Explanation:
Behavioral assessments in applied behavior analysis (ABA) focus on identifying observable and measurable aspects of behavior, such as the target behavior and environmental factors influencing it, rather than speculating about underlying psychological causes.
Explanation:
According to the response deprivation hypothesis, any behavior that a person is deprived of (e.g., reading, texting) can serve as a reinforcer for engaging in a behavior they have unrestricted access to (e.g., watching TV), as long as access to the deprived behavior is contingent upon engaging in the target behavior.
Explanation:
Environmental prompts involve modifying the surroundings to encourage the desired behavior.
Explanation:
The ABAB reversal design involves alternating between baseline (A) and intervention (B) conditions, allowing researchers to confirm whether changes in behavior correspond to the introduction or removal of the intervention. This design may be unethical to use in cases of very dangerous target behaviors because it involves withdrawing an effective intervention temporarily, which could exacerbate risks.
Explanation:
In a single-case experimental design, intervention data are compared with data obtained during a baseline period where the behavior of interest is measured before any intervention is implemented. This comparison allows researchers to assess the effectiveness of the intervention.
Explanation:
Least-to-most prompting involves starting with the least intrusive prompt and gradually increasing the intensity until the desired behavior occurs. This approach allows individuals to respond independently whenever possible before more assistance is provided.
Explanation:
Prompting requires careful consideration and adjustment to determine the most effective prompt for each individual. This process often involves trial and error to find the most successful prompting strategy.
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Explanation:
Behavioral contrast refers to the tendency for behavior that is reinforced and increased in one situation to occur less often in a different, unmodified situation. This phenomenon is important to consider when implementing behavior change interventions.
Explanation:
Contingency-shaped behavior refers to behavior that is influenced by its consequences. In this case, Mark’s behavior of assembling the TV stand without following the instructions is shaped by the consequences of his actions, such as the TV stand appearing completed.
Explanation:
One way to manipulate the context variable in a classroom setting is to move a student's chair to block out distractions from the window. The physical surroundings or the particular circumstances in which the activity is taking place are referred to as the context variable in this scenario. The teacher is altering the context by moving the chair to lessen distractions and create a more favorable learning environment.
Explanation:
Avoid reinforcing undesirable behavior when making changes to variables based on the identification of functional relations. This implies that any modifications must not inadvertently enhance or reinforce actions deemed undesirable or undesired. Rather, the emphasis needs to be on recognizing and enhancing desired or preferred behaviors. This care guarantees that the variable modification or intervention is successful in maximizing favorable results and reducing unfavorable ones.
