Frequency
The number of times a behavior occurred
Rate
How many times a behavior occurs per second, minute, hour, etc.
Duration
How long a behavior occurs during an observation period
Latency
Time between request to start and when response occurs
Event recording
Record how many times the behavior occurs within a specific time period
Objective is to either decrease or increase the behavior
Should be used with discrete behavior only (had obvious beginning and ending)
Whole interval recording
Count the behavior only when the behavior occurs for the entire behavior.
Used if the purpose is to increase behavior.
Partial interval recording
Count the behavior of one or more of the instance of behavior is observed. Used if the purpose is to decrease behavior
Momentary time sampling
Count the behavior when it occurs at the moment the interval ends
Shows the least representation of the actual occurrence of the behavior among all recording systems
Is most suitable for recording behavior that are frequent or of long duration
Duration recording
Time how long behavior occurs: the behavior should have a clear beginning and ending
Average duration vs. whole duration
Use stop watch or start/stop time
Latency recording
Time how long before starts responding (the length of time between the presentation of an antecedent stimulus and the initiation of the behavior)
Example: following direction
Inter observer reliability
Also called inter observer agreement
To ensure the consistency of data collections a evaluated by having a second observer view the same time period and collect data separately
Gross method
The percentage of smaller number to larger number
ABC assessment
Assessment that records the antecedent, behavior, and consequence of events as well as the time it occurred during a session and the duration
Gathering data for the purpose of describing and evaluating the stimuli surrounding a behavior
Conducted by direc
Indirect assessment
Anecdotal reporting, parent or teacher reports, interviews, and surveys
Setting events
Events that precede the antecedent that makes a behavior more or less likely to occur
Anecdotal reports
Reports from parents or teachers. Stories and recollections of behaviors
Direct assessment
Scatter plot assessment
ABC data
Direct of observation
Pinpointing
Specifying in measurable, observable terms a behavior targeted for change
Functional behavioral assessment
The process of recording a problem behavior to collect baseline data, developing a hypothesis, identifying replacement behaviors, implementing interventions, and identifying the function(s) of behaviors.
Scatter plot assessment
Teacher prepared a grid. Successive days or observation periods are plotted along the horizontal. Time is plotted along the vertical. Time may be divided into different increments. As grid is filled in, each cells contains a designation indicating whether
Antecedent
Stimulus that happens immediately before the behavior.
Consequence
Stimulus presented contingent on a particular response.
Functional analysis
Procedures (usually reversal design or multi-element design) that test a hypothesized relation by manipulating the variables thought to occasion or maintain a behavior in order to verify a functional relation.
Strategy of manipulating the student's enviro
Function
Reason for the behavior
Hypothesis
Look for patterns across the behaviors you have gathered on the behavior(s).
The assessment should be based on assessment information (ABC assessment, rating scales, interviews, direct assessment, etc.)
Topography
What the behavior looks like
Observable and measurable
Terms to describe or define behavior
Competing pathways
allows one to illustrate the relationships between the environmental factors and the behavior. It allows teachers to develop interventions to address each aspect of the factors affecting the behavior.
Positive reinforcement
A stimulus given that increases the likelihood of the behavior
Negative reinforcement
Taking away a stimulus to increase the likelihood of the behavior
Prompt
An added stimulus that increases the probability that the SD will occasion the desired response (also known as supplementary antecedent stimulus)
Shaping
Teaching new behaviors through differential reinforcement of successive approximations to a specified target behavior
Stimulus control
Occurs when an antecedent stimulus systematically affects the probability of a response occurring. Sets the occasion for a behavior to occur.
Intervention
Any change in a person's environment that is designed to change that person's behavior
Baseline
Data points that reflect on operant level of the target behavior. Operant level is the natural occurrence of the behavior before intervention. Baseline data serve a purpose similar to that of a protest, to provide a level of behavior against which the res
Chaining
An instructional procedure that reinforces individual responses in sequence, forming a complex behavior.
Fading
The gradual removal of prompts to allow the SD to occasion a response independently.
Task analysis
Breaking down a task into smaller, simpler steps
Modeling
Demonstrating a desired behavior in order to prompt an imitative response.
Graduated guidance
Reduce full physical guidance to "shadowing" (following movement but not touching the student), a light touch at a distance from the part of the body performing the behavior.
Non-social functions of behavior
- release tension
- manage confusion
- manage discomfort or pain
- relaxation
- manage unpleasant thought process
- stimulation when bored
- calm yourself down when over-stimulated
- cope with fear or anxiety
- manage stress or uncertainty
Social Functions of Behavior
- interact to gain attention
- interact to gain tangibles
- escape
Discriminative stimulus
An antecedent that occurs immediately before a behavior and is said to occasion a behavior.
Discrimination training
Teachers establish specific times, places, instructions, and other antecedent events as discriminative stimuli for various student behaviors.
Extinction
Withholding reinforcement for a previously reinforced behavior to reduce he occurrence of the behavior.
Response cost
Reducing inappropriate behavior through withdrawal of specific amounts of reinforcer contingent upon the behavior's occurrence.
Time out
Reducing inappropriate behavior by denying the student access, for a fixed period of time, to the opportunity to receive reinforcement.
Punishment
The contingent presentation of a stimulus immediately following a response, which decreases the probability or future rate of the response.
Overcorrection
A procedure used to reduce the occurrence of an inappropriate behavior. The student is taught the appropriate behavior through an exaggeration of experience.
Reinforcer satiation
A condition hay occurs when there no longer is a state of deprivation. The reinforcer loses its value and ability to motivate.
Premack principle
Any high-probability activity may serve as a positive reinforcer for any low-probability activity (also called activity reinforcement).
Differential reinforcement of lower rates of behavior (DRL)
Schedule of reinforcement used to decrease the rate of behaviors that, although tolerable or even desirable in low rates, are inappropriate when they occur too often or too rapidly. To decrease the total number of occurrences within a total time period, i
Differential reinforcement of other behavior (DRO)
Reinforcing stimulus is delivered contingent on the target behavior's not being emitted for a specified time period.
Differential reinforcement of alternative behavior (DRA)
Inappropriate or challenging behavior is replaced by a behavior considered as more appropriate, positive, or standard, and reinforcing that alternative behavior.
Differential reinforcement of incompatible behavior (DRI)
DRA procedure that reinforces a behavior hat is topographically incompatible with the behavior targeted for reduction.
Discrimination
Refers to the ability to tell the difference between environmental events or stimuli. Discrimination develops as a result of differential reinforcement
Success in discrimination training
The correct response has to be reinforced, the incorrect response does not be reinforced.
Order of strategies
1. Differential reinforcement
2. Extinction
3. Removal of desirable stimuli
4. Presentation of aversive stimuli
Types of generalization
1. Response generalization
2. Response maintenance
3. Stimulus generalization
Generalization strategies
1. Train and probe
2. Introduce to natural reinforcers
3. Train sufficient exemplars
4. Program common stimuli
5. Train loosely
Response generalization
Occurs when the student performs a new behavior other than those directly trained during acquisition of behavior
Response maintenance
Occurs when the student continues to perform the target behavior (response) even after training contingencies are no longer in effect.
Stimulus generalization
Occurs when the student performs the same target behavior (response) under conditions other than those present during acquisition of the behavior (training)
Identify replacement behavior
When (antecedent), learner will (replacement behavior), 80% correctly for three consecutive days.
Complete behavior objective
When (antecedent), learner will (desired behavior), 80% correctly for three consecutive days.
Dependent group-oriented contingency
The reinforcer for the group is dependent upon the performance of one individual or small grohp
Independent group-oriented contingency
A contingency is presented to all members of the group, but reinforcement is delivered only to those who meet the criteria
Interdependent group-oriented contingency
All individuals of the group must meet the criterion of the contingency before any member earns reinforcement
Intermittent schedule of reinforcement
Schedule that reinforces some, but not every correct or appropriate target behavior.
Contingent Contracting
A document that specifies a contingent relationship between the completion of a specific behavior and access to or delivery of a specific reward
Group-oriented contingency
One in which the presentation, or loss, if a reinforcer is contingent upon the behavior of an individual within a group, a segment of a group, or the group as a whole
Advantages of self-management
1. Many important, desirable responses to unnoticed by external change agent. SM can avoid "missed" communication
2. SM can be an important way to extend the generality of behavior change; SM also allows for consistency
3. Certain behavior so not lend the
Weak outcomes
Behavioral consequence that is too delayed, too improbable, too small of a cumulative importance to control behavior
Controlling behavior
Is behavior the person elite in order to increase the probability that he or she will emit the target behavior
Controlled behavior
Target behavior under control
Social vs. nonsocial functions of behavior
Social functions involves interacting with other people to obtain a tangible or attention.
Nonsocial:
- getting sleep
- getting good
- going to the bathroom
Types of SM
1. Goal setting
2. Self-recording of data
3. Self-evaluation
4. Self-reinforcement
5. Self-instruction
Goal-setting
Students set goals for their own behavior
Self-recording of
Data
Student keeps a record of their behavior
Self-evaluation
Asked to compare their work to a standard
Self-reinforcement
Students are trained to provide reinforcers to themselves when they achieve the goal (if-then contingencies)'
Self-instruction
Students provide verbal prompts for themselves
Functional equivalency training
When we teach a replacement behavior that has the same function as the target behavior.
Nonexclusion time-out procedures
The student remains in the instructional/activity area
Exclusion time-out procedures
The student is removed from the instructional/activity area
Functional assessment
The overall process of determining why the behavior occurs
PBS
Comprehensive set of procedures and support strategies that are employed based on an individual's needs, characteristics, and preferences that help students develop and engage in adaptive, socially desirable behavior and overcome behaviors that are destru
Thinning
The gradual removal of reinforcers so that SD will occasion a behavior independently.
Use of indiscriminate contingencies
Making the reinforcement unpredictable
Achieving maintenance and generalization by using intermittent schedules of reinforcement
Train to generalize
Telling students that if they demonstrate their ability to count their change correctly to the cashier in the school cafeteria, they will receive extra credit for math
Mediate generalization
Teaching students to use self-management techniques to monitor their own behavior
Phase 1 of preparing the classroom
Environmental supports and antecedent strategies
Phase 2 of preparing the classroom
Functional assessment
- determine "why" (function)
- develop hypothesis
- link intervention to hypothesis
Phase 3 of preparing the classroom
Design intervention linked to hypothesis
- examine setting events
- contingency contracting
- modify instructional approach
- group contingencies
- token systems
- self-management
Phase 4 of preparing the classroom
Outer circle
- curricular change
- wraparound services
- improved placement
- crisis management procedures
Functional communication training
In place of an inappropriate behavior that results in escape, students can be taught a more standard and appropriate means of communicating the need for assistance or for a break
Time delay
Rather than giving the prompt immediately, teacher waits, allowing he learner to respond before prompting.