Classroom and Behavioral Management Strategies for Exceptional Learners: Exam 1

Dependent Variable

The behavior to be changed through intervention.

Escape Conditioning

Avoidance of unpleasant stimuli by learning new behaviors to help terminate the occurring unpleasant stimuli.

AB Design

Baseline data in A phase, intervention data in B phase.

Behavior

Observable actions.

Stimulus Response Chain

A change in environment with each step in the expected behavior.

Backwards Chaining

Teacher helps with learned behavior until student can do it on their own.

Shaping

Training a learned behavior that would not normally occur.

Satiation

Student has been fulfilled by reinforcement and it no longer works.

Deprivation

Student has been deprived of something, and it makes it easier to use it as a reinforcer.

Sensory Reinforcers

Auditory (ears), visual (eyes), olfactory (nose), taste (mouth), tactile (touch), proprioceptive (sense of self/position of body).

Variable Duration Schedule

The required amount of time that the student engages in the behavior to receive reinforcement varies around some average.

Baseline Data

Data recorded before intervention.

A Phase

Baseline Data

B Phase

Intervention Data

Variability

Fluctuations across the baseline data.

Interval Recording

Measuring the occurrence of nonoccurrence of a behavior within specified intervals; a mark is made if the behavior occurred during any part of interval (partial) or entire interval (whole); the percentage of intervals marked is computed.

ABAB (Reversal) Design

Sequential application and withdrawal of intervention following initial baseline.

Multiple Baseline Design

Simultaneous analysis of behaviors, students, or settings.

Alternating Treatments Design

Random alternation of two or more to compare their effectiveness.

Subjective Descriptions

Relates to personal viewpoints, experiences, or perspectives.

Objective Descriptions

Refers to factual data that is not influenced by personal beliefs or biases.

Setting Events

What occurred before the behavior that increased the likelihood that the interfering behavior would occur.

Three Term Contingency

Antecedent, Behavior, Consequence (ABC's of Behavior)

Antecedent (A)

What occurred right before the behavior.

Behavior (B)

The action of the student.

Consequences (C)

What occurs after the behavior.

Contingency

The relationship between the behavior and the environment.

Reinforcer

Event that follows a behavior and INCREASES the probability of future occurrence.

Punisher

Event that follows a behavior and DECREASES the probability of future occurrence.

Positive Reinforcement

Stimulus was added and the behavior increased.

Negative Reinforcement

Stimulus was removed and the behavior increased.

Positive Punishment

Stimulus was added and the behavior decreased.

Negative Punishment

Stimulus was removed and the behavior decreased.

Premack Principle

Reinforcement is individualized based on the preferences of the student.

Continuous Schedule

Each target behavior is immediately reinforced.

Fixed Ratio Schedule

Reinforcement occurs each time a set number of behaviors are performed.

Variable Ratio Schedule

The number of responses required to receive reinforcement varies around some average.

Fixed Interval Schedule

Student must perform behavior in a fixed amount of time after reinforcement becomes available.

Variable Interval Schedule

The time for the student to perform behavior after reinforcement becomes available is varied.

Fixed Duration Schedule

Reinforcement is provided after the student engages in the specified behavior for a continuous amount of time.

Stability

Consistent data across the baseline.

Trend

Clear direction of the data (increasing, constant, decreasing).

Independent Variable

Actual intervention/program being implemented.

School-Wide Positive Behavior Support

A systematic three-tired model that addresses a continuum from prevention of behavior problems to highly individualized supports for students who display that most challenging behaviors.
1. school-wide
2. classroom or group
3. individual-intensive

Primary Reinforcer

Stimulus that is naturally rewarding, such as food or water.

Conditioned Reinforcer

A stimulus that has acquired reinforcing properties through prior learning.

Frequency Recording

Counting number of times a target behavior occurs.

Duration Recording

Measuring how long a behavior lasts.

Latency Recording

Measuring how long it takes a behavior to be performed.

Permanent Product

Counting the by-products of a student's behavior (# of pencils snapped, problems completed)

Time Sampling

Same as interval recording except that the observer look at the child at the end of the interval and records if the behavior is or is not occurring at that instant.

Changing Criterion Design

Successive increase or decrease in criteria for reinforcement in a step-wise fashion.

Changing Conditions Design (ABAC)

Successive change in conditions for performance of behavior to evaluate comparative effects of intervention.