ABA Therapy – 7 Characteristics – Flashcards
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Applied
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Socially significant behaviors are selected
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Behavioral
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observable and measurable behaviors are target
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Analytic
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data demonstrates a casual relation
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Technological
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techniques for behavior change are completely identified and described
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Conceptually Systematic
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descriptions of procedures strive for relevance to principle
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Effective
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procedures improve the target behavior to a practical degree
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Generality
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behavior change lasts over time, appears in other environments, and/or spreads to other behaviors not targeted in intervention
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Frequency
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how many times a behavior occurs
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Duration
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how long a behavior lasts
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Intertrial-interval
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amount of time between 2 behaviors
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Intensity
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measures how hard, how loud, how strong behavior is
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Mands
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demands; to request something
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Tact
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a verbal operant that is controlled by a nonverbal stimulus
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Intraverbal
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a verbal operant that is controlled by another verbal stimulus, but does not have point to point correspondence (i.e. does not sound the same
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Hyposensitive
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weak or low sensitivity
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Hypersensitive
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extremely sensitive
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Prevalence of ASD in children
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1 in 68
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Theory of mind
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ability to mind read
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behavior
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any activity of a living organism
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Positive punishment
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addition of stimuli that decreases frequency of future behavior
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Conditioned reinforcer
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stimuli that functions as a reinforcer because of prior pairing with other reinforcers (learned)
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behavior change tactic
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a consistent method for changing behavior taken from one or more behavioral principal
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Gain access
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function of behavior that seeks to obtain a stimulus or participate in an activity
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Negative reinforcement
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REMOVAL of stimuli that INCREASES frequency of future behavior
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Negative punishment
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REMOVAL of stimuli that DECREASES frequency of future behavior
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ABA
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science that applies principles of behavior to create socially significant change
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Operant behavior
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Behavior that has come under stimulus control as a result of its consequences
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Response effort
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how much energy is required by the learner to engage in the target behavior
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Positive Reinforcement
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ADDITION of stimuli that INCREASES frequency of future behavior
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Antecedent
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what occurs before the behavior
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Contingency
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dependent relationship between behavior and the variables that control it
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Reinforcement
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any stimulus that follows a behavior that increases that behavior in the future
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Punishment
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any stimulus that follows a behavior and decreases that behavior in the future
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Consequence
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the stimulus change that immediately follows a behavior
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Contingent
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reinforcement or punishment that is delivered only after a target behavior has occurred
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Neutral stimulus
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a stimulus change that does not elicit a response
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Escape
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function of a behavior that seeks to get away from a stimulus
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Conditioned stimulus
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neutral stimulus
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Reinforcement history
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learner's past experience with stimuli that affects their value as reinforcers
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Abolishing operations
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decreases the value of a particular stimulus
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Establishing operation
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increases value of a particular stimulus; increases likelihood bx will occur
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Discriminative stimulus
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the stimulus that cues a learner to know that a specific behavior will be reinforced
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Motivating operations
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environmental condition that temporarily changes the value of a reinforcer
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Differential reinforcement
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when only specific responses are reinforced according to specific criteria
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3 term contingency
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antecedent, behavior, consequence
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Partial interval
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time sampling method for measuring behavior, recording if target behaviors occur at any time during interval
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ABC data
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recording of the antecedent, behavior, and consequence observed
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Data
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measurement of a quantifiable dimension of behavior
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Operational definition
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description of a behavior using observable, measurable, and specific terms
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Rate
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count of bx per observation time
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Product
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a tangible record of a behavior
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Momentary Time Sampling
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method of measuring behavior, recording if target bx occur at precisely specified times
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Graph
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visual format for representing data
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Inter-response time
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elapsed time between 2 responses
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Whole interval
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time sampling method for measuring behavior, recording if target behaviors occur during the entire interval
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Indirect data collection
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data collected through interviews, surveys, or other means when the bx is not occuring
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Interval
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period of time for observing behavior
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Direct data collection
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data collected through observation of a learner engaging in bx
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Data path
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the level and trend of bx between data points created by drawing a straight line between data point
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Latency
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measures of elapsed time between SD to response
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Setting
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place, enviroment where behaviors occurs
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Match-to-sample
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trial that requires the learner to match the antecedent stimulus
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Generalization
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ability of learner to demonstrate a behavior under different conditions then those they first learned
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Maintenance
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extent to which a learner continues to demonstrate behavior after instruction ends
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Discrete trial
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systematic method of instruction that creates stimulus control
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Mass trial
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frequent and consequence opportunities to practice a specific response
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Embedded trials
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nonconsequetive and infrequent opportunities to practice a specific response
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Discriminative Punishers SDp
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stimulus that signals punishment is likely
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Demand fading
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removal of all instructions and then slowly reintroducing them
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differential reinforcement of incompatible behavior
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procedure to decrease problem behavior where the learner is reinforced for engaging in behavior that cannot be performed at the same time as the problem behavior
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Differential reinforcement of other behavior
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procedure to decrease problem behavior where the learner is reinforced for engaging in a specific desired alternative behavior
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Differential reinforcement of alternative behavior
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procedure to decrease problem behavior where the learner is reinforced for engaging in a behavior that cannot be performed at the same time as the problem behavior
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S-delta
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a stimulus that cues a learner to know that a specific behavior will not be reinforced
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Shaping
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using differential reinforcement to gradually change a response class of behaviors
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Accidental prompts
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inadvertently cuing learner with your body language, eye gaze, or tone of voice
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Most to least
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physical , verbal, visual
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Progressive time delay
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incremental increase in delay over series of opportunities or trials
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Constant time delay
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fixed time between antecedent and prompt
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Verbal prompt
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a vocal stimulus added to the environment that reliably evokes a specific response
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Backward chaining
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teaching procedure where interventionist completes all but the last step of a chain, which is completed by learner, who is reinforced for completing the chain
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Visual prompt
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a visual stimulus added to the environment that reliably evokes a specific response
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Behavior chain
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sequence of responses in which each response produces a change that reinforces that response and acts as the SD for the next behavior in the chain
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Prompt
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antecedent stimulus that reliably evokes specific behaviors
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physical prompt
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hand over hand guidance of another person's body or body part to help them perform a response or to set the occasion for them to perform the response
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least to most
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visual, verbal, physical
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Prompt delay
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waiting before delivering a prompt
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Prompt fading procedures
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systematically reducing some aspect of prompt in order to transfer control to targeted or natural source
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Forward chaining
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teaching procedure where the learner is taughtto complete the first step in a chain and the interventionist completes the remaining steps, when the learner is competent, they are taught the first 2 steps of the chain
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directed rehearsal/positive practice
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learner is required to repeat correct form of the behavior specified number of times
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Active student responding
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model, prompt, plus one additional presentation of SD+, correct response required before next trial
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Backstep in DTT
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Immediately re-present a new trial, increase prompts to eliminate error
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Common criteria for error correction
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No-no prompt or 3 strikes
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4 step error correction procedure
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model, prompt, switch, repeat
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Anticipatory prompt
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once known error is identified, prior to next opportunity, prompts the correct response
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Error correction
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consequence procedure that is implemented contingent upon an incorrect response
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Backstep incidental
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reset situation/re-present original cues, prompt through event or interaction
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Backstep
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go back to last succesful step of target, redo successful step, prompt through problem step so no errors
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Faulty stimulus control
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wrong parts of a stimulus are controlling the response
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Location bias - left/right
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learner always selects response in the area that they have a bias towards
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Refusal to respond
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learner will not respond to antecedents from another person
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location bias - last item places
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learner selects the last item placed in an array
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correction procedures
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predetermined steps for addressing response errors from a learner
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Location bias - closet
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learner always selects item that is closest to them
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Stimulus control
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situation where a behavior is controlled by the presence or absence of an antecedent stimulus
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Non-contingent breaks/access to SR+
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providing access to know reinforcers without placing any expectations or demands on a learner
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High probability requests
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simple, mastered skills that a learner is likely to engage in with ease
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Transition
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change between activities, settings, materials, or people in the environment
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verbal cues
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verbal sign on what is expected that is communicated through speech, body language, gesture, tone of voice, etc.
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Schedules
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visual antecedent stimuli used to occasion behaviors
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Transition objects
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a tangible object used to provide a cue of expected behavior during a change in inactivity or location
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Premack Principle
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making high probability behavior contingent on low probability behavior serves as reinforcement of low probability behavior
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Instructional pacing
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rate at which opportunities to respond are presented
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Visual supports
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visual media used to improve behaviors and skills to achieve better outcomes
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Choice
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offering more then one option to a learner to select
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Accidental reinforcement
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when a consequence is delivered inadvertently or delivered with other intentions (not meant to be reinforcing)
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Magnitude
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quality or amount of reinforcer in relation to response effort
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Immediacy
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how quickly reinforcement is delivered after behavior
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Potency
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how powerful one reinforcer is in comparison to other reinforcers
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Fixed ratio 2/FR2
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2 responses equals 1 delivery of reinforcement
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FIxed time
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schedule for non contingent reinforcement based on consistent intervals of time
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Fixed Ratio
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schedule of reinforcement requiring a fixed number of responses for reinforcement delivery
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Fixed ratio 3/FR3
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3 responses equals 1 delivery of reinforcement
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Schedule of reinforcement
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pre-programmed method of reinforcer delivery contingent on specific response criteria
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Intermittent
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reinforcement is delivered 'once in a while'
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Continuous reinforcement
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reinforcement is provided for every correct response (FR1)
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Fixed ratio 1/FR1
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1 response equals 1 delivery of reinforcement
