GHABA Proficiency II key terms

A learning process in which the likelihood of a behavior changes because of the consequences that follow it, such as reinforcement increasing a response or punishment decreasing it.

The basic unit of behavior analysis describing an antecedent stimulus, the behavior it evokes, and the consequence that follows, showing how environment and response relate.

An antecedent stimulus in the presence of which a particular response has been reinforced in the past, thereby increasing the likelihood of that response occurring now.

An environmental event that alters the value of a consequence as reinforcement or punishment and simultaneously changes the momentary frequency of behaviors that have produced that consequence.

A motivating operation that increases the effectiveness of a stimulus as reinforcement and evokes behavior that has previously produced that reinforcer, often through deprivation or aversive conditions.

A motivating operation that decreases the effectiveness of a stimulus as reinforcement and reduces the momentary frequency of behavior previously reinforced by that stimulus, often through satiation.

A consequence delivered contingent on a response that increases or maintains the future probability of that response, either by adding a stimulus or removing one.

A contingency in which a stimulus is added immediately after a behavior and, as a result, the behavior occurs more often in similar situations in the future.

A contingency in which an aversive stimulus is removed or avoided contingent on a behavior, and that removal increases the future likelihood of the behavior.

A consequence contingent on a behavior that decreases the future probability of that behavior, accomplished either by adding an aversive stimulus or removing a desirable one.

A procedure in which a stimulus is removed or withheld contingent on a behavior, and the behavior decreases in frequency as a result, commonly called response cost or time-out.

Discontinuing the reinforcement that previously maintained a behavior, which produces a gradual decrease in that behavior and may temporarily increase its rate, magnitude, or variability.

A temporary increase in the rate, intensity, or variability of a response immediately after reinforcement is discontinued, typically followed by a decline if extinction continues.

The reappearance of a previously extinguished response after a period of time without the response being reinforced, often weaker than before and short-lived.

Reinforcing successive approximations of a target behavior, beginning with an existing response and gradually requiring closer versions until the terminal performance is achieved.

Teaching a complex behavior by breaking it into a sequence of smaller steps and reinforcing the steps in order, either forward, backward, or as a whole task.

The process of breaking a complex skill into its component steps, each described specifically enough to be taught, observed, and recorded independently.

A statement that describes a target behavior in observable, measurable terms, specifying exactly what the behavior looks like so different observers can agree when it occurs.

A systematic process of gathering information to identify the environmental events that reliably precede and follow a behavior, and to infer the function maintaining it.

An experimental procedure that manipulates antecedents and consequences under controlled conditions to test which contingencies maintain a target behavior, often using analog conditions.

Gathering information about behavior through methods such as interviews, rating scales, and record review rather than direct observation or experimental manipulation.

A treatment plan designed to address the specific reinforcers maintaining a problem behavior, typically by altering antecedents, teaching replacement skills, and changing consequences.

An appropriate alternative skill taught to serve the same function as a problem behavior, such as requesting a break instead of engaging in aggression to escape a task.

A function-based intervention that teaches an individual to use an appropriate communicative response, such as requesting or signing, to obtain the reinforcer that maintains problem behavior.

A strategy that modifies conditions before a behavior occurs, such as changing schedules, providing choices, or priming, to reduce the likelihood of problem behavior.

A written, individualized document that specifies target behaviors, goals, prevention strategies, teaching procedures, consequence strategies, and methods for monitoring progress and evaluating outcomes.

Recording every instance of a target behavior during an observation period, capturing frequency, duration, or latency, which yields the most complete but demanding data.

Sampling behavior during specified intervals rather than recording every occurrence, producing estimates such as partial-interval, whole-interval, or momentary time sampling data.

The degree to which two or more independent observers record the same values for the same behavior during the same observation period, often expressed as a percentage.

The reasoning underlying single-case designs in which prediction, verification, and replication of behavior change are established by comparing baseline and intervention conditions.

A single-case experimental design in which a baseline, an intervention, and a return to baseline are compared to demonstrate that the intervention, not extraneous variables, produced behavior change.

A single-case design that introduces an intervention sequentially across behaviors, settings, or participants, demonstrating change when and only when the intervention is applied.

The process of providing a client or authorized representative with understandable information about assessment or treatment, including risks, benefits, and alternatives, before obtaining voluntary agreement.

Agreement to participate given by an individual who cannot legally consent, obtained in a manner matched to their understanding and revisited as circumstances or preferences change.

The boundaries of a practitioner's training, supervised experience, and credentials, within which they provide services and outside of which they seek consultation or referral.

The ethical and legal obligation to protect client information from unauthorized disclosure, limited by exceptions such as consent, legal requirements, or serious risk of harm.

A supervision and teaching package combining instructions, modeling, rehearsal, and feedback that is used to build staff or trainee competencies and confirm they are performed accurately.

Information provided to a trainee or staff member about the accuracy of their performance, ideally delivered soon after the behavior and describing specific actions to continue or change.

The oversight of trainees or staff by a qualified professional who monitors practice, provides feedback, documents activities, and ensures services meet ethical and competency standards.

Working cooperatively with professionals from other disciplines, sharing relevant information and coordinating goals, while respecting each team member's expertise and role.