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Nicole McMillan RBT RBT Englisch 31 Karten

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  1. 1ABCAntec
  2. 2ABCAntecedent - Behavior - Consequence
    Also known as the 3-term contingency
  3. 3Abolishing Operationcan decrease reinforcer effectiveness. Usually associated with satiation.
  4. 4AcquisitionA target that is in the process of being taught. This behavior is NOT YET A KNOWN SKILL.
  5. 5Antecedent Interventionsrecognizing environmental factors that can attribute to problematic behavior and making changes necessary to promote appropriate behavior and reduce possible triggers for maladaptive.
  6. 6AntecedentEvents that occur before a behavior
  7. 7Backward ChainingTeaching skill steps one at a time from the last step to the first and prompting all steps before the step being taught. Reinforcement after teaching step and at the end of the task.
  8. 8Behavior Intervention PlanOnce the function of behavior has been determined, BIP's are used for antecedent strategies, responding to maladaptive behavior, teaching replacement behavior and what interventions to use, both verbal and physical
  9. 9Behavior Skill TrainingProcedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills. Instructions, model, rehearsal, feedback
  10. 10BehaviorAnything a person does that can be observed and measured
  11. 114 Functions of Behavior Automatic/sensoryproviding self stimulation and is automatically reinforced
  12. 124 Functions of Behavior Escapeavoiding or escaping a demand or undesirable task
  13. 134 Functions of Behavior Attentioncan be socially mediated and seeks attention in any way from others
  14. 144 Functions of Behavior Accesstangible, wanting a preferred item
  15. 15ChainingUsed to teach multi-step skills in which the steps involved are defined through task analysis. Each separate step is taught to link together the total "chain". Can be done either by backward, forward, or total task analyses.
  16. 16Consequencesomething that follows a behavior
  17. 17Continuous Measurmentrecords every single occurrence of a behavior. Examples include frequency, duration, rate, and per opportunity
  18. 18Continuous Reinforcementthe target behavior occurs and is reinforced after every occurrence
  19. 19Deprivationnot having something often enough and in return increases the effectiveness of it when used as a reinforcer
  20. 20Differential Reinforcement (3 types)DRI, DRA, DRO
    A procedure in which one behavior is reinforced while other behaviors are extinguished
  21. 21DRI (Differential Reinforcement of INCOMPATIBLE behaviors)Reinforce behavior incompatible with an undesirable behavior.
    EXAMPLE: Reinforce Johnny for writing his name appropriately rather than tapping his pencil
  22. 22DRA (Differential Reinforcement of ALTERNATIVE behaviors)Reinforce behavior that is an appropriate alternative (replacement) for the undesirable behavior.
    EXAMPLE: Reinforce Annie when she asks for a break instead of yelling to get out of work.
  23. 23DRO (Differential reinforcement of OTHER behaviors)Reinforce any other behavior other than the undesirable behavior
    EXAMPLE: reinforce Luke with a gummy every 5 minutes he does not engage in crying.
  24. 24Discontinuous Measurmentused to measure some instances of behavior but not all. Typically associated with partial and whole interval recording and momentary time sampling
  25. 25Discrete Triallearning opportunity initiated and controlled by the teacher in which the correct response will be reinforced. This also is breaking a skill into smaller parts and teaching it while using reinforcement. Allows for presentation of many learning opportunities in a short amount of time. Following the 3 term contingency.
  26. 26Discriminative Stimulus (SD)a cue that signals reinforcement is available if the subject makes a particular response (demand or instruction)
  27. 27Dual Relationshipsituation where multiple roles exist between a therapist and a parent or client. Dual relationships are also referred to as multiple relationships
  28. 28Durationthe amount of time that someone engages in a behavior
  29. 29Echoicverbal imitation; repeating the speaker
  30. 30Errorless Teachingprompt the correct response as soon as you give the SD. Essentially, you are not giving the client a chance to make an error
  31. 31Establishing Operationsincreases the current effectiveness of a stimulus. Usually deprivation is associated with this operation

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Beschreibung
RBT RBT Karteikarten am Terms, erstellt von Nicole McMillan am 03/04/2023.
Erstellt von
Nicole McMillan · Apr 2023
Aktualisiert
3 Apr 2023
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