Bcba Exam Safmeds

Front 1

behavior momentum

Back 1

Phenomena that occurs when responding is accelerated as a result of immediate previous exposure to reinforcement

Front 2

Premack Principle

Back 2

high probability response is contingent upon the completion of a low probability response.

Front 3

listener behavior

Back 3

Any behavior in which the subject responds to a speaker.

Front 4

Describe and provide an example of CMO-S

Back 4

stimulus that has been paired with another motivating operation.

Front 5

Describe and provide an example of CMO-R

Back 5

a stimulus that has systematically preceded some form of worsening or improvement.

Front 6

Describe and provide an example of CMO-T

Back 6

stimulus that alters the value of another stimulus.

Front 7

stimulus equivalence

Back 7

The emergence of accurate responding to untrained and non-reinforced stimulus- stimulus relations following the training of other relations.

Front 8

Pivotal Behavior

Back 8

Behavior that once mastered can be used as the foundation for the teaching of other behaviors.

Front 9

behavioral cusp

Back 9

Behavior that once mastered allows the learner to access other forms of reinforcement.

Front 10

Chaining

Back 10

successive links in which each response produces a discriminative stimulus that occasions the next reponse

Front 11

Stimulus discrimination

Back 11

responding in the presence of the discriminative stimulus and not in its absence or in the presence of the Sdelta.

Front 12

Stimulus Control

Back 12

situation in which the frequency, latency, duration of a behavior is altered by the presence or absence of the antecedent stimulus

Front 13

Shaping

Back 13

systematically and differentially reinforcing successive approximations to a terminal behavior.

Front 14

Mentalism

Back 14

approachto studying behavior that presumes a mental or inner dimension exists that isapart from the physical dimension

Front 15

Hypothetical Construct

Back 15

presumedbut unobserved entities that cannot be manipulated

Front 16

Experimental Analysis of Behavior

Back 16

Naturalscience approach to the study of behavior which emphasizes on describing thefunctional relations between behavior and the controlling variables in theenvironment

Front 17

Radical Behaviorism

Back 17

Rejects allmentalistic explanations for behavior and considers the role of private events.

Front 18

Applied Behavior Analysis

Back 18

science inwhich tactics derived from the principles of behavior are appliedsystematically to improve socially significant behavior and experimentation isused to identify the variables responsible for behavior change.

Front 19

Service Delivery

Back 19

utilizingbehavioral technologies to effect changes in socially significant behavioroutside the classroom.

Front 20

Functional Relation

Back 20

existswhen a well-controlled experiment reveals that a specific change in one event(DV) can reliably be produced by the manipulation of another event (IV), andthe change in the DV is not the result of other extraneous factors.

Front 21

Behavior

Back 21

theorganism’s interaction with it’s environment which has detectable displacementin space

Front 22

Stimulus

Back 22

anenergy change that affects the organism through its receptor cells

Front 23

Respondent Behavior

Back 23

Behavior thatis elicited or induced by antecedent stimuli. Nothing else is required for theresponse to occur

Front 24

Respondent Conditioning

Back 24

Stimulus–stimulus pairing procedure in which neutral stimulus (NS) is presented with anunconditioned stimulus (US) until the Neutral stimulus becomes a conditionedstimulus that elicits a conditioned response

Front 25

Operant Behavior

Back 25

Any behaviorwhose future frequency is determined primarily by its history of consequences

Front 26

Operant Conditioning

Back 26

Refersto the process and selective effects of consequences on behavior – strengthenor weaken behavior based on immediate consequences

Front 27

Reinforcement

Back 27

occurswhen a stimulus change immediately follows a response and increases the futurefrequency of that behavior

Front 28

Positive Reinforcement

Back 28

whena response is followed immediately by the presentation of a stimulus,and as a result, similar responses occur more frequently in the future

Front 29

Negative Reinforcement

Back 29

Whena response results in the removal of an event, and this procedure increases therate of that response.

Front 30

Automatic reinforcement

Back 30

reinforcementthat is not mediated by the deliberate action of another person – deliberate inthe sense of action taken because of the consequences for the other person. Itis a byproduct of the response

Front 31

Unconditioned reinforcement

Back 31

a stimuluschange that functions as reinforcement even though the learner has had noparticular learning history with it.

Front 32

Conditioned reinforcement

Back 32

previouslyneutral stimulus change that has acquired the capacity to function as areinforcer through stimulus-stimulus pairing with one or more unconditionedreinforcers or conditioned reinforcers. Repeated pairings neutral stimulusacquires reinforcement capacity of reinforcers with which it has been paired

Front 33

Generalized conditioned reinforcement

Back 33

Aconditioned reinforcer that as a result of having been paired with manyunconditioned and conditioned reinforcers does not depend upon a current EO forany particular form of reinforcement for its effectiveness.

Front 34

Punishment

Back 34

When a type of behavior (R) is followedimmediately by a stimulus change that decreases the future frequency of similarresponses

Front 35

Positive punishment

Back 35

whenthe presentation of a stimulus (or an increase in the intensity of an alreadypresent stimulus) immediately follows a behavior results in a decrease in thefrequency of the behavior.

Front 36

Negative punishment

Back 36

the terminationof an already present stimulus (or a decrease in the intensity of a stimulusthat is already present) immediately following a behavior that results in adecrease in the future frequency of the behavior.

Front 37

Unconditioned punishers

Back 37

astimulus whose presentation functions as punishment without having been pairedwith any other punishers

Front 38

Generalized condition punishers

Back 38

stimuluschange that has been paired with numerous forms of unconditioned andconditioned punishers

Front 39

Response blocking

Back 39

physicallyintervening as soon as the person begins to emit the problem behavior in orderto prevent or block the complete response.

Front 40

Contingent exercise

Back 40

client mustperform a response that is not topographically related to the problem behavior.

Front 41

Overcorrection

Back 41

contingent oneach occurrence of the problem behavior the student is required to engage ineffortful behavior that is related to the problem.

Front 42

Restitutional overcorrection

Back 42

contingenton the problem behavior the student is required to repair the damage caused andengage in an additional behavior that brings the environment to a vastly bettercondition than prior to the misbehavior.

Front 43

Positive practice overcorrection

Back 43

contingent on the problem behavior the student is required to repeatedly perform a correct form of the behavior or an incompatible behavior to the problem behavior

Front 44

Contingent electric stimulation

Back 44

presentationof a brief electrical stimulus immediately following the problem behavior

Front 45

Response Class

Back 45

agroup of responses that share the same function

Front 46

Stimulus Class

Back 46

anygroup of stimuli sharing a predetermined set of common elements in one or moredimensions

Front 47

Operant extinction

Back 47

whenbehaviors that have been maintained by reinforcement no longer produce thereinforce

Front 48

Respondent extinction

Back 48

repeteadlypresenting the conditioned stimulus without the unconditioned stimulus untilthe conditioned stimulus no longer elicits the conditioned response

Front 49

stimulus generalization

Back 49

The individual responds to stimuli that sharethe common features, functions, dimensions of the trained stimulus withoutexplicit training. Generates stimulus classes

Front 50

Response generalization

Back 50

emit responses of varying topographies that are functionally equivalent. Generates response class.

Front 51

Group Contingency

Back 51

specific contingency that is applied on allmembers of the group

Front 52

Independent Group Contingency

Back 52

When a contingency is placed on the whole group, and each member who meets the contingency is reinforced

Front 53

Interdependent Group Contngency

Back 53

every single member must meet criteria foreverybody to get reinforced

Front 54

Dependent Group Contingency

Back 54

in order for the entire group to access reinforcement, a smaller group or an individual must meet the contingency.

Front 55

Behavioral environment

Back 55

Includes the aspects of the physical world that affect the receptor cells of an organism.

Front 56

Clarity

Back 56

In a behavioral definition, it refers to an unambiguous description and specifies exact behavior.

Front 57

Topographical definition

Back 57

One that it is written in terms of the movements that comprise the behavior.

Front 58

Functional Analysis

Back 58

Antecedents and consequences representing those in the person's natural environment are arranged so that their separate effects on problem behavior can be observed and measured.

Front 59

Continuous ABC

Back 59

Observer records which of a set of pre-selected events takes place during an observation period.

Front 60

Narrative ABC recording

Back 60

Recording any events that take place before or after a behavior That may be relevant.