receiving services

Why are inaccurate rules that lead to ineffectual behavior followed?

At times, people fail to discriminate between accurate and inaccurate rules. We become so accustomed to following rules, that we may become less aware of the contingencies of reinforcement that are actually occurring in the situation versus what we know to be the rules of the situation.

All sources of conflict of interest and in particular dual relationships are to be

Avoided

rights of clients

BA supports individual rights under the law. Client must be provided with on request an accurate, current set of the BA's credentials. Complies with all requirements for criminal background checks.

the teaching of the behavior chain begins with the last behavior of the sequence and ends with the first

Backward chaining

EAB Experimental Analysis of Behavior

Basic research which includes cumulative records, manipulation of variables, automated recording and usually done in a clinical/lab setting.

Generality

Behavior analysts attempt to discover procedures that can be applied effectively to many individual and in many settings.

Disclosures

Behavior analysts disclose confidential information only if: needed to provide professional services to the client, obtain professional consultations, protect the client or others from harm, obtain payment for services (disclosure is limited to the minimum that is necessary to achieve the purpose), or with appropriate consent of the client.

The most fundamental principle of self-management is

Behavior changes behavior

Overgeneralization

Behavior has come under control of the stimulus class that is too broad

Generalized behavior change has taken place it

Behavior occurs at other times or in other places without having to be retrained completely in those times are places where functionally related behaviors occur it would not talk directly

Communicative (verbal) behavior

Behavior reinforced through the mediation of another person's behavior. Using words and other forms of symbolic communication enables us to attain reinforcement more efficiently, (i.e. efficiently get what you want and avoid what you don't want).

Contingency shaped behavior

Behavior that has been learned by experiencing the consequences directly.

OPERANT BEHAVIOR

Behavior that is selected, maintained, and brought under stimulus control as a function of its consequences; each person's repertoire of operant behavior is a product of his history of interactions with the environment.

Operant behavior

Behavior that is selected, maintained, or brought under stimulus control as a function of its consequences; each person's repertoire of these is a product of his or her history of interactions with the environment/ontogeny (Source: CHH, 2 Ed).

Adjunctive behaviors

Behavior thats a collateral effect of periodic reinforcement for other behaviors; time-filling or interim activities (e.g., doodling, idle talking, smoking, drinking) are induced by schedules of reinforcement, during times when reinforcement is unlikely to be delivered. Also called schedule-induced behavior.

verbal behavior

Behavior whose reinforcement is mediated by a listener. Encompasses the subject matter usually treated as language and topics such as thinking, grammar, composition, and understanding.

Escape extinction

Behaviors maintained with negative reinforcement are placed on this intervention when those behaviors are no longer followed by termination of the aversive stimulus; emitting the target behavior does not enable the person to get out of the aversive situation.

ethics

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?

Abolishing operations

CRAIG KENNEDY --- decreases the value of reinforcement (through satiation)

Three test must be met before in informed consent can be considered valid

Capacity to decide, voluntary decision, and knowledge of the treatment

generalization across subjects

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

Schedule thinning

Changing a contingency of reinforcement by gradually increasing the response ratio or the extent of the time interval; it results in a lower rate of reinforcement per responses, time, or both.

Six guidelines in implementing group contingencies

Choose a powerful wee ward, determine behavior to change, set appropriate performance criteria, combined with other procedures, select most appropriate group contingency, monitor individual and group performance

experimental analysis of behavior (EAB)

a natural science approach to the study of behavior as a subject matter in its own right founded by B.F.Skinner; methodological features include rate of response as a basic dependent vairable, repeated or continuous measurement of clearly defined response classes, within-subject experimental comparisons instead of group design, visual analysis of graphed data instead of statistical inference, and an emphasis on describing functional relations between behavior and controlling variables in the environment over formal theory testing

Steady state responding

a pattern of responding that exhibits relatively little variation in its measured dimensional quantities over a period of time.

ecobehavioral/multidimensional assessment

a philosophical approach to using multidimensional assessment that assumes that a variety of historical and current biological and environmental events interact to product current behaviors.

METHODOLOGICAL BEHAVIORISM

a philosophical position that vies behavioral events that cannot be publicly observed as outside the realm of science

Stimulus

a physical object or event that has an effect on the behavior of an individual; may be internal or external

hypothetical construct

a presumed but unobserved process or entity

HYPOTHETICAL CONSTRUCT

a presumed but unobserved process or entity-Freud's id, ego

conditioned punishment

a previously neutral stimulus change that functions as a punisher because of prior pairing with one or more other punishers; sometimes called secondary or learned punisher

conditioned stimulus

a previously neutral stimulus that, through correclation with an unconditioned stimulus, has come to elicit a conditioned response

DRO

a procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times

differential reinforcement of other behavior (DRO)

a procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times

DRI

a procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of the problem behavior

differential reinforcement of incompatible behavior (DRI)

a procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically mutually exclusive with the behavior targeted for reduction and withheld following instances of the problem behavior

DRA

a procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior

differential reinforcement of alternative behavior (DRA)

a procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior

full session DRL

a procedure for implementing DRL in which reinforcement is delivered at the end of the session if the total number of responses emitted during the session does not exceed a criterion limit

interval DRL

a procedure for implementing DRL in which the total session is divided into equal intervals and reinforcement is provided at the end of each interval in which the number of responses during the interval is equal to or below a criterion limit

fading

a procedure for transferring stimulus control in which features of an antecedent stimulus (e.g., shape, size, position, color) controlling a beahvior are gradually changed to a new stimulus while maintaining the current behavior; stimulus features can be faded in (enhanced) or out (reduced)

Punishment

a procedure in which a punisher or aversive stimulus is presented immediately following a response, resulting in a reduction in the rate of the response

Time Out from Token Spending

a procedure in which access to the token economy (redeeming) sources of reinforcement is removed or reduced for a particular time period contingent on a response. The opportunity to receive reinforcement is contingently removed for a specified time.

Self-management

a procedure in which individuals change some aspect of their own behavior; 1+ of 4 major components are generally involved: (1) self-selection of goals, (2) monitoring one's own behavior, (3) selection of procedures, and (4) implementation of procedures

Chaining

a procedure in which intact responses are reinforced in sequence to form more complex behaviors that ultimately occur as a single cohesive performance

spaced-responding DRL

a procedure in which reinforcement follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (IRT)

Extinction

a procedure in which the reinforcement of a previously reinforced behavior is discontinued; process by which a previously learned behavior disappears as a result of nonreinforcement

Extinction

a procedure in which the reinforcement of a previously reinforced behavior is discontinued; the process by which a previously learned behavior disappears as a result of non-reinforcement

Positive reinforcement

a procedure whereby the rate of a response maintains or increases as a f(x) of the contingent presentation of a stimulus (a positive reinforcer) following the response (e.g., pigeon pecks a key to receive grain; child presses button to receive M&Ms)

differential reinforcement of other behavior

a proceudre for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times

non-contingent reinforcement

a proceudre in which stimuli with known reinforcing properties are presented on fixed time or variable time schedules completely independent of behavior

Vineland II

a rating scale interview used to determine a person's adaptive behavior levels

percentage

a ratio formed by combining the same dimensional quantities

RATE

a ratio of count per observation time

frequency

a ratio of count per observation time

rate

a ratio of count per observation time

frequency

a ratio of count per observation time. The number of occurrences recorded divided by some measure of total recording time ( seconds, minutes, hours, days, etc)

functional relation

a relation in which a change in the independent variable causes a change in the dependent variable

derived relation

a relation that results without training

equivalence relation

a relation that satisfies reflexive, symmetric, and transitive properties

Tact

a response (can be used with pictures or verbalizations)

Tacts

a response (to a stimulus) (e.g., a child sees a car and says "car"); making contact with the environment (the stimulus and response match each other)

negative punishment

a response behavior is followed immediately by the removal of a stimulus or a decrease in the intensity of the stimulus that decreased the future frequency of similar responses under similar conditions; sometimes called type II punishment

Negative punishment

a response behavior is followed immediately by the removal of a stimulus, that decreases the future frequency of similar responses under similar conditions

NEGATIVE REINFORCEMENT

a response is followed immediately by the removal, termination, reduction, or postponement of a stimulus, which leads to an increase in the future occurrence of that response.

Avoidance contingency

a response reliably prevents or postpones the presentation of an aversive stimulus

unconditioned response

a response that is elicited by an unconditioned stimulus

differential reinforcement of low rates

a schedule of reinfocement where a reinforcer is delivered at the end of a specified time interval contingent on the occurrence of fewer than a specified number of responses

FIXED INTERVAL

a schedule of reinforcement in which reinforcement is delivered for the first response emitted following elapse of a fixed duration of time since the last response was reinforced

fixed interval (FI)

a schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duraiton of time since the last response was reinforced

differential reinforcement of diminishing rates

a schedule of reinforcement in which reinforcement is provided at the end of a predetermined interval contingent on the number of response emitted during the interval being fewer than a gradually decreasing criterion based on the individual's performance in previous intervals

differential reinforcement of high rates

a schedule of reinforcement 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

concurrent schedule

a schedule of reinforcement in which two or more contingencies operate independently and simultaneously for two or more behaviors

Fixed ratio (FR)

a schedule of reinforcement requiring a fixed number of response for reinforcement. Post-reinforcement pauses followed by high, steady rate of responding

fixed ratio

a schedule of reinforcement requiring a fixed number of responses for reinforcement

fixed ratio (FR)

a schedule of reinforcement requiring a fixed number of responses for reinforcement

variable ratio

a schedule of reinforcement requiring a varying number of responses for reinforcement

FIXED RATIO

a schedule of reinforcement requiring completion of fixed number of responses for reinforcement

continuous reinforcement

a schedule of reinforcement that provides reinforcement for each occurrence of the target behavior

differential reinforcement of incompatible behavior

a schedule of reinforcement where a reinforcer is delivered contingent on the occurrence of a particular behavior topographically defined as being incompatible with the target behavior

BEHAVIOR CHAIN

a sequence of responses in which each response prduces a stimulus change that functions as conditioned reinforcemnt for that response and as a discriminative stimulus for the next response in the chain; reinforcement for the last response in a chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain

Faulty stimulus control

Comes under the control of an era relevant antecedent stimulus

behavior chain

a sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in the chain; reinforcement for the last response in a chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain

future

Consequence can only effect "new" or "future" behavior?

self-contract

Contingency contract that a person makes with himself, incorporating a self-selected task and reward as well as personal monitoring of task completions and self-delivery of the reward.

resistance to extinction

Continued responding of the target behavior during the extinction procedure.

antecedent stimulus class

a set of stimuli that share a common relationship- all included stimuli evoke the same operant behavior, or elicit the same respondent behavior.

fixed interval

a shedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced

variable interval

a shedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in a random or unpredictable order

count

a simple tally of the number of occurrences of a behavior

count

a simply tally of the number of occurrences of a behavior

Multiple Baseline across Settings Design

a single behavior of a person (or group) is targeted in two or more different settings or conditions (e.g. locations, times of day).

response

a single instance or occurrence of a specific class or type of behavior

stimulus control

a situation in which the frequency, latency, duration or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus

Irreversibility

a situation that occurs when the level of responding observed in a previous phase cannot be reproduced even though the experimental conditions are the same as they were during the earlier phase

irreversibility

a situation that occurs when the level of responding observed in a previous phase cannot be reproduced even though the experimental conditions are the same as they were during the earlier phase

TRIAL TO CRITERION

a special form of event recording; a measure of the number of responses or practice opportunities needed for a person to achieve a pre-established level of accuracy or proficiency

trials-to-criterion

a special form of event recording; a measure of the number of responses or practice opportunities needed for a person to achieve a pre-established level of accuracy or proficiency

hypothesis

a speculation, prediction or guess about the outcome of an experiment. May refer to a formal, written statement or to an informal statement

baseline

a state prior to any change being made in the independent variable

Prediction

a statement of the anticipated outcome of a presently unknown or future measurement/on of three components of the experimental reasoning, or baseline logic, used in single-subject research designs

experimental question

a statement of what the researcher seeks to learn by conducting the experiment; may be presented in question form and is most often found in a published account as a statement of the experiment's purpose.

correlation

a statistical measure of the degree to which two variables are related

discriminative stimulus for punishment

a stimulus condition in the presence of which a response has a lower probability of occurrence than it does in its absence as a result of response-contingent punishment delivery in the presence of the stimulus.

Modeling

a stimulus control procedure that uses demonstrations or modeling to prompt an imitative response; a show procedure

S-

a stimulus in the presence of which a given behavior has not been reinforced in the past

STIMULUS DELTA

a stimulus in the presence of which a given behavior has not produced reinforcement in the past.

stimulus delta (Sdelta )

a stimulus in the presence of which a given behavior has not produced reinforcement in the past.

SDs

a stimulus in the presence of which a given response is likely to be reinforced; occasions a particular response in that reinforcement is likely to follow it

Negative S-Deltas

a stimulus in the presence of which a given response is likely to produce aversive consequences, such as punishment, timeout, or response cost; reduces the rate of the response in that the response is likely to lead to aversive consequences

S-Deltas

a stimulus in the presence of which a given response is not likely to be reinforced; inhibits or suppresses the response in that reinforcement of the response is not likely in its presence

Conditioned reinforcement

a stimulus increases the occurrence of the behavior through pairing with other events/stimuli; establishment of a neutral stimulus as a reinforcer through pairing with a primary reinforcer (e.g., magazine training with Sniffy) (e.g., credit cards ---become a CR because they're paired with buying fun stuff)

negative punishment

a stimulus is attenuated or removed after a behavior, and as a result the frequency of the response class decreases

negative reinforcement

a stimulus is attenuated or removed following a response, and as a result the future frequency of the response class increases

positive punishment

a stimulus is presented after a behavior and as a result the frequency of the response class decreases

positive reinforcement

a stimulus is presented after a response, and as a result the future frequency of the response class increases

unconditioned stimulus

a stimulus that elicits a response, and does so without previous conditioning

consequence

a stimulus that follows behavior in time

neutral stimulus

a stimulus that has no effect on the behavior on interest

Unconditioned reinforcement

a stimulus that increases the frequency of any behavior regardless of an organism's learning history with the stimulus (e.g., food, water, etc)

antecedent

a stimulus that precedes behavior in time

discriminative stimulus

a stimulus that signals that reinforcement is available if the subject makes a particular response

stimulus delta

a stimulus that when present weakens behavior because in the past that behavior has been extinguished in its presence

Punishers

a stimulus that, when presented immediately following a response, effects a reduction in the rate of the response

S+

a stimulus which signals the availability of reinforcement

Positive reinforcer

a stimulus, such as an object or event, that follows or is presented as a consequence of a response and results in the rate of that response increasing or maintaining. Examples: food, praise, attention, recognition of achievement and effort, special events, and activities

visual analysis

a systematic approach for interpreting the results of behavioral research and treatment programs that entails visual inspection of graphed data for variability, level, and trend within and between experimental conditions

functional behavior assessment (FBA)

a systematic method of assessment (not necessarily experimental) for obtaining information about the reinforcers maintaining a problem behavior.

Functional behavior assessment

a systematic method of assessment for obtaining information about the purposes (function) a problem serves for a person, results are used to guide the design of an intervention for decreasing the problem behavior and increasing appropriate behaivor.

FBA

a systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person

functional behavior assessment (FBA)

a systematic method of assessment for obtaining information about the purposes (functions) a problem behavior serves for a person

functional behavioral assessment

a systematic method of assessment for obtaining information about the purposes or functions a behavior serves for a person. Results are used to guide the design of an intervention for either increasing or decreasing a behavior.

BACKWARD CHAINING

a teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who the receives reinforcement fo completing the chain.

backward chaining

a teaching procedure in which a trainer sequentially completes all but the last behavior(s) in a chain, which is completed by the learner, who contacts reinforcement at the end of the chain.

backward chaining with leaps ahead

a teaching procedure procedure in which some steps in the task analysis are skipped; used to increase the efficiency of teaching long behavior chains when there is evidence that the skipped steps are in the learner's repertoire

clicker training

a term popularized by Karen Pryor (1999) for shaping behavior using conditioned reinforcement in the form of an auditory stimulus.

Baseline logic

a term sometimes used to refer to the experimental reasoning inherent in single subject experimental designs; entails three elements: prediction, verification, and replication.

withdrawal design

a term used by some authors as a synonym for A-B-A design; also used to describe an experiment in which an effective treatment is sequentially or partially withdrawn.

withdrawal design

a term used by some authors as a synonym for A-B-A-B design; also used to describe experiments in which an effective treatment is sequentially or partially withdrawn to promote the maintenance of behavior changes

Partial interval

a time sampling method for measurement of measuring behavior in which the observation period is divided into a series of brief time interval, Tends to overestimate.

Whole interval

a time sampling method for measuring behavior in which the observation period is divided into a series of brief time interval. Tends to underestimate.

PARTIAL INTERVAL RECORDING

a time sampling method in which the observer records whether the target behavior occurred at any time during the interval

Partial-interval recording

a time sampling method in which the observer records whether the target behavior occurred at any time during the interval

Partial-interval time-sampling

a time-sampling procedure whereby a response is recorded if it occurs at any time(s) - even momentarily - during the interval, and not necessarily throughout the interval, as in whole-interval time sampling; OVERESTIMATES; need a definite start and stop time Advantages --- easy to use in applied settings, good for short (not long in duration) and frequent behaviors; does not require continuous observation. Disadvantages --- overestimates the occurrence of the response

Whole-interval time-sampling

a time-sampling procedure, often referred to as interval recording, that requires the response to be emitted throughout the entire interval for its presence to be scored; UNDERESTIMATES; need a definite start and stop time. Advantages --- good for long behaviors (in duration) and infrequent behaviors. Disadvantages --- requires continuous observation; underestimates the occurrence of the response

scatter-plot

a two dimensional graph that shoes the relative distribution of individual measures in a data set with respect to the variables depicted by the x and y axes.

A-B Design

a two phase experimental design consisting of 1 pre-treatment baseline condition followed by 1 treatment condition.

A-B Design

a two phase experimental design consisting of a pre-treatment baseline condition (A) followed by a treatment condition (B) also TEACHING DESIGN

scatterplot

a two-dimensional graph that shows the relative distribution of individual measures in a data set with respect to the variables depicted by the x and y axes (data points are not connected)

semilogarithmic chart

a two-dimensional graph with a logarithmic scaled y axis so that equal distances on the vertical axis represent changes in behavior that are of equal proportion. Also called standard celeration chart.

cumulative record

a type of graph on which the cumulative number of responses emitted is represented on the vertical axis, the steeper the slope of the data path, the greater the response rate

cumulative record

a type of graph on which the cumulative number of responses emitted is represented on the vertical axis; the steeper the slope of the data path, the greater the response rate

reflexivity

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

celeration time period

a unit of time (e.g., per week, per month) in which rate of change in rate is plotted on a standard, six-cycle, "semi-logarithmic" chart that measures frequency as count per unit of time.

PLACHECK

a variation of momentary time sampling in which the observer records whether each person in a group is engaged in the target behavior at specific points in time; provides a measure of "group behavior"

planned activity check (PLACHECK)

a variation of momentary time sampling in which the observer records whether each person in a group is engaged in the target behavior at specific points in time; provides a measure of "group behavior"

multiple probe design

a variation of the multiple baseline design that features intermittent measures during baseline. It is used to evaluate the effects of instruction on skill sequences in which it is unlikely that the subject can improve performance on later steps in the sequence before learning prior steps

delayed multiple baseline design

a variation of the multiple bseline design in which an initial baseline, and perhaps intervention, are begun for one behavior (or setting, or subject), and subsequent baselines for additional behaviors are begun in a staggered or delayed fashion

Intraverbal

a verbal response that is controlled by the verbal behavior of others., 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.

Functional relation

a verbal statement summarize the results of an experienced that describes the occurrence of the phenomena under study as a function of the operation of one or more specified change in one event can be produced by manipulating another event

functional relations

a verbal statement summarizing the result of an experiment that describes the occurrence of the phenomena under study as a function fo the operation of one or more specified and controlled variables in the experiment

functional relation

a verbal statement summarizing the results of an experiment (or group of related experiments) that describes the occurrence of the phenomena under study as a function of the operation of one or more specified and controlled variable sin the experiment in which a specific change in one event canb e produced by manipulating another event, and that the change in the dependent variable was unlikely the result of other factors

graph

a visual format for displaying data; reveals relations among and between a series of measurements and relevant variables

Single-Subject Designs

a wide variety of research designs that use a form of experimental reasoning called baseline logic to demonstrate the effects of the independent variable on the behavior of individual subjects

Types of Baseline Data Patterns: o 4 Main Types

a) Stable, b) Ascending, c) Descending, d) Variable

continuous measurement

Data collection conducted in a manner such that all instances of the response class(es) of interest are detected during the observation period

Variable baseline

Data points that do not consistently fall within a narrow range of values and do not suggest any clear trend (Source: CHH, 2 Ed).

Example of using feedback as a reinforcer

Data showing client improvement, feedback derived from self-recordings operant training methods when a feedback system consisting of information about sessions conducted was publicly disseminated among the staff.

Stable baseline

Data that show no evidence of an upward or downward trend; all of the measures fall within a relatively small range of values (Source: CHH, 2 Ed).

Topography-based definition

Defines instances of the targeted response class by the shape or form of the behavior (Source: CHH, 2 Ed).

Correspondence training

Delivering reinforcers contingent on correspondence or agreement between verbal reports (saying) and actions (doing). For example, the teacher praised Diane only after she actually played with the crayons when she had previously said she would. Mother loaned Bill the car when he said that he helped Jan with her math, because she saw that he did actually help her with her math.

Analytic

Demonstrates a functional relation between manipulated events and a reliable change in some measurable dimension of the behavior. One of the 7 dimensions of Applied Behavior Analysis (BAER, WOLF, RISLEY, 1968) http://seab.envmed.rochester.edu/jaba/articles/1968/jaba-01-01-0091.pdf

The advantages of withdrawl design

Demonstrates a functional relation between the dependent behavior and the intervention, thereby providing a major basis for accountability. Also can be used to determine how successfully the modified behavior persists in the absence of the arranged contingencies.

Conceptually systematic

Derived from the principles of behavior. One of the 7 dimensions of Applied Behavior Analysis (BAER, WOLF, RISLEY, 1968) http://seab.envmed.rochester.edu/jaba/articles/1968/jaba-01-01-0091.pdf

confidentiality

Describes 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.

contingent

Describes reinforcement (or punishment) that is delivered only after the target behavior has occurred.

Contingent

Describes reinforcement or punishment that is delivered only after the target behavior has occurred (Source: CHH, 2 Ed).

3 levels of scientific understanding

Description, prediction, control

Sequence of phases

Descriptive assessment, structural analysis, and then functional analysis

FUNCTIONAL DEFINITION OF BEHAVIOR

Designated responses as members of the targeted response class only by their common effect on the environment (function)

Function-based definition

Designates responses as members of the targeted response class solely in terms of their common effect on the environment (Source: CHH, 2 Ed).

The choice to provide treatment may be divided into two sets of decision rules

Determining that the problem is amenable to behavioral intervention, and evaluating the likely success of an intervention

Higher order conditioning

Development of a conditioned reflex by pairing of a neutral stimulus (NS) with a conditioned stimulus (CS). Also called secondary conditioning (Source: CHH, 2 Ed).

higher order conditioning

Development of a conditioned reflex by pairing of a neutral stimulus (NS) with a conditioned stimulus (CS). Also known as secondary conditioning.

DRA

Differential Reinforcement of Alternate behavior-procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the target behavior and reinf. is withheld following instances of the TB ( reinforcing completion of worksheets when TB is calling out) .

When praise is withheld from inappropriate behavior, people learn to recognize or ........ that it is not they themselves, but their actions that are deficient.

Discrimate...note...specific praise increases liklihood that the correlated behavior will repeat in the future.

Confidentiality refers to the professional standard requiring the behavior analyst does not

Discuss or otherwise release information regarding someone in his or her care. Information may be released only with formal permission of the individual or their guardian

DRO

Does not directly contact the contingencies maintaining the behavior; use when rapid reduction and elimination of behavior is important

Disadvantages of dependent and interdependent group contingencies

Drawbacks are that sometimes group members threaten or punish peers upon those performances their own reinforcers may depend. Although there is no certainty noted an increase of positive interactions, to avoid those undesirable side effects, be sure all members can do the work and the criteria for reinforcement are set at achievable levels. Also teach participants how to prompt and praise through instruction and modeling and be careful to monitor peer interactions throughout.

Reason to use duration

Duration is to be changes, high rate behavior, each occurrence can have varying duration

Schedules of Reinforcement

EXTINCTION-no reinforcement CONTINUOUS-CRF=F1 INTERVAL (time) Fixed & Variable RATIO (#response) Fixed & Variable

the consistency of responding, the rate of responding and responding during extinction.

Each basic schedule of reinforcement has unique characteristics that determine

Functional Classes of Verbal Behavior

Echoic Mand Intraverbal Tact

Reactivity

Effects of an observation and measurement procedure on the behavior being measured. This is most likely when measurement procedures are obtrusive, especially if the person being observed is aware of the observer's presence and purpose (Source: CHH, 2 Ed).

VARIABLES of resistance to extinction

a)Intermittent reinforcement schedules: may produce behavior with greater resistance to extinction than the resistance produced by continuous reinforcement. VR and VI schedules may produce more resistance than others (FR, FI). To a degree, the thinner the intermittent schedule of reinforcement, the greater the resistance to extinction will be.b)Establishing operation: resistance to extinction will be greater if there is a high level of motivation to continue the behavior.c)Number, magnitude and quality of reinforcement: If a behavior has produced reinforcement for a long period of time, it will be more difficult to extinguish that behavior. Likewise, if a reinforcer is of great magnitude and quality, it might produce more resistance to existence than a reinforcer with less magnitude and quality.d)Previous extinction trials: If a behavior is diminished during extinction, and then accidentally strengthened with reinforcement, the extinction procedure is reapplied. With each successive application of extinction, decreases in the behavior become increasingly quicker. e)Response effort: A response requiring greater effort diminishes more quickly during extinction than a response requiring less effort.

emergency situation

a. sudden generally unexpected occurrence of some action that requires immediate action

Basic design includes

a.An initial probe is taken to determine the level of performance on each behavior in the sequence prior to baseline b.A series of baseline measures is obtained on each step prior to training on that step c.After the behavior reaches criterion on any step, a probe of each step in the sequence is obtained to determine whether performance changes have occurred in any other steps.

Methods for assessing the social validity of outcomes include

a.Comparing participants' performance to the performance of a normative sample b.Using a standardized assessment instrument c.Asking consumers to rate the social validity of participants' performance d.Asking experts to evaluate participants' performance e.Testing participants' newly learned level of performance in the natural environment

4. Changing-Criterion Design

a.Requires baseline data b.Focuses on a single target behavior c.Baseline phase is followed by treatment phases, which includes a step-wise change in criterion for the target behavior d.Each phase of the design provides a baseline for the following phase. e.When stable responding is attained within each phase of the design, a prediction of future responding is made. A prediction can be made from previous phases that the level of responding will not change if the criterion is not changed. f.Replication occurs each time the level of behavior changes in a systematic way when the criterion is changed.

Direct Replication

a.The researcher makes every effort to duplicate exactly the conditions of an earlier experiment b.Demonstrates the reliability of a functional relation.

Systematic Replication

a.The researcher purposefully varies one or more aspects of an earlier experiment. b.Demonstrates generality of a finding to other conditions c.Any aspect of a previous experiment can be altered: subjects, setting, administration of the independent variable, target behaviors

Measurable dimensions of behavior

a.frequency/rate- how many times a behavior occurs, rate- frequency expressed in a ratio with time b.latency- elapsed time from the onset of a stimulus to the initiation of response c.magnitude- the force or intensity with which a response is emitted d.locus- refers to the location of the behavior e.duration- the length of time for which a behavior is emitted or demonstrated f. topography- the shape of a behavior (what it looks like) g. inter response time- the time elapsed between the conclusion of one response and the initiation of the next response

POST REINFORCEMENT PAUSE

absence of responding for a period of time following reinforcement

post reinforcement pause

absence of responding for a period of time following reinforcement

response (technical definition)

action of an organisms effector. An effector is an organ at the end of an efferent nerve fiber.

Standard in that

all human behavior frequencies ranging from .001 per minute to 1000 per minute can be located on the frequency scale. The value .001 per minute is the same as 1 per 1000 minutes or approximately one per day.

Parsimony

all simple and logical explanations are ruled out before more complex explanations are sought

Matching law

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

autoclitic

an SD or an MO for additional speaker verbal behavior.

functional analysis

an analysis of the functions of behavior wherein consequences representing those in the person's natural routines are arranged within an experimental design so that their separate effects on behavior can be observed and measured. Typically it consists of 4 conditions, 3 test conditions; contingent attention contingent escape, alone and a control condition; in which problem behavior is expected to be low because reinforcement is freely available and there are no demands placed.

Functional analysis

an analysis of the purposes (function) of problem behavior, wherein antecedents and consequences representing those in the person's natural routines are arranged within and experimental design so that their separate effects on problem behavior can be observed and measured.

FUNCTIONAL ANALYSIS

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

functional analysis

an analysis of the purposes (functions) of problem behavior, wherein antecedents and consequences representing those in the person's natureal routines are arranged within an experimental design so that their separate effects on problem behavior can be observed and measured

Establishing operations

an antecedent event or change in the environment that alters the effectiveness of the reinforcer and the rates of the responses that have produced that reinforcer previously; Example: having just eaten a large meal will diminish the effectiveness of edible reinforcers; deprivation will increase the effectiveness of reinforcers; motivating and abolishing operations fall under this umbrella category: CRAIG KENNEDY --- increases the value of reinforcement (through deprivation)

changing criterion design

an applied behavior analysis design that involves successively changing the criterion for delivering consequences, usually in graduated steps from baseline levels to a desired terminal goal; experimental control is demonstrated if the behavior changes to meet or approximate each successively set criterion level

MENTALISM

an approach to explaining behavior that assumes that a mental, or "inner," dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behaivor, if not all

mentalism

an approach to explaining behavior that assumes that a mental, or "inner," dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behaivor, if not all

ECOLOGICAL ASSESSMENT

an assessment protocol that acknowledges complex interrelationships between environment and behavior - a method for obtaining data across multiple settings and persons

ecological assessment

an assessment protocol that acknowledges complex interrelationships between environment and behavior - a method for obtaining data across multiple settings and persons

philosophic doubt

an attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned. Continuous questioning of what is known as fact.

Prompt

an auxiliary discriminative stimulus presented in order to occasion a given response; usually are faded before the terminal goal is judged to have been achieved

Negative reinforcer

an aversive stimulus; a stimulus that, when removed or reduced as a consequence of a response, results in an increase or maintenance of that response

tacts

an elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement

Echoic

an elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence and formal similarity with response.

echoics

an elementary verbal operant involving a response that is evoked by a verbal discriminitive stimulus that has point-to-point correspondence and formal similiarity with the response

intraverbals

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

mands

an elementary verbal operant that is evoked by an MO and followed by a specific reinforcement

discriminative stimulus for punishment

an environmental event or condition in the presence of which a response has a lower probability of occurrence than it does in its absence as a result of response-contingent punishment delivery in the presence of the stimulus.

discriminative stimulus

an environmental event or condition in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced.

motivating operations

an environmental variable momentarily increases or decreases the value of a stimulus and the frequency of all behaviors that have resulted in access to that stimulus

Direct assessment

an evaluation strategy that makes direct contact with the target for intervention (direct observation)

Indirect Assessment

an evaluation strategy that uses subjective methods (e.g. interviews, checklists, rating scales, etc.) and that does not make direct contact with the target for intervention

direct replication

an exact replication of a previously conducted experiment

PARAMETRIC ANALYSIS

an experiment designed to discover the differential effects of a range of values of an independent variable.

parametric analysis

an experiment designed to discuss the differential effects of a range of values of an independent variable (i.e., how much reinforcement/punishment is necessary to see effects on the target behavior; do I have to praise every 10 minutes or every 20 minutes) (can look at magnitude or frequency/rate); the systematic increase or decrease in the value of some dimension of the independent variable

(NCR) reversal technique

an experimental control technique that demonstrates the effects of reinforcement by using noncontingent reinforcement (NCR) as a control condition instead of a no-reinforcement condition

A-B-A design

an experimental design consisting of an initial baseline phase, an intervention phase, and a return to baseline conditions by withdrawing the independent variable to see whether responding "reverses" to levels observed in the initial baseline phase

changing criterion design

an experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changeing criteria for reinforcement or punishment

reversal designs

an experimental design in which the effects of the independent variable are tested by introducing a phase (e.g., an Alt-R or DRO treatment phase) in which the direction of the change reverses (i.e., reinforcement of being out-of-seat instead of in-seat); good for analyzing maintaining conditions or reinforcement

alternating treatments design

an experimental design in which two or more conditions are presented in rapidly alternating succession independent of the level of responding

multiple baseline design

an experimental design that begins with the concurrent measurement of two or more behaviors in a baseline condition, followed by the application of the treatment variable to one of the behaviors while baseline conditions remain in effect for the other behavior(s). After maximum change has been noted in the first behavior, the treatment variable is applied in sequential fashion to each of the other behaviors in design. Expermental control is demonstrated if each behavior shows similar changes when, and only when, the treatment variable is introduced

B-A-B design

an experimental design that begins with the treatment condition

withdrawal design

an experimental design that involves the removal of the intervention in order to test its effect; can't be used with learned behaviors

DRO reversal technique

an experimental technique for demonstrating the effects of reinforcement by using differential reinforcement of other behavior (DRO) as a control condition instead of a no-reinforcement condition

Double Blind Control

an experimental technique in which biased expectations of experimenters are eliminated by keeping both participants and experimental assistants unaware of which participants have received which treatment

DRI/DRA reversal technique

an experimental technique that demonstrates the effects of reinforcement using a differential reinforcement of an incompatible or alternative behavior (DRI/DRA) as a control condition instead of a no-reinforcement condition

evocative effect

an increase in the current frequency of behavior that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation

EXTINCTION BURST

an increase in the frequency of responding when an extinction procedure is initially implemented.

extinction burst

an increase in the frequency of responding when an extinction procedure is initially implemented.

Rating Scale

an indirect form of assessment that measures the degree to which the symptom or characteristic is perceived to be present

Checklist

an indirect form of assessment, that measures whether or not symptoms are perceived to be present

covert behavior

an occurrence of behavior within the organism that is not directly observable or measurable.

artifact

an outcome or result that appears to exist because of the way it was measured but in fact does not correspond to what actually occurred. Data that give an unwarranted or misleading picture of the behavior because of the way measurement was conducted.

unconditioned reflex

an unlearned stimulus-response functional relation consisting of an antecedent stimulus that elicits the response ; a product of the phylogenic evolution of a given species; all biologically intact members of a species are born with similar repertoires of unconditioned reflexes

aversive stimulus

an unpleasant or noxious stimulus that motivates escape or avoidance behavior

Intraverbals

answer to a question that is not a mand (e.g., "what goes with a sock... (a shoe)"); the verbal stimulus (SD) and verbal response do not match each other (i.e., the answer is not in the question)

temporal dimensions

antecedent or consequent

models

antecedent stimuli that are topographically similar to the target imitative behavior

extraneous variable

any aspect of the experimental setting that must be held constant to prevent unplanned environmental variation

EXTRANEOUS VARIABLE

any aspect of the experimetal setting that must be held constant to prevent unplanned environmental variation

multiple treatment reversal design

any experimental design that uses the experimental methods and logic of the reversal tactic to compare the effects of two or more experimental conditions to baseline and/or to one another

DISCRETE TRIAL

any operant whose response rate is controlled by a given opportunity to emit the response

discrete trial

any operant whose response rate is controlled by a given opportunity to emit the response

Positive Punishment

any stimulus whose presentation following a response decreases the probability of that response (e.g., a pigeon pecks a key and illumination increases)

Negative Punishment

any stimulus whose removal following a response decreases the probability of that response (e.g., pigeon pecks key and food is removed)

Behavior

anything an organism does; has to be able to be physically characterized and needs to be a physically measurable event

Principles of applied behavior analysis

applied, behavioral, analytic, technological (replicable), conceptually systematic, effective, generality

seven dimensions of ABA

applied, behavioral, analytic, technological, generality, effective, conceptually systematic

Independent group contingency

applying the same consequences to the same or different behavior of each member of a group; the reinforcement for one member's behavior does not depend upon the performance of others

fees

arranged as early as is feasible, consistent with law and behavior analysts do not misrepresent their fees, provide in writing the terms of consultation with regard to specific requirements for providing services and the responsibility of all parties (contract or declaration of professional services)

Group contingencies

arrangements in which consequences are delivered to some or all members of a group as a f(x) of the performance of one, several, or all of its members

Prompt, goals, criteria, and contextual conditions will cue (set the occasion for) the occurrance of the behavior as long as what happens?

as long as these stimuli are consistently paired with reinforcement of the response.

Give preference to this specific type of method

assessment and intervention methods that have been scientifically validated and used scientific methods to evaluate those that have not been scientifically validated.

preference assessment

assessment of the level of preference a person has for an item or activity relative to other items.

confidentiality discussions occur

at the outset of the relationship and thereafter as new circumstances may warrant

establish support for services

avoid jargon, support your ideas with research, be nice, explain procedures and benefits, etc; make the setting reinforcing; be nice and responsive

effective treatment

based on the research literature and adapted to the individual client

Variations of withdrawal design

baselines with reinforcement not contingent on the dependent variable

B-A-B design

begins with application of the independent variable: the treatment & includes a brief withdrawal and reintroduction

Multiple Baseline across Behaviors Design

begins with the concurrent measurement of two or more behaviors of a single participant

rule goverened behavior

behavior acquired via descriptions of the contingencies without the person actually contacting the contingencies described

contingency shaped behavior

behavior acquired via reinforcement contingencies

a sequence of responses in which one response produces the conditions essential to the next

behavior chain

conceptually systematic

behavior change interventions are derived from basic prinicples of behavior

Rule governed behavior

behavior controlled by a rule (i.e. a verbal statement of an antecedent of an antecedent-behavior-consequence contingency); enables human behavior (e.g. fastening a seatbelt) to come under the indirect control of temporally remote or improbable but potentially significant consequences (e.g. avoiding injury in an auto accident).

RULE GOVERNED BEHAVIOR

behavior controlled by a rule (verbal statement); enables human beahvior to come under the indirect control of temporally remote or improbable but potentially significant consequence (buckling seatbelt

rule-governed behavior

behavior controlled by a rule; enables human behavior to come under the indirect control of temporally remote or improbable but potentially significant consequences.

rule governed behavior

behavior controlled by a rule; i.e. a verbal statement of an ant-beh-cons contingency; enables human behavior to come under the indirect control of temporally remote or improbably but potentially significant consequences

Operant behavior

behavior emitted by an organism and reinforced by environmental events following responding

POSITIVE REINFORCEMENT

behavior is immediately followed by the presentation of stimulus which increases future frequency of the behavior under similar conditions

AUTOMATICITY OF REINFORCEMENT

behavior is modified by its consequences irrespective of the person's awareness

Contingency-shaped behavior

behavior that has been learned by experiencing the consequences directly (e.g., the stove is hot, and you get burned when you touch it)

Operant behavior

behavior that is selected, maintained, and brought under stimulus control as a function of its consequences; each person's repertoire of operant behavior is a product of his history of interactions with the environment.

Adjunctive Behavior

behavior that occurs as a collateral effect of a schedule of periodic reinforcement for other behavior: time-filling or interim activities that are induced by schedules of reinforcement during times when reinforcement is unlikely to be derived-aka schedule-induced behavior

discriminated operant

behavior that occurs more frequently under some antecedent conditions than under others due to a history of contingent reinforcement.

Rule-governed behavior

behavior under the control of such S-deltas as rules and instructions, rather than behavior shaped by reinforcing or aversive consequences (e.g., when you see a stop sign, you stop)

BEHAVIORAL

behavior(s) is observable & measurable, documented that it is the subject's behavior that has changed

APPLIED

behavior(s) selected for analysis & change are socially significant

RATIO STRAIN

behavioral effect associated with abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules

ratio strain

behavioral effect associated with abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules

the differential reinforcement of successive approximations to a terminal behavior

behavioral shaping

GENERALITY

behaviors are targeted in a way that the desired changes occur in environments other than where they were discretely taught (across people, places, and time).

escape extinction

behaviors maintained with negative reinforcement are placed on escape extinction when those behaviors are not followed by termination of the aversive stimulus; emitting the target behaivor does not enable the person to escape the aversive situation

ESCAPE EXTINCTION

behaviors maintained with negative reinforcement are placed on excape extinction when those behaviors are not followed by termination of the aversive stimulus; emitting the target behaivor does not enable the person to escape the aversive situation

task analysis

breaking down a behavior chain into its component responses, complex task are broken down into small teachable units

task analysis

breaking down a complex or chained behavior into individual steps or tasks; forward (e.g., handwashing or feeding) or backward chaining (e.g., tying your shoe, making a sandwich) or total task analysis (e.g., hand-washing, solving a division problem in math, hitting a ball with a bat)

FREE OPERANT

can be emitted at nearly any time; is discrete, it requires minimal time for completion, and it can produce a wide range of response rates

Environmental explanations of behavior

can be observed

standard range of coverage

can cover from 1000 per minute to 1 per century.

three elements of consent

capacity, information, voluntariness

the name for procedures linking behavior in a sequence

chaining

FUNCTIONAL RELATION

changes in DV/behavior are produced by systematic manipulations of IV/treatment and changes in the DV were unlikely the result of other factors (confounding variables)

Generality

changes in behavior that last over time appear in different settings, environments, and with different people.

FUNCTIONAL RELATION

changes in one event (dependent variable) can reliably be produced by systematic manipulations of another event (independent variable) and that the changes in the DV were unlikely to be the result of other confounding variables

SCHEDULE THINNING

changing a contingency reinforcement by gradually increasing the response ratio or the extent of the time interval

schedule thinning

changing a contingency reinforcement by gradually increasing the response ratio or the extent of the time interval

third party requests for service

clarifies at the outset of service, the nature of the relationship with each party including role of BA, the probable use of services provided or the info obtained, as well as limits to confidentiality

Stimulus equivalence procedures

classes of stimuli characterized by reflexivity, symmetry, and transitivity among members

Discussion of confidential information

clinical or consulting relationship only for appropriate scientific or professional purposes and only with persons clearly concerned with such matters

Mand

command (can be used with pictures or verbalizations)

stadard c. charts are used for

comparing data across individuals, schools, industries, labs, and disciplines. example: the line goes from 1 to 2 on the daily chart over a period of 1 week it goes from 1 to 2 monthly over a period of 6 monhts and so on. The doubling line always has a slope of 34 degrees regardless of which chart it occurs on. All charts have 20 celebration periods (weeks months hal years and half decade) and 6 recurring counting cycles based on powers of 10.

Mulitiple-baseline across behaviors

composed of a series of several responses that are identified and measured to provide a baseline against which change can be measured. Once the baselines are established, an intervention is applied to one of those behaviors but non to the others that remain under baseline conditions.

Mixed schedule

compound schedule of reinforcement consisting of 2 or more basic schedules of reinforcement that occur in an alternating, usually random sequence

multiple schedule

compound schedule of reinforcement consisting of 2 or more basic schedules of reinforcement that occur in an alternating, usually random sequence

generalization within a class of stimuli and discrimination between classes of stimuli

concept formation

philosophical doubt

conclusions derrived from scientific manipulation are tentative. They may be modified or discarded, when new facts or discoveries come to light

Generalized conditioned reinforcer

conditioned reinforcer that as a result of having been paired with many other reinforcers does not depend on an established operation for any particular form of reinforcement for its effectiveness

Protect

confidentiality!!!

what circumstances mush you have consent for?

consent mush be obtained for all punishment procedures and those procedures that involve risk to consumer rights or protection

variable-interval (VI)

contingency T s, then 1 response; T varies after delivery of each reinforcer; T has a mean and range, response rate is generally constant (short, consistent IRTs); statiation a f(x) of VI value; generates very stable rates of responding that are extremely sensitive to changes in events

Interdependent group contingency

contingency arrangement in which members of the group are treated as if they were a single behaving individual; the group's performance determines the reinforcer each member receives. Example: "if the group averages 90% on the test, everyone will have free time"

AVOIDANCE CONTINGENCY

contingency in which a response prevents or postpones the presentation of a stimulus- EX: opening an umbrella prevents presentation of rain

ESACPE CONTINGENCY

contingency in which a response terminates (produces escape from) an ongoing stimulus- EX: closing a window terminates cold air blowing in

DISCRIMINATED AVOIDANCE

contingency in which responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer-

free-operant avoidance

contingency in which responses that can be emitted at any nearly time prior to the onset of an aversive stimulus delay or prevent the presentation of the aversive stimulus.

negative reinforcement

contingency in which the occurrence of a response produces the removal, termination, reduction or postponement of a stimulus, which lead to an increase in the future occurrence of that response.

INTERMITTENT SCHEDULE OF REINFORCEMENT

contingency of reinforcement in which some, but not all, occurrences of the behavior produce reinforcement

Intermittent schedule of reinforcement

contingency of reinforcement in which some, but not all, occurrences of the behavior produce reinforcement

Conditions of functional analysis

contingent attention, contingent escape, alone, and control

PHILOSOPHIC DOUBT

continually question the truthfulness of what is regarded as fact. Scientific knowledge must always be viewed as tentative, and the scientist must constantly be willing to replace with new discoveries even those facts of which he is most certain

Risk benefit ratio

continue, modify or discontinue services only when the resin benefit ratio of doing so is lower than the risk benefit ratio for taking alternative actions.

Schedules of reinforcement

continuous reinforcement (CR), variable-ratio (VR), variable-interval (VI), fixed-ratio (FR), fixed-interval (FI), differential reinforcement of low-rate behavior (DRL), differential reinforcement of other behavior (DRO), differential reinforcement of high rate behavior (DRH), differential reinforcement of paced responding (DRP)

Cumulative records

continuous, raw data; looks at the total occurrences of the behavior; the higher the slope, the faster the rate of responding

contingency shaped behavior

contrast with rule gov beh; behavior selected and maintained by controlled, temporally close consequences

data path

created by drawing a straight line from the center of each data point in a given data set to the center of the next data point in the same set

Variable baseline

data points that do not consistently fall within a narrow range of values and do not suggest any clear trend or predictability.

Value-altering effects

deal with the antecedent conditions or the SD

Behavior-altering effects

deal with the reinforcement and consequences following the emission of the behavior

primary effect of extinction

decrease in the frequency of the behavior until it reaches a pre-reinforced level or ultimately ceases to occur

topography-based definition

defines instances of the targeted response class by the shape or form of the behavior

analytic

demonsrates expirmental control over the occurrence and nonoccurrence of the behavior, that is if a functional relation is demonstrated

VERIFICATION

demonstrates that prior level of baseline responding would have remained unchanged had the independent variable not been introduced

Verification

demonstrates that prior level of baseline responding would have remained unchanged had the independent variable not been introduced

standard celebration chart is used for

derives from the fact that it is standard and universal. it can be used to display change in any human behavior that have been measured with respect to frequency, the fundamental dimension of all behavior. celeration is seen as the slope of a line describing a set of behavior frequencies arrayed in real time.

function-based definition

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

component analysis

determining which component of an intervention package works the best; often used to conduct efficiency experiments

Lawfulness

determinism; the universe is lawful and orderly

Descriptive assessment

direct observation of problem behavior and the antecedent and consequence events under naturally occurring conditions. (i.e. including interview, scatterplot, ABC data)

descriptive functional behavior analyses

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

descriptive functional behavior assessment

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

Methods for gathering descriptive data

direct observations (anecdotal observations or ABC recordings), interviews, checklists, and tests (standardized), ecological assessments

Direct instruction

directly, explicitly explaining a demand or skill; a teaching method that involves a prepared curriculum: (1) following a very carefully organized and detailed sequence of instruction; (2) teaching skillfully in small groups when appropriate; (3) evoking unison responses; (4) using signals to encourage all students to participate; (5) pacing presentations quickly; (6) applying specific techniques for correcting and preventing errors; and (7) using praise

the control of a particular response by a particular stimulus class and not by other stimulus classes

discrimination

functional dimensions

discriminative stimulus

a stimulus in the presence of which a response is reinforced and in the absence of which goes unreinforced

discriminative stimulus (Sd)

ABC Analysis and structured ABC Data

divides incident into 3 areas, antecedent, behavior and consequence. ABC is typically a narrative form, structured is typically a checklist.

Rules

do something because something is under the control of a temporarily remote consequence (e.g., you don't speed because of fear of getting a speeding ticket); you probably won't come into contact with the contingency, but the contingency is so severe that you want to avoid coming into contact with it

Name some tangible reinforcers

dolls, jewelery, antiques, fine china

Acceleration targets are with

dot.

clients have the right to

effective treatment

REACTIVITY

effects of an observation and measurement procedure on the behavior being measured

reactivity

effects of an observation and measurement procedure on the behavior being measured

when there is more then one scientifically supported treatment the following should be considered:

efficiency, cost-effectiveness, risks and side effects of the interventions, client preference, practitioner experience and training

Unwanted side effects of punishment

elicitation of undesirable emotional responses and aggression, escape and avoidance, increased rate of the problem behavior under non-punishment conditions

7 dimensions- behavioral

entails precise measurement of the actual behavior in need of improvement and documents that it was the subject's beahvior that changed

mean duration-per-occurrence IOA

equals average percentage of agreement of the durations reported by two observers for each occurrence of the target behavior

the transfer of stimulus control with minimal error production

errorless learning

EO

establishing operations; motivating operation that establishes (increases) the effectiveness of some stimulus, object, or event as a reinforcer

scientific manipulation

events that are though to affect the phenomena of interest are carefully manipulated to elucidate their effects

contingency reversal

exchanging the reinforcement contingencies for two topographically different responses

functional relation

exist when a well controlled experiment reveals that a specific change in on event (DV) can reliably be produced by specific manipulations of another event (IV) and that change in the DV was unlikely to be the result of other extraneous factors (confounding variables)

Delayed Multiple Baseline Design

experimental tactic in which an initial baseline and intervention are begun, and subsequent baselines are added in a staggered or delayed fashion.

Multiple treatment reversal design

experiments that use the reversal design to compare the effects of two or more experimental conditions to baseline and/or to one another

CORRELATION

extent to which 2 factors vary together-can be used to predict the probability that one event will occur

Unwanted effects of extinction

extinction bursts, resistance to extinction, spontaneous recovery

the gradual change of the intensity of a stimulus prompt towards the criterion stimulus control

fading

Problems in self-rule formulation

formulating self-rules (e.g. "no snacking after 9pm") is one way of controlling impulsive acts and other behaviors controlled by direct contingencies. Problems arise if (1) a person fails to formulate worthwhile rules, or (2) a person formulates inaccurate or unrealistic rules.

the teaching of the behavior chain begins with the first behavior of the sequence and ends with the last

forward chaining

2 dimensions of standard celebration chat

frequency (count per minute) and time (calendar days). time is standard, absolute and universal. frequency is standard, absolute and universal measure of behavior.

Reason to use frequency/rate

frequency is to be changed; discrete/countable behaviors; not extremely high rate

Token economy procedures

generalized conditioned reinforcers exchanged for backup reinforcers

list 6 types of generalization

genralization response generalization, stimulus generalization, setting/situation generalization, response maintenance, gradient, generalized behavior change

Maintain competence

going to ongoing professional activities such as conferences and workshops

scatterplot

graph of data points in a two variable correlation, typically time and day

Scatterplots

graphing by time; divide the day into blocks of time to see if behavior problems are related to times of the day

behavioral cusp

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

Intraverbal

have to be used with verbalizations; not echoing (example = I say

conjunctive

have to meet both schedules; one schedule has to be ratio and one has to be interval

Bar Graph

histogram, is a simple and versatile format for graphically summarizing behavioral data that are typically unrelated in time

RELEVANCE OF BEHAVIOR RULE

holds that only behaviors likely to produce reinforcement in the person's natural environment should be targeted for change

relevance of behavior rule

holds that only behaviors likely to produce reinforcement in the person's natural environment should be targeted for change

Variability

how often and the extent to which multiple measures of behavior yield different outcomes

Reflexivity

identify matching; match-to-sample (e.g., Daddy is a specific man, 9 is a specific numeral)

basics:

if accelerating your good to go if decelerating or staying the same it;s time to back up in the curriculum

Behavioral contrast effects

if behavior has been maintained in 2+ contexts, and a procedure that decreases behavior (e.g., DRO, extinction, or punishment) is introduced into one of these contexts, the behavior may increase in the other, despite no other change in contingencies; this increase is called positive behavioral contrast; behavioral contrast also has been observed when the schedule of reinforcement has been increased in one situation while remaining constant in the other; in this case performance may decrease in the constant situation producing a negative behavioral contrast

Disadvantage to percent correct

if dividend less than 20, small changes in behavior results in great over/under estimation; doesn't give specific response proficiency

when should reinforcers be delivered

immediately

Practice effects

improvement in performance resulting from opportunities to perform a behavior repeatedly so that baseline measures can be obtained.

practice effects

improvements in performance resulting from opportunities to pre from a behavior repeatedly so that baseline measures can be obtained.

Excessive rule following

in some instances, certain rules have been ingrained into an individual that even direct experience to the contrary cannot overcome the effects of the rule (e.g. "only bad things happen on Friday the 13th). People may become insensitive to direct contingencies when verbal control is well established.

Obtain Informed Consent

in writing before doing anything!

EXPERIMENTS in ABA

include at least one behavior and at least one treatment or intervention condition:

positive reinforcement

increases the future frequency of the behavior in similar conditions

mandated reporter

individuals who are required by law to report the following 1.suspicion of abuse 2.threat of violence to others 3.reasonable suspicion of threat to self

OBSERVER REACTIVITY

influence on the data reported by an observer that results from the observer's awareness that others are evaluating the data he reports

observer reactivity

influence on the data reported by an observer that results from the observer's awareness that others are evaluating the data he reports

Purpose of recordkeeping

inform us how effectively the system is working. The other records provide useful info for staff on how closely procedures are adhered to and signal when to alter the price of a back-up, vary response requirements, begin to phase out the economy.

Mentalism

inner self guides; cannot be observed; phenomena in the "inner" dimension directly cause behavior

Multiple-baseline across individuals

instead of introducing the intervention across a sequence of behaviors, the multiple-baseline across individuals involves collecting baselines on the same behavior of several persons, preferably in different settings.

VISUAL ANALYSIS

interpretation of graphically displayed data that is employed by behavior analysts in a systematic form of examination

EFFECTIVE

interventions produce practical results for subject

three ways to identify potential reinforcers

interviews, direct observation, reinforcer sampling

applied

investigates socially significant behaviors with immediate importance to the subject

competency-based training

involves practice recording, reliability checks, etc; training for data collection

unconditioned reinforcement

irrespective of the organism's learning history with the stimulus; product of the evolutionary development of the species

Reversal Design

is most straightforward & most powerful Single-Subject Design

Permission for electronic recording

is secured from clients and relevant staff of all other settings. Consent for different uses must be obtained specifically and separately.

Independent variable

is systematically manipulated by the researcher in an experiment to produce reliable changes in the dependent variable. In applied behavior analysis, it is usually an environmental even or condition antecedent or consequent to the dependent variable. Sometimes called the intervention or treatment.

Naive observer

is unaware of the study's purpose and/or the experimental conditions in effect during a given phase or observation period

terminate when

it becomes reasonably clear that the client no longer needs the service, is not benefiting, or is being harmed by continued service

Ethics is important because

it helps practitioners decide whether course of action is morally right or wrong, and it guides decisions to act irrespective of the demands of expectancy, pressure, or priorities

greater degrees of assistance are provided as successive opportunities are required

least-to-most prompting

counting time

length of an observation period in which a count of the number of responses emitted was recorded.

Data Path

line which represents the level and trend of behavior between successive data points, and it is a primary focus of attention in the interpretation and analysis of graphs

ABC Continuous Recording

looking at the antecedent conditions; select from a bank of antecedent conditions and see if a target behavior follows the antecedent(s)

ABC Narrative Recordings

looking at the antecedent-behavior relation; it's like choosing a time-recording methodology; mark any occurrence of the target behavior occurring

Reason to use whole interval

looking to increase behavior, looking for behavior to occur constantly from some duration

Reason to use partial interval

looking to reduce behavior

maintaining records

maintain appropriate confidentiality in creating, storing, accessing, transferring and disposing of records under their control

Disadvantages of variation in multiple baseline design

major consideration in using the multiple baseline design to demonstrate experiemental control is that one must be reasonably assured beforehand that the dependent variable or target behaviors are not independent or highly interrelated.

performance monitoring

making sure the behavior is changing/occurring in the desired manner

systematic manipulation

manipulation of antecedent or consequent variables to determine effects on behavior

Reason to use momentary time sample

many behaviors need to be tracked, large groups prevent constant observation

auditory to visual matching to sample

matching a spoken word or sound stimulus to a visual stimulus, ex. selecting a picture of a cat when the word cat is spoken

identity matching to sample

matching items which are all the same across all features

Imitation

matching the behavior of a model, or engaging in a behavior similar to that observed

Imitation

matching the behavior of a model, or engaging in a behavior similar to that observed (typically refers to motor behaviors)

visual to visual matching to sample

matching to sample in which both the sample and comparison are visual stimuli

Disadvantage of momentary time sample

may over or under estimate; not appropriate for low rate behaviors

DISCONTINUOUS MEASUREMENT

measurement conducted in a manner such that some instances of the response class(es) of interest may not be detected

discontinuous measurement

measurement conducted in a manner such that some instances of the response class(es) of interest may not be detected

EVENT RECORDING

measurement procedure for obtaining a tally or count of the number of times a behavior occurs

Event recording

measurement procedure for obtaining a tally or count of the number of times a behavior occurs

event recording

measurement procedure for obtaining a tally or count of the number of times a behavior occurs

Organizing/interpreting descriptive data

measuring the data; using celeration, frequency, duration, event recording, IRT, magnitude, measurement by permanent product, momentary time sampling, partial-interval, percentage, rate, latency, temporal extent, temporal locus, time sampling, trials-to-criterion, whole-interval

IOA

monitoring the consistency with which dependent and independent variables are being measured during a study; goal is to establish the degree to which measures that are being taken of people's behavior are consistent

the teacher starts with complete assistance and gradually reduces the amount of assistance as training progresses

most-to-least prompting

parametric

multitreatment - play with different levels or values for the IV on the DV Example: studying the effect of reinforcement given for 20 seconds, 40 seconds, 60 seconds

type II punishment

negative punishment

Verification

o Removing the independent variable & going back to baseline. the prior level of baseline increases probability of functional relation. reduces the chance that some other variable is affecting the behavior change.

Advantages of direct measure

objective

Accountablitiy

objective demonstration and communication of the effectiveness of a given program: functional relations, behavioral outcomes, cost benefits, consumer satisfaction. By collecting data objectively and analyzing the function of procedural effects rigourously, behavior analysts become accountable for their results.

Empiricism

objective observation of behavior of interest; use of experiments to develop knowledge; facts derived from observation and experimentation

Maintaining Confidentiality

obligation and take reasonable precautions to respect the confidentiality of those with whom they work or consult.

correlates of behavior

observable and measurable behaviors that are said to be outward manifestations of covert behavior

discontinuous measurement

observation & recording conducted in a manner such that some instances of the response class(es) of interest may not be detected

when presenting data at professional conferences or peer reviewed journals

obtain and document (1) IRB and or local human research committee approval and (2) compliance with institutional requirements

DRI/DRA reversal technique

occurrences of a specified behavior that is either incompatible with the target behavior or an alternative to the target behavior are immediately followed by the same consequence previously delivered as contingent reinforcement for the target behavior

Positive reinforcement

occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions.

functional stimulus classes

one or more stimuli which evoke the same response

Multiple Baseline across Subjects Design

one target behavior is selected for two or more subjects (or groups) in the same setting.

Accepting clients

only those individuals whose behavior problems commensurate with the behavior analyst's education, training and experience; or under the supervision of a a behavior analyst whose credentials permit working with such behavior problems

When should emergency procedures be used?

only when there is documented need to do so to protect the client, others or the environment

extinction

operant; the discontinuing of a reinforcement of a previously reinforced behavior

Disadvantages of frequency/rate

opportunities to respond must be constant across sessions

Disadvantages to duration

opportunities to respond must be constant across sessions

the presentation of the stimulus conditions constituting the occasion for the target response

opportunity to respond

Matching law

output needs to equal input; a description of a phenomenon according to which organisms tend proportionally to match their responses during choice situations to the rates of reinforcement for each choice (i.e., if a behavior is reinforced about 60% of the time in one situation and 40% in another, that behavior tends to occur about 60% of the time in the first situation, and 40% in the second)

indirect measures of behavior

percent of occurrence, trials to criterion, paritial-interval recording, whole interval recording, momentary time sampling

Textual

point-to-point correspondence between the stimulus and the response (example = see written word 'apple' and you say 'apple')

type 1 punishment

positive punishment

Professional competence

practice within your limits an obtain consultation, supervision, training or make referrals as necessary.

behaviors that result in the appropriate contact with the Sd (e.g. looking at instructional materials)

preattending skills

Positive Punishment

presentation of a stimulus decreases a behavior (e.g., child presses a button and gets more work; pigeon pecks key and illumination increases)

paired choice/forced choice/ free operant preference assessment

presentation of items in pairs that the individual chooses between/ forced interaction with an item if the individual does not make a choice/ observation in natural environment to determine what items a person engages with

DETERMINISM

presumption that the universe is a lawful & orderly place in which phenomena occur as a result of other events= LAWFULNESS OF BEHAVIOR *opposite=ACCIDENTIALISM

conditioned negative reinforcer

previously neutral stimuli that acquire their effects through pairing with an existing (unconditioned or conditioned) aversive stimulus.

unlearned reinforcer

primary or unconditioned reinforcer

PREMACK PRINCIPLE

principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior AKA grandma's rule

Premack Principle

principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior. See also response-deprivation hypothesis

Problems in rule formulation of the verbal community

problems may arise in subcultures which fail to develop adequate rules or yield inaccurate rules. For example, if a subculture develops rules to discourage seeking medical attention for life-threatening diseases.

7 dimensions- generality

produces behavior changes that last over time, appear in other environments, or spread to other behaviors

Disadvantage of response product

product must be produced only by target behavior

phylogeny

product of evolutionary development of the species

unconditioned punishment

products of phylogeny; unlearned; primary punishers; decreases the frequency of any behavior that immediately proceeds it

Reason to use trial to criterion

proficiency of target is of importance

Behavior change procedures to promote stimulus and response generalization

promoted by training across people and settings and objects; eventually fading reinforcement

behavior checklist

provides descriptions of specific skills and the conditions under which each skill should be observed

Alternative schedule

provides positive reinforcement whenever the requirement of either a ratio schedule or interval schedule is met, regardless of which of the component schedule's requirement is met first.

Discrete trials

rate of response is controlled by the presentation of an SD; a contrast with a free operant

direct measures of behavior

rate, duration, latency, interresponse time

Reason to use response product

reactivity is of concern and need an objective measure (e.g. of intensity)

interrupting or terminating services

reasonable efforts to plan for facilitating care if services are interrupted; orderly and appropriate resolution for responsibility for client care; do not abandon clients

Response cost

reductive procedure in which a specified amount of available reinforcers are contingently withdrawn following the response. Usually these reinforcers are withdrawn from clients reserve, as with loss of points or yardage

Reinforcer Assessment

refers to a variety of direct, empirical methods for representing one or more stimuli contingent on a target response and measuring their effectiveness as reinforcers

Contingency

refers to dependent and/or temporal relations between operant behavior and its controlling variables. Indicates behavior selected and maintained by controlled.

Semi-Logarithmic Chart

refers to graphs in which only one axis is scaled proportionally

reliability

refers to the consistency of measurement

SOCIAL VALIDITY

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

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

REPEATABILITY

refers to the fact that a behavior can occur repeatedly through time

Repeatability

refers to the fact that a behavior can occur repeatedly through time

TEMPORAL LOCUS

refers to the fact that every instance of behavior occurs at a certain point in time with respect to other events

temporal locus

refers to the fact that every instance of behavior occurs at a certain point in time with respect to other events

TEMPORAL EXTENT

refers to the fact that every instance of behavior occurs during some amount of time

temporal extent

refers to the fact that every instance of behavior occurs during some amount of time

Experimental Design

refers to the particular arrangement of conditions in a study so that meaningful comparisons of the effects of the presence, absence, or different values of the independent variable can be made

Local Response Rate

refers to the rate of response during periods of time smaller than that for which an overall rate has been given

validity

refers to whether or not the measure or method measure what it is intended to measure

generalized identity matching to sample

reflexivity

contrived contingency

reinforcement (or punishment) designed arranged for delivery and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a targeted behavior change. Typically involves arbitrary reinforcers or reinforcers not naturally occurring in the current environment.

Conjunctive schedule

reinforcement follows the completion of response requirements for both a ratio and interval schedule of reinforcement

dependent group contingency

reinforcement for all members is dependent on the behavior of one member or the behavior of a selection of members within the larger pool of participants.

Automatic reinforcement

reinforcement that occurs independent of the social mediation of others (e.g., scratching an insect bite relieves the itch).

Disadvantages of withdrawal design

relate to the need to establish baselines and fear of recovery of unwanted behavior during the withdrawal phase. Establishing and measuring baselines take time. In addition, the practitioner often fears that the modified behavior may not recover after the return to baseline conditions.

Determinism

relates to behavior analysis because everything happens for a reason

emergent relation

relations which emerge that are not a result of direct training

Graphs

relatively simple formats for visually displaying relationships among and between a series of measurements and relevant variables-help people make sense of of quantitative information

Negative Punishment

removal of a stimulus decreases a behavior (e.g., pigeon pecks key and food is removed; child presses button and loses M&Ms)

Negative reinforcement

removing an aversive stimulus as a consequence of a response resulting in the maintenance of or an increase in rate of the behavior; a behavior has been negatively reinforced if it increases or is maintained as a f(x) of the contingent removal or reduction of a stimulus; sometimes called escape conditioning; (e.g., child presses button to terminate work; pigeon pecks key to lessen illumination)

Steady state strategy

repeatedly exposing a participant to a given condition while trying to eliminate or control extraneous influence on behavior and obtaining a stable pattern of responding before introducing the new condition.

Steady state strategy

repeatedly exposing a subject to a given condition while trying to eliminate or control extraneous influences on the behavior and obtaining a stable pattern of responding before introducing the next condition.

Replication

repeating the independent variable manipulations conducted previously and getting the same outcomes. o This is the most critical factor in claiming a functional relationship!

REPLICATION

repeating the independent variable manipulations conducted previously in the study and obtaining similar outcomes

Truthfully and accurately

represent ones contributions to the practice.

DATA PATH

represents the level and trend of behavior between successive data points, and it is a primary focus of attention the interpretation and analysis of graphed data

information

requires that the person giving consent be informed that he or she has the right to refuse to give consent without penalty, that he/she may withdraw consent at any time without penalty, the exact nature of the procedures, expected benefits, potential risks, and risks/benefits of alternative approaches

capacity

requires that the person including guardians giving consent has reached the age of maturity and is competent to make such decisions

voluntariness

requires that there be no coercion of duress in obtaining consent

Reason to choose indirect over direct measure

resources, reactivity of observation is concerning, and complex or large numbers of behaviors to observe

discriminated avoidance

responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer.

changes in the properties of a response

response differentiation

supplementary stimuli to guide the student to emit the correct response (e.g. verbal directions, modeling)

response prompts

escape contingency

response terminates an ongoing stimulus and that termination functions to reinforce the response

non paramertic

reversal u either have the IV or don't have the IV. you put the IV in and take it out. No ranges of value for the IV its just in or out. on the DV

in regards to alternative treatments, behavior analysts are responsible for

review and appraisal of likely effects of all alternative treatments, including those provided by other disciplines and no intervention

schedule of reinforcement

rule specifying the environmental arrangements and response requirements for reinforcement

A failure to follow rules

rules are often devised to compete with the immediate reinforcement of such behaviors as stealing, raping, using drugs, etc. Rule following involves three aspects: (1) being able to describe accurately the function of the rules to oneself or other (to understand the rule) - a setting event, (2) labeling circumstances as discriminative stimuli for which a particular rule applies, and (3) following the rule (the response)

The loss of food's reinforcing value after a person has eaten a large meal is an instance of

satiation

Differential reinforcement of low rates

schedule in which the reinforcement a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time or b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion

Differential reinforcement of diminishing rates

schedule in which the reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being fewer than a gradual decreasing criterion based on the individual's performance in previous intervals.

Differential reinforcement of high rates

schedule in which the 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 precious intervals.

Compound schedule of reinforcement

schedule of reinforcement consisting of 2 or more elements of continuous reinforcement, the 4 intermittent schedules of reinforcement of various rates of responding, and extinction

tandem schedule

schedule of reinforcement identical to the chained schedule except, like the mixed schedule, the tandem schedule does not use discriminative stimuli with the elements in the chain

DRL

schedule of reinforcement in which the reinforcement a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time or b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion

DRD

schedule of reinforcement in which the reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being fewer than a gradual decreasing criterion based on the individual's performance in previous intervals.

DRH

schedule of reinforcement in which the 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 precious intervals.

Chained schedule of reinforcement

schedule of reinforcement in which the response requirements of 2 or more basic schedules must be met in a specified sequence before reinforcement is delivered: discriminative stimulus is correlated with each component of the schedule

variable ratio

schedule of reinforcement requiring a varying number of responses for reinforcement

VARIABLE RATIO

schedule of reinforcement requiring a varying number of responses to produce reinforcement

CONTINUOUS REINFORCEMENT

schedule of reinforcement that provides reinforcement for each occurrence of the target behavior

VARIABLE INTERVAL

schedule of reinforcement that provides reinforcement for the FIRST CORRECT response following the elapse of variable duration of time occurring in a random or unpredictable order

variable interval

schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable duration of time occurring in a random or unpredictable order

Progressive schedule reinforcement

schedule that systematically thins each successive reinforcement opportunity independent of the individual's behavior

learned punisher

secondary punisher or conditioned punisher

learned reinforcers

secondary reinforcers or conditioned reinforcer

PARSIMONY

simple, logical explanations for the phenomena under investigation be ruled out experimentally before more complex or abstract explanations are considered

a procedure that consists of the concurrent presentation of the Sd and other stimuli

simultaneous discrimination

LIMITED HOLD

situation in which reinforcement is available only for a finite time following the lapse of an FI or VI interval--if the target response does not occur within the time limit, reinforcement is withheld and new interval begins

Limited hold

situation in which reinforcement is available only for a finite time following the lapse of an FI or VI interval--if the target response does not occur within the time limit, reinforcement is withheld and new interval begins

formal dimensions

size, color

multiple schedules

sperate on it;s own from all the others (multi element etc) key factors are that 2 or more interventions are occurring at the same time in the same phase each paired with distinct stimuli (person, color, sign) etc.

PVR depend on Steady State Strategy.

start baseline get steady responding then intervention, then steady then take out, then steady. or even start baseline get steady, intervention steady, another intervention steady...bascially all has to be stable before going onto next condition. waiting for stability in any condition is repeatedly exposing a subject to a given condition while trying to eliminate or control extraneous influences on the behavior & obtaining a stable pattern of responding before introducing the next condition

schedules of reinforcement

states when reinforcement will occur

Discriminative stimuli

stimuli that are said to be discriminative when, after they have been present reliably when a response has been reinforced, their presence or absence systematically alters the probability of the rate of response; they influence subsequent behavior. 3 types - (1) SDs, (2) S-deltas, (3) Negative S-deltas

feature stimulus class

stimuli that share common physical forms or structures (e.g., made from wood, four legs, round, blue) or common relative relationships (e.g., bigger than, hotter than, higher than, next to)

CONDITIONED REINFORCER

stimulus change that functions as a reinforcer b/c of prior pairing with one or more other reinforcers - aka secondary or learned reinforcer

Conditioned reinforcer

stimulus change that functions as a reinforcer b/c of prior pairing with one or more other reinforcers - aka secondary or learned reinforcer

conditioned reinforcement

stimulus change that functions as a reinforcer because of prior pairing with one ore more other reinforcers

UNCONDITIONED REINFORCER

stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus. They are the product of the revolutionary development of the species (phylogeny)- aka primary or unlearned reinforcer; compare with conditioned reinforcer

behavior under the differential control of antecedent stimuli

stimulus control

supplementary stimuli to guide the student to respond to the correct stimulus dimensions (e.g. position cues)

stimulus prompts

the gradual change of the topography of a stimulus prompt towards the criterion stimulus control

stimulus shaping

Conditioned Punishment

stimulus that decreases frequency of behavior as a result of pairing with other events/stimuli; est. of a neutral stimulus as a punisher through pairing with a primary (unconditioned) punisher

Unconditioned Punishment

stimulus that decreases the frequency of behavior irregardless of the organism's learning history with that stimulus (e.g., food deprivation)

discriminative stimulus

stimulus that when present strengthens behavior because in the past the behavior has been reinforced in its presence

POSITIVE REINFORCER

stimulus whose presentation or onset functions as reinforcement

positive reinforcer

stimulus whose presentation or onset functions as reinforcement-contrast with negative reinforcer

Maintenance procedures

strategies used to promote the persistence of behaviors under natural environmental conditions, such as alterations in reinforcing contingencies, fading prompts, and teaching self-management; a thin reinforcement schedule, use of natural reinforcement, intermittent reinforcement, and periodically review the behavior

indirect functional assessment

structured interviews, checklists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior

indirect functional assessment

stuctured interviews, checklists, rating scales, or questionaires used to obtain information from people who are familiar with the person exhibiting the problem behavior

Experimental analysis

stuff you do in a lab; the analysis of operant behavior (with a relation to the environment)

Applied experimental analysis

stuff you do outside of a lab; need to select socially significant behaviors (for participants); need to choose a behavior in need of improvement and it must be measurable; a demonstrated functional relation between the targeted behavior and the environment

any behavior that is a prerequisite component, or an intermediate value of the terminal behavior

successive approximation

a procedure that consists of the sequential presentation of the discriminative stimulus and the other stimuli

successive discrimination

prompts

supplementary antecedent stimuli used to evoke a response in the presence of discriminative stimuli that eventually will control the target behavior

Stimulus control

systematic influence of an antecedent stimulus (or set of stimuli) on the probability of occurrence of a response; the response form or frequency differs depending on which discriminative stimuli are the controlling stimuli; an antecedent even that is more likely to cause a behavior (e.g., the phone ringing is more likely to make you pick it up and say "hello")

structural analysis

systematic manipulation of antecedent variables to confirm hypothesis about potential antecedents associated with behavior

documenting work

take data in order to facilitate provision of services, ensure accountability adn to meet other requirements of institutions or the law

the breaking of a complex skill or series of behaviors into smaller, teachable units

task analysis

Shaping

teaching new behaviors by systematically reinforcing successive approximations toward the behavioral objective

Personalized System of Instruction (PSI)

teaching to mastery; a method of teaching that usually is characterized by: (1) the go-at-your-own-pace feature, which permits a student to move through the course at a speed commensurate with his ability and other demands upon his time, (2) the unit-perfection requirement for advance, which lets the student go ahead with new material only after demonstrating mastery of that which preceded , (3) the use of lectures and demonstrations as vehicles of motivation, rather than sources of critical information, (4) the related stress upon the written word in teacher-student communication, and (5) the use of proctors, which permits repeated testing, immediate scoring, almost unavoidable tutoring, and a marked enhancement of the personal-social aspect of the educational process; also known as the "Keller Plan"

Incidental teaching

teaching toward specific, predetermined objectives, by capitalizing on natural unplanned opportunities, as in temporarily blocking a child's access to an item until particular adjectives are used to request the object

Dimensions of applied behavior analysis

technological, analytical, generality, behavioral, conceptually systematic, effective, and applied

Disadvantages of partial interval

tendency to overestimate requires constant observation

Disadvantage of whole interval

tendency to underestimate; requires constant observation

Identify and reconcile contingencies

that could compromise the client practitioner relationship

behavior

that portion of an organism's interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism that results in a measurable change in at least one aspect of the environment

Chart has an angle of 33 degrees to show

that the central slope is a x2 change

Percent of occurrence

the # of a behavior occurs relative to the # of opportunities; behavior divided by # of opportunities times 100

sample-comparison reversibility

the ability of the subject to match given that the sample and comparison are switched. If the subject can match A --> B, this would be seen if the subject can also match B --> A

self monitoring

the act of measuring one's own behavior, direct, recording occurs as the behavior is occuring

self report

the act of reporting on one's own behavior, indirect, report occurs after the behavior occurs

BEHAVIOR

the activity of living organisms, everything that an organism does. " that portion of an organsim's interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and results in a measurable change in at least one aspect of the environment"

behavior

the activity of living organisms, everything that people do

BEHAVIOR

the activity of living organisms; "that portion of an organism's interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment"

PREDICTION

the anticipated outcome of a presently unknown or future measurement

determinism

the assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not in a willy-nilly, accidental fashion

applied behavior analysis

the assumptions of behaviorism provide the theoretical underpinnings for applied behavior analysis. Involves studying behavior with significance to the participants involved. The investigation does not always involve continuous observation, behaviors that can be quickly repeated or well controlled environments

Rate

the average frequency of behavior emitted during a standard unit of time; Formula: # of responses/# of time units (frequency, however, is just a count)

local response rate

the average rate of response during a smaller period of time within a larger period for which an overall response rate has been given

Overall Response Rate

the average rate of response over a given time period, such as during a specific session, phase, or condition of an experiment

EXPERIMENTATION

the basic strategy of most sciences.When events are observed to covary or occur in close temporal sequence, a functional relation may exist, but other factors may be responsible for the observed values of the dependent variable.An experiment is a carefully conducted comparison of some measure of the phenomenon of interest (the dependent variable) under two or more different conditions in which only one factor at a time (the independent variable) differs from one condition to another.

Experimental analysis

the basic strategy of most sciences; everything happens for a reason (there's a function)

THREE TERM CONTINGENCY

the basic unit of analysis in the analysis of operant beahvior; encompasses the termporal and possible dependent realtions among an antecedent stimulus, behavior, and consequence.

three-term contingency

the basic unit of analysis in the analysis of operant behavior; encompasses the temporal and possible dependent relations among an antecedent stimulus, behavior, and consequence.

treatment efficacy

the behavior analyst always has the responsibility to recommend scientifically supported most effective treatment procedures. Effective treatment procesures have been validated as having both long-term and short-term benefits to clients and society

NORMALIZATION

the belief that people with disabilities should be physically and socially integrated into the mainstream of society regardless of the degree or type of disability

normalization

the belief that people with disabilities should be physically and socially integrated into the mainstream of society regardless of the degree or type of disability

CELERATION

the change (acceleration or deceleration) in rate of responding over time

celeration

the change (acceleration or deceleration) in rate of responding over time

Skinner conceptualized self-control as 2 response phenomenon

the controlling response Affects variables in a way as to change the probability of the other, the control to response

stimulus discrimination training

the conventional procedure requires one behavior and two antecedent stimulus conditions.

operant conditioning

the correlation between a response and consequence or perhaps antecedent, response consequence

EXTERNAL VALIDITY

the degree to which a study's findings have generality ot other subjects, setting, and/or behaivors

external validity

the degree to which a study's findings have generality ot other subjects, setting, and/or behaviors

IOA/IOR

the degree to which two independent observers report the same results when observing a given behavior. Agreements/ agreements + disagreements x 100

extinction (operant)

the discontinuing of a reinforcement of a previously reinforced behavior ; the primary effect is a decrease in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur.

extinction

the discontinuing of a reinforcement of a previously reinforced behavior, the primary effect is a decrease in the frequency of the behavior until it reaches a pre-reinforeced level or ultimately ceases to occur.

EXTINCTION

the discontinuing of a reinforcement of a previously reinfroced behavior ; the primary effect is a decrease in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur.

Multiple treatment interference

the effects of one treatment on a subject's behavior being confounding by the influence of another treatment administered in the same study

multiple treatment interference

the effects of one treatment on a subject's behavior being confounding by the influence of another treatment administered in the same study

sequence effects

the effects on a subject's behavior in a given condition that are the result of the subject's experience with a prior condition

sequence effects

the effects on a subject's behavior in a given condition that are the result of the subject;s experience with a prior condition.

Sequence Effects

the effects on a subject's experience with a prior condition

inter-response time

the elapsed time between teh cessation of one response and the onset of another

duration

the elapsed time between the onset and the cessation of a single response

IRT

the elapsed time between two successive responses

interresponse time (IRT)

the elapsed time between two successive responses

RESPONSE LATENCY

the elapsed time from the onset of a stimulus (e.g., task direction, cue) to the initiation of a response

Response latency

the elapsed time from the onset of a stimulus (e.g., task direction, cue) to the initiation of a response

latency

the elapsed time from the presentation of an antecedent stimulus (cue, prompt, signal) and the response

stimulus equivalence

the emergence of accurate responding to untrained and non reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations.

terminal behavior

the end product of shaping

Natural Setting

the environment in which the behavior typically occurs

Transitivity

the equivalence of three stimuli; an untrained stimulus-stimulus relation (example = training A and B, B and C, and then testing on A and C to see if they can make the connection even though not being trained on it) (A=B, B=C, want to have them identify that A and C are equal)

BASELINE LOGIC

the experimental reasoning inherent in single subject experimental designs; entails three elements: prediction, verification, and replication.

Response generalization

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

validity

the extent to which a test measures or predicts what it is supposed to

INTERNAL VALIDITY

the extent to which an experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables.

Internal validity

the extent to which an experiment shows convincingly that changes in behavior are a function of the independent variable and not the result of uncontrolled or unknown variables.

Accuracy

the extent to which the response meets standards or is correct

magnitude

the force or intensity with which a response is emitted

MAGNITUDE

the force,intensity, or quantitative value of which a response is emitted

contingent attention, contingent escape, alone, and control

the four conditions typically tested in a functional analysis

variability

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

comparisons (in matching to sample)

the items from which a subject can select when complete a match to sample task

Duration

the length of time that passes from onset to offset of a behavior or a stimulus

data path

the level and trend of behavior between successive data points

CONDITIONAL PROBABILITY

the likelihood that a target behavior will occur in a given circumstance

conditional probability

the likelihood that a target behavior will occur in a given circumstance

Affirmation of the Consequent (prediction)

the more steady responding in baseline and intervention the more affirmative that the IV affected the DV. the more stable the better- doest make functional relationship but it makes it close.

line graph

the most common graphic format for displaying data in applied behavior analysis; any point within the plane represents a specific relation between the two dimensions described by the intersecting lines

contingency contracting

the neogotiated goals and procedures of a beahvior analysis program or to a document that specifies a contingent relationship between teh completion of a specific behavior and access to, or delivery of a specific reward

momentary time sampling

the number o ftime intervals in a spcific period of time at teh end of which a response is occurring

trials to criterion

the number of consecutive opportunities to respond required to achieve a performance standard

rate

the number of responses per unit of time

nodal distance

the number of stimuli across which transitivity would have to hold in order for in equivalence relations to emerge

partial interval recoding

the number of time intervals in a specific period of time during which a response occurs at least once

whole interval recording

the number of time intervals in a specific period of time during which a response occurs continuously for an entire interval

Frequency

the number of times a behavior occurs; often expressed as rate (in relation to a given period of time)

empericism

the objective obersvation of the phenomena of interest

EMPIRICISM

the objective observation of the phenomena of interest

Trend

the overall direction taken by a data path. It is described in terms of direction, degree, ad the extent of variability of data points around the trend.

TREND

the overall direction taken by the data path

Trend

the overall direction taken by the data path

behaviorism

the philosophy of behavior analysis based on a scientific approach to the examination of behavior extended to verbal behavior, and private events, advancing that all behavior is a function of interactions of ontogenic and phylogenic variables rather than contorlled by nominal hypothetical entities such as "mind", "will" and "self"

topography

the physical form or shape of a behavior

Affirmation of the Consequent

the predictive power of steady state responding enables the behavior analyst to employ a kind of inductive logic

Conditional Probabilities

the probability that two events occur together

sensory extinction

the process by which behaviors maintain by automatic reinforcement are placed on extinction by masking or removing the sensory consequence.

Differential reinforcement

the reinforcement of one class (or form, or topography) of behavior and not another. In producing stimulus control, reinforcement of a behavior under one stimulus condition but not under another stimulus condition. Also, reinforcing one behavior under one stimulus condition as other behaviors are reinforced under different stimulus conditions

continuous reinforcement

the reinforcer is delivered following each occurrence of the target behavior

REPLICATION

the repeating of experiments, as well independent variable conditions within experiments

TARGET BEHAVIOR

the response class selected for intervention; can be defined either functionally or topographically

target behavior

the response class selected for intervention; can be defined either functionally or topographically

Discrimination

the restriction of responding to certain stimulus situations and not others; may be established by differentially reinforcing responding in one stimulus situation and extinguishing or punishing that response in other situations, or by reinforcing other behavior in the other situations

data

the results of measurement, usually in quantifiable form

DATA

the results of measurements, usually in quantified form

Data

the results of measurements, usually in quantified form

differential reinforcement of alternative behaivor

the selection and reinforcement of specific behaviors that are appropriate alternatives to a target behavior that in turn is not reinforced

successive approximations

the sequence of new response classes that emerge during the shaping process as the result of differential reinforcement; each successive response class is closer in form to the terminal behavior than the response class it replaces

celeration

the slope of the line describing the change in frequency over time. Celeration and the unit is (count/time)/time. celeration refers to change without respect to direction. there is acceleration (increasing in rate) and declaration (decreasing in rate)

Behavioral contingencies

the specified dependencies between behavior and its antecedents and consequences; can occur naturally or can be managed intentionally by presenting, withdrawing, or withholding stimuli to affect either people's own behavior or that of others (e.g., First ____, then _____); a consequence presented for a behavior; the antecedent - stimulus - behavior - consequence relation (ABC)

Stimulus Generalization

the spread of effects to other stimulus situations when behavior is modified in the presence of one stimulus situation; occurs when stimulus control is absent or incomplete. Example: the child who calls quadrupeds "doggie" is generalizing; the same response occurs at other times, in other places, or in the presence of other people; Example: knowing the word "cat" in French and Spanish

generalization

the spread of the changes in behavior engendered by a contingency to other stimulus conditions, or other responses that have not been exposed to that contingency

unconditioned stimulus

the stimulus component of an unconditioned reflex, a stimulus change that elicits respondent behavior without any prior learning.

respondent conditioning paradigm

the stimulus-stimulus pairing procedure in which a neutral stimulus is presented with an unconditioned stimulus until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response; also called classical or pavlovian conditioning

The purpose of establishing baseline level,

the subjects performance in the absence of the independent variable serves as an objective basis for detecting the effects of the independent variable when introduced in the future.

Prompt fading

the systematic, gradual removal or usually artificial or intrusive prompts, or discriminative stimuli such as direction, imitative prompts, physical guidance, and other cues; used to foster independence from supplemental prompts, and/or to shift control over to the stimuli designated to evoke the response

dependent variable

the target behavior one wishes to have effect on during an experiment

Repeatability, temporal extent, temporal locus

the three fundamental properties, or dimensional quantities, that behavior analysts can measure

interresponse times

the time that elapses between the occurrence of two instances of a single response; the average time between responses

Multielement design

the treatment design provides an experimentally sound and efficient method for comparing the effects of two or more treatments

DEPENDENT VARIABLE

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.

independent variable

the variable that is systematically manipulated by the researcher in an experiment to see whether changes in the independent variable produce reliable changes in the dependent variable

INDEPENDENT VARIABLE

the variable that is systematically manipulated by the researcher in an experiment to see whether changes in the independent variable produce reliable changes in the dependent variable. In applied behavior analysis, it is usually an environmental even or condition antecedent or consequent to the dependent variable. Sometimes called the intervention or treatment variable

independent variable

the variable that is systematically manipulated by the researcher in an experiment to see whether changes int he independent variable produce reliable changes in the dependent variable. Usually an experiment event, condition antecedent, or consequent of the dependent variable.

technological

the written description of all procedures used in the studyis sufficiently complete and detailed to enable others to replicate it

multiple-control (of verbal behavior)

there are two types of this (a) convergent_____ ____ occurs when a single verbal response is a function of more than one variable (b) what is said has more than one antecedent source of control. Divergent _______ ________ occurs when a single antecedent variable affects the strength of more that one response

celeration trend line

this is measured as a factor by which rate multiplies or divides across time periods

Tact

to label, An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement.

Standard Celeration Chart

to provide standardized means of charting and analyzing how frequency of behavior changes over time

Mand

to request, An elementary verbal operant that is evoked by an MO and followed by specific reinforcement.

Advantages of obtaining approval and informed consent

token econ is intrusive, b/c they introduce many novel and artificial stimuli into a situation. You are in a better position to respond to questions from those who will be directly and indirectly involved: administrators, supervisors, employees, parents and participants.

the change of stimulus control from supplementary stimuli to the natural stimulus alone

transfer of stimulus control

Solicite or influence through

truthful and accurate representations of intervention and within one's competence level.

maintenance

two different meanings in applied behavior analysis: (a) the extent to which the learner continues to perform the target beahvior after a portion or all of the intervetnion has been termintated , a dependent variabl eor characteristic and (b) a condition in which treatment has been discontinued or partially withdrawn, an independen variable or experimetnal condition

MAINTENANCE

two different meanings in applied behavior analysis: (a) the extent to which the lerner continues to perfom the target beahvior after a portion or all of the intervetnion has been termintated , a dependent variabl eor characteristic and (b) a condition in which treatment has been discontinued or partially withdrawn, an independen variable or experimetnal condition

Instructions

use instructions to create rules

DRH

used when high rates of a particular behaivor are desired.

SHAPING

using differential reinforcement ot produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior.

shaping

using differential reinforcement to produce a series of gradually changing response classes

shaping

using differential reinforcement to produce a series of gradually changing response classes, each response class is a successive approximation toward a terminal behavior.

shaping

using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior.

Adventitious Reinforcement/accidential reinforcment

usually, you would deliver NCR on a fixed or variable schedule independent of the subject's behavior, but when a high rate of desired behavior has been produced during the preceding contingent reinforcement phase, it is probable that, at least in some instances, NCR will be delivered following occurrences of the desired behavior.

inter-subject variability

variability between multiple subjects an experiment

intra-subject variability

variability seen within a single experimental subject

imposed variability

variability which the experimenter deliberately introduces to an experiment

Stimulus preference assessment

variety of procedures used to determine the stimuli that a person prefers, the relative preference vale (high v low) of those stimuli, the conditions under which those preference value remain in effect, and their presumed value as reinforcers.

chaining

various procedures for teaching behavior sequences or multi-step tasks.

instructions

verbal antecedent stimuli which many times are efficient ways to evoke new behavior, which can then be reinforced

Echoics

verbal imitation (a type of imitation)

Name activity reinforcers

watch TV, borrow the car after completing yard work, shopping trips

Practice Effects: (prediction)

watch out for these, as they confound your data! They are the improvements in performance resulting from repeated opportunities to emit the behavior so that baseline measurements can be obtained. If this happens, continue baseline!

stimulus generalization

when an antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of beahivor tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus

stimulus generalization

when an antecedent stimulus has a history of evoking a response that has been reinfroced in its presence, the same type of beahivor tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus

Do not connect lines

when days are missed but you can across phases

Use most effective assessment and behavior change procedures

with minimal intrusiveness and least risk

Transcription

writing and spelling words that are spoken

sources for desciptive data

written records, structured interviews, observations, narrative recordings, direct measurement

Deceleration targets are with an

x

ECHOIC

-Verbal operant involving a response that is evoked by a verbal Sd -has point-to-point correspondence and formal similarity with the response -Speaker is reinforced contingent on accurate reproduction of the Sd

Behavior analyst have the responsibility to

Protect the clients dignity, health, and safety. Areas rates must be observed and protected, including the right to make choices, the right to privacy, the rate to a therapeutic environment, and the right to refuse treatment

Alternative schedule (alt)

Provides reinforcement whenever the requirement of either a ratio schedule or an interval schedule—the basic schedules that make up the alternative schedule—is met, regardless of which of the component schedule's requirements is met first.

positive punishment

Punishment by contingent application/addition of stimuli; sometimes called Type I punishment

automatic punishment

Punishment that occurs independent of the social mediation by others (i.e., a response product serves as a punisher independent of the social environment).

automatic punishment

Punishment that occurs independent of the social mediation by others (i.e., a response product that serves as a punisher independent of the social environment).

QABF

Questions About Behavioral Function, an indirect assessment, a rating scale, that measures perceived functions of behavior