| A | B |
|---|
| Communicative function | Maladaptive behaviors can occur because students lack or do not use more effective means of communicating their needs or obtaining reinforcement; replacement behaviors which serve the same communicative function must be taught. |
| Target behaviors | A behabvior indentified for change that is observable, measurable, defined so that two persons can agree as to its occurence, and stated so that a criterion can be set for a desired level of performance. |
| Environmentally mediated strategy | Changing of some aspect of the environment to prevent or manage behavioral problems. |
| Teacher mediated strategy | Behavior management strategy that involves a teacher's direct interaction with students. |
| Self-monitoring | Recording one's own behavior to increase one's time on-task, academic productivity, or appropriate social interactions. |
| Reprimand | A verbal aversive used by adults to influence children's behavior by telling them their behavior is inappropriate. |
| Praise | Giving positive verbal attention contingent upon appropriate behavior. |
| Extinction | Systematic withholding |
| Public posting | Publicly listing the names of persons who have (or have not) engaged in a target behavior. |
| Contingency contact | Placing contingencies for reinforcement ( if then statements) into a written document; creates a permanent product that can be referred to by both teacher and student. |
| Home-based contact | Written contingencies for reinforcement in which parents have agreed to participate. |
| Level system | A method of differentiating heirarchically any aspect of an individual's performance ( e.g., in a token economy or for assessment purposes); also referred to as phase system. |
| Token economy | A system of behavior modification in which tangible or token reinforcers such as points, plastic chips, metal washers, poker chips, or play money are given as rewards and later exchanged for back-up reinforcers that have value in themselves (e.g., food, trinkets, playtime, books); a miniature economic system used to foster desirable behavior. |
| Peer-mediated strategies | An intervention that requires a member of the individual's peer group, rather than an adult, to take the primary role as the agent of behavior change. |
| Group goal setting and feedback | An intervention that consists of two major components: (1) the teacher assists each student in establishing a social behavior goal; and (2) each student receives teacher and peer feedback on progress toward that goal during highly structured group discussions. |
| Peer monitoring | Having students observe and record the behavior of a classmate. |
| Peer manager strategy | Young socially withdrawn students being trained to play " class manager" to increase their social interactions and sociometric ratings. |
| Group contingency | Peer-mediated strategy in which several peers and the target students work the teacher to modify behaviors; behavioral consequences are applied to all group members according to teacher-made rules. |
| Group-oriented contingency | Contingencies related to the behavior of groups of persons. |
| Dependent group-oriented contingency | The performance of certain group members that determines the consequence received by the entire group. |
| Independent group-oriented contingency | Group behavior management strategy in which the same response contingency is in effect for all gruop members, but is applied to each student's performance on an individual basis. |
| Interdependent group-oriented contingency | Group behavioral intervention in which each student must reach a prescribed level of behavior before the entire group may receive positive reinforcement for that behavior. |
| Self-monitoring | Recording one's own behavior to increase one's own time on-task, academic productivity, or appropriate social interactions. |
| Self-recording | Students recording data on their own performance. |
| Shaping | Behavior change process in which a new or unfamiliar behavior is taught rewarding successive approximations of the behavior, progressing step-by-step toward a terminal objective. |
| self-evaluation | A procedure in which the student assesses his or her own behavior by rating. |
| Self-instruction | a procedure in which students use self-talk in the form of "coping statements" as an aid to problem-solving. |
