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Question 1

Incidental Teaching

Answer 1

Teaching procedure in which LOs are embedded into natural environment; follows learner’s interests/MO

Question 2

Pros/Cons of Incidental Teaching

Answer 2

Pros: high MO, high generalization, increased spontaneity
Cons: fewer learning trials compared to DTT

Question 3

Errorless Instruction

Answer 3

A teaching procedure in which there is a gradual transfer of stimulus control with minimal errors occurring

Question 4

Errorless Methods

Answer 4

Stimulus fading, stimulus shape transformation, stimulus superimposition, time delay

Question 5

Stimulus Fading

Answer 5

An errorless method in which a feature of a stimulus is highlighted or exaggerated and then gradually reduced to the natural stimulus

Question 6

Stimulus Shape Transformation

Answer 6

An errorless method in which the topography of the stimulus is altered and slowly changed to the original topography

Question 7

Stimulus Superimposition

Answer 7

An errorless method in which an extra stimulus is present that controls responses and then gradually removed

Question 8

Time Delay

Answer 8

An errorless method in which a prompt initially provided immediately and then the amount of time between the SD and prompt increases. Can be a constant increased time or progressive increased time.

Question 9

Example of Stimulus Fading

Answer 9

Correct choice in an array is much larger than the rest and slowly reduces to normal size

Question 10

Example of Stimulus Shape Transformation

Answer 10

Reading “happy” written with smiley faces and slowly spelled with normal ink

Question 11

Example of Stimulus Superimposition

Answer 11

Pictures of food are presented with sight word and the pictures are slowly removed

Question 12

Example of Time Delay

Answer 12

Asked “what is it?” and initial 0s delay of “banana” verbal prompt, next trial asked “what is it?” and a 2s delay of “banana” verbal prompt

Question 13

Behavioral Cusp

Answer 13

A behavior that has sudden and dramatic consequences that extend beyond itself because it exposes the person to new environments, reinforcers, punishers, contingencies, responses, and stimulus controls

Question 14

Examples of Behavioral Cusps

Answer 14

Reading, writing, learning to type, tolerating a face mask

Question 15

Contingency-Shaped Behavior

Answer 15

Behavior acquired by direct experiences with contingencies

Question 16

Rule-Governed Behavior

Answer 16

Behavior controlled by a rule without any direct experience with contingencies

Question 17

Rule

Answer 17

Verbal statement that describes behavior contingencies

Question 18

How behavior comes under control of rule

Answer 18

Coming into contact with the consequences, seeing someone else come into contact with the consequences

Question 19

How to evoke rule following

Answer 19

DR of rule following, expose learner to contingencies where rule is not met, have learner observe others exposed to contingency

Question 20

Why rules fail

Answer 20

There are competing sources for reinforcement by an incompatible response that make rule following less likely, reinforcement is too small

Question 21

Influences rule following

Answer 21

History with the person stating the rule, magnitude / size of consequence, and immediacy of consequence