Performance Monitoring
Acquisition
Frequency
Maintenance
Generalization
Discrimination
Expanding the skill so it occurs in different contexts
Generalization
Applying the learned behavior in different situations
Observable
When/What/How
Reinforcement
Consequences that increase the likelihood of a behavior occuring in the future
Punishment
Consequences that decrease the likelihood of a behavior ocurring in the future
Types of Reinforcers and punishments
Social/tangible/sensory/activities
Automatic Reinforcement
Behavior is maintained by sensory mechanisms
Pairing
establishing positive associations between the technician and client or building rapport. Its giving the child a chance to have the freedom to do what they like. Bonding
DTT
breaking down complex skills into smaller, manageable steps and teaching them one at a time. (Discrete Trial Training)
Receptive Identification
The ability to understand spoken or written language
Expressive Identification
The ability to vocally communication something
Prompting
Provide assistance to help the learner
Errorless Correction
(When its a new goal) Preventing mistakes by providing prompts
Error Correction
(When the skill has been mastered) Correcting mistakes after it has been done
PECS
Picture Exchange Communication System
help individuals with limited or no verbal communication skills express their needs and wants.
Adaptive Skills
Skills essential to our daily lives
Natural Consequences
Happen automatically as result of the child’s actions
NET
Natural Environment Teaching
Teaches behavior in a natural environment
teach skills and promote generalization.
Social Stories
Short written or picture narratives to help a client navigate social situations
PRT
Pivotal Response Training
targets key areas of development that influence a wide range of behaviors, such as motivation, initiation, response to multiple cues, and self-management.
Incidental Teaching
a naturalistic teaching approach used in ABA therapy to promote skill development in everyday situations.
