| Term | Definition |
|---|
| behavior trap | An interrelated community of contingencies of reinforcement that can be especially powerful, producing substantial and long-lasting behavior changes. |
| contrived contingency | Any contingency of reinforcement (or punishment) designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a targeted behavior change. |
| contrived mediating stimulus | Any stimulus made functional for the target behavior in the instructional setting that later prompts or aids the learner in performing the target behavior in a generalization setting. |
| general case analysis | A systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting(s). |
| generalization | A generic term for a variety of behavioral processes and behavior change outcomes. |
| generalization across subjects | Changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people. |
| generalization probe | Any measurement of a learner's performance of a target behavior in a setting and/or stimulus situation in which direct training has not been provided. |
| generalization setting | Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired. |
| indiscriminable contingency | A contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement. |
| instructional setting | The environment where instruction occurs; includes all aspects of the environment, planned and unplanned, that may influence the learner's acquisition and generalization of the target behavior. |
| lag reinforcement schedule | A schedule of reinforcement in which reinforcement is contingent on a response being different in some specified way from the previous response or a specified number of previous responses. |
| multiple exemplar training | Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both setting/situation generalization and response generalization. |
| naturally existing contingency | Any contingency of reinforcement (or punishment) that operates independent of the behavior analyst's or practitioner's efforts; includes socially mediated contingencies contrived by other people and already in effect in the relevant setting. |
| programming common stimuli | A tactic for promoting setting/situation generalization by making the instructional setting similar to the generalization setting; the two-step process involves (1) identifying salient stimuli that characterize the generalization setting and (2) incorporating those stimuli into the instructional setting. |
| response generalization | The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior. |
| response maintenance | The extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior's initial appearance in the learner's repertoire has been terminated. |
| setting/situation generalization | The extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting. |
| teaching sufficient examples | A strategy for promoting generalized behavior change that consists of teaching the learner to respond to a subset of all of the relevant stimulus and response examples and then assessing the learner's performance on untrained examples. |
| teaching loosely | Randomly varying functionally irrelevant stimuli within and across teaching sessions; promotes setting/situation generalization by reducing the likelihood that (a) a single or small group of noncritical stimuli will acquire exclusive control over the targe behavior and (2) the learner's performance of the target behavior will be impeded or "thrown off" should he encounter any of the "loose" stimuli in the generalization setting. |
| intermittent schedules of reinforcement and delayed rewards | Two forms of indiscriminable contingencies. |
Combine with other sets
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