| A | B |
|---|
| A stimulus (i.e. a verbal cue, activity, event or person) that immediately precedes a behavior. This stimulus may or may not serve as discriminative for a specific behavior. | Antecedent |
| The modification of events that immediately preceed problem behaviors. Examples include changes in the physical setting, curriculum, or schedule. | Antecedent Interventions: |
| A written plan that is developed based on a functional assessment of problem behavior. Behavioral support plans contain multiple intervention strategies designed to modify the environment and teach new skills | Behavior Support Plan |
| A brainstorming tool that is used to define the features of an effective environment. These features are used to identify specific intervention strategies that are directly linked to the functional assessment information. | Competing Behavior Diagram: |
| The ________ diagram is used to design interventions for replacing problem behavior with new skills, and implementing strategies that will make problem behavior unnecessary and ineffective. | Competing Behavior Diagram |
| A stimulus (i.e. a verbal response, the acquisition of a reinforcing item or activity) that contingently follows a behavior | Consequence: |
| Strategies that address the stimuli (i.e. a verbal response, the acquisition of a reinforcing item or an activity) that contingently follow a behavior. | Consequence Interventions |
| Two strategies can be used when problem behavior occurs more frequently than appropriate behavior: increase reinforcement for appropriate behavior, and decrease reinforcement received for engaging in problem | Consequence Interventions |
| Refers to the extent to which a behavior support plan is compatible with the values and skills of the individuals who will be implementing the interventions, and can be implemented given the resources and supports available. | Contextual Fit |
| The ___ ____ plan provides teachers and staff with clear guidelines for interrupting and managing dangerous behavior. | Crisis Prevention Plan |
| Behaviors that do not result in injury or serious property destruction | Disruptive Behavior: |
| A number of problem behaviors (i.e. whining, spitting, throwing kicking) that appear on a continuum from lower to higher levels of intensity. | Escalating Sequence of Problem Behavior: |
| The consequences that are related to maintaining the occurrence of a behavior. | Function: |
| The process of collecting information in order to develop hypothesis statements regarding the variables that maintain and predict problem behavior | Functional Assessment: |
| include indirect assessment methods, direct observation, and functional analysis. | Functional assessment strategies |
| An end product or summary of the functional assessment | Hypothesis Statement: |
| Provides information about environmental events that may increase the likelihood of problem behavior, the environmental events that precede problem behavior, and the function of the problem behavior. | Hypothesis Statement: |
| Positive Behavioral Support) | PBS |
| A comprehensive set of strategies that are meant to redesign environments in such a way that problem behaviors are prevented or inconsequential, and to teach students new skills, making problem behaviors unnecessary. | Positive Behavioral Supportategies PBS: |
| Opportunities for students to exercise choice, engage in positive social interactions, experience academic success, and live in a stable and predictable environment. | Positive Lifestyles |
| Behavior increases when a stimulus is delivered. | Positive Reinforcement: |
| Behavioral support plans that are implemented before problem behavior has a chance to occur. Preventative strategies involve redesigning the environment and teaching new skills. | Preventative Strategies |
| Behavior such as aggression, self-injury, property destruction, apathy, disruption, and screaming, which impede the learning of the student or the education of other students. | Problem Behavior: |
| The state of receiving or presenting a reinforcer. A stimulus that when presented immediately following a response increases the probability that the response will occur again. | Reinforcement: |
| Can be the presentation of a reward or removal of something unpleasant. | Reinforcement: |
| A consequent stimulus that increases the probability a behavior will occur, or maintains the future rate of that behavior | Reinforcer: |
| Any occurrence that affects a student's responses to reinforcers and punishers in the environment. Setting events can be due to environmental, social, or physiological factors | Setting Event: |
| Occurrences that affect a behavior at one point in time may change the likelihood of a targeted behavior at a later point. | Setting Event: |
| Interventions may involve minimizing the likelihood of the setting event, changing expectations on days when setting events occur, or neutralizing the setting event. | Setting Event Interventions: |
| Interventions that address setting events involve developing approaches that identify social, environmental, and physiological events that may temporarily alter the value of reinforcers and punishers within the student's environment. | Setting Event Interventions |
| A written positive behavioral support plan should restate | the hypothesis statement. |
| A variety of elements in a student's life including predictability, environmental stability, level of social belonging, empowerment and control, well-being and satisfaction. | Quality of Life |
| A comprehensive set of strategies to assess whether or not the positive behavioral support plan is effective, and is a good contextual fit given the individuals implementing the plan and the resources available | Evaluation Plan |
| Refers to how well a positive behavioral support plan is being implemented based on the original plans that were agreed upon by team members. | Fidelity |
| Strategies that are implemented before problem behavior has a chance to occur. | Proactive Interventions: |
| The timing established for the delivery of a reinforcer. | Schedule of Reinforcement |
| An intervention approach that is considered part of self-determination and involves teaching a student new skills for self-monitoring, self-evaluating, and self-recording behavior. | Self-Management |
| a dimension of events or actions orthogonal to their frequency; amplitude refers to the magnitude, intensity, brightness or loudness of a particular event or action; actions typically must meet or surpass some amplitude threshold in order to be counted.. | amplitude |
| an event that is independent of the movement cycle and which begins prior to the movement cycle, but whose functional relationship to the movement cycle is unknown | antecedent event |
| The antecedent event can either (a) begin and end before the movement cycle, (b) begin before the movement cycle and end during the movement cycle, or (c) begin before the movement cycle and continue on during and after the movement cycle | antecedent event |
