Term Definition Applied Example FK-01 FK-02 A. FK-02 B .
BACB 4th Edition Task List ItemsSection III: Foundational Knowledge Accompanying the BACB Fourth Edition Task ListTermDefinitionApplied ExampleFK-01Lawfulness ofbehaviorDeterminism is the notion that theuniverse is structured by laws in anorderly way, and that all phenomenaare an effect of other occurrencesCurrent behavior is determinedby history of reinforcement. Achild's tantrums aredetermined by the reactions ofothers to tantrums in the past.FK-02 a.PhylogenicselectionismStudies the history of a species'adaptations; based on the theory ofevolution and natural selection; thatspecies acquired certain behaviors asa means to surviveA specific species of bird willevolve specific peckingbehavior based on theenvironment and foodavailable.FK-02 b.OntogenicselectionismThe development of an individual’sbehavior throughout its life; thehistory of its adapting behavior dueto reinforcement and punishmentA successful student has goodstudy habits because thosebehaviors were reinforced withgood grades, and poor studybehaviors were punished withpoor grades. Ultimately, thestudent continues to have goodstudy behavior in futureeducational situations.FK-02 c.CulturalselectionismThe passing of a certain behaviorfrom one group member to another;cultural norm selected by means ofgroup survivalMethods of preparing food,building shelter, or raisingchildren that are learnedthrough exposure to culturalnorms.Definitions and Applied Examples 2016 SupervisorABATM
FK-03TermDefinitionApplied ExampleDeterminismThe notion that the universe isstructured by law with order and thatall phenomena are an effect of otheroccurrencesA person's ability to speak is aresult of environmentalcontingencies that shapedarticulate language.Behavior treatment plans areeffective because behavior islawful.FK-04EmpiricismThe practice of observing withoutbias or prejudiceDetermining that a social skillstraining program is effective bydirectly observing andcomparing social behaviorbefore, during, and after theprogram.FK-05ParsimonySimplistic and logical explanationsmust be ruled out bothexperimentally and conceptuallybefore abstract concepts areconsidered for investigatedphenomenaClassical conditioning (e.g. LittleAlbert) is a more parsimoniousexplanation for phobias than anOedipal complex (e.g., LittleHans).FK-06PragmatismBased on practicality rather thantheories; inductive reasoning; oftengoes hand in hand with behaviorismNot expecting someone toknow how to speak Greek, if hehas never been exposed to it.FK-07 a.Environmentalexplanations ofbehaviorMeasuring and observing events as away to explain behavior;environmental variables influenceand affect behaviorThe child screams because inthe past screaming wasfollowed by attention by histeacher who was talking toanother child at the time thescreaming began.FK-07 b.Mentalisticexplanations ofbehaviorStudy of behavior that assumes thatan inner dimension impacts theobservable dimension; often involveshypothetical constructs andexplanatory fictionsThe child screams for teacherattention because of innerconflict based on parent'sdisapproval of the child.Definitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-08 a.RadicalbehaviorismUnderstanding of all human behavior, Thoughts are private,including private events, in terms of unobservable occurrences ofcontrolling variablesverbal behavior, and are underthe control of the samevariables as observable verbalbehavior. For example, seeingan airplane can occassion thethought "airplane," or theverbal expression "airplane."FK-08 b.MethodologicalbehaviorismUnderstanding of human behavior asonly that which can be observed;private events are not able to bestudiedFocusing on the topographyand function of crying, ratherthan the emotions or thoughtsthat accompany it.FK-09 a.Conceptualanalysis ofbehaviorTheoretical, conceptualunderstanding of behaviorDemonstration of stimuluscontrol by teaching responsesand non-responses to nonsensephrases.FK-09 b.Experimentalanalysis ofbehaviorBasic laboratory research ofbehavioral principlesUnderstanding conditionedreinforcement by trainingcollege students to prefer onecolor over another in a videogame.FK-09 c.Applied behavioranalysisUsing scientific processes to identifyenvironmental variables whichinfluence socially significant behavior,and creating a technology of behaviorchange which directly benefitsresearch participantsDemonstrating that childrenwho are non-verbal can learn tospeak when attempts tocommunicate aresystematically prompted,reinforced, and shaped.FK-09 d.Behavioral service Implementing and analyzing a planIntroducing a class-wide tokendeliveryintended to benefit a specificeconomy and collecting data onindividual/situation, withoutclass behavior.experimentally analyzing the impactof the plan for that specific individualor situationDefinitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-10 a.BehaviorEverything an organism does that isobservable and includes movementthrough space and timeCheering at a concert.FK-10 b.ResponseSpecific instance of a behaviorClapping your hands.FK-10 c.Response classTopographically different responsesthat lead to the same consequenceYou can turn off a light byflipping the switch with yourhand, elbow, or foot - the lightstill goes off.FK-11 a.EnvironmentAll things, excluding an organism’smoving parts related to behavior,both inside and outside the skin of anorganismFor a child in a classroom,environment might include airtemperature, noise level,presence of specific people,condition of stomach acidsbased on recent meal, andpresence of items on desk.FK-11 b.StimulusAny condition, event, or change inthe physical world.A light goes on.FK-11 c.Stimulus classGroup of stimuli that result in anidentical responseDifferent shades of red are allcalled "red"; a red lego, redcrayon, and red ball are allcalled "red."Definitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-12StimulusequivalenceDescribes the emergence of accurateresponding to untrained and nonreinforced stimulus-stimulus relationsfollowing reinforcement of responsesto other stimulus-stimulus relations.A positive demonstration ofreflexivity, symmetry, and transitivityis necessary to meet the definition ofequivalence.Reflexivity: Given the writtenword "dog" and three otherwritten words including "dog,""cat," and "mouse," the personpicks the word "dog."Symmetry: A person is taughtto pick the picture of a dogwhen shown the written word"dog," and without additionalteaching, will pick the writtenword "dog" when shown apicture of a dog.Transitivity: A person is taughtto pick the picture of a dogwhen hearing the spoken word"dog," and to pick the writtenword dog when shown apicture of a dog; withoutadditional training, she can pickthe written word "dog" whenhearing the spoken word "dog."FK-13Reflexive relations Stimulus-response reaction;(US-UR)involuntary behavior is caused by anantecedent stimulus where thereflexive or respondent behavior isunlearnedTickling a child (US) results inlaughter (UR) without l stimulusbecomesconditionedstimulus: CS-CR)Pairing a tickle (US) with aneutral stimulus such aswiggling fingers will eventuallyresult in laughter (CR) to thewiggling fingers (CS), prior tothe actual tickle.Neutral stimulus acquires the elicitingproperty of the unconditionedstimulus and becomes a conditionedstimulus through stimulus-stimuluspairingDefinitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-15OperantconditioningBehavior change based onconsequences of behaviorIf a child is called on when heraises his hand in class, he ismore likely to raise his hand inthe t conditioning can lead tobehavior patterns that are affectedby operant conditioningA dog is sniffing a flower(neutral stimulus) when he isstung by a bee (US) and feelspain (UR). The smell of flowersbecomes a conditionedstimulus (CS) for fear (CR). Thedog quickly learns to avoidflowers, because moving awayfrom flowers is negativelyreinforced by a reduction t that is not learned;does not have to have beenexperienced in the past for it to bereinforcing; also called primaryreinforcementShelter, food, sleep, and sex areall unconditioned ed reinforcement occurswhen a neutral stimulus is pairedwith a primary reinforcer and thentakes on reinforcing properties.Tokens, social praise, andmoney are examples ofconditioned reinforcers. Theyderive their reinforcingproperties through prior pairingwith primary reinforcers.FK-19UnconditionedpunishmentA stimulus change that can decrease Loud noises and pain are oftenthe future frequency of any behavior unconditioned punishers forthat precedes it without prior pairing most people.with any other form of punishmentDefinitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-20ConditionedpunishmentConditioned punishment occurs whena neutral stimulus is paired with anexisting punisher and then takes onpunishing properties.Mild parent disapproval such asa head-shake may function as apunisher if it has been pairedwith an unconditioned punishersuch as yelling in the past.FK-21Schedules ofRules describing how and when areinforcement and reinforcer or punisher will bepunishmentdelivered; describes the contingencybetween reinforcement orpunishment and t and punishment thatreinforcement and occur as a direct result of thepunishmentbehavior, with no social mediationEvery response is reinforcedwhen a child is initially learningto mand. When the childconsistently uses the mandresponse, some instances willnot be reinforced (eitherrandomly or according to aspecific schedule) to promotemaintenance.Behavior decreases due to previously Withholding attention for outdelivered reinforcer being withheldof seat behavior for a clientfollowing occurrence of that behavior when this behavior waspreviously reinforced byattention.Hand-flapping that does notresult in any other reinforcer(e.g., attention, escape,tangibles) probably occursbecause of some automaticreinforcer.Touching a hot stove is unlikelyto occur again in the future dueto the automatic punishment ofpain.FK-24Stimulus controlWhen one stimulus yields a higherresponse frequency than anotherstimulusBraking a car is more likely inthe presence of a red light thana green light.Definitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-25Multiple functions Many different responses may occurof a single stimulus in the presence of one stimulusIf you have a headache, you willdo everything that may havehelped to alleviate a headachein the past: take an over-thecounter medication, lay downand rest, turn off the lights, andput a cold cloth on your ed stimulus condition withvalue- and behavior-altering effectsNot eating for several hoursresults in hunger, which is amotivating operation thatincreases value of food andfood-seeking ed stimulus condition withvalue- and behavior-altering effectNot drinking for several hours ispaired with a commercial ofsomeone enjoying a beer,resulting in beer-seeking anddrinking behavior. Future beercommercials lead to beerseeking and drinking behavior.FK-28 a.TransitivemotivatingoperationsLearning history results inenvironmental variable thatestablishes/abolishes effectiveness ofreinforcing another stimuli;causes/abates behavior reinforced byanother stimulusA mother comes when her childcalls for her. The child is morelikely to call for his motherwhen he has a nightmare. Thenightmare doesn't make themother's coming more likely,but makes the mother'spresence more reinforcing.Definitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-28 b.ReflexivemotivatingoperationsNeutral stimulus is paired with anaversive unconditioned motivatingoperation and acquires the samevalue-altering and behavior-alteringeffects as the unconditionedmotivating operation with which itwas pairedA child is asked to clean up hisroom by his parents. If hedoesn't clean his room within afew hours, he will be naggedabout his messy room. Theparents' request to clean hisroom is a signal warning thatfailure to respond will result ina worsening condition. Overtime, the child learns to cleanhis room quickly when asked toavoid the nagging.FK-28 c.SurrogatemotivatingoperationsNeutral stimulus that is paired withunconditioned motivating operationor conditioned motivating operationand acquires the same value-alteringand behavior-altering effects as theunconditioned motivating operationor conditioned motivating operationwith which it was pairedSeeing a fast-food restaurantwhen hungry can result in goinginto the restaurant and eating,resulting in the reinforcer ofdecreased hunger. This maylead to feelings of hunger whenseeing a fast-food restaurant inthe future, even if one hasrecently eaten and shouldn'tnecessarily feel hungry at thattime.Definitions and Applied Examples 2016 SupervisorABATM
FK-29TermDefinitionApplied ExampleDistinguishbetweendiscriminativestimulus andmotivatingoperationA discriminative stimulus has abehavior-altering effect because it isassociated with a specific responseconsequence relationship; amotivating operation has reinforceror punisher value-altering andbehavior-altering effectsTelling off-color jokes in front offriends is reinforced bylaughter; telling off-color jokesin front of teachers is punishedby being sent to the principal'soffice. Friends arediscriminative stimuli to telljokes, and teachers arediscriminiative stimuli to nottell jokes.Not having seen your friends ina long time is a motivatingoperation for getting theirattention, so telling jokesincreases in an effort to getthem to laugh.FK-30Distinguishbetweenmotivatingoperation andreinforcementeffectsMotivating operation has a behavioraltering effect (increases or decreasescurrent frequency of behavior) andvalue-altering effect (increases ordecreases effectiveness of reinforceror punisher); reinforcement is aresponse-consequence contingencythat increases the future frequency ofbehaviorWhen someone has eaten awhole bag of salty pretzels, heis motivated to seek outsomething to drink. Water is areinforcer that will result inmore water-seeking behavior inthe future under similarmotivation conditions. Saltwater is not a reinforcer andwill not increase seekingbehavior in the future.FK-31BehavioralcontingenciesRelationship between behavior andits controlling variables (antecedentand/or consequence)Getting an A on a paper is onlyavailable if the paper meetscertain criteria. Students aremore likely to meet criteria foran A on a paper if the criteriaare made available to themahead of time.Definitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-32ContiguityAn association between two stimulimay be formed when those stimuliare experienced within a shortduration of timeReceiving a toy from SantaClaus makes Santa Claus morereinforcing over time. Hearingan unpleasant loud noise whenplaying with a toy makes thattoy less reinforcing over time.FK-33FunctionalrelationsIn a well-controlled experiment,showing that manipulation of theindependent variable (rather thanextraneous variables) was thevariable that changed the dependentvariable; demonstration of cause andeffectDemonstration that increases inplay behavior were due tovisual schedules and no orcing or punishing a responseto a particular antecedent stimulus ifand only if it was preceded oraccompanied by particular additionalstimulus (verbal or non-verbal)Choosing a picture of a dog isreinforced only when theinstruction "Point to the dog,"is given, and not when theinstruction "Point to the cat," isgiven.FK-35StimulusdiscriminationWhen a response occurs at a higher Stating one's name whenfrequency when a specific stimulus is hearing the question "What ispresent rather than absentyour name?" more often thanwhen hearing the question"How old are you?"FK-36ResponsegeneralizationExtent to which a learner emitsuntrained responses that arefunctionally equivalent to the trainedtarget behaviorSomeone is taught to match redand green cards, and is thenable to match blue, purple, andorange cards without additionaltraining.Definitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-37StimulusgeneralizationWhen a response to a certainstimulus is replicated with similarstimuli and eventually occurs in thepresence of those similar stimuli aswell as to the original stimulusSomeone is taught to answerthe question "How are you?"and is then also able to answerthe questions "How are youdoing?" and "What's going on?"without additional training.FK-38BehavioralcontrastThe phenomena in which a change inone component of a multipleschedule that increases or decreasesthe rate of responding on thatcomponent is accompanied by achange in the response rate in theopposite direction on the otherunaltered component of the scheduleA child who is given free accessto his favorite tablet apps athome will be less likely toengage in work behavior toaccess the same apps at school.FK-39BehavioralmomentumRate of response and resistance tochange after alteration inreinforcement conditions; usuallyimplemented as a strategy thatpresents several instructions that arelikely to be followed prior toinstructions that are less likely to befollowed; reinforcement for earlierinstructions makes attempts to followlater instructions more likelyAsking a student to do three orfour easy tasks (e.g., clean uptoys, sharpen a pencil, find abook, give paper to aclassmate) before asking him orher to do a harder task (e.g.,complete a worksheet).FK-40Matching lawRates of responding areproportionate to rate ofreinforcement given by each choicealternativeMom says "yes" to childrequests about half the time.Dad says "yes" to child requests75% of the time. Child allocatesmore requests to Dad than toMom.Definitions and Applied Examples 2016 SupervisorABATM
TermDefinitionApplied ExampleFK-41Contingencyshaped behaviorLearned behavior directly controlledby contingency of reinforcement orpunishmentA child who touches a hot stoveand is burned will not touch thehot stove again in the future. Achild who opens a cookie jarand finds cookies will be morelikely to open the cookie jar inthe future.FK-42Rule-governedbehaviorBehavior controlled by a verbaldescription of contingencies, allowingfor indirect control by an unlikely ortemporally-distant contingencyPeople do not need to be hit bycars to learn not to run intotraffic. We learn this by learningthe rules of crossing the streetsafely.FK-43EchoicsA speaker repeats a verbal behaviorof another speaker; there is a pointto-point correspondence with theverbal stimuli; source of control isverbal discriminative stimulus andconsequenceSD: "Apple."Echoic response: "Apple."A specific response when the speakerasks for what he or she wants orneeds; the only verbal behavior whichdirectly benefits the speaker;source of control is unconditionedmotivating operations or conditionedmotivating operations and reinforcingconsequence of receiving what isrequestedSD: Feeling of hungerMand response: "Can I havesome pizza?"A speaker names things and actions;source of control is non-verbaldiscriminative stimulus andconsequenceSD: Child sees an airplaneTact response: "Airplane."FK-44FK-45MandsTactsSD: "Dog."Echoic response: "Dog."SD: Music is too loudMand response: "Turn it down,please."SD: Child sees a cat runningTact response: "Running."Definitions and Applied Examples 2016 SupervisorABATM
FK-46TermDefinitionApplied ExampleIntraverbalsA speaker differentially responds tothe verbal behavior of others; nopoint to point correspondence withthe verbal stimuli;source of control is verbaldiscriminative stimulus andconsequenceSD: "Old McDonald had a . . . "Intraverbal response: "Farm."SD: "How old are you?"Intraverbal response: "Six yearsold."Definitions and Applied Examples 2016 SupervisorABATM
FK-47TermDefinitionApplied ExampleIdentify themeasurabledimensions ofbehavior (e.g.,rate, duration,latency,interresponsetime).Behavior can be measured accordingto dimensions of frequency and time.Frequency, or count, can beconverted to rate per time period.Temporal measures include duration(length of time the behavior occursfor), latency (when the behavioroccurs relative to some stimulus), andinterresponse time (period of timebetween occurrences of responses).Play behavior can be measuredaccording to differentdimensions. Frequency can bemeasured by counting thenumber of play responses, andrate can be derived by dividingfrequency by the observationperiod. For example, if 6 playresponses occur in 3 minutes,the rate would be 2 responsesper minute. Duration can bemeasured by noting when playstarts and stops, and calculatingthe time between. For example,if a child starts to play at 10:00and stops playing at 10:12,duration is 12 minutes. Latencycan be measured by noting thetime between when a toybecomes available and the childstarts to play with it. Forexample, if a toy is presented at10:00 and the child starts toplay with it at 10:02, thelatency is 2 minutes.Interresponse time can bemeasured by recording thetime between play responses.For example, if a child stopsplaying and then starts playingagain 1 minute later, theinterresponse time is 1 minute.Definitions and Applied Examples 2016 SupervisorABATM
FK-48TermDefinitionApplied ExampleState theadvantages anddisadvantages ofusing continuousmeasurementprocedures anddiscontinuousmeasurementprocedures (e.g.,partial- and wholeinterval recording,momentary timesampling).Continuous recording records everyinstance of the target behavior.Continuous recording requires anobserver to mark every targetbehavior. This method gives a validdepiction of the actual targetbehavior, however it is moredemanding on the observer tomeasure every instance. It may alsobe difficult to record every instanceof certain high-frequency responses,or those that do not have a clearonset and offset.A child is being taught to makeeye contact. Continuousmeasure: record every instanceof spontaneous and promptedeye contact. Discontinousmeasures: record eye contactonly during certain periods ofthe day, or using partial-interval(record if eye contact occurs atleast once during the interval),whole-interval (record if eyecontact occurs for the entireinterval), or momentary timesampling (record if eye contactoccurs at the end of theinterval).Discontinuous measurement, alsoknown as time sampling, does notrecord some instances of the targetbehavior. When time sampling, theobserver may be able to do otherthings during the observation. Forinstance, a teacher may prefer thismethod so he may teach in betweeninterval recording. Time sampling canalso be useful if a teacher or observermust observe and take data onseveral students. However, samplingrecording sometimes over- or underestimates rates of behavior, mayresult in artifact data, and may not beas valid as continuous measures. Ifthe interval is short, the observermay not be able to have otherresponsibilities.Definitions and Applied Examples 2016 SupervisorABATM
Term Definition Applied Example FK-28 b. Reflexive motivating operations Neutral stimulus is paired with an aversive unconditioned motivating operation and acquires the same value -altering and behavior -altering effects as the unconditioned motivating operation with which it was pai red A child is asked to clean up his room by his parents. If he
definition, semi-formal definition and non-formal definition.Besides, definition by stipulation and expanded definition are also explicit definitions. 3.1. Formal definition. It provides maximum information at the highest possible level of precision. This is the traditional type of definition and it consists of three parts:
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Decisional Balance Worksheet Good things Not so good things Current Behavior Short Term Long Term Short Term Long Term Change Short Term Long Term Short Term Long Term . Thinking About Drinking Here is an example of someone exploring their ambivalence about alcohol use. Everyone’s decisional balance will look a little different.
1. Definition of Market 2. Definition of Market Economy 3. Definition of Planned Economy 4. Definition of Mixed Economy 5. Definition of Public Sector, with examples 6. Definition of Private sector, with examples Beating the Ebbinghaus Forgetting Curve Unit completed (learned for first time)
a CAFO from the 1974 feedlot definition. Although the definition of the term CAFO was further revised in the 2003 CAFO regulations, the types of facilities covered by the definition are nearly identical to those in the original definition of a feedlot. A facility must first meet the definition
June 9th Public Holiday TERM DATES-2014 Term 1. 28th Jan- 11th Apr Term 2. 28 th Apr - 4 July Term 3. 21st July- 26th Sept Term 4. 13th Oct- 12thDec TERM DATES-2015 Term 1. 27th Jan- 10th Apr Term 2. 27th Apr - 3rd
Aug 16, 2017 · Factoring out GCF and by Grouping[In Class Version][Algebra 1].notebook 1 September 17, 2017 Sep 17 4:14 PM Homework Assignment The following examples have to be copied for next class Example 1 Example 2 Example 3 Example 4 Example 5 Example 6 Example 10 Example 12 Example 9
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