Aba 9

Front 1

Backup Reinforcers

Back 1

Tangible objects, activities, or privileges that serve as reinforcers and that can be purchased with tokens

Front 2

Break Training

Back 2

proceduralize teaching incrementally for asking for a break from work as a replacement behavior

Front 3

Chaining

Back 3

Various procedures for teaching behavior change; step by step teaching of a behavior

Front 4

Contingency

Back 4

refers to dependent and/or temporal relations between operant behavior and its controlling variables

Front 5

Contingency Contract

Back 5

A mutually agreed upon document between parties (ex. parent and child) that specifies a contingent relationship between the completion of specified behaviors and access to specified reinforcers

Front 6

Contingent exercise/effort

Back 6

If... then

Front 7

Contingent Observation

Back 7

a procedure for implementing time-out in which the person is repositioned within an existing setting such that the observation of ongoing activities remains, but access to reinforcement is lost

Front 8

Continuous Schedule of Reinforcement (CRF)

Back 8

provide reinforcement for each occurrence of the target behavior - FR1

Front 9

Dependent Group-Oriented Contingency

Back 9

reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of a select group of members within the larger group

Front 10

Differential Reinforcement of Alternate Behavior (DRA)

Back 10

Reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior

Front 11

Differential Reinforcement of High Rates of Behavior (DRH)

Back 11

Reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being greater than a gradually increasing criterion based on the individual's performance in previous intervals (ex. more than three responses per five minutes, more than eight responses per five minutes)

Front 12

Differential reinforcement of Incompatible Behaviors (DRI)

Back 12

(decreasing problem behavior)Reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of problem behavior (ex. sitting in seat is incompatible with walking around the room)

Front 13

Differential Reinforcement of Low Rates of Behavior (DRL)

Back 13

Reinforcement follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (IRT) or is contingent on the number of responses within a period of time not exceeding a predetermined criterion. Used to decrease rate of behaviors that occur too frequently by should be maintained in the learners repertoire

Front 14

Differential Reinforcement of Other Behaviors (DRO)

Back 14

(decreasing problem behavior) reinforcement is contingent on the absence of the problem behavior during or at specific times

Front 15

Discrete Trial Instruction

Back 15

Any operant whose response is controlled by a given opportunity to emit the response. Each discrete response occurs when an opportunity to respond exists

Front 16

Errorless Learning

Back 16

Uses immediate prompting and fading: gradually transfers stimulus control from prompts to the SD

Front 17

Extinction - Challenges

Back 17

extinction bursts, resistant behaviors, intermittent reinforcement, when ignoring resembles rewarding

Front 18

Extinction - Resistance to

Back 18

some behaviors are more resistant to extinction than others and may persist longer than anticipated; Reinforcement history is a large contributer

Front 19

Extinction Burst

Back 19

Temporary increases in frequency, duration, or intensity of a behavior that is likely to occur shortly after extinction is introduced

Front 20

Exclusion Time Out

Back 20

When a child is removed from the reinforcing environment for a specified period of time when target behaviors occur. In this situation positive reinforcers are removed, in addition to the child's access to the environment itself

Front 21

Fading

Back 21

A procedure for transferring stimulus control in which features of an antecedent stimulus controlling a behavior are gradually changed to a new stimulus while maintaining the current behavior; stimulus features can be faded in or faded out

Front 22

Fair Pair Rule

Back 22

when targeting a behavior for reduction, an alternative behavior must be selected to replace challenging behavior.

Front 23

Fixed Interval Schedule

Back 23

reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced (ex. FI3 every 3 mins would reinforced)

Front 24

Fixed Ratio Schedule

Back 24

reinforcement is delivered after a fixed number of responses (ex. FR5 every 5 responses gets reinforced)

Front 25

Fixed Schedules of Reinforcement

Back 25

Reinforcement is given based on either a time interval or a frequency

Front 26

Fluency

Back 26

automaticity of a behavior

Front 27

Full-Session DRL

Back 27

Compares total number of responses in an entire session with a preset criterion; A reinforcer is delivered if occurrences are at or below that criterion

Front 28

General Case Analysis/Strategy

Back 28

a systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting(s)

Front 29

Graduated Guidance

Back 29

controlling prompt (i.e., a prompt that ensures the learner will use the skill correctly) and then gradually remove the prompt during a teaching activity. This procedure differs from other prompting procedures because it requires teachers/practitioners to make judgments during the teaching activity about the type and amount of prompting to provide based upon the learner’s response.

Front 30

Group-Oriented Contingency

Back 30

A contingency in which reinforcement for all members of a group is dependent on the behavior of a person within the group, a select group of members within the larger group, or each member of the group meeting a performance criterion

Front 31

Habit Reversal

Back 31

A multiple-component treatment package for reducing unwanted habits such as fingernail biting and muscle tics; treatment typically includes self-awareness training involving response detection and procedures for identifying events that precede and trigger the response; competing response training; and motivation techniques including self-administered consequences, social support systems, and procedures for promoting the generalization and maintance of treatment gains

Front 32

Hero Procedure

Back 32

Another term for dependent group contingency

Front 33

Independent Group Oriented Contingency

Back 33

A contingency in which reinforcement for each member of a group is dependent on that person's meeting a performance criterion that is in effect for all members of teh group

Front 34

Interdependent Group Oriented Contingency

Back 34

A contingency in which reinforcement for all members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group

Front 35

Intermittent Reinforcement (INT)

Back 35

A contingency of reinforcement in which some, but not all, occurrences of the behavior produce reinforcement

Front 36

Interval DRL

Back 36

procedure for implementing DRL in which the total sessions is dividing into equal intervals and reinforcement is provided at the end of each interval in which the number of responses during the interval is equal to or below a criterion limit

Front 37

Interval Schedule of Reinforcement

Back 37

Require that a pre-specified interval of time pass before a response is reinforced. They do not typically increase rate, because the speed at which the child responds has no effect on when reinforcement is delivered. Only the first correct response following the end of the interval is reinforced

Front 38

Learning Channels

Back 38

"paths" of input and output. Input is the sensory intake and output is the behavior contained in the response

Front 39

Least-to-Most Prompting

Back 39

When transferring stimulus control from response prompts using least to most prompts the participant receives greater degree of assistance with each successive trial without a correct response

Front 40

Level System

Back 40

A component of some token economy system in which participants advance up or down through a succession of level contingent on their behavior at their current level. The performance criteria and sophistication or difficulty of the behaviors required at each level are higher than those of preceding levels; as participants advance to higher levels, they gain access to more desirable reinforcers, increased privileges, and greater independence

Front 41

Limited Hold

Back 41

A situation in which reinforcement is available only during a finite time following the elapse of an FI or VI interval; if the target response does not occur within the time limit, reinforcement is withheld and a new interval begins (ex. on a FI5 minute schedule with a limited hold of 30 seconds, the first correct response following the elapse of 5 minutes is reinforced only if that response occurs within 30 seconds after the end of the 5 minute interval

Front 42

Most-to-Least Prompting

Back 42

To transfer stimulus control from response prompts to the natural stimulus whenever the participant does not respond to the natural stimulus or makes an incorrect response. To apply to learner, the analyst physically guides the participant through the entire performance sequence, then gradually reduces the amount of physical assistance provided as training progresses from trial to trial and session to session

Front 43

Negative Practice

Back 43

A punishment procedure that requires the client to practice repeatedly the target behavior for a predetermined time period contingent on the occurrence of the unwanted behavior

Front 44

Non-compliance

Back 44

not following directives

Front 45

Nonexclusion Time Out

Back 45

A procedure for implementing time-out in which, contingent on the occurrence of the target behavior, the person remains within the setting, but does not have access to reinforcement, for a specified period

Front 46

Noncontingent Reinforcement (NCR)

Back 46

stimuli with known reinforcing properties are present on fixed-time (FT) or variable-time (VT) schedule completely independent of behavior; often used as an antecedent intervention to reduce problem behavior

Front 47

Overcorrection

Back 47

a behavior change tactic based on positive punishment in which, contingent on the problem behavior, the learner is required to engage in effortful behavior directly or logically related to fixing the damage caused by the behavior. Forms of overcorrection are restitutional overcorrection and positive practice overcorrection

Front 48

Planned Ignoring

Back 48

A procedure for implementing time-out in which social reinforces - usually attention, physical contact, and verbal interaction - are withheld for a brief period contingent on the occurrence of the target behavior

Front 49

Positive Practice

Back 49

A form of overcorrection in which, contingent on an occurrence of the target behavior, the learner is required to repeat a correct form of the behavior, or a behavior incompatible with the problem behavior, a specified number of times; entails an educative component

Front 50

Positive Reinforcement Pause

Back 50

The absence of responding for a period of time following reinforcement; an effect commonly produced by fixed interval (FI) and fixed ratio (FR) schedules of reinforcement

Front 51

Precision Teaching

Back 51

Ogden Lindsley - rate of responding, or fluency, is used to measure skill mastery

Front 52

Premack Principle

Back 52

access to high frequency behavior is contingent upon the occurrence of low frequency behavior (ex. you can eat your ice cream (high frequency) when you have finished your vegetables (low frequency))

Front 53

Ratio Schedules of Reinforcement

Back 53

A schedule in which the last of a specified number of responses is reinforced (fixed or variable)

Front 54

Ratio Strain

Back 54

behavioral effect associated with abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules; common effects include avoidance, aggression, and unpredictable pauses or cessations in responding

Front 55

Response Cost

Back 55

The contingent loss of reinforcers (ex. a fine) producing a decrease of the frequency of behavior; a form of negative punishment

Front 56

Response Generalization

Back 56

the extent to which a learner emits untrained responses that are functionally equivalent to the trained targeted behavior

Front 57

Response Prompts

Back 57

Supplemental stimuli that are associated with the topography of the target response

Front 58

Restitutional Overcorrection

Back 58

the learner is required to repair the damage or return the environment to its original state and then to engage in additional behavior to bring the environment to a condition vastly better than it was in prior to the misbehavior

Front 59

Schedule Thinning

Back 59

Changing a contingency of reinforcement by gradually increasing the response ratio or the extent of the time interval; it results in a lower rate of reinforcement per responses, time or both

Front 60

Self Control

Back 60

Two meanings:
a) a person's ability to "delay gratification" by emitting a response that will produce a larger delayed reward over a response that produces a smaller but immediate reward
b) a persons behaving in a certain way so as to change a subsequent behavior

Front 61

Self-Evaluation

Back 61

a procedure in which a person compares his performance of a target behavior with a predetermined goal or standard; often a component of self-management. Sometimes called self-assessment

Front 62

Self-Instruction

Back 62

Self-generated verbal responses, covert or overt, that function as rules or response prompts for a desired behavior; as a self-management tactic, self-instruction can guide a person through a behavior chain or sequence task

Front 63

Self-Management

Back 63

personal application of behavior change tactics that produces a desired change in behavior

Front 64

Self-Monitoring

Back 64

a procedure whereby a person systematically observes his behavior and records the occurrence or nonoccurrence of a target behavior

Front 65

Shaping

Back 65

Using differential reinforcement to produce a series of gradually changing response class; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior

Front 66

Simple Correction

Back 66

consists of requiring a person to restore the environment to its original condition, following misbehavior

Front 67

Spaced-responding DRL

Back 67

a procedure for implementing DRL in which reinforcement follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time IRT

Front 68

Spatial Fading

Back 68

involves fading from full physical (i.e., hand over hand) to hand on wrist, hand on elbow, hand on shoulder, shadowing, to fading your proximity

Front 69

Stimulus Fading

Back 69

highlighting a physical dimension of a stimulus to increase the likelihood of a correct response

Front 70

Stimulus Prompts

Back 70

Movement, position, and redundancy of an antecedent stimuli

Front 71

Stimulus Shaping

Back 71

initial shape of stimulus is gradually changed to maintain correct response

Front 72

Time delay

Back 72

Antecedent response prompt; uses variations in the time intervals between presentation of natural stimulus and the presentation of a response prompt

Front 73

Time Out from Positive Reinforcement

Back 73

contingent withdrawal of the opportunity to earn positive reinforcement or the loss of access to positive reinforcers for a specified time; form of negative punishment

Front 74

Time Out Ribbon

Back 74

Procedure for implementing nonexclusion time-out in which a child wears a ribbon, or wristband, that becomes discriminative for receiving reinforcement. Contingent on misbehavior, the ribbon is removed and access to social and other reinforcers are unavailable for a specified period. The ribbon is returned upon the end of the time-out.

Front 75

Token Economy

Back 75

system whereby participants earn generalized conditioned reinforcers as an immediate consequence for specific behaviors; participants accumulate tokens and exchange them for items of backup reinforcers

Front 76

Transfer of Stimulus Control

Back 76

Involves shaping or teaching new skills; usually involves superimposing stimuli or fading of some sort, refers to the processes that allow us to somehow be able to take what the child can already do and bring it under control of a new stimuli

Front 77

Variable Interval Schedule

Back 77

A schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in a random or unpredictable order. The mean duration of the intervals is used to describe the schedule

Front 78

Variable Ratio Schedule

Back 78

schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a random number; the mean number of responses required for reinforcement is used to describe the schedule

Front 79

Withdrawal of a Specific Positive Reinforcer

Back 79

type of punishment, sometimes called Type II, involves removing a reinforcer following a specific behavior. A student who must stay in from recess or a teenager who cannot use the phone for a week are examples of contingent withdrawal of a positive reinforcer punishment.