somewhat confusing ABA terms
Really confusing ABA terms
What did you say? ABA terms
What now? ABA terms
Really? ABA terms
100

CLASS-SPECIFIC REINFORCEMENT

PARTICULAR ARRANGEMENT OF CONSEQUENCES


100

Mand

It is a type of verbal behavior in which the form of response is under the functional control of a motivating operation and a history of specific reinforcement. 

100

Tact

The speakers ability to verbally identify aspects of the physical environment. 

It is a typer of verbal behavior in which the form of a response is under the functional control of a nonverbal discriminative stimulus and a history of conditioned reinforcement 

100

REFLEXIVITY

A LEARNER DEMONSTRATES REFLEXIVITY WHEN THEY ARE ABLE TO ENGAGE IN A MATCHED SAMPLE IN WHICH THEY ARE NOT TAUGHT THAT "A = A" BUT ARE STILL ABLE TO MATCH THE STIMULI.

100

An example of CONDITIONAL DISCRIMINATION 

YOU ASK SOMEONE FOR A GLASS OF COLD WATER. THE PERSON WILL OPEN THE BLUE LEVER TAP BECAUSE THIS IS THE COLD WATER. THE REQUEST IS THE CONDITIONAL STIMULUS AND THE COLOR OF THE TAP IS THE DISCRIMINATIVE STIMULUS.

200

 CONDITIONAL DISCRIMINATION 

THE RESPONSE THAT WILL PRODUCE REINFORCEMENT IN THE PRESENCE OF A PARTICULAR STIMULI DEPENDS ON (IS CONDITIONAL ON) THE PRESENCE OR ABSENCE OF OTHER STIMULI

200

DERIVED STIMULUS RELATIONS

A RELATION BETWEEN TWO OR MORE STIMULI THAT IS NOT DIRECTLY TRAINED AND NOT BASED ON PHYSICAL PROPERTIES OF THE STIMULI. IF A, B, AND C ALL CORRESPOND TO THE SAME THING, AND ONLY A-B AND B-C ARE DIRECTLY TRAINED, THE RELATION DRAWN BETWEEN A AND C IS DERIVED

200

Contextual control 

CONTEXTUAL CONTROL IS THE RESULT OF MORE COMPLEX TEACHING ARRANGEMENT KNOWN AS THE FIVE-TERM CONTINGENCY, WHERE THE MATCH TO SAMPLE PERFORMANCES ARE BROUGHT UNDER THE CONTROL OF AN ADDITIONAL ANTECEDENT STIMULUS. 

A FIVE-TERM CONTINGENCY COMPRISING THREE STIMULI (CONTEXTUAL, CONDITIONAL, AND DISCRIMINATIVE), A RESPONSE AND A CONSEQUENCE.

200
Example of higher order operant class 

•GENERALIZED IMITATION 

•MANDING

•INSTRUCTION FOLLOWING 

•NAMING

•RELATIONAL FRAMING

200

Example of a tact

Seeing snow and saying snow

300

SYMMETRY

A LEARNER DEMONSTRATES SYMMETRY WHEN THEY ARE INDEPENDENTLY ABLE TO ENGAGE IN A MATCHED SAMPLE WHERE THEY ARE TAUGHT "A = B" AND THEN DISCOVER THAT "B = A" BY DEFAULT.

300

EXCLUSION

IN AN OUTCOME IN WHICH A NOVEL COMPARISON STIMULUS IS SELECTED OVER A KNOWN ONE IN THE PRESENCE OF A NOVEL SAMPLE

IT DESCRIBES THE OCCURRENCE OF CONDITIONAL DISCRIMINATION IN WHICH AN UNDEFINED STIMULUS (I.E., NOT PREVIOUSLY RELATED TO ANY OTHER STIMULUS) IS PRESENTED AS THE SAMPLE IN MATCHING TO SAMPLE TRIALS CONTAINING AN ALSO UNDEFINED COMPARISON STIMULUS AND AT LEAST ONE OTHER PREVIOUSLY DEFINED COMPARISON STIMULUS (I.E., PREVIOUSLY ASSOCIATED WITH A DIFFERENT SAMPLE TO THAT PRESENTED AT THE TIME).

300

Example of symmetry 

A LEARNER IS TAUGHT THAT A CARD SAYING "CAR" IS MATCHED WITH A PICTURE OF A CAR. THE LEARNER IS THEN ABLE TO INDEPENDENTLY MATCH A PICTURE OF A CAR WITH THE CARD THAT SAYS "CAR" ON IT.

300

example of derived stimulus relation 

A PERSON IS TAUGHT THAT THE SPOKEN WORD “DOG” (STIMULUS A) CORRESPONDS TO AN ACTUAL PHYSICAL ANIMAL (STIMULUS B). THE PERSON ALSO LEARNS THAT THE ANIMAL (STIMULUS B) CORRESPONDS TO THE WORD “CHIEN” IN FRENCH (STIMULUS C). THE RELATIONSHIP BETWEEN “DOG” AND “CHIEN” WAS NEVER DIRECTLY TAUGHT; IT WAS DERIVED.

300

SIMPLE DISCRIMINATION

ONLY ONE STIMULUS CONDITION EXERTS CONTROL OVER A RESPONSE

400

Duplic 

 duplic is a verbal operant in which the antecedent stimulus and response product forms exhibit point-to-point correspondence and formal similarity.

400

HIGHER ORDER OPERANT CLASS

HIGHER ORDER OPERANT CLASS ARE DEFINED IN TERMS OF GENERAL RELATIONS BETWEEN ANTECEDENTS AND RESPONSES, RATHER THAN IN TERMS OF SPECIFIC STIMULI AND RESPONSES

400

 An example of CLASS-SPECIFIC REINFORCEMENT                       

•TRAINING WITH MATCH-TO-SAMPLE: YOUR SAMPLE IS A1. IF THE CHILD CORRECTLY CHOOSES B1 AS THE COMPARISON, THE CHILD RECEIVES REINFORCER 1 (KINDER EGG). 

•WHEN YOUR SAMPLE IS A2, THE CORRECT SELECTION OF B2 WOULD PRODUCE A DIFFERENT REINFORCER (RED SWEDISH FISH)

•TEACHING A SECOND CONDITIONAL DISCRIMINATION WOULD WORK SIMILARLY : SELECTING COMPARISON C1 ONCE SEEING THE SAMPLE A1 WOULD PRODUCE A KINDER EGG. WHILE SELECTING COMPARISON C2 AFTER SAMPLE A2 WOULD PRODUCE A SWEDISH FISH.

400

example of contextual control 

•LETS SAY THE CONTEXT IS NATIONALITY 

•A1 SAMPLE IS THE ROLLING STONES 

•B1 WOULD BE STORMZY A GOOD CHOICE AS THEY ARE BOTH BRITISH 

•IF THE NOTORIOUS B.I.G. IS THE SAMPLE A2,  THE DOORS WOULD BE A GOOD EXAMPLE B2 AS THEY ARE BOTH AMERICAN

•ONCE THE CONTEXT IS CHANGED TO MUSIC GENRE, THE DOORS B2 WOULD BE MATCHED TO THE ROLLING STONES A1 AS THEY ARE BOTH ROCK BANDS WHILE STORMZY B1 AND THE NOTORIOUS B.I.G. A2 WOULD BE MATCHED AS THEY ARE BOTH RAPPERS.

400

Exclusion example 

•ONCE THE CHILD LEARNS TO PAIR THE PICTURES OF A BIRD, A DOG, AND A CAT AFTER HEARING THE WORDS FOR THESE

•WE WANT TO TEACH MATCHING THE LETTERS OF THE ALPHABET TO THE ANIMALS SPOKEN NAMES. 

•THE TEACHER WILL PRESENT THE SPOKEN WORDS ”BIRD”, “DOG”, AND ”C” AS SAMPLES WITH THE PICTURES OFBIRD, DOG, AND AND THE PRINTED LETTER OF C AS COMPARISON CHOICES. 

•EXCLUSION HAPPENS WHEN THE CHILD SELECTS THEPRINTED LETTER WHEN PRESENTED WITH “C” AS THE SAMPLE

500

Example of a mand. 

A child wants to be pushed on the swing and emits the word " push" and the adult pushes the child on the swing. 

500

Example of a duplic 

Echoic= hear " bear", say "bear"

Motor imitation = relating to sign language, Parent signs "car" and child signs "car"

copying text= writing down an address observed on a website

500

Example of reflexivity 

A CLIENT IS ABLE TO MATCH A PICTURE OF A HORSE WITH AN IDENTICAL PICTURE OF A HORSE AND HAS NEVER BEEN TAUGHT TO DO SO.

500

Example of SIMPLE DISCRIMINATION 

EXAMPLE: WHEN REINFORCEMENT IS DELIVERED WHEN AN INDIVIDUAL PUSHES A GREEN KEY AND NOT A RED KEY, THERE IS A SIMPLE DISCRIMINATION

500

TRANSFER OF FUNCTION

THE TRANSFORMATION OF STIMULUS FUNCTIONS IS SAID TO OCCUR WHEN THE FUNCTIONS OF ONE STIMULUS ALTER OR TRANSFORM THE FUNCTIONS OF ANOTHER STIMULUS IN ACCORDANCE WITH THE DERIVED RELATION BETWEEN THE TWO, WITHOUT ADDITIONAL TRAINING.

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