ABA Flashcards Unit 8

Reinforcing only those responses within a response class that meet a specific criterion along some dimensions and placing all other responses in the class on extinction

Using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior. Members of an existing response class are selected for differential reinforcement because they more closely resemble the terminal behavior

Shaping behavior using conditioned reinforcement in the form of an auditory stimulus- a handheld device produces a click sound when pressed and the trainer pairs other forms of reinforcement with the click sound so that the sound becomes a conditioned reinforcer

A behavior change produced by differential reinforcement; reinforced members of the current response class occur with greater frequency and unreinforced members occur less frequently; the overall result is the emergence of a new response class

The sequence of new response classes that emerge during the shaping process as the result of differential reinforcement; each successive response class is closer in form to the terminal behavior than the response class it replaces

Any stimulus made functional for the target behavior in the instructional setting that later prompts or aids the learner in performing the target behavior in a generalization setting

A systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting

A contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement. Practitioners use indiscriminable contingencies in the form of intermittent schedules of reinforcement and delayed rewards to promote generalized behavior change

Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both setting/situation generalization and response generalization

A tactic for promoting setting/situation generalization by making the instructional setting similar to the generalization setting- 2 step process: 1. Identifying salient stimuli that characterize the generalization setting and 2. incorporating those stimuli into the instructional setting

The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior

The extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behaviors initial appearance in the learners repertoire has been terminated

The extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting

Randomly varying functionally irrelevant stimuli within and across teaching sessions; promotes setting/situation generalization

An interrelated community of contingencies of reinforcement that can be especially powerful, producing substantial and long lasting behavior changes. 4 essential features

Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired

The environment where instruction occurs; includes all aspects of the environment, planned and unplanned, that may influence the learners acquisition and generalization of the target behavior

A schedule of reinforcement in which reinforcement is contingent on a response being different in some specified way from the previous response or a specified number of previous responses

Any contingency of reinforcement that operates independent of the behavior analysts or practitioners efforts; includes socially mediated contingencies contrived by other people and already in effect in the relevant setting

A strategy for promoting generalized behavior change that consists of teaching the learner to respond to a subset of all of the relevant stimulus and response examples and then assessing the learners performance of untrained examples

1. Teach the full range of relevant stimulus conditions and response requirements
2. Make the instructional setting similar to the generalization setting
3. Maximize contact with reinforcement in the generalization setting
4. Mediate Generalization
5. Train to Generalize

*The nature of the behaviors to be learned and the resources available must be assessed
*Select the terminal behavior, decide the criterion for success, analyze the response class, identify the first behavior to reinforce, eliminate interfering or extraneous stimuli, proceed in gradual stages, limit the # of approximations at each level and continue reinforcement when the terminal behavior is achieved