SPED 454 Final Terms

ABA Performance Based

ABA is concernened with students’ behavior and the ways in which environmental factors affect its expression

ABA Principles of Behavior

ABA uses principles of behavior derived from both laboratory and field studies that have identified lawful relations between behavior and environmental variables that affect its occurrence

ABA Analytic

ABA is analytic because functional relations between an intervention and a target behavior can be demonstrated

ABA Applied

ABA is applied because it is characterized by the social importance of the behavior to be changed

Superstitious Behavior

involves the accidental association of a response and a positive reinforced

Premack Principle

a high-probability behavior is contingent on the occurrence of a low-probability behavior

Deprivation

the time prior to student’s receiving positive reinforcement

Reinforce Approximations of Behavior

most behaviors consist of complex steps that must be mastered before the terminal goal can be reached

Primary Reinforcer

any stimulus that is reinforcing in itself (food, drink, sleep, and shelter)

Secondary or Conditioned Reinforcer

any stimulus that is not originally reinforcing, but acquires reinforcing power through association with a stimulus that is reinforcing (money and token economy)

Negative Reinforcement (Escape Conditioning)

there are certain stimuli whose removal immediately after we perform a behavior will increase the likelihood that we will perform that behavior in the future (seatbelt alarm and rain)

Avoidance Conditioning

a behavior is performed to prevent the occurrence of an aversive stimuli

Fixed-Ratio Schedule

reinforcement occurs each time a set number of behaviors of a particular type are preformed

Variable-Ratio Schedule

the number of responses required to receive reinforcement changes unpredictably from one reinforcement to the next (slot machines)

Fixed Duration Schedule

reinforcement occurs after the behavior has been engaged in for a certain continuous period (practicing a musical instrument)

Variable Duration Schedule

the amount of continuous time the behavior must be engaged in to produce reinforcement changes unpredictably from one reinforcement to the next (rubbing two sticks together)

Fixed Interval Schedule

the first instance of a particular behavior being performed after a fixed period of time is reinforced (viewing of Old Faithful)

Variable Interval Schedule

the time that must elapse before reinforcement becomes available, rather than being constant, changes unpredictably from one reinforcement to the next (whale watching)

Limited Hold

a student must be performing the behavior within a set amount of time after reinforcement becomes available (waiting for a bus)

Application of Contingent Stimulation Punishment

following a behavior with some stimulus (spanking)

Contingent Withdrawal of a Positive Reinforcer Punishment

any positive reinforcer can become a punisher if it is removed after a problem behavior (taking away recess)

Response Cost

some behavior (or response) costs the individual something they like

Extinction

If, in a given situation, somebody emits a previously reinforced response and it is not followed by the usual reinforcing consequence, then that person is less likely to perform the same behavior again when she next encounters a similar situation

Extinction Curve

extinction of behavior takes place gradually until the behavior occurs no more often than it did prior to being reinforced. During extinction the behavior may increase before it begins to decrease

Spontaneous Recovery

the reappearance of extinguished behavior following a break

Forgetting

a decrease in behavior as a result of not being able to perform it over time

Stimulus Control

certain behaviors occur in the presence of stimuli and not others (phone ringing and red light)

Stimulus Discrimination

the procedure by which students learn to express appropriate behaviors in the presence of the “right” stimuli and not the “wrong” stimuli

Stimulus Generalization

when individuals respond in a similar manner to different stimuli

Fading

the gradual change of the stimulus controlling a behavior, such that the behavior eventually occurs as the result of a partially changed or completely new antecedent stimulus

Response Class

refers to a group of responses (behaviors) that have at least one characteristic in common

Response Differentiation

once students have differentiated which behaviors will result in reinforcement and which ones will not

Frequency Recording

involves a tally or count of the number of times a targeted behavior occurs

Duration Recording

useful when we want to measure how long behavior lasts

Total Duration

refers to the entire time students engage in the target behavior during a specified observation period

Duration per Occurrence

involves recording the length of time per episode that students engage in the target behavior

Average Duration

the average of total duration per occurrence (produces only one number to graph)

Latency Recording

recording how long it takes students to begin engaging in a behavior after instructing them to perform it

Direct Measurement of Permanent Products

these products can be observed, counted, and recorded in what are called permanent product recordings

Interval Recording

measures the occurrence or nonoccurrence of behavior within specified time intervals (partial interval recording)

Whole Interval Recording

the target behavior must be displayed for the entire duration of an interval

Time Sampling

we record the target behavior only if it occurs at the end of an interval

Observer Drift

a loss of objectivity can occur for a variety of reasons and can result in a different behavior being observed and recorded than those originally targeted

Interobserver Agreement

the extent to which two observers record the same behavior accurately

Frequency, Latency, and Duration Recordinf (Interobserver Equation)

reliability is determined by dividing the smaller number by the larger number and multiplying by 100

Permanent Product and Interval Recording (Interobserver Equation)

reliability is determined by dividing the number of agreements by the number of agreements plus disagreements, and multiplying 100

Horizontal Axis

a straight line representing the passage of time and the numerical values of the target behavior

Vertical Axis

a line drawn upward from the left-handed end of the horizontal axis, represents the numerical property of the behavior being measured

Phase Change Lines

vertical lines are drawn upward from the horizontal axis at those points in time when changes in the intervention are made

Phase/Condition Labels

single words or brief descriptive phrases are written at the top of the graph, parallel to the horizontal axis

Data Points

each data point on the graph represents the numerical amounts of the target behavior recorded during an observation period and the time when and intervention conditions under which a particular observation was conducted

Data Path

when successive data points within a given phase are connected with straight lines         

Legend

a short description that provides the reader with sufficient information to identify the target behavior and intervention

Dependent Group-Oriented Contingencies

those under which consequences for a group of students depend on the performance of one member, or perhaps a small subsection of the group

Independent Group-Oriented Contingencies

those in effect with individual students regardless of the performance of the group

Interdependent Group-Oriented Contingencies

those in which the performance of all group members must meet the CAP before any group member can receive reinforcement

Compliance Matrix (Bingo)

when students comply with a direction, they get to draw an object and mark the corresponding number on the X, reinforcement is received when a row is completed

Contextual Hypotheses

result in interventions aimed at modifying some aspect of the environment

Curriculur Hypotheses

focus on identifying the types of curricular, task, and instructional demands that may prompt the occurrence of inappropriate behavior

Functional Hypotheses

the student misbehaves because he does not know how to get what he wants appropriately

Differential Reinforcement of Incompatible Behavior

involves selecting and reinforcing a behavior that is topographically incompatible with the inappropriate behavior

Differential Reinforcement of Alternative Behavior

alternatives to the inappropriate behavior are reinforced

Differential Reinforcement of Other Behavior

reinforcing a student for not engaging in an inappropriate behavior for a specified period of time

Differential Reinforcement of Low Rates of Behavior

reinforcing a student when the target behavior occurs at a lesser, more tolerable level

DRO Reset Schedule

the interval is started over every time the inappropriate target behavior occurs

DRO Fixed Interval Schedule

the interval length is permanent, and reinforcement is delivered at the end of each interval during which the target behavior does not occur

DRO Increasing Interval Schedule

one way of “fading” reinforcement by gradually increasing the length of the interval

DRO Progressive Schedule

the interval length remains the same, but the amount of reinforcement increases as students refrain from performing the inappropriate behavior for more and more consecutive intervals

DRL-IRT Schedule

students are reinforced if they can go for a specified number of time or longer before emitting the target behavior

DRL-Below-Criterion Schedule

reinforcement is delivered if the frequency of the behavior is below the baseline during the specified interval time

Interresponse Time

the time that passes between occurrences of the inappropriate behavior

How is interresponse time calculated

the number of times the behavior occurs divded by the total time a DRO schedule is to be in effect

Response Substitution

occurs when on inappropriate behavior is suppressed and another inappropriate behavior occurs

Response Facilitation

the occurrence of some behaviors increases rather than decreases after the application of an aversive stimulus

Generalized Suppression

when a behavior is suppressed by being punished in the presence of one stimulus, it similarly may be suppressed in other situations

Response Generalization

when an inappropriate behavior is suppressed and as a result certain appropriate behaviors are also suppressed

Punishment Contrast

inappropriate behavior decreases in one situation and increases in another situation in which punishment was not administered

Response Cost Lottery

students receive 5 tickets and lose one every time they engage in one of the three inappropriate behaviors listed

Bonus Response Cost

additional reinforcements are made available that students do not have to earn

Planned Ignoring

by ignoring we seek to withhold positive reinforcement by refraining from any physical, verbal, or visual interaction with students who misbehave

Reduction of Response Maintenance Stimuli

environmental stimuli that are maintaining inappropriate behavior are extinguished. These stimuli are reintroduces when students perform appropriate behavior

Planned Ignoring Plus Restraint

involves physically holding students while simultaneously withholding all other reinforcers

Contingent Observation

involves moving students who misbehave away from the activity in which misbehavior occurs to a place where they can observe but not participate in the activity

Exclusion Time-Out

involves physically removing students from the time-in setting

Seclusion

involves placing students in a specially constructed room that often has a locked door

Restitutional Overcorrection

technique in which students are required to correct the effects of inappropriate behavior by restoring the environment to a state superior to that which existed before the misbehavior occurred

Positive Practice Overcorrection

requires that students repeatedly practice an appropriate behavior that is topographically related to the misbehavior

Simple Correction

students are required to restore the environment to its original state prior to the misbehavior

Contingent Excercise

students perform a behavior that is not topographically related to the behavior

Quiet Training

the offending student is required to lie face down until all forms of disruptive behavior have subsided for a specified period of time

Negative Practice

students repeatedly engage in the problem behavior

Stimulus Satiation

focuses on repeatedly exposing students to the antecedents of their misbehavior