Full Set Of Definitions.

Front 1

prompts (Ch. 11 & 24)

Back 1

Antecedents that supplement the everyday discriminative stimuli for a behavior

Hint 1

response and stimulus prompts

delayed prompting: increasing ( or constant) time delay between stimulus and prompt ( not really fading, but focused on stimulus alone eliciting of behaviour.)

MRT card scan image.

Front 2

response prompts (Ch. 11)

Back 2

Shortcut stimulus control methods , ABA performed an action as a supplement to the SD to encourage performance.

Hint 2

modelling, gestural, verbal and physical guidance prompts

Front 3

modeling prompts (Ch. 11)

Back 3

Response prompts that involve modeled actions.

Hint 3

training program to teach DD people how to cook. Children can be models for their peers too.

mimicking action, tool usage.

Front 4

gestural prompts (Ch. 11)

Back 4

Response prompts that consist of physical motions with meanings the client already knows

Hint 4

Finger to lip "stop that" , orchestra conductor, pointing, gesture to direct students attention to whiteboard. Nod for correct

Come here

Front 5

verbal prompts (Ch. 11)

Back 5

Response prompts that are composed of words such as directions.

Hint 5

teacher prompting children verbally. verbal guidance/instructions, director/acting coaches, instructors in various professions: working with children, IT support ( phone). Can be general: what do you think happens next?

instructions: written or verbal. instructions on signs, checklist, cards. to describe how to perform the target behaviour. Eg. verbal manual on how to set a device.

Front 6

physical guidance prompt (Ch. 11)

Back 6

Response prompts that involve manually moving the person’s body through the desired behavior.

Hint 6

physically guide an infant to shake a rattle.

physically guide a violin student: put head on violin, chin, finger placement etc.

Front 7

stimulus prompts (Ch. 11)

Back 7

Procedures that physically change the antecedent by altering the SD

or supplementing it with another stimulus, such as pictures or sounds.

Hint 7

pictorial, environmental and auditory prompts.

Front 8

pictorial prompts (Ch. 11)

Back 8

Stimulus prompts that are composed of pictures such as a drawing or video.

Hint 8

pictures to accompany instructions, icons on desktop, photo on attendance list ( extra stimulus)

within stimulus: accentuating an element in SD: accentuating font of Burger, and Stroke of R.

extra stimulus prompt: function keys of keyboard, recycle bins images.

within stimulus prompts: eg. elevation of letters cueing tonal paterns. picture of faded hands within gloves, icon on GPS map.

Front 9

environmental prompts (Ch. 11)

Back 9

Changing or moving the environment to make it likely that the target behavior will occur with the SD.

Hint 9

extra: TB: to exercise, prompt: lay out clothes on bed to jog. Within: TB: on task behaviour, prompt: Spreading out sitting arrangements ( don't know why within)

exercise: jogging clothes on bed, flashing light--> recharge. ?????

seating arrangment

Front 10

auditory prompts (Ch. 11)

Back 10

Stimulus prompts that are composed of sounds other than words.

Hint 10

extra stimulus: alarm on first few weeks of work to prevent lateness (TB) and also instructions to DD children: auditory signal and practice ( urine alarm signal)

verbal prompts as one drives " turn left in 200 meters"

within: alarm clock ring: change loudness, sound or location of clock.

alarm clock sound waking up, increase in obnoxiousness over time, beep accompanying electronic device that needs to be recharged

Front 11

fading (Ch. 11)

Back 11

Process of removing or changing a prompt gradually

for behaviour after SD.

the purpose is to decrease the person’s reliance on the prompt.

Hint 11

2 ways to do so:

1) alter prompt from direct prompt to indirect prompt.

physical guidance to draw c to gesturing shape of c.

2) lessen the strength of the prompt. From physical guidance with one hand to one finger to simply shadowing child's activities. E2, from saying "blueberry" to "B".

Front 12

behavioral chain (Ch. 12)

Back 12

A sequence of operant responses, each of which produces a stimulus that functions has its reinforcer and as a discriminative stimulus for the next response; completion of the chain leads to a consequence

Hint 12

forward chaining, backward chaining and total task presentation.

chain example in joshua's notes: making coffee from top to bottom. from seeing kettle to seeing water in coffee cup and stirring.

Front 13

forward chaining (Ch. 12)

Back 13

A method for teaching a behavioral chain by having the person master one link at a time starting with the first link THEN adding each new one in the sequence.

prompting when teaching each step, faded before starting on the next link.

Hint 13

first learn how to grasp a sock correctly, as a response to seeing a sock. Prompt given during process and reinforcer given. then learn to grasp sock and

Front 14

backward chaining (Ch. 12)

Back 14

A method for teaching a chain of behavior by having the person master one link at a time starting with the last link and adding each new one in the reverse sequence of the chain

Hint 14

search task with computer: DD, physical guidance needed at first, then later, the men learns behavioural chain quickly.

Front 15

total-task presentation (Ch. 12)

Back 15

A method for teaching a chain of behavior by having the person learn all of the links together as a complete sequence. whole chain is reinforced, not steps.

Hint 15

TTP can work best when the person knows how to perform many links in the chain already.

Disruptive: when TTP brings about disruption/aggression.

taught someone a motor chain (more than 100 links) one group with TTP had more errors than FWC, the other reversed.

Front 16

task analysis (Ch. 12)

Back 16

A process used in identifying SD and responses as components in a sequence

Hint 16

can do it 3 ways

1) perform task and attend to action and stimulus ( Coffee making- joshua_

2) Watch someone else do it and attend to action and stimulus. ( video game walkthroughs, cooking shows, how to videos)

3) Ask an expert to describe the task with the actions and stimuli ( how to make mixed drink : LIT, personalize software, prepare a particular dish)

Front 17

A-B-C Log (Ch. 13)

Back 17

A chronological record of the target behavior describing antecedents and consequences that accompanied each behaviour.

Hint 17

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Front 18

summary record (Ch. 13)

Back 18

A form used in a functional assessment that organizes and summarizes data from an A-B-C Log to allow relationships to be seen between a target behavior and its antecedents and consequences.

Front 19

functional analysis (Ch. 13)

Back 19

A functional assessment procedure that uses controlled conditions, and manipulates antecedents and consequences to identify functional relations between A, C and the target behavior.

Front 20

functional assessment (Ch. 13

Back 20

A procedure to determine the factors in a behavior’s occurrence by examining connections between the behavior and its antecedents and consequences.

Hint 20

0

Front 21

structured descriptive assessment (Ch. 13)

Back 21

A functional assessment approach in which observations of a behavior are made in the natural environment while antecedents are manipulated to determine their effect.

Hint 21

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Front 22

Unstructured descriptive assessment (Ch. 13)

Back 22

A functional assessment approach in which observations of a behavior are made in the natural environment without intervening in any way to identify its antecedents andc onsequences.

Hint 22

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Front 23

noncontingent reinforcement (Ch. 14)

Back 23

A procedure in which an established reinforcer is provided periodically independent of the person’s performing a behavior.

Hint 23

providing social attention independent on self injurious behaviour lower the rate alot.

Front 24

response effort (Ch. 14)

Back 24

The amount of work in time or exertion for an individual to perform a behavior.

Hint 24

if less response effort, people tend to exercise more ( ie when gym is near, or in the house)

Front 25

continuous reinforcement (CRF

Back 25

A reinforcement schedule in which each instance of the target behaviour is reinforced.

Hint 25

CF1/FR1

Front 26

Intermittent reinforcement (Ch. 6 & 15)

Back 26

The condition in which some but not all instances of target behaviour is reinforced

Hint 26

fixed interval ( or fixed ratio FR2 and above)

variable interval or variable ratio

Front 27

Schedule of reinforcement (Ch. 15)

Back 27

A rule that specifies which instances of a behavior will be rewarded.

Hint 27

--

Front 28

Thinning (Ch. 15)

Back 28

A procedure of gradually reducing the rate at which a behavior is reinforced.

Hint 28

from a continous reinforcement schedule to an intermittent schedule of reinforcement. reduce rate of getting reinforcement.

Front 29

interval schedules (Ch. 16)

Back 29

Schedules of reinforcement in which delivery of each instance of reward is based on a rule- there is a period of time after each reinforcer is given when reinforcement is no longer available.

The first correct response made after that period of time has elapsed is reinforced.

Hint 29

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Front 30

ratio schedules (Ch. 16)

Back 30

Schedules of reinforcement in which delivery of each instance of reward is determined by a rule the number of correct responses that must have been made since the last reinforcerwas given.


Hint 30

0

Front 31

fixed interval (FI

Back 31

A type of interval reinforcement schedule in which the time period after each reinforcer is given when reinforcement is no longer available remains constant from one instance of reward to the next. The first correct response made after that period of time has elapsed is reinforced

have to wait for the interval to be over, plus perform the behaviour, in order for the behaviour to be reinforced.

Hint 31

hand raising and no question period ( kindergarden), paycheck, venecia and last minute scrub down

Front 32

.
fixed ratio (FR

Back 32

A reinforcement schedule in which the ratio of the number of correct responses that must be made for each instance of reward remains constant.

Hint 32

u get 2 tokens if you answer twice in class today

Front 33

Group contingency (Ch. 16)

Back 33

A procedure for administering reinforcers in which the behavior of some or all members of a group determines the consequences they receive.

advantages and disadvantages?

Hint 33

independent, dependent and interdependent group contingencies.

adv: easier to administer, simpler to moniter.

built in incentive, wont reinforce each others' mistakes. desirable side effects on social behaviours of group members--> classmates more helpful, greater cooperation

disadv: few individuals accounting for group score.

individuals may still receive rewards due to others, while they themselves perform poorly (ARIEL!)

negative pressure tactics esp when contingency= group punishment.

lunch sack contingency: from independeent contingency (80%) to interdependent group contingency (80%).

Good toothbrushing game--> scratch and sniff stickers: teams that compete with each other for reinforcers.

Front 34

variable ratio (VR

Back 34

A ratio reinforcement schedule in which the number of correct responses that must be made for reward changes

Hint 34

calling a friend who works in retail, don't know when they are going to reply

different amounts of time needed to boil a point of water.

Front 35

Variable interval (VI

Back 35

An interval reinforcement schedule in which the time period when reinforcement is no longer available changes. The first correct response Made fter each period is reinforced.

Hint 35

behavioural responses after a random number of responses ( eg. coupons with receipt, telemarketing)

Front 36

lottery (Ch. 16)

Back 36

A procedure for administering reinforcers by entering all eligible individuals in a drawing to win prizes

Hint 36

behaviour meets criterion and number of tokens earned--> eligible for lotteries.

eg. lottery to improve courteous behavior of staff: addressing clients by name, using reasons to request infor, etc.

need to note that the likelihood of winning a reinforcer cannot be set too low, which will cause target behaviour performance to suffer.

Front 37

post-reinforcement pauses (Ch. 16)

Back 37

pauses in responding that individuals show after each reward when they are reinforced on a fixed-ratio schedule

Hint 37

fixed ratio: intermittent reinforcement (FR2) and continous reinforcement (FR1)

Front 38

ratio strain (Ch. 16)

Back 38

Deterioration of a behavior when the number of responses required in a ratio schedule of reinforcement becomes too large.

Hint 38

factors that influence strain:

reward value, thinning rate and response effort.

Front 39

extinction

Back 39

procedure or condition in which reinforcement is ended for a behaviour and there are certain characteristics:

extinction burst and aggression

gradual decline and reappearance

Hint 39

TB's decline occurs gradually and irregularly. and may reappear after a while.

resistance to extinction: stronger when target behaviour was reinforced in the past.

Front 40

token reinforcement system (Ch. 16)

Back 40

A reward system in which token reinforcers and backup rewards are chosen and applied with specific rules to change a target behavior.

adv and disadv?

Hint 40

poker chips, stars stamps, check marks, bankbook logs.

colourcoded for dimension and value.

Adv: not fleeting, accumulatable, immediately given. non disruptive. BR: variety. response cost system.

Dis: Complext, recording and training needed.

materials and objects hazardous, may be easy to steal.

need to have cognitive understanding to get it.

Front 41

DRA

Back 41

delivering reinforcers contingent on the individual performing an alternative behaviour to an undesirable TB.

Hint 41

having more alternative/variety of ramp forms rather than making one type of ramp form.

putting a plastic block in bucket instead of doing other things.

Front 42

DRI

Back 42

delivering reinforcers contingent on individual performing a competing response to the TB

Hint 42

eg not wandering around and completing academic tasks instead; given reinforcer.

disruptive behaviour vs staying still and quiet: given praise and "good help"

Front 43

DRO

Back 43

delivering reinforcers contingent on the individual not performing a TB

theres interval and momentary Interval

I

Hint 43

nterval: more effective for suppressing problem behaviour. (TB need to be absent for entire interval)

momentary: more useful in maintaining reduced levels of problem behaviour. ( TB just need to absent for a while.

DROS; no sibling conflict, classroom misconduct, thumb sucking or tantrums ( can decrease operant behaviours)

generally less effective than DRA methods (?) will come back? and punishment procedures.

Front 44

DRL

Back 44

delivering reinforcers contingent on individual performing low rate of TB.

can reduce but not eliminate TB.

Hint 44

not sure

Front 45

Full-session DRL (Ch. 17)

Back 45

DRL in which reinforcement is given if the number of responses is below a specific level for an entire session.

Hint 45

reinforcement given at the end of a session if target behaviour falls below criterion.

Class study. Specific student talk.

entire class have to decrease behaviour of taking in class without permission (?)

Front 46

interval DRL (Ch. 17)

Back 46

DRL in which a session is divided into equal intervals and reinforcement is given at the end of each interval if the number of responses in that interval was below a specific level.

Hint 46

reapplied Deitz (?)

Front 47

spaced-responding DRL (Ch. 17)

Back 47

DRL in which reinforcement is given if responses are separated by a predetermined interval of time.

Hint 47

the study again.

Front 48

functional communication training (Ch. 17)

Back 48

A procedure that teaches mands (ways to communicate needs) as alternative behaviors for problem behaviors.

Hint 48

Durand and Carr?

Front 49

habit reversal (Ch. 17)

Back 49

An array of techniques designed to decrease operant behaviors

Hint 49

especially ones that are habitual or automatic. The methods include competing response practice and training to make the person aware of the behavior’s occurrence.

Front 50

time-out (Ch. 7 & 18)

Back 50

A punishment method in which, the person's reinforcing environment is converted or moved to one than is less reinforcing.

Hint 50

isolation, exclusion and non exclusion.

Guidelines: brief: less than 15 minutes, need to have a flexible end ( if misbehaviour towards the end, extend!) and thorough: time out procedure for each instance of TB.

Front 51

isolation time-out (Ch. 18)

Back 51

A time-out punishment procedure that removes misbehaving individuals to a separate setting that offers little access to rewards. ( separate room)

Hint 51

boy touching stove: "NO" out him in playpen until he's quiet.

Front 52

exclusion time-out (Ch. 18)

Back 52

A time-out punishment procedure that removes misbehaving individuals from reinforcing situations by isolating them such as by placing them in a separate part of the room.

Hint 52

autistic boy spitting and self-injurious activity: off music, remove reinforcers and partition him out of view. same environment, except that the reinforcers are taken away for a short period.

Front 53

nonexclusion time-out (Ch. 18)

Back 53

time-out punishment procedure that keeps individuals who misbehaved in the same environment where reinforcers are being earned but identifies them as ineligible for participation or rewardsfor a period of time.

Hint 53

kids wear coloured ribbons= eligible to earn reinforcers. if TB, lose ribbons. therefore cannot earn reinforcers. or just sit nearby and watch.

Front 54

negative punishment

Back 54

subtracting or reducing a stimulus or condition suppresses the behaviour.

Hint 54

response cost.

considerations: generally cause a large drop in behaviour, easier to apply than differential reinforcement.

Howeverm RC: may spur negative reactions: so need to explain contingencies and why they are needed.

cannot lose too high of privilleges.

response cost: immediate and delayed, delayed means more tracking.

institutions: clear with them first.

Front 55

response cost (Ch. 7 & 18)

Back 55

A punishment procedure in which the misbehaving person loses a valued item or privilege for performing that behavior.

Hint 55

et. lose tokens ( earned but backup reinforcer not received).

eg. Telephone operator charge customers a fee for directory assistance.

competing groups in class.

Front 56

positive punishment

Back 56

adding an aversive stimulus or condition after a target behaviour occurs.

Hint 56

adversive stimuli or aversive activities.

Front 57

adversive stimuli

Back 57

feeling physical discomfort or psychological discomfort

Hint 57

reprimands ( nearby, glare, grasp). enhance by pairing with other punishers such as mild, physically adversive stimuli.

spanking.

Front 58

physically aversive stimuli (Ch. 7 & 19)

Back 58

Punishers that cause physical discomfort

Hint 58

Cold ( ice cube held briefly against jaw) reduce grinding

Facial screening: reduce self injurious behaviour.

Noise: finger sucking

Odor: Self injurious

Spray

Taste: lemon juice: rumination

electric shock.

Front 59

aversive activities (Ch. 19)

Back 59

Behaviors that a person does not enjoy and performs very infrequently.

Hint 59

contingent exercise, physical restraint and response blocking.

Front 60

contingent exercise (Ch. 19)

Back 60

An aversive activities type of punishment in which the person must perform motor acts repeatedly.

Hint 60

movements usually unrelated to problem behaviour. Aggression: he had to stand up and sit down ten times.

Front 61

physical restraint (Ch. 19)

Back 61

A punishment method in which the body part that makes a problem behavior is held in place for a period of time

Hint 61

preventing the unwanted action.

Front 62

response blocking

Back 62

person intervenes, preventing completion of the response.

generally punishment procedure, unclear if extinction procedure ( because it also prevents possible automatic reinforcement of problem behaviour)

Hint 62

palm in front of mouth for mouthing,

Front 63

overcorrection (Ch. 7 & 19)

Back 63

A punishment procedure that has the person engage in activities that correct (see restitution) and/or are the opposite of the undesirable behavior (see positive practice) when the misbehavior occurs.

Hint 63

restitution

positive practice

can use together or seperately.

Front 64

positive practice (Ch. 19)

Back 64

perform repeatedly a useful alternative behaviour or competing response.

Hint 64

many math errors due to rushing, do correctly over and over again.

Front 65

restitution

Back 65

correcting the effects of the problem behaviour and restoring the env to a better condition that it was before.

Hint 65

get clothes muddy: wash and fold his and other peoples' clothes.

Graffiti.

Litterbug.

Front 66

informed consent (Ch. 19 & 27)

Back 66

Approval by the participants and/or their guardians to the planned procedures in therapy or research after being told what the procedures will be

Hint 66

u noe

Front 67

counterconditioning.

Back 67

a respondent learning process in which repeated pairing of a previously learnt CR, usually an emotion, with a competing or incompatible response, usually being calm, when the CS is present, leads to the substitution of the calm response for the emotion.

Hint 67

Peter's fear of rabbits. bringing the rabbit closer each time peter ate his favourite food in the presence of an assistant he liked. eating and being calm were the competing responses.

or to imagine social situations in which a CS occured.

Front 68

systematic desensitization

Back 68

a respondent conditioning method for reducing fear by presenting increasingly strong fear CS, while the person engages in relaxation thereby enabling the calm response to replace the CR of fear.

Hint 68

relaxation is a competing response to fear because you can never feel relaxed and afraid at the same time.

the technique is called systematic because it is carried out with a gradual, step by step procedure.

Front 69

token economy

Back 69

method that uses a complex system of consequences and is typically applied with groups of individuals for a wide range of target behaviours.

Hint 69

try to change behaviour of groups,

wide range

complex system.

Front 70

mand

Back 70

verbal behaviour that requests something the speaker needs or wants. the strength/clarity may vary.

Hint 70

their form or content is determined by motivating operations, such as hunger or discomfort.

please pass the potatos, stop making that noise.

Front 71

tact

Back 71

verbal behaviour that names or identifies an item or event.

Hint 71

form or content is determined by an SD not by a motivating operation.

: A coat , when shown a cost and asked what is this.

Feedback and praise: common reinforcers for tact.

Front 72

ways to enhance reinforcer effectiveness

Back 72

deprivation

reinforcer sampling

modelling

explaining value of reinforcer

public recognition

varied reinforcer

choice enhance reinforcer.

Hint 72

0

Front 73

reinforcer sampling

Back 73

short experience/smaple of reinforcer before behaviour is displayed

Hint 73

samples, test drive, movie trailers, show the sticker "one month free"

Front 74

modelling

Back 74

indiivduals who see others receiving and enjoying pleasant consequences for the behaviour tend to increase the value they place on consequences

Hint 74

others receiving reinforcer

Front 75

explaining value of reinforcer

Back 75

in token reinforcer

Hint 75

eg. token economy system, immediate exchange

Front 76

public recognition

Back 76

effective especially if reinforcer is feedback or praise

Hint 76

public emails to writers acknowledging their goal achievement, 3 consecutive weeks even better. sports skills perofrmance data. sales, "of the month"

published honors roll, faculty appreciation dinner

Front 77

using varied reinforcers

Back 77

potency of single reinforcer declines with frequent use.

due to satiation or habituation

Hint 77

menu of different reinforcers.

choice is a reinforcer in itself, or may be an EO for the programmed reinforcer.)