Review of Key Terms from ABA Lecture

This set of flashcards covers key vocabulary and concepts from the lecture on Applied Behavior Analysis (ABA) and the Apollo Team's core values, practices, and principles.

Behavior

Any observable and measurable activity of a living organism. It is often evaluated using the "Dead Man's Test": If a dead man cannot do it, it is likely a behavior (e.g., walking, talking, and crying are behaviors; being dead or being quiet is not a behavior).

Private Events

Behaviors that occur inside the body or "within the skin" and are only accessible to the person experiencing them. Common examples include thoughts, feelings, and internal sensations like a headache. In ABA, these are acknowledged but typically not measured directly because they lack external observability.

Topography

A description of the physical form or shape of a behavior. It details exactly what the behavior looks like (e.g., "the student threw the chair with their right hand at a 45-degree angle") without implying why it occurred or what its function was.

Contingency

An "if-then" relationship between a behavior and its environment. It describes the dependency between a behavior and its preceding or following events: if behavior X occurs, then consequence Y follows.

The Three-Term Contingency (ABC)

The fundamental unit of analysis in behavioral science consisting of:

1. Antecedent: The environmental change or trigger occurring immediately before the behavior.

2. Behavior: The observable and measurable action taken by the organism.

3. Consequence: The stimulus change that follows the behavior immediately and affects its future frequency.

Antecedent

An environmental event or stimulus change that happens immediately before a behavior. It serves as a trigger or a prompt, signaling the context in which a specific behavior might occur.

Consequence

A stimulus change that occurs immediately after a behavior. Consequences are responsible for the selection of behavior: reinforcement increases the behavior's future likelihood, while punishment decreases it.

Discriminative Stimulus (SD)

A specific antecedent stimulus that "sets the stage" for a behavior. It signals that reinforcement is available for a specific action because that action has been reinforced in the presence of that stimulus in the past.

Stimulus Control

A condition in which a behavior occurs more frequently in the presence of a specific SD than in its absence. This means the behavior has become highly predictable based on the presence of that stimulus.

Motivating Operation (MO)

An environmental variable that possesses two distinct effects:

• Value-altering effect: It changes the current effectiveness (value) of a stimulus as a reinforcer.

• Behavior-altering effect: It changes the current frequency of all behavior that has been reinforced by that stimulus in the past.

Establishing Operation (EO)

A type of MO that increases the effectiveness of a reinforcer. This is typically caused by deprivation (e.g., being thirsty makes water more valuable) and leads to an immediate increase in behaviors that have produced that reinforcer before.

Abolishing Operation (AO)

A type of MO that decreases the effectiveness of a reinforcer. This is typically caused by satiation (e.g., just finishing a large meal makes food less valuable) and leads to an immediate decrease in behaviors that have produced that reinforcer.

4 Functions of Behavior (SEAT)

The four primary reasons or "reinforcement sources" for any behavior:

1. Sensory (Automatic Reinforcement)

2. Escape (Avoidance of demands or tasks)

3. Attention (Social reaction from others)

4. Tangibles (Access to preferred items or activities)

Function: Attention

The behavior is maintained by receiving an immediate social response from others. This can include positive responses (praise/hugs) or negative responses (reprimands or the technician saying "No").

Function: Escape / Avoidance

The behavior is maintained by getting away from, delaying, or avoiding an unpleasant or aversive situation, such as a difficult academic task, a loud room, or a social demand.

Function: Tangible

The behavior is maintained by gaining physical access to a preferred item, toy, food, or a specific desired activity (e.g., getting to play on the iPad).

Function: Sensory / Automatic Reinforcement

The behavior is inherently reinforcing or feels good internally. It is not dependent on another person providing a consequence (e.g., rocking back and forth or scratching an itch).

Reinforcement

Any consequence that follows a behavior and results in that behavior occurring more frequently in the future under similar circumstances.

Punishment

Any consequence that follows a behavior and results in that behavior occurring less frequently in the future under similar circumstances.

Positive Reinforcement (+)

The addition or presentation of a stimulus immediately following a behavior that increases the future likelihood of that behavior (e.g., giving a child a sticker for completing a puzzle).

Negative Reinforcement (-)

The removal, termination, or reduction of an aversive stimulus following a behavior that increases the future likelihood of that behavior (e.g., turning off a loud buzzer by pressing a button).

Positive Punishment (+)

The addition of a stimulus following a behavior that decreases the future likelihood of that behavior (e.g., adding a chore to a student's schedule for breaking a rule).

Negative Punishment (-)

The removal of a preferred stimulus following a behavior that decreases the future likelihood of that behavior (e.g., taking away a favorite toy for 10 minutes after a child hits a peer).

Unconditioned Reinforcer (Primary)

Stimuli that are inherently reinforcing because of their biological importance for survival. No learning history is required (e.g., food, water, warmth, and oxygen).

Conditioned Reinforcer (Secondary)

Previously neutral stimuli that have acquired reinforcing power through repeated pairing with established reinforcers (e.g., money, tokens, stickers, or verbal praise).

Schedule: Fixed Ratio (FR)

Reinforcement is delivered after a specific, constant number of correct responses has occurred (e.g., FR5 means the student earns a reward after every 5th correct answer).

Schedule: Variable Ratio (VR)

Reinforcement is delivered after an average, unpredictable number of responses. This schedule results in very high and steady rates of behavior (e.g., a slot machine).

Schedule: Fixed Interval (FI)

Reinforcement is provided for the first correct response that occurs after a consistent, set amount of time has passed (e.g., FI2 minutes means the first response after 2 minutes is reinforced).

Schedule: Variable Interval (VI)

Reinforcement is provided for the first correct response after an unpredictable, average amount of time has passed (e.g., checking for text messages).

Preference Assessment: Paired Stimulus

Also known as "Forced Choice," the technician presents two items at once and records which one the client chooses. Every item is eventually paired with every other item to create a relative ranking of preference.

Preference Assessment: MSWO (Multiple Stimulus Without Replacement)

An array of several items (usually 5-7) is presented. When the client chooses an item, that specific item is removed from the array for the following trial, forcing a ranking of the remaining items.

Preference Assessment: Free Operant

The technician allows the client to freely interact with any items in a room. The duration of time spent with each item is recorded to determine natural levels of interest without a structured choice protocol.

Verbal Operant: Mand

A request or demand. This behavior is controlled by a Motivating Operation (MO) (e.g., hunger) and is reinforced by the specific item or action requested (e.g., saying "Water" and receiving water).

Verbal Operant: Tact

A label or naming of something in the environment. This behavior is controlled by a non-verbal stimulus (e.g., seeing an airplane) and is reinforced by generalized social praise (e.g., "Yes, that is a plane!").

Verbal Operant: Echoic

Vocal imitation. The client repeats exactly what they heard someone else say. It has point-to-point correspondence and formal similarity (e.g., Teacher says "Cookie", student says "Cookie").

Verbal Operant: Intraverbal

A conversational response. The client responds to the verbal behavior of others without repeating them. It lacks point-to-point correspondence (e.g., Teacher asks "What is your favorite color?", student says "Blue").

Instructional Control: Material Control

The technician must maintain possession of the environment. Reinforcers should be kept "visible but out of reach" to ensure the client understands they must engage with the technician to access them.

Instructional Control: Pairing

The process of building rapport by correlating your presence with fun and established reinforcers. Early sessions should be heavily weighted towards pairing (75% play) versus demands (25% work) to foster a positive relationship.

PRIDE Acronym for Pairing

Guidelines for technician behavior during rapport building:

• Praise the child.

• Reflect their speech.

• Imitate their play behavior.

• Describe their actions.

• Enthusiasm in your delivery.

Effective Instruction Delivery

Give clear directives rather than questions. Instead of "Do you want to sit?", say "Sit down." Provide a 5-second wait period for a response and use "start" commands (actions to do) rather than "stop" commands (actions to quit).

Grandma's Rule (Premack Principle)

A contingency statement using the format "First [Low-Preference Activity], Then [High-Preference Activity]." This makes access to play contingent upon completing work first.

Reinforcement Schedules (Teaching Phase)

Initial teaching of a new skill requires Continuous Reinforcement (FR1)—reinforcing every correct response. As the skill is mastered, the technician should "thin" the schedule (e.g., a variable schedule) to mimic the real world.

Prioritizing Behavior Targets

Focus on the most critical behaviors first. For example, if a child is learning to speak but is also tapping their feet, the technician should reinforce the speech attempt even if the tapping occurs simultaneously, if speech is the priority goal.

Desert of Nothingness

A strategy for handling problem behavior maintained by attention or access to items. The technician withholds all reactions and reinforcement. The environment becomes completely "boring" (the desert) until the client behaves appropriately again.

3-Step Guided Compliance

A prompting protocol used to ensure a command is followed:

1. Tell: Provide a specific verbal instruction.

2. Show: Model the correct action for the student.

3. Do: Use physical guidance to help the student complete the action.

Discrete Trial Training (DTT)

A highly structured teaching method that breaks skills into small, manageable parts. Each trial has a clear beginning and end: SD (Instruction) -> Response -> Consequence (Reward/Correction) -> Intertrial Interval (Brief pause).

Natural Environment Teaching (NET)

Teaching that occurs in natural settings (like a playroom or kitchen) using the client's current naturally occurring motivation. It is led by the client and is essential for skill generalization.

Stimulus Prompts

Changing something about the instructional materials before the client makes a response to make the correct choice more obvious (e.g., placing the correct flashcard closer to the student or making it larger).

Response Prompts

A behavior from the technician that helps the client respond correctly after the instruction is given (e.g., a physical guide, a gesture towards the answer, or a verbal hint).

Prompt Hierarchy

The ranking of prompts from most intrusive to least intrusive. A standard sequence is: Full Physical -> Partial Physical -> Model -> Gestural -> Verbal -> Visual/Positional -> Natural Stimulus.

Least-to-Most Prompting

Starting with the least intrusive prompt and only providing more help if the client is unable to respond. This prevents the client from becoming over-reliant on the technician's help.

Most-to-Least Prompting (Errorless Learning)

Starting with a prompt that ensures success (like a full physical guide) and slowly fading that help away as the student gets better. This is used for teaching brand-new skills to prevent frustration and incorrect learning.

Forward Chaining

Teaching a multi-step task starting with the very first step. The client completes step 1 alone, and the technician prompts them through the rest. Once step 1 is mastered, they move to mastering step 2, etc.

Backward Chaining

The technician prompts the client through every step of a task except for the very last one. The client is taught to do the last step independently so they experience the immediate success of finishing the task.

Total Task Chaining

Teaching every single step of a task chain during every session. The technician provides prompts for only the specific steps the client cannot yet perform independently until the entire task is finished.

Shaping

The process of reinforcing successive approximations (small, improving steps) toward a final target behavior. You stop reinforcing the "old" version and only reinforce the "new, better" version as the client improves.

Discrimination Training

Teaching a client to tell the difference between two or more stimuli. A behavior is reinforced in the presence of one stimulus (the SD) but not in the presence of others (the S-Delta).

Extinction

A procedure in which reinforcement is no longer provided for a behavior that was previously reinforced. This leads to a decrease in the future frequency of that behavior.

Extinction Burst

A temporary but often dramatic increase in the frequency, intensity, or variety of a problem behavior immediately after extinction begins. It is a sign that the procedure is working (it gets worse before it gets better).

Spontaneous Recovery

The sudden re-appearance of a behavior that had been successfully extinguished after a period of time has passed. It is usually temporary if extinction procedures are consistently maintained.

Antecedent Strategy: Priming

An "advanced warning" given to preparation for a change or a difficult task. Examples include providing a 2-minute warning before transitioning or using social stories to prepare for a doctor's visit.

Antecedent Strategy: High-P Sequence

Also called "Behavioral Momentum." The technician gives 3-5 very easy, high-probability tasks that the student likes before giving the "hard" or low-probability task.

Non-Contingent Reinforcement (NCR)

Providing the desired reinforcer (like a break or attention) on a set time schedule regardless of what the client is doing. This prevents the need for the client to engage in problem behavior to get what they want.

Token Economy

A reinforcement system where tokens (stars, points, stickers) are earned for specific behaviors and later exchanged for a larger, desired "backup reinforcer" (like a game or a preferred snack).

Crisis Code: Yellow

Assistance Needed. Signals that a client's behavior is escalating and extra staff may be needed to prevent an unsafe situation.

Crisis Code: Red

Emergency. Signals a highly unsafe situation where there is an immediate risk of severe injury to the client or others.

Crisis Code: Purple

Medical/Seizure. Signals that a medical emergency is occurring that requires immediate first aid or professional medical attention.

Crisis Code: E (Elopement)

The client has left the supervised area or run away from staff, and search procedures must be followed immediately.

Session Note Requirements

Notes must be completed by midnight on the day the service was provided. They must be objective, factual, and free of emotional language or personal opinions (e.g., "Client bit their hand 3 times" instead of "Client was angry").

Competence vs. Confidence

Confidence is a internal feeling that you can perform a task; Competence is the actual proven skill and knowledge required to perform that task safely and effectively according to clinical standards.

Scope of Practice

The legal and ethical boundaries of a role. RBTs must only perform the duties for which they have been trained and are supervised for, and they must never make clinical changes without a BCBA's approval.

Dual Relationships

When a professional has a secondary relationship with a client (e.g., being a babysitter, friending a parent on social media, or dating a family member). This is an ethical violation that compromises professional boundaries.

Gift Policy

Technicians should generally not accept gifts from families to keep boundaries professional. Companies usually set a limit of 10 dollars or less, though many have a strict zero-gift policy.

Generalization

Ensuring a skill works in the real world. A skill is generalized if a client can do it with different people, in different places, or using different variations of materials than what was used in the clinic.

Maintenance

The client's ability to continue performing a learned skill over time, even after the formal teaching and frequent reinforcement for that skill have stopped.

DRA (Differential Reinforcement of Alternative Behavior)

Reinforcing a specific, appropriate replacement behavior (e.g., asking for a break) while withholding reinforcement for the problem behavior (e.g., screaming).

DRI (Differential Reinforcement of Incompatible Behavior)

Reinforcing a behavior that cannot physically happen at the same time as the problem behavior (e.g., reinforcing having hands in lap because the client cannot hit while their hands are in their lap).

DRO (Differential Reinforcement of Other Behavior)

Reinforcing the client whenever the problem behavior does not occur for a set period of time. It reinforces the "absence" of only the specific target problem behavior.

DRL (Differential Reinforcement of Low Rates)

Reinforcing the client when they engage in a behavior less frequently. Used for behaviors that are acceptable in small amounts but problematic when they occur too often (e.g., asking to use the bathroom 20 times an hour).

7 Dimensions of ABA (GET A CAB)

The seven core requirements for a quality Behavioral Program: Generality, Effective, Technological, Applied, Conceptually Systematic, Analytic, and Behavioral.

7 Dimensions: Generality

The intervention ensures that behavior change lasts over time, appears in various settings (home/school/clinic), or spreads to other related behaviors beyond what was directly taught.

7 Dimensions: Effective

Interventions must produce significant, data-driven changes that are large enough to actually improve the client's life in a practical way.

7 Dimensions: Technological

Procedures are written so clearly and with such detail (like a recipe) that any other trained behavior analyst could read the plan and replicate the intervention exactly.

7 Dimensions: Applied

The focus is on changing behaviors that are "socially significant," meaning they are important for the individual and improve their quality of life and independence in society.

7 Dimensions: Conceptually Systematic

All intervention procedures must be derived from the basic established principles of behavior analysis, rather than relying on random "tips and tricks" or unproven theories.

7 Dimensions: Analytic

The practitioner proves through data that a "functional relationship" exists, showing that the behavior change was directly caused by the intervention and nothing else.

7 Dimensions: Behavioral

The focus is on actual observable acts that can be measured accurately. The target is the client's behavior itself, not what they say they feel or what they promise to do.