Behavior Support: Glossary of Terms
October 17th, 2010 by Administrator
POSITIVE BEHAVIOR SUPPORT
GLOSSARY OF TERMS
| Front (See) | Back (Say) |
| The addition of a stimulus following a response that increases the likelihood of the response occurring in the future under similar circumstances | Positive Reinforcement |
| The removal of a stimulus following a response that increases the likelihood of the response occurring in the future under similar circumstances | Negative Reinforcement |
| Any consequence of the behavior that decreases the probability of the response occurring again | Punishment |
| A stimulus that is presented or removed contingent after a response that serves to maintain or increase the probability of behavior occurring in the future under similar circumstances | Reinforcer |
| A stimulus that is presented or removed after a response that serves to decrease the probability of behavior occurring in the future under similar circumstances | Punisher |
| The discriminative or discriminated stimulus refers to the antecedent in the three-term contingency | SD Stimulus discriminative or Discriminative Stimulus |
| When responding is more likely in the presence of an antecedent stimulus than in its absence | Stimulus |
| A stimulus that comes before a response | Antecedent |
| A stimulus that comes after a response | Consequence |
| Demonstrating a behavior so in can be imitated | Modeling |
| Reinforcing successive approximations to the desired target behavior | Shaping |
| The science in which the procedures derived from the study of behavior is applied to produce meaningful improvements in socially significant behaviors and settings. | (ABA) Applied behavior Analysis |
| Paring a neutral antecedent stimulus with an unconditioned antecedent stimulus to elicit a response | Respondent conditioning |
| Paring a behavior with a reinforcing or punishing consequence to increase or decrease the future probability of the behavior occurring again | Operant conditioning |
| Performing a behavior with sufficient accuracy and speed to increase the likelihood of maintenance and generalization | Fluency |
| Performing a behavior over time, long after training | Maintenance |
| Performing a behavior under different conditions from training or emitting a different behavior that serves the same purpose as the one taught in training | Generalization |
| Environmental events or changes in those events that have the potential to affect behavior | Stimuli |
| An organism’s interaction with the environment that produces a detectable change in the environment | Behavior |
| The magnitude of a behavior | Intensity |
| The number of occurrences of behavior per unit of time | Frequency |
| The form of a behavior | Topography |
| The purpose a behavior serves | Function |
| The amount of time a behavior occurs from its onset to its offset | Duration |
| The amount of time between the onset of a stimulus and the occurrence of a behavior | Latency |
| The amount of force of a behavior | Magnitude |
| Three or more data points | Path |
| The direction of a data path | Trend |
| The difference in the value of the data from baseline to intervention | Change |
| Stimuli that are biologically important and that do not necessarily have to be conditioned to increase the likelihood of behavior occurring again under similar conditions | Primary reinforcers or Unconditioned reinforcers |
| A biological condition in which a stimulus temporarily looses reinforcing capacity due to decreased deprivation | Satiation |
| A biological condition in which a stimulus is highly reinforcing due to its absences in the immediate past | Deprivation |
| Environmental conditions that alter the effectiveness of a reinforcing or punishing event and alter the frequency of behavior followed by the event | Establishing operations |
| Stimuli that gain reinforcing properties by being paired with primary or previously conditioned reinforcers | Secondary reinforcers or
Conditioned reinforcers |
| A previously neutral stimulus that is paired with a variety of backup reinforcers and thus gains reinforcing capacity when presented after a behavior | Generalized conditioned reinforcer |
| The environmental arrangement of reinforcing consequences | Schedule of reinforcement |
| Reinforcement provided after every response | Continuous reinforcement (CRF) |
| Reinforcement after some, but not all responses | Intermittent reinforcement |
| A schedule in which reinforcement is provided contingent on the first response after a specified time period | Interval schedule |
| A schedule in which reinforcement is contingent on the frequency of responses | Ratio schedule |
| The addition of stimulus (usually aversive) that decreases the likelihood of behavior occurring again | Type I punishment |
| The removal of a stimulus (usually pleasant) that decreases the likelihood of behavior occurring again | Type II punishment |
| A systematic approach to teaching based on scientifically demonstrated principles that describe how the environment affects learning | Applied behavior analysis |
| Breaking down complex or multiple step behaviors or skills into small, easier to teach subtasks. | Task analysis |
| An observable student response made to an instructional antecedent | Active student responding (ASR) |
| An instructional antecedent, a student’s response, and positive or corrective instructional information | Learning trial |
| An environmental condition when a previously reinforced behavior is no longer reinforced | Extinction |
| Providing reinforcement contingent on a frequency that is equal to or less than a prescribed limit | (DRL) Differential reinforcement of low rates of behavior |
| Providing reinforcement for a behavior that is impossible to perform concurrently with a target behavior | (DRI) Differential reinforcement of incompatible behavior |
| Providing reinforcement for a behavior that is of a different form but serves the same function as a target behavior | (DRA) Differential reinforcement of alternative behavior |
| Providing reinforcement contingent on the nonoccurrence of a target behavior | (DRO) Differential reinforcement of other behavior |
| The removal of the opportunity to earn reinforcement for a fixed amount of time | Time-out |
| The removal of a reinforcing activity for a fixed amount of time | Non-seclusionary time-out |
| The removal of the student from a reinforcing activity to observe others for a fixed amount of time | Exclusionary time-out |
| The removal of the student from an instructional setting for a fixed amount of time | Seclusionary time-out |
| A Behavior exhibited in excess of established norms | Behavior disorder or behavioral excess |
| Environmental consequences select out a behavior or attribute | Behavior Selection |
| A three-term contingency for a student and two or more three-term contingencies for the teacher in which the response of the student occasions a reinforcement or corrective prompt from the teacher | Learn unit |
| The antecedent-behavior-consequence instructional unit | Three-term contingency |
| A learned three-term contingency | Operant |
| The behavior of the student’s attention is guided reliably by the behavior of the teacher | Instructional control |
| A behavior emitted more often than not in the presence of the SD (e.g., the word “red” is emitted every time it is encountered while reading; you answer the phone after it rings; you stop the car when the light turns red). A critical process for everyday behavioral success | Stimulus control (i.e., antecedent stimuli) |
| Within the context of a single-case design strategy, examines the relationship between a behavior and a consequence | Experimental Functional Analysis |
| Within the context of a single-case design strategy, examines the relationship between an antecedent and a behavior | Experimental structural analysis |
| Use of interviews and observations to develop hypotheses about the function of a particular behavior; and a plan to test these hypotheses focusing on the role of antecedent and consequent variables | Functional behavior assessment |
| Combines procedures used for FBA as well as those used for experimental analysis and structural analysis with an examination of historical records | Functional analysis assessment |
