Glossary words Flashcards
(111 cards)
1
Q
Baseline
A
information gathered from multiple sources to better understand the target behavior, before using an intervention or practice.
2
Q
Baseline Data
A
Data collected on current performance level prior to implementation of intervention.
3
Q
Duration Data
A
Records how long a learner engages in a particular behavior or skill.
4
Q
Event Sampling
A
Collects frequency data at every instance the behavior occurs.
5
Q
Frequency Data
A
Used to measure how often the learner with ASD engaged in the target skill or behavior.
6
Q
Generalization
A
When the target skill or behavior continues to occur when the intervention ends, in multiple settings, and with multiple individuals (e.g. peers, teachers, parents)
7
Q
Individualized Intervention
A
and intervention that is planned and implemented in a way specific to the learner receiving the intervention.
8
Q
Material Reinforcers
A
Motivating to learners with ASD, but team members should vary these reinforcers with others so learners do not grow tired of them.
9
Q
Natural Reinforcer
A
occur naturally as a result of using the target behavior or skill.
10
Q
Negative Reinforcement
A
Removes an aversive or unwanted stimulus after the learner uses a target skill or behavior, which increases future use of target skill/behavior.
11
Q
Performance Criteria
A
Allow team members to monitor progress and adjust strategies as the learner gains mastery of the target skill/behavior.
12
Q
Positive Reinforcement
A
Refers to the presentation of a reinforcer after a learner uses a target skill/behavior, therefor encouraging him/her to perform that behavior again. 
When a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions.
13
Q
Reinforcement
A
Feedback that increases the use of a strategy or target behavior/skill.
14
Q
Reinforcer Menu
A
a menu of objects, pictures, or text from which a learner can select a reinforcer.
15
Q
Reinforcer Sampling
A
Helps to identify activities and materials that are motivating to learner with ASD. Also known as a preference assessment.
16
Q
Reinforcers
A
Increase the likelihood that the target skill/behavior will be used again in the future.
17
Q
Satiation
A
Occurs when a selected reinforcer us no longer motivating to the learner.
18
Q
Sensory Reinforcers
A
Motivating for learner with ASD. Only use when adult can control access to reinforcer, the reinforcer is acceptable and appropriate for the setting and no other reinforcer is motivating.
19
Q
Social Reinforcer
A
Found in any setting, but may need to be taught to learners with ASD if these reinforcers are not inherently reinforcing. Examples include facial expressions, words and phrases.
20
Q
Tangible Reinforcers
A
Objects that a learner with ASD can acquire.
21
Q
Target Behavior
A
The behavior or skill that is the focus of the intervention. Behavior may need to be increased or decreased.
22
Q
Team Members
A
Includes the parents, other primary caregivers, IEP/IFSP team members, teachers, therapists, early intervention providers and other professionals involved in providing services for the learner with ASD.
23
Q
Time Sampling
A
Collects frequency data after a certain amount of time. A behavior/skill is recorded if the learner is engaging in the skill/behavior at the time.
24
Q
Token Economy
A
a type of positive reinforcement where learners earn tokens which can be used to acquire desired reinforcers.
25
Positive Reinforcer
A stimulus whose presentation or onset functions as reinforcement (an item may be preferred but does not function as a reinforcer unless it increases the future likelihood of a behavior.) 5 types of reinforcers: edible, activity, tangible, social, sensory.
26
Positive Punishment
A behavior is followed immediately by the presentation of a stimulus that decreases the future frequency of behavior.
27
Negative Punishment
A behavior is followed immediately by the removal of a stimulus (or decrease in intensity of the stimulus) that decreases the future frequency of similar responses under similar conditions.
28
Unconditioned Reinforcer
A stimulus that can increase the future frequency of behavior without prior pairing with any other form of reinforcement. No learning history required. ICRs are a product of biology. Examples: food, water, warmth, sleep. Also called 'primary' or 'unlearned' reinforcer.
29
Conditioned Reinforcer
When a previously neutral stimulus acquired the ability to function as a reinforcer through stimulus- stimulus pairing with one or more unconditioned or conditioned reinforcers. Learning history is required. CRs are a product of development. Examples: toys, tokens, money, social attention and praise. Also called 'secondary' or 'learned' reinforcer.
30
Continuous Reinforcement
Provide reinforcement for every occurrence or independent response, or the target behavior
31
Variable ratio schedule of reinforcement
Variable = changing, variable criteria; average of responses. Ratio = a certain number of occurrences of the behavior have to occur before one response produces reinforcement. Example: variable ratio 4 (VR4) = reinforcement is delivered after an average of every 4th independent response.
32
Applied Behavior Analysis
the use of behavioral techniques to teach a learner a new skill
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Individualized Intervention
an intervention that is planned and implemented in a way specific to the learner receiving the intervention
34
Interfering Behavior
is a challenging behavior that interferes with the learner's ability to learn.
35
Modeling
involves the learner observing someone correctly performing a target behavior.
36
Modeling
involves the learner observing someone correctly performing a target behavior.
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Natural Reinforcer
Occur naturally as a result of using the target behavior or skill.
38
Naturalistic Intervention
The integration of an EBP into already occurring routines and activities in order to target a specific behavior or skill.
39
Prompt
any help provided that will assist the learner in using specific skills. Prompts can be verbal, gestural, or physical.
40
Reinforcer Sampling
Helps to identify activities and materials that are motivating to learner with ASD. Also known as a preference assessment.
41
Room Arrangement
the behavior or skill that is the focus of the intervention. Behavior may need to be increased or decreased.
42
Fixed Interval Schedule of Reinforcement
Fixed = constant, set criteria. Interval = Specific amount of time lapses before a single correct response produces reinforcement. Example: Fixed interval 5 (FI5) = Reinforcement is delivered after the first independent response that occurs after 5 minutes.
43
Variable Interval Schedule of Reinforcement
Variable = changing, variable criteria; average of responses. Interval = specific amount of time elapses before a single correct response produces reinforcement. Example: variable interval 5 (VI5) = reinforcement is delivered after the first independent response that occurs after an average of 5 minutes.
44
Pairing
When two items or activities are consistently experienced together, the perceived value of one will influence the perceived value of the other. Common term that ABA professionals often use to describe the process of building or maintaining rapport with a child. Pairing activities should be led by the child's motivation and should include only no -verbal and declarative language which serve to share your thoughts and feelings- no demands.
45
Natural Environment Training (NET)
Teaching target skills within naturally occurring routines and activities (NET is often loosely structured and led by the child's motivation).
46
Mand
This is a verbal behavior term. A mand is a "demand" or being able to request something that one wants or needs.
47
Verbal Behavior
Behavior that is reinforced through the mediation of another person's verbal behavior. Includes vocal (spoken) and non-vocal (non-spoken) behaviors (e.g. signing or writing).
48
Receptive Language
the 'input' of language, the ability to understand and comprehend spoken language that you hear or read (how we receive information from other people).
49
Expressive Language
the 'output' of language, the ability to express your wants and needs through verbal or nonverbal communication (how we express ourselves).
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Skinner's 6 Types of Elementary Verbal Operants
Echoic- The speaker repeats the verbal behavior of another speaker. Vocal imitation.
Mand- The speaker asks for (or states, demands, requests) what they want or need. Controlled by motivating operations.
Intraverbal- The speaker differentials responds to another person's verbal behavior.
Tact- The speaker names things and actions in the environment.
Textual- Reading written words.
Transcription- Writing and spelling words spoken to you. Taking dictation.
51
A-B-C Data charts
help team members determine what happens before the behavior (the antecedent), when the behavior that occurs (behavior), and what happens directly after the behavior (the consequence).
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Antecedent
A cue that tells the learner to use the target skill/behavior
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Consequence
feedback/reinforcement provided by teachers and practitioners
54
Functional Behavior Assessment
Is an evidence-based practice used when the intensity, duration or type of interfering behavior creates safety concerns or impacts a child's development
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Functional Communication Training
A systematic practice to replace maladaptive or interfering behavior with more appropriate and effective communication behaviors.
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Generalization
When the target skill or behavior continues to occur when the intervention ends, in multiple settings, and with multiple individuals (e.g. peers, teachers, parents)
57
Gestural Prompt
A gesture/movement provides the learner with ASD information about how to use a target skill or complete a task.
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Interfering Behavior
Is a challenging behavior that interferes with the learner's ability to learn
59
Model Prompts
Involve demonstrating the target skill and are used when verbal or visual prompts are not sufficient in helping learner with ASD use the target skill correctly.
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Most-to-least prompting hierarchy
involves starting at the most intrusive level of prompting needed for the learner to successfully use a skill and then fading those prompts.
61
Physical Prompts
Useful when teaching motor behaviors and when the learner with ASD does not respond to less restrictive prompts.
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Picture Exchange Communication System (PECS)
behaviorally based intervention that teaches the learner to use visual-graphic symbols to communicate with others.
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Replacement Communicative Behavior
Used in place of the interfering behavior during functional communication training to serve the same function.
64
Time Delay
Is a response prompting procedure that systematically fades prompts during instructional activities.
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Verbal Prompts
Includes any verbal assistance provided to learners to help them use a target s correctly. Verbal cues range in intensity from least to most restrictive.
66
Visual Prompt
Pictorial or object cues that provide learners with information about how to she the target or behavior.
67
4-Step Error Correction Procedure
Used in PECS instruction to teach discrimination which includes:
1) Model
2) Practice
3) Switch
4) Repeat
68
Backward Chaining
Is a procedure used with task analysis where the final step in a chain is taught first and as a step is mastered, the previous step is taught.
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Baseline Data
Data collected on current performance level prior to implementation of intervention.
70
Communication Book
Small three-ring binder with velcro strips laced in the cover and inside the book used for PECS. Communication book should be as functional as possible with pictures organized inside by categories or activities.
71
Correspondence Check
Used in PECS instruction to ensure that the learner is requesting and taking the item for which he or she is asking.
72
Generalization
When the target skill or behavior continues to occur when the intervention ends, in multiple settings, and with multiple individuals (e.g. peers, teachers, parents)
73
Gestural Prompt
a gesture/movement provides the learner with ASD information about how to use a target skill or complete a task.
74
Modeling
Involves the learner observing someone correctly performing a target behavior.
75
Physical Prompts
Useful when teaching motor behaviors and when the learner with ASD does not respond to less restrictive prompts.
76
Picture Exchange Communication System (PECS)
behaviorally based intervention that teaches the learner to use visual-graphic symbols to communicate with others.
77
Prompt
any help provided that will assist the learner in using specific skills. Prompts can be verbal, gestural or physical.
78
Response Interval
The amount of time the learner has to respond.
79
Antecedent
a cue that tells the learner to use the target skill/behavior
80
Chained Task
a task that requires several individual behaviors to be sequenced together to form a more complex skill.
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Controlling Prompt
Ensures the learner with ASD performs the target skill/behavior correctly.
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Cue
Signals the learner to perform the skill
83
Discrete Task
a task that requires a single response and is of a relatively short duration.
84
Generalization
When the target skill or behavior continues to occur when the intervention ends, in multiple settings and with multiple individuals.
85
Gestural Prompt
a gesture/movement provides the learner with ASD information about how to use a target skill or complete a task.
86
Graduated Guidance
teachers and practitioners provide a controlling prompt which ensures the learner will do the skill correctly and then gradually remove the prompt during a teaching activity. As learners begin to use the skill, the prompts are withdrawn, but quickly reinstated if learners regress.
87
Individual Intervention
an intervention that is planned and implemented in a way specific to the learner receiving the intervention.
88
Least-to-Most Prompting
a prompt hierarchy with at least three levels used to teach new skills. At the first level, the learner is given the opportunity to respond without prompts. The remaining levels include prompts that proceed from least to most amounts of assistance. The last level is the controlling prompt.
89
Model Prompts
involve demonstrating the target skill and are used when verbal or visual prompts are not sufficient in helping learner with ASD use the target skill correctly.
90
Physical Prompts
useful when teaching motor behaviors and when the learner with ASD does not respond to less restrictive prompts.
91
Response Interval
The amount of time the learner has to respond.
92
Simultaneous Prompting
Consists of instructional and probe sessions. In the instructional sessions, the task direction or cue and controlling prompt are delivered simultaneously. In the probe sessions, the cue or task direction is delivered without the controlling prompt to determine if learning is occurring.
93
Target Stimulus
the event, thing, or situation to which the learner with ASD should respond when a team member is not present or after the target skill/behavior is mastered.
94
Probe Data
Used to determine learner progress when implementing simultaneous promoting. No prints are presented during the probe sessions to determine if the learner is acquiring the target skill or behavior.
95
Discrete Trial Training
Consists of an adult using adult-directed, massed trial instruction, reinforcers, and clear contingencies and repetition to teach a new skill or behavior.
96
Discrimination Training
Method of teaching a learner to demonstrate a specific behavior to receive a reinforcer.
97
Discriminative Stimulus
Instruction, cue, or stimuli signaling the learner to demonstrate a specific behavior to receive a reinforcer.
98
Maintenance Trial
Consists of the learner demonstrating a skill that is already mastered.
99
Massed Trial Teaching
a primary characteristic of DTT. Massed trial teaching involves team members repeating the same learning trial several times in a row to shape the behavior of the learner.
100
Positive Reinforcement
refers to the presentation of a reinforcer after a learner uses a target skill/behavior, therefor encouraging him/her to perform that behavior again.
101
Task Analysis
Breaks down complex target skills or behaviors into smaller steps.
102
Non-Contingent Reinforcement (NCR)
Reinforcement is delivered at specific intervals independent of the learner's behavior. For NCR to be most effective, it should match the function of the interfering behavior.
103
Spontaneous Recovery
The resurgence of an interfering behavior after the behavior has decreased or stopped occurring altogether.
104
Forward Chaining
Prompt learner to perform first step
Reinforce the learner for completing step
After first step, guide learner through remaining steps.
When first step is mastered, the next step in the task analysis is added one at a time.
105
Backward Chaining
Provide assistance for complete initial steps
Prompt learner to perform final step
Reinforce learner for completing the final step
When final step is mastered, precious step is added one at a time
106
Total Task Presentation
Prompt learner to complete each step
Reinforce the learner for completing each step
Face reinforcers as quickly as possible
107
Constant Time Delay (CTD)
When beginning to teach a target skill/behavior using CTD, provide a 0-second delay between the cue and prompt. Model prompts are the most common prompt type to use with the procedure. After a minimum of two trials using the 0-second delay, adults use a fixed amount of time between the cue and the controlling prompt (typically 3-5 seconds). This delay allows learners to acquire a new skill without becoming prompt dependent.
108
Progressive Time Delay (PTD)
Adults use a 0-second delay when first teaching a target skill/behavior. Then, adults gradually increase the wait time rather than using a fixed time interval. The delay usually increases to a 5 second interval but can be as much as 10 seconds.
109
Antecedent-Based Interventions (ABI)
an evidence-based practice that can be used to decrease an identified interfering engagement and/or increase engagement by modifying the environment to change the conditions that prompt the interfering behavior from the learner.
110
Hypothesis Statement
Used in FBA, these statements include 1) the setting events, immediate antecedents and immediate consequences that surround the interfering behavior. 2) a restatement and refinement of the description of the interfering behavior, and 3) the function the behavior serves.
111
Topography
the shape of the behavior (what does the behavior look like?)
