Lesson 2: The Language of Applied Behavior Analysis
Objective
Learners will recall, explain and apply vocabulary terms related to applied behavior analysis.
Introduction
As previously discussed, applied behavior analysis is the science of understanding and modifying behavior. As with every science, there is specific language, or "jargon," that is associated with it. In order to understand the literature you may read on this journey to better understanding behavior, you will need to know and understand the language of applied behavior analysis first.
Investigation
The vocabulary below represents the essentials of applied behavior analysis. We will refer to these terms repeatedly throughout our study of behavior management. If it is difficult to remember all of these words right away, no worries! Subsequent lessons will provide reminders of key terms and their definitions for each lesson.
| Key Term | Definition |
|---|---|
| Antecedent | What happens before a behavior takes place |
| Behavior | Any observable and measurable act of an individual, bad or good (it does not mean bad behavior) |
| Consequence | What happens after a behavior takes place |
| Target behavior | The behavior that you want to change (what you don't want to see) |
| Replacement behavior | The positive or desired behavior (what you want to see) |
| Functional Behavior Assessment (FBA) | Gathering information in order to form a hypothesis as to why a behavior is happening |
| Behavior Intervention Plan (BIP) | Any change in a person's environment that is designed to change his or her behavior |
| Modeling | Demonstrating a desired behavior in order to get the learner to imitate the behavior |
| Positive reinforcement | The addition of stimulus that, in turn, increases the likelihood that a specific behavior or response will occur (e.g., Johnny hates homework and likes jellybeans. Johnny does his homework and gets a jellybean. Getting a jellybean increases the likelihood that he will complete his homework.) |
| Negative reinforcement | The removal of stimulus that, in turn, increases the likelihood that a specific behavior or response will occur (e.g., Johnny hates broccoli and screams when they are on his plate. His parents take away the broccoli when he screams. Removing the broccoli increases the likelihood that he will keep screaming when he sees it on his plate.) |
| Punishment | The addition or removal of stimulus that, in turn, decreases the likelihood that a specific behavior or response will occur (e.g., Johnny yells out in class. The teacher reprimands him. Reprimands decrease the likelihood that Johnny will yell in class.) |
Learning Task
Read the following example.
Johnny and his classmates are working on a multiplication worksheet. The teacher helps Johnny for a little while, but then moves on to help another student. Johnny balls up his math sheet, throws it at a peer, and screams, "This is stupid and I'm not doing it anymore!" The teacher comes over to Johnny and asks what's wrong.
- What is the behavior or challenging behavior to be addressed in this example?
The challenging behavior to be addressed is Johnny throwing items and yelling.
- What is the antecedent to the behavior?
The teacher goes to help another student.
- What is the consequence of the behavior?
The teacher comes back to Johnny and asks what's wrong.
Read the following example and answer the questions below. Model your responses after the example above.
During recess, a group of students are starting a game of box ball. Amanda runs up and cuts the line that she can play first. The teacher comes over and tells Amanda that she needs to wait on line. Amanda starts screaming and crying. The teacher relents and lets Amanda play ahead of her peers.
- What is the behavior or challenging behavior to be addressed in this example?
- What is the antecedent to the behavior?
- What is the consequence of the behavior?
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