Parametric Analysis
An experiment designed to discover the differential effects of a range of values of an independent value.
Parsimony
The practice of ruling out simple, logical explanations, experimentally or conceptually, before considering more complex or abstract explanations.
Partial Interval Recording
A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5 to 10 seconds). The observer records whether the target behavior occurred any any time during the interval.
Partition Time Out
A variation of time-out from positive reinforcement in which contingent on the occurrence of the target behavior, the participant remains in the time-in setting, but his view of the setting is restricted by a panel or cubicle, or a select space is arranged to serve as a time-out area (i.e., a carpet or corner)
Percentage
A ratio (i.e.; a proportion) formed by combining the same dimensional quantities, such as count or time; expressed as a number or parts per 100; typically expressed as a ration of the number of responses of a certain type per total number of responses.
Perspective Shifting
Responding as if from the vantage point of another person, place, or time than the personal here and now.
Philosophical Doubt
An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned.
Phylogeny
The history of the natural evolution of a species.
Pivotal Behavior
A behavior that, when learned, produces corresponding modifications or co-variations in other untrained behaviors.
Placebo Control
A procedure that prevents a subject from detecting the presence or absence of the treatment variable. To the subject, the placebo condition appears the same as the treatment condition.
PLACHECK
A variation of momentary time sampling in which the observer records whether each person in a group is engaged in the target behavior as specific points in time; provides a measure of “group behavior.”
Planned Ignoring
A procedure for implementing time-out in which social reinforcers-usually attention, physical contact, and verbal interaction- are withheld for a brief period contingent on the occurrence of the tareget behavior.
Point-to-point Correspondence
A relation between the stimulus and response or response product occurs when the beginning, middle and end of the verbal stimulus matches the beginning, middle and end of the verbal response. The verbal relations with point-to-point correspondence are echoic, copying text, imitation as it relates to sign language, textual, and transcription
Positive Practice OverCorrection
A form of overcorrection in which, contingent on an occurance of the target behavior, the learner is required to repeat and correct form of the behavior, or a behavior incompatible with the problem behavior, a specified number of times; entails an educative component.
Positive Punishment
A response followed immediately by the presentation of a stimulus that decreases the future frequency of the behavior.
Positive Reinforcement
A response followed immediately by the presentation of a stimulus change that results in similar responses occurring more often.
Positive Reinforcer
A stimulus whose presentation or onset functions as reinforcement.
Post-Reinforcement Pause
The absence of responding for a period of time following reinforcement; an effect commonly produced by fixed interval and fixed ratio schedules of reinforcement.
Practice Effects
Improvements in performance resulting from opportunities to perform a behavior repeatedly so that baseline measures can be obtained.
Pragmatism
A philosophical position asserting that the truth value of a statement is determined by how well it promotes effective action; pragmatism is a primary criterion by which behavior analysts judge the value of their findings.
Precision Teaching
An instructional approach that involves (a) pinpointing the skills to be learned; (b) measuring the initial frequency or rate per minute at which the student can perform those skills; (c) setting an aim, or goal, for the child’s improvement; (d) using direct, daily measurement to monitor progress made under an instructional program; (e) charting the results of those measurements on a Standard Celeration Chart; and (f) changing the program if progress is not adequate.
