Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
43 Cards in this Set
- Front
- Back
Science |
The ideology of science is to understand concepts that are under study. |
|
Description |
Understanding and observing different concepts based on facts, events that can be measured. |
|
Prediction |
Repeated inspection of 2 consistent events where one event occurs in the existence of another. |
|
Control |
Understanding a concept to its highest degree. |
|
ABA |
An unbiased observation of how the environment effects a person/non-persons everyday behavior as well as using different techniques to alter said behavior. |
|
Learning |
It is defined as altering response patterns generally as a function of changes in environmental condition .i.e learning=behavior change. |
|
Teaching |
If learning=behavior change then teaching is promoting learning by any or combination of various means like showing, telling, guiding and differentially reinforcing. |
|
Operant class |
The composite set of behaviors that result in a single type of reinforcing event, rather than one specific form or topography of a behavior. |
|
3 term contingency |
The 3 term contingency refers to the independency among the antecedent conditions(A), the behavior(B) and the consequence(C). |
|
Principle of behavior |
It is a scientifically derived rule of nature that describes the enduring and predictable relation between a biological organisms responses and given arrangements of stimuli. |
|
Behavior analytic prodcedures |
It involves technically applying behavior principles for the explicit purpose of changing behavior we are engaging in. |
|
Environment |
The environment in which a person behaves is considered its context. |
|
Stimulus |
It is a scientific event or combination of events (stimuli) that may influence behavior. |
|
Stimulus class |
A group of stimuli that have a common effect on an operant class and vary across physical dimensions. |
|
Positive reinforcement |
Behavior increases when stimulus is added. |
|
Negative reinforcement |
Behavior increase when stimulus is removes. |
|
Positive punishment |
Behavior decreases when stimulus is added |
|
Negative punishment |
Behavior decreases when stimulus is removed. |
|
Stimulus control |
It is used to describe situations in which a behavior is triggered by the presence or absence of some stimulus. |
|
Reflex |
An unconditioned response for an unconditioned stimuli |
|
Operant |
A unit of behavior defined by a contingency of reinforcement. |
|
Topography |
It is used to describe behavior, specifically what it looks like. |
|
Operant conditioning |
A conditioned response followed by a conditioned stimuli. |
|
Contingency |
It refers to the specific dependencies or relation between behavior and its antecedents and consequences. |
|
Consequence |
It is defined as +ve or -ve reinforcement, punishment, extinction etc that effects behavior change. |
|
Neutral stimulus |
It is a stimulus which initially produces no specific response other than focusing attention. In classical conditioning, when used together with an unconditioned stimulus, the neutral stimulus becomes a conditioned stimulus. |
|
Supplementary reinforcers |
A signal to indicate that a stronger reinforcer will be in forthcoming |
|
Negative practice |
After the individual has emitted an unwanted behavior, he/she is required to repeatedly practice the same unwanted behavior for a predetermined time. |
|
Positive Practice |
Requiring the individual repeatedly to practice a positive alternative behavior. |
|
Overcorrection |
A relevant & educational form of contingent effort that involves both restitution & positive practice. |
|
Simple correction |
Requiring the learner just to restore the environment to its previous state. |
|
Contingent effort |
A form of punishment that requires the individual to perform effortful exercises as a consequence of committing a prescribed act. |
|
Extrinsic aversive stimuli |
Aversive stimuli by an external agent. |
|
Masochism |
Seeking out or inflicting punishment upon one self. |
|
Intrinsic aversive stimuli |
The aversive properties are integral or natural to the particular acts. |
|
Required relaxation |
Requires the individual to lay down, usually on a bed. |
|
Restrained timeout |
Movement suppression or therapeutic holding. |
|
Planned ignoring |
Withholding any attention, physical contact &/or verbal interactions, for a brief fixed time, contingent upon the occurrence of the unwanted behavior. |
|
Withdrawal of Materials |
Involves removal of reinforcing materials from an individual contingent upon the infraction, along with ignoring for a brief period of time. |
|
Inclusion timeout |
The individual is moved to another area of the room where he/she can hear & see what is happening, but for a brief period of time, gains no response from others nor participate. |
|
Facial screening |
The contingent application of face cover, following each occurrence of unwanted behavior. |
|
Contingent observation |
The client is relocated to another area in which he/she can observe what is going on but not participate in the activities. |
|
Timeout ribbon |
It is a form of inclusion timeout that requires pairing reinforcement with an object that would not naturally lead to reinforcement. |