Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong><br />
Glossary<br />
Positive Behavior Support<br />
(PBS)<br />
A focus on <strong>in</strong>dividuals’ desired behavior,<br />
rather than focus<strong>in</strong>g on the undesirable or<br />
challeng<strong>in</strong>g behavior. This approach is generally<br />
conducted on a school-wide level.<br />
return<br />
preference assessment<br />
An efficient method to identify a<br />
potential re<strong>in</strong>forcer by assess<strong>in</strong>g the <strong>in</strong>dividual’s<br />
choice <strong>in</strong> a variety of objects, events,<br />
or stimuli.<br />
return<br />
positive re<strong>in</strong>forcement<br />
A behavioral pr<strong>in</strong>ciple that states that<br />
when a positive re<strong>in</strong>forcer is delivered<br />
immediately follow<strong>in</strong>g a behavior, that behavior<br />
will likely persist or <strong>in</strong>crease.<br />
return<br />
positive re<strong>in</strong>forcers<br />
Positive re<strong>in</strong>forcers refer to objects or<br />
events that when delivered immediately<br />
after a behavior serve to <strong>in</strong>crease its frequency<br />
<strong>in</strong> future.<br />
return<br />
re<strong>in</strong>forcer test<br />
Involves experimentally compar<strong>in</strong>g<br />
levels of the behavior <strong>in</strong> phases where the<br />
item be<strong>in</strong>g evaluated is delivered immediately<br />
after the behavior to that <strong>in</strong> another<br />
phase where the item is provided just accord<strong>in</strong>g<br />
to a set time such as every 5 seconds<br />
or noncont<strong>in</strong>gently.<br />
Response to Intervention (RTI)<br />
A procedure whereby professionals<br />
monitor the academic and social skills of a<br />
child and implement <strong>in</strong>terventions to prevent<br />
failure.<br />
return<br />
role play<br />
A method of teach<strong>in</strong>g procedural<br />
behaviors and skills by the <strong>in</strong>dividual reenact<strong>in</strong>g<br />
the situation and perform<strong>in</strong>g the<br />
requisite behaviors.<br />
return<br />
satiation<br />
Hav<strong>in</strong>g too much of someth<strong>in</strong>g. If a<br />
re<strong>in</strong>forcer is delivered too frequently and<br />
satiation occurs then that item loses its<br />
ability to serve as a re<strong>in</strong>forcer or no longer<br />
<strong>in</strong>creases the behavior after which it occurs.<br />
return<br />
social validity<br />
Procedures used to determ<strong>in</strong>e whether<br />
the goals of tra<strong>in</strong><strong>in</strong>g, the tra<strong>in</strong><strong>in</strong>g procedures,<br />
and/or the outcome of tra<strong>in</strong><strong>in</strong>g are acceptable<br />
to the person and others <strong>in</strong>volved.<br />
return<br />
<br />
Transfer of tra<strong>in</strong><strong>in</strong>g ga<strong>in</strong>s across objects,<br />
events, sett<strong>in</strong>gs, or people.<br />
return<br />
return<br />
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