BCAT Flashcards

Question

ASD definition 6

Answer 1

Highly restricted, fixated interests that are abnormal in intensity or focus; ( such as strong attachment to or a preocupation with unusual objects, excessively circumscribed or perserverative interests)

Answer 2

- preoccupations/ obsessions - interests that are abnormal in intensity - narrow range of interests - focused on same few objects, topics, or activities - preoccupation with numbers, letters, and symbol - being overly perfectionistic - interests that are abnormal in focus - excessive focus on nonrelelvant or non fucntional parts of objects - attachment to unusual inanimate object (e.g. piece of rubber band) - Having to carry around or hold specific or unusual objects (not common attachment objects such as blankets or stuffed animals) - unusual fears (e.g. afraid of people wearing earrings or lion in the MGM ads)

Answer 3

hyper or hypo-reactivity to sensor input or unusual interest in sensory aspects of environement; ( such as apparent indifference to pain/heat/cold, adverse reponse to specific sounds or textures, excessive smelling or touching of objects, fascination with lights or spinning objects

Answer 4

- high tolerance for pain - poking own eyes - preoccupation with texture or touch ( includes attraction/ aversion to texture) - -- tactile defensiveness: doesn't like to be touched by specific objects/ textures - -- significant aversion to having their hair/nails cut teeth or brushed

Answer 5

- close visual inspection of objects or self for no clear purpose (e.g. holding things at unusal angles with no vision impairment) - looks at objects/ peole out of corner eye - unusual squinting of eyes - extreme fascination with watching movoement of other things (e.g. the spinning wheels of toys, the opening/ closing of doors or an electric fan)

Answer 6

- odd response to sensory input (e.g. becoming extremely distressed by the atypical sound) - atypical and/or persistent focus on sensory input

Answer 7

licking or sniffiing objects

Answer 8

Without supports in place, deficits in social communication cause noticeable impairments. Has difficulty initiating social interactions and demonstrates clear examples of atypical or unsuccesful responses to social overtures of others. May appear to have decreased interest in social interactions

Answer 9

Rituals and repetitive behaviors (RRBS) cause significant interference with functioning in one or more contexts. Resists attempts by others to interrupt RRB's or to be redirected from fixated interest.

Answer 10

Marked deficity in verbal and nonverbal social communcation skills; social impairments apparent even with supports in place; limited initiation of csocial interactions reduced or abnormal response to social overtures from others

Answer 11

RRBs and/or preoccupations or fixated interests appear frequently enough to be obvious to casual observer and interfere with functioning in a variety of contexts. Distress or frusturation is apparent when RRb's are interrupted; difficulty to redirect from fixated interest.

Answer 12

Severe deficits in verbal and nonverbal social communication skills cause severe impairments in functioning; very limited initiation of social interatctions and minimal response to social overtures from others

Answer 13

Preoccupations, fixated rituals and/or repetitve behaviors markedly interfere with functioning in all spheres. Marked distress when rituals or routines are interrupted, very difficult to redirect from fixated interes or returns to it quicly

Answer 14

Problems with Play/imagination -problems with play/ imagination --impairments in imaginaive/ symbolic lay -- lack of functional play skills -- difficulty distinguishing fantasy from reality Shyness/ social anxiety language and developmental delays - milestone delays/ developmental delays - speech delays (expressive or receptive) - language disorder behavioral difficulties/ temper tantrums - poor imitation skills (poor SOCIAL imitation skills ARE captured)

Answer 15

- one on one treatment : 30-40 hrs/week most intensive; 2 or more years is necessary optimal outcomes - -- most recieve at least 3 years, some require longer others finish early

Answer 16

- 1970's Ivar Lovaas- treatment can be maximized if intervention is: - - initiated early in child's life - -intensive, encompassing most of child's waking hours - - comprehensive - - addressing all child's skill deficits and behavioral excesses

Answer 17

Total of 6 criteria from three domains, minimum of: 2 criteria w/ social interaction -- Failure to develop peer relationships - isolates self in group seting; when in proximithy of peers may not interact with others -- impairment in use of non-verbal behavior - eye to eye gaze; facilal expressions; gestures -- lack of seeking to share enjoyment interest or achievement with other people - not showing or pinting out objects of interest - 1 criteria w/i communication -- delay in total lack in development in spoken language, not accompanied by an attempt to compensate throguh alternative modes of communication (gesture or mime) -- if individuals have language, deficient conversation skills (ex. doesn't initiate 'hello" when someone enters room) -- repetitive use of language (ex. repeats sounds, phrases out of context) -- impaired make- believe play (ex not engage in make beleive play, or only engage in make beleive play with a tea set where rep repeats same actions over and over - 1 criteria for restrictive, repetitive and stereotypic bx patterns -- inflexible adherence to routine or rituals (ex. take same route to park each day) -- repetitve motor mannerisms (hand or finger flapping, or rocking back and forth) -- persistent preoccupation with parts of objects (ex. toy car, only interest in the wheels) 1/88 children are affected 4-5 times higher in males than female onset of symptoms must occur prior to age 3

Answer 18

- Ivar lovaas First EIBI effectiveness study - 1987 experimental group - - 19 kids recieving 40hrs/ week for 2+ years - - control 1 ( young autism project) & control 2 (different provider) recieved 10hrs/ week for 2+ years - -Results - -- experimental group - 47% Normal function in general ed clas, 40% aphasia class, 10% special ed cls - -- Control groups - 2% in general ed class, 40% in aphasia class, and 53% I special ed class - 1993 follow up with experimental group: - 8/9 kids in the general ed and score in normal range in IQ - 1 participant had moved to general education placement

Answer 19

- Positive reinforcement - Negative reinforcement - Positive punishment - Negative punishment - reinforcer - punisher - conditioned reinforcer - unconditioned reinforcer - extinction - deprivation - satiation

Answer 20

when a behavior is strenghtened by the reciept, addition, presentaiton or increased intensity of any stimulus, following an occurence of the behavior* can be socially mediated and automatic: someone delives reinforcer vs. person doesn't present reinofrcer, problem bx produce preferred sensory stimuli ex: social positive reinforceemtn = access to tangible automatic positive reinforcement = sensory stimuli such as look finger waving

Answer 21

when a behavior is strengthened due to removal, termination, or avoidance of an aversive stimulus, following an occurence of bx * can be socialy mediated and automatic: problem bx is strenghtheded when someone removes following occurence of problem bx vs. problem snesory stimuli - ex: social negative reinforcement = escaping from demands automatic negative reinforcement = escape from sight ( pull jacket over head)

Answer 22

a stimulus in which its presentation reduces the the likelihood of response that produce- ex: phone rings in class and you are reprimanded for not turning off phone

Answer 23

stimulus in which its removal reduces the likelihood of responses that terminate it ex: child yells at mom. gets allowance taken away

Answer 24

a stimulus that isprovided as a consequnce for a behavior that increases or maintains the strength of that behaivor - a preferred stimulus that immediately presented folllowing a response the - elimination of unwanted stumuls follow response

Answer 25

aversiv e stumulus or negative reinforcer that has the effect of decreasing the strenght (e.g of a behavior when it is presented as a conseuquence of (is contingent on ) that bheavior - a stimuls that the individual will actively work to avoid

Answer 26

stimulus that acquired its reinforcing value by being paired with other reinforcers (ex praise or money)

Answer 27

simulus whose reinforcing value is rooted bioligcall (natually food)

Answer 28

focus on eliminating mantaining reinforcer - processs in which previously reinforced behavior no longer result in reinforcing consequence and therefore stops occurin - terminatio of ccess to a function in order to extinguish the behavior - exc: when we use escape extinction = no longer letting client escame from task

Answer 29

hunger, thirst, or zero attention - increases effectiveness of reinforcers

Answer 30

being too full, too much attn, and wants to be left alone, wanting something to cease - reduces effectiveness of reinforcers ex when acleint becomes satiated by music video that used to be an reinforcer

Answer 31

What is used to determine the consequence of a particular behavior

Answer 32

Contingent-- a consequence that is contingent based on appropriate/correct responding Non-contingent: delivering reinforcement regardless of action (without providing reinforcement to extraneous behaviors)

Answer 33

example: folliwng through with ABC during down time Antecedent SD = "play with these cars" Behavior : child plays with cars Consequence: TX provides verbal praise. The verbal praise is given contingent upon the correct bx in response to the SD

Answer 34

Antecedent stimuli that may temporarily increase or decrease value of a reinforcer and evoke a response

Answer 35

MO that establishes effectiveness of some stimulus, object or event as a consequence

Answer 36

MO that decreases effectiveness of a stimulus , object or event as a consequence (reinforce or punisher)

Answer 37

increase in the momentary frequency of bx

Answer 38

decrease in the momentary frequency of behavior

Answer 39

influence BEHAVIOR

Answer 40

MO whose value-altering effect depends on a learning history

Answer 41

An environmental event (stimulus) that precedes a response ex. the light changes (antecedent) you press on the brake (response) - a response that comes before a response is not considered n antecedent

Answer 42

anything an organism doesn

Answer 43

- Bx is biological - involves movement (actions) - can only be done by a living organism - observable - measureable - involves interaction with the environment

Answer 44

refers to circumstanes under which a behavior occurs

Answer 45

anything that a dead persona can do is not considered a behavior

Answer 46

increases the possibility that a behavior will be used in all or most appropriate situatios and whetehr or not that behavior is likey to be evoked or abated in the future

Answer 47

responding non-vocally to a given instruction, child doesn't have to say anything -- eg. matching objects, identifying objects

Answer 48

a vocal response, child responds by saying something | - vocally identifying object in response to a question

Answer 49

description of what language behavior looks like | - doesn't mean he/she can use it functionally

Answer 50

any behavior for which consequences is mediated by the behavior of another person (bx reinforced by other person) includes gestruing and sign language)

Answer 51

behavior that involves vocal output or speech (one speaks or produces souds with voice, can be type of verbal bx)

Answer 52

behavior doesn't have to be vocal to be considered verbal bx

Answer 53

a stimulus that occurs after a response | - ex i put on my hat (respone) the sun is no longer in my eyes (consequence

Answer 54

consistency within consequnce is crucial for treatment with children with autism. It is used to increase appropirat behavior and decrease inappropriate behavior. We manipulate atecedents and consequences to increase appropriate behaviors (skill repetoier building) language skill - increase frequency and variety ex- followign through with ABC during down time. Antecedent SD - "play with these cars" Behavior: child plays with cars Consequence: Tx provides verbal praise, "good playing with cars!" result child continues to play with cars. The verbal praise is gien contingent upuon the correct behaivior in response to the SD

Answer 55

- a change in the environment which can effect behavior - includes environmental events outside of the observed individual - involves an energy change - two general types of stimuli (antecedent, consequence) Examples: light turns on, music volume increases, a bug bites arm, an onset of a headache non example - object is not a stimuli, PRESENTATION of object is stimulus

Answer 56

refers to the Stimulus and Response relationship in which a stimulus is presented and a response occurs

Answer 57

- an antecedent that evokes discriminative control of a response - the sd that has been continually reinforced in the past as a pairning with a particular response - SD has discriminative conrol (stimulus control) over the behavior of interes

Answer 58

- when a bheviaor is more likely to occur in the presnece of a partiuclar simulus because in the past, that behavior has been reinforced in the presence of that stimulus - Antecedent stimulus EVOKES a response - Established through differential reinforcement which leads to DISCRIMINATION

Answer 59

ENV exerts discriminative control, organism does not exert discriminative control

Answer 60

- a SPECIFIC INSTANCE of a behavior

Answer 61

- typing is the behavior, pressing a key is a response | - in a task analysis the bheaivor is tying shoes each step from beginning to end is a response.

Answer 62

the beginning, middle and end of a response. It may be used to identify specific responses, but not all responses have clear responses cycles nor do they need to be clarified.

Answer 63

- discriminative stimulus and stimulus control training - pairing SD's with responses in order to create Stimulus Control (discriminative control) which will ultimately allow for discrimination by an organism eg. discrete trial training, running bak to back trials in a controlled setting

Answer 64

- Discrimination training: teaching child to respond to/tell difference between 2 (or more) SDs.

Answer 65

Simultaneous and successive

Answer 66

``` MT t1 alone MT t1 w/ unknown distractors MT t2 alone MT t2 w/ unknown distractors MT t1 w/ t2 present MT t2 with T2 present RR T1 and T2 ```

Answer 67

MT T# alone MT T# w/ unknown distractors MT T# w/ known distractors RR T# w/ previously mastered Ts

Answer 68

field of stimuli (target and disctractors items) presented at same time. Requires "pointing to, touching, or picking up item"

Answer 69

stimuli presented one at a time. requires verbal response

Answer 70

MT T1 alone MT T2 alone RR T1 and T2

Answer 71

MT T# | RR T# w/ previously mastered Ts

Answer 72

Teaching technique method for skill acquisition | - defninite beginning and end

Answer 73

1) Antecedent - - EO - establishing operation; internal - - SD - discrimintation stimulus ; external 2) response 3) consequence

Answer 74

- ASD kids don't learn by watching other kids - allows multiple opportunities to be set up - Lets kids know how they are expected to respond - immediate consequence given - assits tx with consistency - decrease undesired bx, increase desired bx - easy to take data and assess progress

Answer 75

- is child directed - uses intrinsically motivating material and considers child's current interests - is performed in natural settings ex: tx joins child, initiated by child's expression of interest in item or topic. tx helps child engage in expanded resonse. Tx provides related consequence - demos to successfully build wde variety of skill - often use for teaching: initiation sills, skills that are intrinsically motivating

Answer 76

1) focus on use of learner's current motivation/MO - child directed -- therapist follows learner's lead - if learner's motivation charges, activites follow - activites may be embedded within regular daily activities 2) Functional relationship between task and reinforcer - reinforcers given are directly related to activity, not arbitrary - natural consequences provided for responses 3) taught in child's environment in playful manner - use of functional stimulus items - more naturalistic transitions - to untrained individual many appears as if the tx and learner are just playing 4) focus on reinforcing any appropriate attempt to respond - shaping procedures lead learner to correct response - less focus on "correct" versus "incorrect" responding

Answer 77

- child is provided with several brief, times opportunities to practice the skill target - timed training is continued until child can respond quickly and correctly - targets taught in sequence: basic skills before complex skills - useful when teaching skills in which speed of responding is just as important as accuracy - easier to learn related more difficult skills later on - children who perform fluently are able to stay on task and retain info longer - tasks that can be performed well are less aversive and less likely to occasion problem bx

Answer 78

- tx selects less, initiates teaching and tells child to perform skill quickly - tx starts timer (up to 1 min); helps child to perform skill quickly and repeatedly throughout timing - after timing, tx provides appropriate consequences ( may or may not be typical natural environment) * some overlap with fluency based instruction and DTT (ex. forming letters) * all approaches complement each other, each scientifically validated to build skills in cildren with autism

Answer 79

extent to which child engages in target bx w/o direct training in settings and situations that are different from those in which child originally learned t bx - -environments - - people - - stimuli

Answer 80

Child engages in bx that have not been directly trained and that are functionally equivalent to train t bx

Answer 81

continuation of bx change after all/part of intervention responsible for bx change has ben faded/ terminated

Answer 82

transferring control of who delivers SD to learner and learner responds the same/correctly

Answer 83

relativity theory of reinforcement -- more probable BXs will reinforce less probable bx eg. getting to eat dessert (more probable bx) will be used as the reinforcer for when all vegetables are eaten (less probable bx)

Answer 84

parents and caregivers can be useful as you determine what groups of items may f(x) as SR+s (siblings, friends, teachers, family members are god resources to find out a clients's SR + s) ---> however, cannot rely solely on this info as the caregiver's ability to predict is not reiable

Answer 85

the reinforcer assessment for indivuals with severe disabities - program supervisor/ BCBA will determine what tools will be used

Answer 86

depending on an individual's verbal skills, hyou may be able to ask them what they want: use open - ended questions, list of choices (ranking 1-10). Keep in mind that self-report is not always reliable

Answer 87

during an observation, record the duration oftime the individual interacts with each item that is available. --> free access to predetermined set of items or activities; record the duration the individual engages with each activity/ item ( the longer the duration, the stronger the pref. is percieved to be ; this results in a hierarchy of the pref. bw the available items

Answer 88

more reliable preference assessment--> condcuts an assessment tat provides the individual with opportunities to indicate their pref. though physical choice response. In order to assess what f(x) as a SR+ for the client, the Tx must conduct regular pref. assessments that indicate the preferred SR+ in that moment.

Answer 89

a hierarch of pref. between multiple items; allows the individual to choose btw sever items simultaneously; there are as many trials as there are items; prior to the assessment, allow the individual; instruct the client to "pick one" -- allow him/her to access that item for 30 secs, afterwards, remove the chosen item from the array, then line up the remaining items and instruct the client to "pick one"

Answer 90

1) there will be as many Trials as there are items 2) prior to preference assessment, allow the individual to interact with item 3) Allow acces for 30 secs 4) After the 30 secs, place the chosen item BACK into the array 5) instruct the client to "pick one" 6) continue until all items are completed

Answer 91

Presenting only two items at a time -- useful for kids with scanning issues or difficulty choosing 2+ items in array. Must be done in RR A. Stimulie are presented in pairs until each stimulus has been presented with every other stimulus B. Predetermine the sequence of the pairings C. tell the individual what you are presenting and tell him/her to make a choice D. hold the stimuli or place on a table infront of a client E. Give the individual the item that he chooses for 30 secs F. if the individual attempts to take both remove both and present them again G. repeat until all pairs are presented

Answer 92

Supplemental stimuli presented in addition to SD that evokes the target response/correct response and is not a part of natural SD that will eventually control bx. A hint given before, during or after SD to assist learner to respond correctly

Answer 93

``` Stimulus prompts - movement cue: gestural - Positional cue: proxomity - redundancy: voice inflection, stimulus manipuplation Response prompts: - verbal direction: echoic, directive, textual - modeling: model - physical guidance: physical ```

Answer 94

early stages of learning a new skill. Goal in this stage is to minimize/eliminate incorrect responses by prompting the child so they always get the correct answer.

Answer 95

- fading from one type of prompt to another going from most intrusive to least intrusive ( hierarchy - new skill

Answer 96

- transfers stimulus control from prompt to target SD

Answer 97

gradual removal/reduction of a specific type of prompt across successive trials

Answer 98

used when target is in early stages of acquisition (0-79% correct responses). Prompt intrusiveness gradually decreases as correct response occur. Decreasing intensity of one type of prompt OR changing type of prompt being used

Answer 99

using least intrusive prompt them moving to last effective prompt. Used when skill is in maintenance stage/ mastered. Amount of assistance increased until learner gives correct response. Start with "weak" prompt then increase intrusiveness to get correct response. heps avoid prompt dependency

Answer 100

increasing elapsed time between 1. ) presentation of target SD 2. ) across trials

Answer 101

start with no delay then move to fixed delay duration (3sec) before providing prompt

Answer 102

start with no delay then increase dely by one second before providing prompt

Answer 103

prompt been paired with stimuli are gradually reduced then removed ( made smaller , lighter, less salient

Answer 104

complex behaviors comprised of multi single repsonses

Answer 105

sequence of SD's and respones where each response where each response in sequence procedures SD for the next response

Answer 106

provess of breaking down behavior chain into a sequence of individual SD and response components

Answer 107

1) ID all responses necessary to perform behavior chain, list then in order in which they should occur 2) ID the SD associated w/ each response in behavior chain 3) ID initiating SD for chain 4) ID natural reinforcers that maintain chain in natural environment

Answer 108

- Strategies used to teach behavior chains | -

Answer 109

(acquisition) | begin with initial SD and response component. Continue in order of remaining steps

Answer 110

(acquisition) | begin with final SD and response component. Continue targeting steps backwards, first step being taught ast

Answer 111

all of the SD and response components are taught during every learning trial

Answer 112

behavior procedure in which one systematically reinforces successive approximations ( bx that become more similar to target) of target bx while extinguishing previous approximations (closer approximations reinforced only = no longer praise/ reinforce previous approximations)

Answer 113

1) ID target bx 2) ID initial behavior to reinforce 3) Reinforce initial behavior until it starts to occur consistent * * 4) raise criterion for reinforcement to a closer approximation of target bx. No longer reinforce previous approximation 5) continue shaping until child acquires target bx - - use shaping when child not currently engaging in target bx and target bx cannot be easily prompted - - shaping is a slow process --> prompting procedures incorporated to increase acquisition rate of target

Answer 114

- icreasing the elapsed time between the presentation of the target sD prompt across trials - goal is for child to beat prompt and respond independently * may be instructed to use both most to least prompting and time delay

Answer 115

- these are devices that can be used for a client to communicate mands, tacts, wants and desires 1) sono flex on ipod 2) ploloquo application 3) sign language 4) typing words on ipad 5) PECS

Answer 116

- receptive behavior | - expressive behavior

Answer 117

responding nonvocally to a given instruction, child does not have to say anything ex: matching objects

Answer 118

a vocal response, child responds by saying something | ex. vocally responding to a question

Answer 119

description of what language behavior looks like | - doesn't mean he/ she can use it functionally

Answer 120

refers to circumstances under which behavior occurs

Answer 121

any behavior for which consequence is mediated by the behavior of another person (bx reinforced by other person) includes gesturing and sign language

Answer 122

bx that involves vocal output or speech (one speaks or produces sound with voice, can be type of verbal bx)

Answer 123

a verbal response that occurs when an individual is motivated for a particular item or event and results in the individual gaining said item; its a request (communication exchange in order to get someone from another person)

Answer 124

mand is controlled by a person's motivation; this motivation can increse/decrease one's desires -- waht are some of the common motivations that control manding ? * deprivation < hunger, thirst, attn> satiation )

Answer 125

tempting child and taking it away in order to mand

Answer 126

taking away something to get child to mand for whats missing (ex. give colording book to child but withhold crayons)

Answer 127

EO in effect already, then hide something that is needed for activity or another aspect requires a man ( ex- thirsty but can't reach cupt; he/ she has to ask for someone to get the cup)

Answer 128

1. teaching the child simple, one-word mands ex. puzzle 2. teaching more complex mand frames ex. i want puzzle 3. teaching softened mand phrases and sentences ex. i want puzzle please 4. teaching disguised mands ex. wow, that's a sweet-looking puzzle

Answer 129

1. vocal speech, icons, sign language or written words 2. what should the student be taught to request for? 3. how to prepare and implement teaching strag 4. howo will data be collected

Answer 130

how are we going to teach the student to request for things? Looking for gestures? sign language? whwat i the most effective method fro the student to mand? 1. vocal speech 2. non-vocal speech (icons, proloquo, signing)

Answer 131

not motivated by own, but motivated through other means, like temptation e. g pretending to lick a lollipop and saying "mmmm" ,, tempting client into wanting item- trying to get the interest of the client ex. a lollipop is in view B.SD "waht do you want" C. Echoic P. Say lollipop - sometimes, SD: what do you want, can be overused and may be difficult to fade; it may be easier to not just use this prompt and prompt client imediately to say "lollipop" - may need to acept approzimations ot the word according to speech abilities

Answer 132

- fade the imitation prompt - just like with any fading procedure this will happen gradually and carefully e. g fade out 'lolli or "lo instead of fading out entire word - RBT should femember not to fade too slowly as to prevent the child being depndent on prompt - For some, fading the prompt take a long time and for others, it may happen sooner - data will show how the client is progressing, then adjustment from SUP will come

Answer 133

in the example of lollipop tempting, the RBT is no longer asking "what do you want"

Answer 134

- fade presence of lollipop (you can show the lollipop and then hide it to see if the client mands for lollipop) - to ensure mands are product of self motivation - teaching clients to mand for items that are not in view

Answer 135

- motivation is in place - there are no prompts - student requests because he or she is motivated by self - student will learn because she/he is motivated by self - student will learn when he wants something, he can mand for it spontaneously

Answer 136

- generalization can begin in early stages - in initial training, ensure that the client is requesting that the client is requesting from several people to show hat manding can occur with other people - have different team members or parents take turns holding and prompting to mand for an item - mand training in different locations: school plyground home or car - create manding opportunities within daily routines that is most functional, (lunchtime, playtime, self-care routines) - one of the errors SUPS see that RBS do not work on manding often

Answer 137

- RBT should provide multiple opportunities throughout session not just at the beginning of session - Do multiple preference assessments and keep the patient interested in available items - just because SUP implements mand training as a lesson does not mean client will start to mand indep. - this takes lots of work and practicing in different situations - SUPS will set goals for Tx in mand training (e.g aim for 20 requests/hr) - RBTs should contrive motivation and to manipulate environment to promote requesting

Answer 138

verbal bx controlled by nonverbal antecedent and followed by nonspecific consequence

Answer 139

- occurs when child sees, hears, smells, tastes, touches, feels then states but does not recieve it - benefits listener with info from speaker - aids in development of relationships and friendships

Answer 140

- starting with similar response forms - building complexity of the response * one of the most difficult verbal operas to develop, nonspecific consequences may not be meaningful to child, nonspecific consequence is paired with meaningful consequence

Answer 141

a child, preson has eaten for two hours. While outside with his ts, sharon he notices a dog and says "dog" sharon responds by saying "good job, preston" and gives preston acookie, Over time the primary R+ (cookie) will be faded out to the nonspecific social praise "Good job, Preston"

Answer 142

- simple tacts and complex tacts

Answer 143

- teaching child to vocally imitate sounds - teaching child to vocally imitate sounds blends - teaching child to combine sounds and blends to form words - teaching child to link words to form phrases and sentences

Answer 144

- (practicing conversation or answering questions) - controlled by verbal antecedent and doesn't match the verbal antecedent - consquence for intraverbal bx is non specific

Answer 145

- occurs whehn a child hears a question/comment , says something related to but different from what heard, does not receive item names - enables child to talk about things that are absent - difficult to develop in children with autism - - maintained by social consequences - - may be asked to pair nonspecific consequences with meaningful consequence - - meaningful consequence is gradually removed - -- things talked about are not physically present (nonverbal antecedent suchas visual can used then faded)

Answer 146

- mustic and movement | - episodic memory

Answer 147

Mom asks peter, "what's your favorite fruit?" Peter replies "Banana". Mom responds "me too!" Here, the consequence of mom agreeing with Peter is nonspecific. Peter's response does not match the verbal antecednet

Answer 148

For verbal operants with a specific atecedent and maintaining consequence

Answer 149

when only antecedent and consequent conditions for 2 or more operants are present

Answer 150

both are necessary to communicate effectively in natural enviornments

Answer 151

A. One of the best ways to teach play skills is at a playgroup, NET style B. if playgroup is not appropriate, NET style is still recommended C. Progression (interactive) ---> Imaginative, parallel, associative, joining, and initiative, cooperative (IPAJ and I C)

Answer 152

observes and appropriately imitates the activities of peers; pre-req NVI, E.C following intstruction ( if prompt needed that's fine)

Answer 153

plays in proximity to peers using similar toys, without engaging in or otherwise attempting to infleuce peer's play; basically near each other, playing similar things, but not interacting ---> might be good for kiddos who have a hard time tolerating other people's presence in the same rooml you see this in preschools

Answer 154

begins to vocally and non vocally itneract w. peers while engaging in similar or identical activiites --e.g borrowing or lending toys from one another, possibly following the actions of another but continuing play as each wishes. Here, kiddos continue to play independently, but there starts to be more intx; floating back and forth beteen independent play vs. some intx

Answer 155

kiddos approaches peers and either joins a play activity in progress or invites peers to play

Answer 156

play with one or more peer for the purpose of producing a material product, playing formal games,, or engaging in dramatic activity with SHARED goal: eg. building a fort, see-saw, building a sand castle

Answer 157

For many ASD clients, learning and using appropriate play skills can be difficult ; play not always be enjoyable; txs should strive to make each play activity as reinforcing and enjoyable as possible

Answer 158

A. gros motor skills: catch balll, bit volleyball, run to mailbox B. write name, cut shapes

Answer 159

Includes daily like skills like brushing teeth, wiping, eating witha fork, May need to use a schedule board or PEC. Most of thee will be using otal Task presentation format with all of the steps listed. Can use partial task presentation or the use of backward chaining and forward chainig may be implemented continguent upon child's skill

Answer 160

crossing the street, safety signs (poison, STOP, red light, etc)

Answer 161

A. Eye contact B. Greeting C. end a conversation

Answer 162

use of a schedule. Child can help build a visual aide that determines what will come next. This helps with structure in a session. Eventually, it can help the child make his or her own schedule. Another visual can help with everyday taksks like "how to take a shower". The visual will outline each step that the child must complete showering.

Answer 163

teaching strategies and skill targets should be chosen based upon the specific needs of each indidvidul -- there is no one size fits all curriculum - change the environment add visuals with SDS use more natural occuring objects in the home -modify an SD, use visuals - modify responses

Answer 164

- a detailed guied to what the behavior is. it has the ABCs of the behavior and shows that the goals are for reducing it

Answer 165

this is what the behavior looks like when it occurs

Answer 166

- to observe the initally the ABC of a bx. - systematic evaluation of the atecedents and consequences of the target bx that determines why the target bx is occuring 1 indirect assessment 2 descriptive assessments 3 experimental functional analysis

Answer 167

- atuomatically occuring. usually stimulatory bx. Voca/physical/ visual/ hand flapping, gazing/spinning/nonsensical utterances/ repeating words or phrases out of context are all examples of this

Answer 168

to modify the antecdent (pre bx) in order to change the occurence of the bx

Answer 169

FCT teaching the individual to communicated in amore functional manner. SImilar to replacement bx

Answer 170

this is giving a set of reinforcement specifically (contingent) upond a bx or absence of one

Answer 171

- to give a high probablility request in order to do lower probablity after eg high p- write your name , low p write a senence about your schoolday

Answer 172

reinforcement that is not specifically or (contingent) of anything "free reinforcement"

Answer 173

replacing a previously undesired behavior with a more preferred one

Answer 174

behaviors maintained with negative reinforcement are placed on escape extinction when those behaviors are not followed by termination of the aversive stumulus. Emitting the target bx does not enable the person to escape the aversive situation

Answer 175

also known as planned ignoring. A strategy that doesn't give attention to an unwanted bx. this means not providing eye contact or interacting vocally with the child. Do not provide redirection that involves providing attention. Do not talk about the child's bx in fron tof him or her to another person. Use this strategy for bx that you know you are attn maitaned or for bx that you feel may become attn. seeking bx.

Answer 176

withholding the tangible item or activity the child is trying to get by engaging in the problem bx

Answer 177

provides reinforcement for each occurence of bx. CRF is mostly used when teaching a new bx or skill

Answer 178

a contingency of r+ in which some, but not all, occurences of bx produce reinforcement. INT is mostly used ot maintiain a previously mastered skill and is a natural form of R+

Answer 179

behavior is reinforced whenever the problem behaviro has not occured during a scpecifict time. R+ is contingent on the absence or omission of target bx

Answer 180

a dro procedure in which reinforcement is available at the end of intervals or fixed during a duration and deliveed contingent on the absence of the problem bx during each interval

Answer 181

a procedure in which reinforcement is available at specific moment of time which are separated by a fixed amount of time, and delivered contingenty on the problem bx not occuring at those moments

Answer 182

a DRO procedure in which reinforcement is delivered contingent on the absence of the targeted problem bx DURING INTERVALS of VARYING UNPREDICTABLE DURATION

Answer 183

a dro procedure in which r+ is avaialbe is available at specific MOMENTS OF TIME in random sequence and delivered if the problem is not occuring at those times

Answer 184

a form of punsishment in which the loss of a specific amount of r+ occurs, contingent on an inappropriate bx and results in decreases probablity occurence of the bx

Answer 185

the withdrawl of the oppotunity to earn positive r+ or the loss of access to positive r+ for a specified time, contingent on the occurence of abx the effect of which is to decrease the future frequency of the bx

Answer 186

the child is removed from a reinforcing environment for a pre-specified period of time

Answer 187

the child is allowed to remain within the reinforcing environment but is not permitted ot engage in any reinforcing activiites for a pre-specefied perioed of time ; this form of timeout removes reinforcers from the individual ( ex sliding away from acivity table )

Answer 188

each child wears a ribbon that can be taken off them to implement time out

Answer 189

a time out where social attn is removed

Answer 190

the child has to sit and watch other engage in reinforcing activities

Answer 191

removing a positive reinforcer form a child engaging in a target behavior

Answer 192

the tendency for the bx to occur again in situation that are similar to those in which it occured before extinction. Sponaneous recovery is short lived and limited if the extinction procedure remains in effect and those implementing or involved in the extinction procedure are aware of this phenomenon

Answer 193

Observation of a target bx orf skil, the measrement of that bx and a permanent record of the measured bx - critical componenet - allows supervisor to make data- based decisons on: - - ID skill deficits (before) - - monitor progres - - determine mastery - - ensure maintenace and generalization of skill (after)

Answer 194

- data should be recorded immediately following the occurence of bx - data should be complete - - child's response - - sd present - - prompts - - current step of discrimination training - - data skill practices

Answer 195

measures data realiability by calculating the degree to which two people agree on a bx that they have both observed, measured and recorded - 2 independent observations compared - - similar = reliable - - different = unreliable

Answer 196

specific time frame when bx is likely to occur

Answer 197

record every instance of a bx | - observe, meausre and record target skill each and every time it occurs

Answer 198

amount of time between SD and onset of bx

Answer 199

recording child's response to a SD on a TBT basis - OP = during lesson and targeting specific skill - WR = end every trial (inter- trial- interval) - types of responses correct: target response incorrect : and response different from a target response No Response: no reaction to SD prompt: SD + prompt/hint

Answer 200

A form used by the tx to record complete and accurate data on the child's responses during the discrete trial training - 3 sections identifying info, description of current lession, trian by trial data

Answer 201

Rate Percentage Average

Answer 202

number of times bbx occurs in a specified amount of time | - frequency of bx/tx

Answer 203

comparison of two quantities - percentage of opportunities : # observed/ #opportunies X 100 = % - percent correct # correct responses / # recorded responses X 100 = % - Percent of time: total target bx duration/ observed period duration X 100 = %

Answer 204

described 'typical level' of bx observed - Avg. duration: how long bx typically lasts - total target bx duration/ frequency of target bx - avg. latency : total latency/ number of responses

Answer 205

a complex bx comprimised of multiple sing SD- response componenets that occur in a specific sequence - data is recorded on accuracy and independence - 4 sections on task analysis data sheet- identifying infor, lesson description, specific trial data, sumary measure info

Answer 206

probe method of assessing child's skill to determine what a chid know or doesn't know

Answer 207

Pre instructional | Post instructional

Answer 208

"baseline probes" are conducted before teaching a new skill determine what needs to be taught

Answer 209

"mastery probes" conducting after a new skill determine if recently taught skill is known. Ensure skill is mastered, generalized, maintains in absence of r+ - only differ when they are conducted

Answer 210

multiple settings, variety of stimuli , different people - probes are designed to address natural environment needs with out delay in instruction - done in RR - looks like : distracter trial, distracter trial, probe, distractor trial, distractor trial

Answer 211

includes 4 sections n task analysis data sheet - identifying info, lesson despriction, specific trial data, summary measure info/ outcome info

Answer 212

hings on sheet - stimulus presented - details that are not included on SD portion of the form SD response componenet that is targeted for probing, child's response, tx initials and date five sections. - there are 5 sections bc probe is comprised of 3-5 opportunities to determine is skill is known - - if child scores correct in first 3 out of 5 trials additional trial are not required - - if child scores correctly 2 out of 3 trials five trials are required - - if child scored incorrectly in 2 or more of the 3 trials, skill is unknow and additional trials are not needed - probe trials no SRT, just record no error correction procedure for incorrect response - final probe trial is data summarized precent calculated - last column is outcome pre instuction and post instruction - target is known circuled/ unknown

Answer 213

- identifies whether a child can accurately perform each step in the bx chain - used when determining whether a child can perform - bx chain - has 4 sections identifying info, lesson description, step by step data each probe trial, summary has measure info and outcome info

Answer 214

target bx, initiating stimulus, tx who conducted probe, date steps in bx chain, each chain is one trial - there are 5 sections bc probe is comprimised of 3-5 opportunities to determine is skill is known (p1, p2,p3,p4,p5) - - exact number of probe trials is determined by child - - all trials correct 3 trials, child knows skill, p4, p5 blank - - two trials correct additional trial needed - p4 p5 used - two trials incorrect - three trials child does not know skills

Answer 215

- program supervisor can make informed decisions regarding; how to treat the problem bx, when and where the BIP should be implemented when intervnetion is no longer needed - extremely important to have reliable data must be accurate - data should be recorded immediately following the occurence of bx - data should be complete - - problem bx - - antecedent - - consequence - - date and time observed

Answer 216

an effective bx intervention plan must include adetailed descrption of the recording method used to collect data

Answer 217

- the time between the consecutive occurences of he target bx ( how much time passes from one occurenceof the target x to the next ocurences of the same bx - to calculate mean IRT add up IRTS between each instance nd divide bhy total number of problem bx

Answer 218

is used to measure the presence or absence of bx within the specific time intervals. The observation period is divided into equal time periods, such as 5 minute intervals. Interval recording is useful for estimating the number of occurences and/or duration of bx and can be used for high frequency bx

Answer 219

reocrds whether the bx was present or absent at ANY TIME during the interval (not concened with how many times the bx occured)

Answer 220

The bx is only recorded if it is present throughout the ENTIRE interval. This procedure tends to produce a slight underestimate of the presence of the target bx and should be used when the goal is to produce an increase in bx.

Answer 221

when it is improtant to know how long a bx occurs, either to tarted an increase or decrase in bx duration recording can also be used. It is more precise than momentary time sampling or interval recording. Duration recording records the total time or percent of time that a bx occurs within a specified time period.

Answer 222

during direct observation the operationally defined target bx is recorded along with the antecedent (stimulus that preceded/ triggered the bx) and consequence that followed/ was the result of the bx. Additionaly any bx that resulted form consequnce can also be recorded. Antecdents Bx and consequence are often recorded in narrative form

Answer 223

physical abuse emotional abuse sexual abuse Neglect

Answer 224

- non-accidental physical injury - threat of physical injury - risk of physical injury

Answer 225

- injury to the psychologcal capacity or emotional stability - evidence by ovserbable or subtantial change in - - bx - - emotional response - - cognition

Answer 226

- Telling an individual in a variety of ways that he or she in unwanted - Shame and humiliation - - telling them they are stupid and worthless

Answer 227

Threatening the individual with abandonment, physical harm or death

Answer 228

not allowing the indvidual to engage with peers, not exposing the indvidual to stimulation

Answer 229

- sexual intervouse - sexual activity - secual conduct with a minor - - touching, ecouraging to touch - - directly or through clothing - - particular body parts - specific sexual acts with aminor - sexual exploitation allowing child to engage in - - prostitution - - production of pornography

Answer 230

- failure to provide - - food, clothing, shelter - - medical care - - adequate supervision - threatens the individual's health, safety or well-being