The individual behaves in a certain way to get a preferred item or participate in a preferred activity.

The individual behaves in order to get out of or avoid doing something he/she does not want to do.

The individual behaves in a certain way because it feels good to them. Also referred to as sensory.

No longer providing reinforcement to a previously reinforced behavior.

Consequence to an undesirable behavior in an effort to decrease the behavior.

Having a learner engage in repetitive behavior as a penalty for having displayed inappropriate behavior.

Often used with a token economy. Removing access to a preferred item or access to reinforcement in response to undesirable behavior.

Loss of access to positive reinforcers for a specified period of time.

Adding an aversive stimulus to the environment as the consequence to an undesirable behavior in an effort to decrease the behavior.

Removing a desirable stimulus from the environment as a consequence to an undesirable behavior in an effort to decrease the behavior.

A learner receives reinforcement only in the presence of a behavior that cannot happen at the same time as the problem behavior.

Delivers reinforcement whenever the problem behavior does not happen during a predetermined amount of time.

Used with behaviors that are socially acceptable but occur too often.

The goal is to decrease the frequency but not eliminate the behavior altogether.

Reinforces a behavior that serves as a suitable replacement for the problem behavior.

A situation or influence that increases the effectiveness of a reinforcer.

The stimuli used to elicit a specific response.

Refers to what occurs before a specific behavior or skill is displayed.

The degree to which a learner will be reinforced by the consequences of their behavior.

Identify the most likely function of behavior:

Each time Joey blurts out in class, he is sent to the principal’s office and does not have to complete his in-class work.

Identify the most likely function of behavior:

When Amanda starts hitting her head against the table, the teacher comes over and spends 5 minutes sitting next to her and interacting in a positive way.

Identify the most likely function of behavior:

Taylor flaps his hands when he is in the classroom with peers, when he is working one-on-one with the teacher, at home with his parents, and when he is alone in his bedroom.

Identify the most likely function of behavior:

Every time Owen throws a tantrum in the grocery store, mom buys him a new action figure to get him to stop.

The components of a written behavior reduction plan include all of the following EXCEPT:

A teacher reinforces the student whenever they are not blurting out in class. They do not have to be on-task, any behavior that is not blurting is reinforced. This is an example of:

A student bites their nails at a very high rate. Their usual rate is 25 times per minute. Today, their rate of nail biting is lower, at 20 times per minute. The student is reinforced. This is an example of:

Usually, Brian is given attention each time he screams in class. To implement a(n) __________ procedure, the teacher uses planned ignoring and does not give attention to his screaming behaviors anymore.

If a child has not eaten for a few hours, he will be more likely to want to work for some snacks. This is called a(n):