SAFMEDS + Standard Celeration Chart (SPCE 682) - Vocabulary Flashcards

Vocabulary flashcards covering key terms and definitions from the notes.

Cultural Match

Embrace the participant's values, expectations, traditions, and ideas.

Cultural Humility

The practice of self-reflection and learning from others to honor their beliefs, customs, and values, while addressing any personal biases.

Discrete Trial Training

Involves stimulus presentation by instructor, learner response, consequence, and interval between trials; the learner can respond only when presented with an opportunity for response. Inter-trial-interval length should be altered based on the learner's responding. Requires accessible instructional stimuli and a recording instrument for data.

Errorless Learning

A teaching strategy that eliminates or minimizes responding to incorrect choices.

Joint Attention

Shared attention; a key skill for young children that serves as a prerequisite for many social skills.

Least-to-Most Prompting

A prompt hierarchy where the first level is independent (no prompts).

Mastery Criteria

A quantitative marker to judge if the individual learned a specific behavior.

Treatment Goal

The treatment goal should be developed with stakeholders and should drive treatment selection; goals should prioritize health, well-being, safety, and independence, and be observable and measurable.

Modeling

Demonstration of appropriate responses or behaviors, typically demonstrating the skill the individual should perform.

Most-to-Least Prompting

A prompt hierarchy where the first prompt is the most intrusive level of prompting needed to ensure correct responding.

Performance Deficit

Occurs when the client can perform the skill but does not due to insufficient contact with reinforcers in the environment.

Treatment Acceptability

Extent to which a treatment is (a) fair, (b) reasonable, (c) appropriate, (d) unintrusive, and (e) likely to be recommended to others.

Timeout

A procedure in which access to reinforcement is removed or reduced contingent on unwanted behavior, with the goal of reducing the rate of the response.

Peer-Mediated Interventions

An intervention strategy in which peers are trained, supervised, and monitored to implemented interventions.

Pivotal Behavior

Similar to a behavioral cusp-A behavior that as learned produces change in other adaptive, untrained behavior.

Feasibility

Includes a determination of whether the resources (e.g., sufficient staffing ratio) and supports (e.g., proficient supervisors, who are able to provide training to supervisees) that are required for the intervention to be implemented are present in the situation.

Positive Behavior Support

Set of evidence-based strategies used to increase quality of life and decrease challenging behavior by teaching new skills and making changes to a person's environment.

Precision Teaching

An individualized instructional strategy that focuses on building fluency, charting celeration, and reinforcement.

Prompt

A discriminative stimulus that sets the occasion for a desired response.

Stakeholder Clients

Individuals with ongoing and direct contact with the target client.

PLA-Check

An observational system in which the observer counts the number of individuals engaged in a behavior during a particular interval of time. Useful in classroom settings.

Self-Determination

Process by which a person takes control over their own life.

Stimulus Discrimination

Responses which have been reinforced in the past in the presence of specific antecedent stimuli (also called the discriminative stimulus or SD) are said to be under stimulus control.

Stimulus Generalization

When behavior (response) happens in the presence of new stimuli or settings.

Structured Play Groups

Small group activities with a defined area, activity, theme, and roles incorporating typically developing peers and adult scaffolding as needed to support the learner.

Symbolic Play

Play in which children are able to use objects to represent other things.

Pre-requisite Skills

Skills required to have in repertoire prior to teaching novel skills.

Video Modeling

An imitation training procedure which capitalizes on delayed imitation to evoke an imitative response in the presence of an SD.

Visual Supports

Objects, pictures, or symbols that are used to provide information about an activity, expectation, or routine. May be paired with or used in place of vocal cues.

Preference Assessment

Structured method utilized to identify highly preferred items or actions that can be used as reinforcers to keep motivation levels high when teaching.

Functional Communication Training (FCT)

Reinforcement is delivered for a functionally equivalent communicative response while placing less desirable behavior on extinction.

Planned Ignoring

A procedural form of extinction that involves simply ignoring behavior. This would only be effective in eliminating the behavior if the behavior is maintained by attention.

Generalization

Involves an individual learner to respond to stimuli which are similar to one another.

Maintenance

When a behavior continues to happen even after training has stopped.

Program Common Stimuli

Make the instructional and natural setting as similar as possible.

Parallel Play

A child playing next to another child and engaged in a similar activity without direct social overtures.

Methodological Rigor

The extent to which alternative explanations (that are not the independent variable) for changes observed in the dependent variable are ruled out.

Systematic Review

Typically includes an analysis of the quality, quantity, and consistency of the literature related to either (1) the effectiveness of one treatment across populations or (2) the effectiveness of any treatment for one given population.

Practice Guidelines

A hybrid of the systematic and narrative reviews. Experts often offer suggestions when insufficient evidence is available. The primary limitation of this source includes the need for practitioners to maintain an awareness of which recommendations are based on the literature versus expert opinion.

Massed Trials

Involve instruction of a single exemplar or program with 0-8 seconds between trials.

Listener Responding

Requires a verbal SD which is followed by a nonverbal response.

Mand Training

Can be implemented by capturing or contriving establishing operations and presenting prompts as needed.

Intraverbal Training

Teaches learners to engage in conversation by talking about things that are not present and not being requested. Fill-ins are often used, but transfer procedures may better promote generalization.

Service Agreement

Behavior analysts establish a signed service agreement that is regularly reviewed, with clients and relevant stakeholders, clearly defining responsibilities, the scope of services, adherence to professional standards, and procedures for addressing complaints.

Communicating About Services

Behavior analysts use language that others can comprehend to explain their services and how they will be implemented.

Selecting, Designing, and Implementing Assessments

Behavior analysts select and design behavioral change interventions that are anchored in behavioral and scientific principles, are culturally responsive, and implement assessments that maximize benefits and minimize risk of harm.

Selecting, Designing, and Implementing Behavior-Change Interventions

Behavior analysts implement behavioral change interventions that are anchored in behavioral and scientific principles, use assessment results and positive reinforcement, and are culturally responsive.

Fading

The systematic and gradual fading of intrusive prompts, discriminative stimuli, or cues designed to shift control to the stimuli designated to evoke the response.

Skill Deficit

When the client does not possess the skill to perform the expected response.

Good Behavior Game

An interdependent group contingency implemented in classroom settings that was designed in the 1960s. Teams of students compete against each other to win rewards. All teams meeting the set criterion can win.

Mystery Motivator

A reinforcement strategy designed by William Jensen in which the students earns tokens/points to access a reinforcer, but does not know when or what will be accesses. Often uses an invisible marker. Can be implemented with individuals or groups.

Train Loosely

Varying noncritical aspects of instruction.

Self-Management

Involves the process of self-monitoring through which one reactively changes one's own behavior.

Goal Setting

Specifying a performance quality and/or level to be attained, often by a particular time.

Task Interspersal

Involve instruction of acquisition tasks interspersed with mastered tasks with typically short inter-trial intervals.

Positive Practice Overcorrection

An overcorrection procedure in which the individual repeatedly practices a positive alternative behavior. Used when there is no environmental disruption.

Empathy

The ability to understand and share the feelings of another.

Premack Principle

Contingent access to higher probability behavior reinforcers lower probability behavior.

Functional Play

An early play milestone that includes simple play acts to play with toys as intended, such as puzzles and cars; this stage generally correlates with first words.

Plateau

a period in which there is little or no progress in behavioral improvement or skill acquisition.