Module 1 Vocabulary

Focused Interventions - interventions that target discrete skills or behaviors and are employed for brief periods of time until the goal is achieved.

Positive reinforcement - providing a desired consequence (e.g., tangible item, access to an activity, social reward/praise) after a student engages in a desired behavior, which leads to the likelihood of increased occurrence of the behavior in the future.

Negative reinforcement - removing an unwanted object or condition (e.g., an aversive noise or non-preferred task - like getting to take a break from the task) once the student has engaged in the desired behavior, which leads to the likelihood of increased occurrence of the behavior in the future.

Prompting - using a prompt to assist a student when they are learning a new skill or behavior to help improve chances of success.

5 Types of Prompts - Gesture, verbal cue, visual cue, modeling, physical

Time Delay - a means of systematically providing and then fading prompts. When teaching a new behavior or skill, the teacher prompts the child and then immexdiately provides the correct response (e.g., “What is this? A plan.”). Then the teacher increases the time between the prompt and the student’s response using either constant time delay or progressive time delay.

Constant time delay - after the student has been cued to perform a task and does not comply, the student is prompted at a set interval (typically 3-5 seconds).

Progressive time delay - initially the student is prompted when the cue is presented (0-second delay); then the time between the cue and the prompt is increased (e.g., beginning with a 1-second delay and then increasing to a 2-second delay, and so forth).

Modeling - demonstrating how to perform a skill or behavior correctly prior to asking the student to perform the behavior; a visual demonstration can also be used to prompt a student after he or she has been asked to perform a skill or behavior. Should be combined with prompting and reinforcement. Peer modeling is recommended.

Task Analysis - method of breaking multi-step skills or behaviors into smaller components that can be taught one at a time. Can be taught through chaining (forward, backward, or total task).

Forward chaining - the first step of the skill in a task analysis is taught, and once mastered the second step is taught; this process continues until the student can successfully perform the entire skill sequence.

Backward chaining - the last step of the skill is taught, and once mastered the previous step is taught; this process continues until the student can successfully perform the entire skill sequence.

Total-task chaining - each step is taught along the task sequence, giving the student an opportunity to demonstrate the step at each point.

Comprehensive treatment program - a highly structured program that incoporates focused interventions, targets multiple developmental domains, and is employed for extended periods of time and usually require formal training to implement effectively.

Differential reinforcement of alternative behaviors (DRA) - providing a positive consequence (i.e., reinforce) for a desired (alternate) behavior to reduce or eliminate an undesired or inappropriate behavior. 

Differential reinforcement of incompatible behaviors (DRI) - reinforcement is delivered when the student engages in a behavior that is incompatible with the undesired behavior (can’t occur at the same time as the undesired behavior).

Differential reinforcement of other behavior (DRO) - reinforcement is delivered when the student engages in any behavior that is not the undesired behavior.

Video modeling - students watch a brief recorded demonstration of a behavior or skill performed correctly before engaging in that specific behavior or skill.

Self-management strategies - refers to a number of strategies that can be used to help students engage in appropriate or desired behavior. By using these strategies, students become more aware of their behaviors and how to distinguish between appropriate and inappropriate behaviors. Includes self-monitoring, self-instruction, goal setting, and self-reinforcement.

Self-monitoring - students learn to self-assess their behavior and record results. This strategy, primarily used for older students, is effective for increasing or decreasing the frequency, intensity, or duration of existing behavior.

Self-instruction - students learn to talk themselves through a task or activity. Also referred to as self-talk or self-statements.

Goal-setting - students learn how to set and monitor their progress toward achieving the goal.

Self-reinforcement - students select a reinforcer and reward themselves for reaching or exceeding a criterion.

Technology-Aided Instruction and Intervention (TAII) - includes a range of technology supports that students can use to achieve a goal such as computer-assisted instruction, computers, smartphones, and tablets.

Computer-assisted instruction (CAI) - under the umbrella of of TAII, uses computers to teach skills and enhance comprehension.