Term
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Definition
| the assumption that behaviors occur as a direct result of other events |
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Term
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Definition
| requires that all simple and logical explanations for the target behavior be ruled out before other complex explanations are considered |
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Term
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Definition
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Term
iFK-07
Environmental (as opposed to mentalistic) explanations of behavior |
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Definition
| the complex of physical circumstances in which the organism or referenced part of the organism exists. This includes any physical event or set of events that is not part of behavior and may include other parts of the organism. Our bodies are an ongoing source of antecedent and consequent environmental events related to responding. |
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Term
FK-11
enviornment, stimulus, stimulus class |
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Definition
Environement: "conglomerate of real circumstances in which the organism or referenced part of the organism exists"
Stimulus: "an energy change that affects an organism through it's receptive cells"
Stimulus class: any group of stimuli sharing a predetermined set of common elements either formally, temporally and/or functionally |
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Term
FK-12
stimulus equivalence |
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Definition
| the emergence of accurate responding to ntrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations. A positive demonstration of reflexivity, symmetry and transitivity is necessary to meet the definition of equivalence |
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Term
FK-13
reflexive relations (US-UR) |
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Definition
relex: a class of stimulus-response relationships in which certain environemental events consistently elicit specific responses.
Unconditioned relex: a reflex in which the class of eliciting stimuli serve this function without a history of being paired with unconditioned stimuli
Ex. blink of the eye |
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Term
FK-14
respondant conditioning (CS-CR)
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Definition
| the processes involved in creating conditioned reflexes from unconditioned reflexes (classical conditioning or Pavlovian conditioning |
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Term
FK-15
operant conditioning |
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Definition
| the process involved in changing operant behavior based on its environemental consequences |
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Term
FK-16
respondant-operant interactions |
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Definition
| when responding is followed by certain kinds of changing in the environment, with the result that similiar responses will occur in the future in terms of postive/negative reinforcers/punishers |
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Term
FK-17
unconditioned reinforcement |
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Definition
| a stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement |
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Term
FK-18
conditioned reinforcement |
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Definition
| a stimulus change that functions as a reinforcer because of prior pairing with one or more other reinforcers (secondary or learned reinforcer) |
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Term
FK-19
unconditioned punishment |
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Definition
| a stimulus change that can decrease the future frequency of behavior without prior pairing with any other form of punishment |
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Term
FK-20
conditioned punishment |
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Definition
| a stimulus change that decreases the likelihood that that behavior will occur in the future because of prior pairing of punishment |
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Term
FK-21
schedules of reinforcement and punishment |
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Definition
schedule of reinforcement: a rule specifying the environmental arrangements and response requirements for reinforcement; a description of a contingency of reinforcement
Scheudle of punishment: a rule specifying the environmental arrangements and response requirements for punishment; a description of a contingency of punishment |
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Term
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Definition
| the discontinuing of a reinforcement of a previously reinforced behavior; the primary effect is a decrease in the frequency of the behavior until it reaches a prereinforced level or ultimately ceases to occur |
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Term
FK-23
automatic reinforcement and punishment |
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Definition
automatic reinforcement: reinforcement that occurs independent of the socail mediation of others (blowing nose after sneezing)
automatic punishment: punishment that occurs independent of the soical mediation of others
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Term
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Definition
| a situaton in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus |
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Term
FK-25
multiple functions of a single stimulus |
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Definition
| discriminative stimuli, respondent, and antecedent events |
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Term
FK-26
unconditioned motivating operations |
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Definition
| a motivating operation whose value-altering effect does not depend on a learning history (food deprivation) |
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Term
FK-27
conditioned motivating operations |
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Definition
| a motivating operation whose value-altering effect depends on a learning history |
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Term
FK-28
transitive, reflexive, surrogate motivating operations |
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Definition
3 types of conditioned motivating operations:
1. transitive: makes something else effective as reinforcement
2. reflexive: alters a relation to itself
3. surrogate: accomplishes with the motivating operation it was paired with accomplishes |
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Term
FK-29
distinguish between the discrimitive stimulus and the motivating operation |
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Definition
a dicriminative stimulus is a stimuli that have acquired the function of setting the occassion for a behavior to occur. A behavior is more likely to occur in the presence of a discriminative stimulus than in its absence while
a motivating operation is an environmental variable that alters the reinforcing or punishing effectiveness of some stimulus, object or event and alters the current frequency of all behavior that has been reinforced or punishe dby that stimulus, object or event. |
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Term
5.0
The Behavior Analyst as a Teacher and/or Supervisor
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Definition
behavior analysts delegate to their employees, supervisees and research assistants onlt those responsibiliteis that such persons can reasonably be expected to perform competently |
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Term
5.01
Designing Competent Training Programs and Supervised Work Experiences |
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Definition
behavior anlysts responsible for education and training programs and supervisory activites seek to ensure that the programs and activities"
1. are completely designed
2. provide the proper expeiriences
3. nmeet the requirements for licensure, certification, or other goals for which claims are made by the program or supervisor |
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Term
5.02
Limitation on Training |
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Definition
| behavior analysts do not teach the use of techniques or procedures that require specialized training, licensure or expertise, except as these techniques may be used in behavioral evaluation of the effects of various treatments, interventions, therapies or educational models. |
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Term
5.03
Providing Sourse of Supervision Objectives |
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Definition
Behavior analyst provides a clear discription of the objectives of a course or supervision, preferably in writing, at the beginning of the course or supervisory relationship
(i.e. course syllubus) |
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Term
5.04
Describing Course Requirements |
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Definition
behavior analyst provides a clear description of the demands of the supervisory relationship or course
(e.g. papers, exams, projects, reports, intervention plans, graphic displays and face to face meetings) preferable in writing at the beginning of the supervisory relationship or course |
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Term
5.05
Describing Evaluation Requirements |
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Definition
| the behavior analyst provides a clear description of the requirements for the evaluation of student/supervisee performance at the beginning of the supervosory relationship or course |
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Term
5.06
Providing Feedback to Students/Supervisees |
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Definition
| behavior analyst provides feedback regarding the performance of a student or supervisee at least once per two weeks or consistance with BACB requirements |
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Term
5.07
Feedback to Student/Supervisees |
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Definition
| behavior analyst provides feedback to the student/supervisee in a way that increases the probablity that the student/supervisee will benefit from the feedback |
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Term
5.08
Reinforcing Student/Supervisee Behavior |
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Definition
| behavior analsyt uses postive reinforcement as frequently as the behavior fo the student/supervisee and the environmental conditions allow |
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Term
5.09
Utilizing Behavior Analysis Principles in Teaching
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Definition
| behavior analsyt utilizes as many behvaviors analysis in teaching a course as the material, conditions and academic policies allow |
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Term
5.10
Requirements of Supervisees |
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Definition
| the behavior analyst's behavioral requirements of a supervisee must be int eh behaviorsal repertoire of the supervisee. If the behavior required is not in the supervisee's repetoire, the BA attempts to provide conditions for the acquisition of the requred behavior, and refers the supervisee for the remedial skill development services, or provides them with such services, permitting them to meet at least minimal behavioral performeance requirements |
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Term
5.11
Training, Supervision, and Safety |
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Definition
| BA provide proper training, supervision, and safty precautions to their employess or supervisees and take reasonable steps to see that such persons perform services responsibly, competemtly and ethically. If institutional policies, procedures or practices prevent fullfillment of this obligations, BA's attempt to midify their role or to correct the situation to the extent feasible |
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Term
FK-30
distinguish between motivating operation and reinforcement effects |
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Definition
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Term
FK-31
behavioral contingencies |
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Definition
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Term
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Definition
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