is a theory of reinforcement that states that a less desired behavior can be reinforced by the opportunity to engage in a more desired behavior.

conduct session in different areas with different techs and with different programs. 

A stimulus that has acquired its effectiveness by accompanying some other MO and has come to have the same value-altering and behavior-altering effects as the MO that it has accompanied.  A pairing process has to take place here with another MO.

A condition or object that acquires its effectiveness as an MO by preceding a situation that either is worsening or improving.  This signals to us that an aversive event may be occurring soon.  Achtung. It is exemplified by the warning stimulus in a typical escape-avoidance procedure, which establishes its own offset as reinforcement and evokes all behavior that has accomplished that offset.

strategy to increase independence and teach new skills and behaviors through monitoring, recording, and rewarding one's own behavior. -- monitor's their own behavior rather than someone else.

 It happens in the antecedent environment -- changes some value as the event of the reinforcer 

antecedent-- escape isn't useful because the task is fun

Establishing or abolishing motivation 

It's the amount of time that elapses between two consecutive instance of a response class

ex: Amount of times between head banging and eloping.

topography: the physical form or shape of a behavior 

magnitude: the force or intensity with which a response is emitted

retaining and replicating novel behavior exhibited by others

get the child to learn a skill with teaching imitation --show the child to do something and have them copy you. 

It refers to the behavior exhibited by the model that is duplicated

note: teach to copy what other people are doing. You have to teach imitation before they are able to model.

get kids to do what they do (teaching a child to imitate)

Reinforcement is delivered whenever the problem behavior does NOT occur-- any other behavior that is not the target behavior during a specific interval or period of time.

Ex. - No aggression occurs within a period of time, and the client receives a reinforcer.

Ruling out simple explanations before jumping to more complex ones.

not much reinforcement is required for behavior-- already a mastered skill-used to gain compliance

reward the whole group equally based on the performance of one person or selected group materials. 

 is the process of systematically reducing and removing prompts that have been paired with an instruction, allowing the student to independently respond correctly.

 learned because of the reinforcement or punishment that the individual is exposed to by their actions. Their future actions are modified in a way based on that past experience of reinforcement and punishment. ex: client doesn't eat popcorn after dinner cause they get sick 

Contingency delivered in whole or in part by another person. --Socially mediated reinforcement is reinforcement that occurs via another person.

ex: child cries and gets a hug from parent

Behaviors maintained by automatic contingencies can be said to produce their own consequences, without another person changing the environment in any way in response to the behavior of interest.

 In other words, a person is able to reinforce themself. Automatic reinforcement can be identified by whether or not an individual still engages in a behavior if they are left alone

ex: scratching an itch 

set the environment for the child-- follow their lead, they initiate. place items slightly out of reach so they have to mand for help. able to emit responses not constricted to specific time 

Each discrete trial consists of an Antecedent (the instruction), a Behaviour (the correct response), and a Consequence (reinforcement delivery). It involves breaking skills down to their most basic parts and teaching those skills to children, step by step

 behavior will occur in the presence in one SD and not in another (S delta) -- are antecedents

Discriminative stimuli set the occasion for behaviors that have been reinforced in their presence in the past. 

ex: grandma present get candy. mom present don't get candy.

socially significant behaviors refers to is that the behaviors or the skills that you target in treatment should be important for the client they should also be relevant for social relationships and generally seen as an important aspect for the client.

Socially significant behaviors that improve the life experiences of an individual can include: Social; Language; Academic; Daily living; Self care; Vocational; Leisure activities

With

progressive time delay, teachers and other practitioners gradually increase the waiting time

between an instruction and any prompts that might be used to elicit a response from a learner

with ASD.

With constant time delay, there is no delay between the instruction and prompt when

a learner is first learning a skill. However, with constant time delay, a fixed amount of time is

always used between the instruction and the prompt as the learner becomes more proficient at

using the new skill.

 the practice of objective observation of the behavior of interest -- the source of our knowledge

 ruling out simple explanations before jumping to more complex ones 

 group of stimuli that share either form, temporal or functional properties 

 has to improve socially significant behavior to a practical degree

Interventions/behavior change derive from the principles of ABA