Behavioral momentum theoiy (Nevin & Grace, 2000) holds that the persistence of some ongoing target behavior
depends directly on the rate of reinforcement obtained in the presence of a distinctive stimulus, regardless of whether (a) all reinforcers are obtained by the target response, (b) some portion of those reinforcers are presented independently of the target response, or (c) even when those reinforcers are obtained by an explicit alternative response.
The target behavior
during probe sessions was vocally responding to a "Wh" question about a peer (i.
2013) or three-term contingency trial (Albers & Greer, 1991), includes three components: a planned or naturally occurring antecedent (a) that sets the occasion for a child to demonstrate a target behavior
(b) which is followed by a planned or naturally occurring feedback or consequence (c).
The target behavior
section describes what the replacement behavior for the "current behavior" will be.
sup] Information and motivation may indirectly affect the target behavior
via behavioral skills while information and motivation may also directly affect target behavior
These 5-min sessions occurred with each teacher-child dyad for at least three sessions with each toy set and target behavior
For example, attention removal would not be a functional intervention if the target behavior
were maintained by escape.
It was done by attempting to determine the functions of the target behavior
and decrease the behavioral avoidance and increase the behavior of eating at meal times from 3 bites to at least 6 bites per meal.
For self-management behaviors, the frequency of dietary target behavior
increased, but the difference between times was not statistically significant.
Cox identified his general target behavior
as "disruptiveness," which she then operationalized as "yelling out answers, talking to peers, being out of seat, and playing with items in his desk.
This may begin with the guiding process of bringing a target behavior
into focus, followed by the directional process of evoking and reinforcing the client's reason(s) for change.
Research supports modeling, which involves the participant attending to another person engaging in the target behavior
, as an effective teaching strategy for many complex behaviors including play (Charlop & Daneshvar, 2003; Stahmer et al.