• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off

Card Range To Study



Play button


Play button




Click to flip

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;

23 Cards in this Set

  • Front
  • Back

Operant Functions of Problem Behavior

-Socially mediated positive reinforcement

-Socially mediated negative reinforcement

-Automatic positive reinforcement

-Automatic negative reinforcement

Sources of socially mediated positive reinforcement


-Tangible Items

Sources ofsocially mediated negative reinforcement

-Escape (or avoidance) from instructional/other undesirable activity

-Escape/avoidance of close physical proximity

Sources of automatic positive reinforcement

-Sensory Stimulation

-Endorphin Release

Sources of automatic negative reinforcement

-Pain attenuation

-Attenuation of other potentially aversive stimulation (e.g., scratching an itch)

Functional Assessment Methods

-Direct Observation: ABC observation, scatter plot analysis

-Indirect Assessments: Interviews, Scales/checklists

-Experimental Manipulations (Functional Analysis)

Limitations of indirect and descriptive assessments

Requires verbal report which is not reliable

-They depend on correlation which doesn't help with the true cause and effect

Experimental Manipulation (Functional Analysis)

You manipulate antecedents and consequences to show a functional relationship between behavior and environmental events

Functional Analysis

Function determined by the difference in some dimensions of behavior between test conditions and control conditions.

Main reason is to show a direct relationship between cause and effect.

Prep for FA

-Id the setting, the people involved (observer and therapist), and data collection

-Set the duration and termination criteria

-Talk to parents: consent and cooperation

-Define schedule of reinforcement

Social Positive Reinforcement (Graph)

Attention would be high

Social Negative Reinforcement

Escape would be high

Automatic Reinforcement

Everything would be high-ish evenly

Trial Based FAs

Test period of time followed by control period of time

Skill Deficit

The aren't capable of doing the skill.

Performance Deficit

The are capable of doing the skill but aren't preforming it because of the contingencies surrounding it.


Positive Behavioral Interventions and Supports- this is the tier system

Tier 1 (PBIS)

This one includes everyone: it is the instruction that works for most people and it is given school wide.

Tier 2 (PBIS)

Small group instructions: this would be like a resource classroom

Tier 3 (PBIS)

Individualized Plan: so this is our kids, they all need an IEP

When is PBIS needed?

It helps define the behavior this includes defining when and where it occurs. Helps define the function of the behavior.

Problem Behavior: Antecedent Strategies

-Non contingent reinforcement- reduce the EO for problem behavior

-Support strategies that make appropriate behavior more likely this includes prompts

Problem Behavior: Consequence Strategies

-Differential reinforcement- provide better reinforces for appropriate behavior

-Extinction- stop reinforcing previously reinforced behaviors

-Punishment- presentation or removal of a stimulus immediately following a response it decreases the behavior