Bcba Terms

A group of stimulus that evoke the same response.

The group of responses that are evoked by the same stimulus

Bx that is primarily controlled by direct exposure to the contingency.

Behavior that is primarily controlled by a verbal description of a contingency of reinforcement or punishment.

Two or more schedules operating simultaneously but independently of each other, each for a different response.

The emergence of accurate responding to untrained and reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations.

The allocation of responses to choices available on concurrent schedules of reinforcement.

Rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice alternative.

In the absence of training and reinforcement, a response will select a stimulus that is matched to itself.

Reflexivity

Reflexivity, symmetry, and transitivity.

After learning that A=B the learned demonstrates that B=A without direct training on that relationship.

Symmetry

After learning that A=B and B=C, the learner demonstrates that A=C that emerges without direct training on that relationship.

Transitivity

An explicitly behavioral account of human language and cognition provides a functional account of the structure of verbal knowledge and cognition.

Relational frame theory

Reinforcer ID, observational learning, joint attention, establishing mand/tact repertoires, instructional control

Level of performance that meets accuracy and fluency criteria.

Correctness of the response.

Short latency, high rate of correct response.

Maintains across time even after instruction ends.

Can apply to the real world.

Socially valid

The results of other students has no effect on one's score

Student scores are based on and compared with peers performance.

Acquisition stage

Fluency stage

Application stage

Establishing a new behavior, skill, or repertoire.

Student practices acquired skill to increase the number of correct responses per unit of time.

Using learned material in new, concrete, and real-life situations.

Students achieve standards at their own pace.

Follows a logical analysis of concepts and procedures as it presents examples and non examples in an instructional sequence that fosters rapid concept learning.

Focuses on a learner's performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart.

Process that consist of reinforcement and extinction that may result in either differentiation or discrimination.

Reinforcement and extinction.

Reinforcement and extinction.

Results when differential reinforcement consists of reinforcing one response while placing a second response on extinction.

Results when differential reinforcement consists of reinforcing a response when certain stimuli are present and not reinforcing the same response when those stimuli are not present.

Both the SD and the SΔ stimulus conditions are presented to the learner at the same time.

Only one antecedent (SD or SΔ) is presented to the learner in a given trial.

Reinforce a response in the presence of a stimulus, but not in the absence of that stimulus.

Reinforce a response in the presence of a stimulus, but not in the absence of that stimulus.

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

Stimulus control

An antecedent manipulation in which 2-5 easy known tasks are presented in a quick succession immediately prior to a difficult/high effort task or a response that is relatively infrequent.

Teaching the learner to imitate or do exactly what the person providing the model is doing.

Fine, gross, and object imitation.

Follows directions or complying with requests of others.

Follows directions or complying with requests of others.

The parts of items and description of items.

The actions that typically go with the items or what one does with the items and classes.

The actions that typically go with the items or what one does with the items and classes.

The group(s) the items belong

Procedure in which the prompt is provided right away.

Encompasses antecedents, bx/response, and providing a consequence contingent on the response.

Antecedent, BX, and consequence.

Programming mastered items or tasks in between acquisition trials during discrete trial instruction.

One or more cues occur or motivating operations are captured in a naturally-occurring situation. Naturally-occurring consequences are delivered contingent on a learner's response.

Taking advantage of a teaching situation that arises without warning in the natural setting.

Setting up a pre-arranged teaching opportunity.

Rapid rate of acquisition

Stimulus generalization

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group.

Tasks for which the person has met the performance criteria set for the specific task within specific conditions.

Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or an appropriate response.

Discriminative stimulus

Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer and evoke an increase or decrease in behavior that has resulted in that reinforcer previously.

Motivating operations

Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or SD that will eventually control behavior.

The presentation or removal of a stimulus following a response, that increases (or maintains) the future frequency of that response.

Get behavior going

Strengthen a dimension of an already acquired skill

Maintain behavior

Consequence is delivered after every response. Typically used to build or strengthen a skill.

Continuous reinforcement schedule

Consequence delivered after some number of responses, time, or interval. Typically used to maintain behavior over time.

Unsteady responding (pause and burst)

Steady responding

Steady responding

Produce higher rates of responding

High rates of responding

Scalloped responding

High steady rates

High steady rates

Low to moderate steady rates of responding

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group.

Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical SD

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli to naturally occurring EO's and/or discriminative stimuli.

Hand over hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt.

When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement.

Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occurs.

Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response.

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group.

Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical SD

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli to naturally occurring EO's and/or discriminative stimuli.

Hand over hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt.

When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement.

Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occurs.

Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response.

Breaking down a task (chain) into smaller steps.

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group.

Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical SD

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli to naturally occurring EO's and/or discriminative stimuli.

Hand over hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt.

When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement.

Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occurs.

Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response.

Breaking down a task (chain) into smaller steps.

Backward chain

Forward chain

Total task chain

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group.

Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical SD

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli to naturally occurring EO's and/or discriminative stimuli.

Hand over hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt.

When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement.

Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occurs.

Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response.

Breaking down a task (chain) into smaller steps.

Backward chain

Forward chain

Total task chain

The responses in the chain are taught one at a time, in the same order as they naturally occur.

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group.

The responses in the chain are taught one at a time, but beginning with the last step in the chain.

The learner contacts the natural reinforcement contingencies in every learning trial.

Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical SD

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli to naturally occurring EO's and/or discriminative stimuli.

Hand over hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt.

When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement.

Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occurs.

Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response.

Breaking down a task (chain) into smaller steps.

Backward chain

Forward chain

Total task chain

The responses in the chain are taught one at a time, in the same order as they naturally occur.

All steps are trained in a learning trial.

Indirect

Descriptive

Functional analysis

Indirect

Descriptive

Functional analysis

Change in an independent variable produces orderly and predictable change in a dependent variable.

Behavior is lawful and orderly

Behavior is lawful and orderly

Objective observation based on thorough description and precise quantification of the phenomena of interest.

Behavior is lawful and orderly

Objective observation based on thorough description and precise quantification of the phenomena of interest.

Uses the methods of natural science to discover general principles of behavior.

Behavior is lawful and orderly

Objective observation based on thorough description and precise quantification of the phenomena of interest.

Uses the methods of natural science to discover general principles of behavior.

All simple, logical explanations for the phenomena under investigation are ruled out before more complex explanations.

Behavior is lawful and orderly

Objective observation based on thorough description and precise quantification of the phenomena of interest.

Uses the methods of natural science to discover general principles of behavior.

All simple, logical explanations for the phenomena under investigation are ruled out before more complex explanations.

Primary method with which scientist determine the reliability and usefulness of their findings.

Behavior is lawful and orderly

Objective observation based on thorough description and precise quantification of the phenomena of interest.

Uses the methods of natural science to discover general principles of behavior.

All simple, logical explanations for the phenomena under investigation are ruled out before more complex explanations.

Primary method with which scientist determine the reliability and usefulness of their findings.

Constantly questioning what is true and regarded as fact.

Behavior is lawful and orderly

Objective observation based on thorough description and precise quantification of the phenomena of interest.

Uses the methods of natural science to discover general principles of behavior.

All simple, logical explanations for the phenomena under investigation are ruled out before more complex explanations.

Primary method with which scientist determine the reliability and usefulness of their findings.

Constantly questioning what is true and regarded as fact.

Systematic approach for seeking and organizing knowledge about the natural world.

Description

Prediction

Control

Description

Prediction

Control

Consists of collection of facts about the observed events that can be quantified, classified, and examined for possible relations.

When repeated observations reveal that 2 events consistently covert with each other.

When a specific change in 1 event can reliably be produced by a specific manipulation of another event.

When a specific change in 1 event can reliably be produced by a specific manipulation of another event.

Assumes existence of an inner dimension that directly causes or mediates some form of behavior.

When a specific change in 1 event can reliably be produced by a specific manipulation of another event.

Assumes existence of an inner dimension that directly causes or mediates some form of behavior.

Fictitious variable that is deemed to cause change on bx.

Ignores inner events which restricts ability to understand bx.

Ignores inner events which restricts ability to understand bx.

Does not discard private events and subjects to same analysis.

Ignores inner events which restricts ability to understand bx.

Does not discard private events and subjects to same analysis.

Employs methods of natural science to discover general principles of behavior (lab setting)

Ignores inner events which restricts ability to understand bx.

Does not discard private events and subjects to same analysis.

Employs methods of natural science to discover general principles of behavior (lab setting)

The science in which procedures are derived from the principles of behavior and are systematically applied to improve socially significant behavior.

Ignores inner events which restricts ability to understand bx.

Does not discard private events and subjects to same analysis.

Employs methods of natural science to discover general principles of behavior (lab setting)

The science in which procedures are derived from the principles of behavior and are systematically applied to improve socially significant behavior.

Any action that can come under operant or respondent control.

Ignores inner events which restricts ability to understand bx.

Does not discard private events and subjects to same analysis.

Employs methods of natural science to discover general principles of behavior (lab setting)

The science in which procedures are derived from the principles of behavior and are systematically applied to improve socially significant behavior.

Any action that can come under operant or respondent control.

Thinking or sensing