BEHP 5013, Units 1-3 Flashcards
1
Q
Target stimuli placed closer to the student
A
Position cue
2
Q
Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or an appropriate response.
A
Discriminative stimulus (Sd)
3
Q
The parts of items and descriptions of items
A
Features
4
Q
These schedules produce higher rates of responding
A
Ratio schedules
5
Q
Name the 3 stages of learning
A
Acquisition stage, Fluency stage, Application stage
6
Q
Behavior that occurs more often in the presence of a Sd than in its absence is…
A
Under stimulus control
7
Q
Discrimination training results in:
A
Stimulus control
8
Q
Instruction system which focuses on learner performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart
A
Precision teaching
9
Q
Name 2 effective behavioral approaches to measuring education
A
Direct instruction
U of Kansas behaviora analysis program
10
Q
Teaching procedures which lead to adduction
A
Generative instruction
11
Q
Who originated the metaphor of behavioral momentum?
A
Nevin
12
Q
Total number of school days and hours
A
Available time
13
Q
Modeling and physical guidance are both:
A
Response prompts
14
Q
A technique used to gradually transfer stimulus control from supplementary antecedent stimuli (prompts) to naturally occurring EOs or Sds
A
Fading
15
Q
Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occur
A
Shaping
16
Q
Name two reasons for selecting a target behavior
A
- Helps individual achieve outcomes
2. Behavior deficit makes the individual too dependent on others
17
Q
An Sd acquires its controlling function through association with …
A
Stimulus changes that occur immediately following behavior
18
Q
After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship
A
Transitivity
19
Q
A response in the presence of an ____ must produce more frequent reinforcement than it does in its absence
A
Sd
20
Q
Consequence delivered after every response; typically used to build or strengthen a skill
A
Continuous (FR1) schedules
21
Q
Prompts which operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical Sd
A
Stimulus prompts
22
Q
Programmed instruction was developed by _____
A
Skinner
23
Q
Which instructional technology is self-paced and presents frames of information, using branching and looping?
A
Programmed instruction
24
Q
Direct instruction was developed by _____
A
Engelmann
25
A situation in which the presence or absence of an antecedent stimulus alters the frequency, latency, duration or amplitude of a behavior.
Stimulus control
26
Most-to-least prompts, graduated guidance, and least-to-most prompts occur as ____ to gradual changes in the response evoked by the natural stimulus.
Consequences
27
Which instructional technology requires 100% mastery?
PSI
28
Which instructional technology is used in colleges and military, with student aides as proctors?
PSI
29
Only one antecedent (Sd or S-delta) is presented to the learner in a given trial in:
Successive discrimination training
30
One or more stimulus/response dimensions paired with correct choice
Redundancy of antecedent stimuli
31
List the 3 components of a discrete trial
- an antecedent stimulus that sets the occasion for the learner's response
- the learner's response
- a teacher-provided consequence for the learner's response
32
List 11 elements of the ABA approach to education
1. Clearly stated and behaviorally stated _______ ______
2. Well-designed _________ ________
3. Assessment of learner's _____ _____
4. Ongoing, frequent ______ _______ of skills
5. Focus on ______
6. Highly ______
7. ____ paced
8. Systematic use of positive and _______ ________
9. Supported by _______ ________
10. Extensively _____ ______ and ______ based on data
11. Considered how ______ the procedures are for classroom practice
1. instructional objectives
2. curricular materials
3. entry skills
4. direct measurement
5. mastery
6. structured
7. fast
8. corrective feedback
9. empirical research
10. field-tested and revised
11. realistic
33
Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently
Artificial consequences and schedules
34
Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response
Stimulus fading
35
Response prompt if the prompt operates on the
response and stimulus prompt if the prompt
operates on an antecedent stimulus
Gestural prompt
36
When should prompts be given?
Before a response begins to occur or during a response cycle to aid the performance of the behavior
37
Time that students actually spend learning
Academic learning time
38
Reinforcement should be used to:
Get behavior going, strengthen a dimension of an already acquired skill, or keep behavior going (maintenance)
39
Antecedents are presented, teacher waits for the learner to respond, learner responds and teacher provides consequences contingent upon the learner response.
Discrete trial teaching
40
Schedule producing low to moderate steady rates of responding
Variable interval
41
A complex example of stimulus control that requires both stimulus generalization within a class of stimuli and discrimination between classes of stimuli.
Concept formation
42
Three steps in developing a TA
1. Perform the task or watch someone else
2. Write down each individual step in sequence
3. Perform or have someone perform the task according to the steps you listed
43
Pointing to, tapping, touching, or looking at the target stimuli
Movement cue
44
When differential reinforcement consists of reinforcing one response while placing another response on extinction, the result is:
Differentiation
45
Learning stage for establishing a new behavior, skill or repertoire
Acquisition stage
46
List 2 student variables that can influence the number of learn units delivered in a lesson
Response latency and interresponse time
47
A level of performance that meets fluency and accuracy criteria
Mastery
48
In _____, the presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus.
Overshadowing
49
Four types of chaining procedures
Backward chaining
Backward chaining with leaps ahead
Forward chaining
Total task chaining
50
List 5 factors affecting the performance of a behavior chain
1. Completeness of the TA
2. Length/complexity of the chain
3. Schedule of reinforcement
4. Stimulus variation
5. Response variation
51
Student scores are based on and compared with peers performance
Norm-referenced evaluation
52
Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer and evoke behavior that has resulted in that reinforcer previously
Motivating operations (MO)
53
Maintains across time even after instruction ends
Durable
54
Number of minutes instruction is delivered
Instruction time
55
______ occurs when the model and the behavior physically resemble each other and are in the same sense mode (look/sound alike).
Formal similarity
56
ASRs are correlated with:
Increased academic behavior
Improved test scores
Reduced disruptive behavior
57
Students respond orally in unison
Choral responding
58
Four procedures for teaching response chains
Chaining
Modeling
Instructions (oral/written)
Behavioral Skills Training
59
In the absence of training and reinforcement, a learner selects a stimulus that is matched to itself (A=A)
Reflexivity
60
An antecedent manipulation in which 2-5 easy/known tasks are presented in quick succession immediately prior to a difficult/high effort task or a response that is relatively infrequent
High-probability request sequence
61
Which instructional technology uses small group instruction, teacher scripts, and examples/non-examples?
Direct instruction
62
An antecedent stimulus that evokes imitative behavior
Model
63
List three examples of assessments used to identify skills to target for acquisition
VB-MAPP, Essentials for Living, MOVE curriculum
64
Contextually meaningful
Socially valid
65
List three methods to enhance shaping procedures:
1. Adding an Sd
2. Physical guidance
3. Modeling
66
A statement of actions a student should perform after completing one or more instructional components
Behaviorally stated instructional objectives
67
Four ways prompts are used:
In skill acquisition programs
To evoke a low-probability behavior
To evoke a chain of behavior by prompting the first step (response priming)
To prompt behaviors incompatible with an inappropriate behavior
68
The prominence of the stimulus in the person's environment
Stimulus salience
69
The actions that typically go with an item or what one does with an item/class
Function
70
The responses in a chain are taught, one at a time, but beginning with the last step in the chain
Backward chaining
71
Breaking down a chain into its component responses
Task analysis
72
Different reinforcers are provided in a discrimination task, each of which is correlated with a given stimulus
Differential outcomes procedure
73
Personalized system of instruction was developed by _____
Keller
74
Skill which must be broken down into multiple steps or responses to effectively teach it
Multiple response skill
75
Tasks for which the person has met the performance criteria set for the specific task within specific conditions
Mastered tasks
76
Precision teaching was developed by _____
Lindsley
77
A conditioned stimulus acquires its controlling function through association with ...
Other antecedent stimuli that elicit the behavior
78
A single movement that can be taught without breaking it down into smaller steps
Single response skill
79
Schedule producing high, steady rates of responding
Variable ratio
80
Applicable to the real world
Useful
81
Total task chaining seems to work best with learners with an:
Imitative repertoire
82
Discrimination training involves:
Reinforcing a response in the presence of a stimulus but not in the absence of that stimulus.
83
Instruction system in which students achieve standards at their own pace
Personalized system of instruction
84
When the correct or an appropriate response begins to occur, gradually providing less prompts and an additional level of differential reinforcement
Prompt fading
85
Providing a reinforcer when the correct or an appropriate response occurs and not doing so when it does not occur or when another response occurs
Differential reinforcement
86
Fading the position of a physical prompt from hand, to wrist, to elbow, to shoulder, and fading completely
Graduated guidance
87
SAFMEDS
Say all fast every day shuffle
88
Stimuli which share common physical forms or relative relations
Feature stimulus class (e.g., "dog", "bigger than")
89
Hand-over-hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt
Graduated guidance
90
The presentation or removal of a stimulus following a response, that increases or maintains the future frequency of that response
Reinforcement
91
List 4 influences on the number of learn units
Wait time, response latency, feedback delay, intertrial interval
92
The results of other students has no effect on one's score
Criterion-based evaluation
93
List four procedures for fading response prompts
Most-to-least prompting (fading out)
Least-to-most prompting (fading in)
Time delay (constant or progressive)
Graduated guidance
94
Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sd that will eventually control behavior
Prompts
95
After learning that A=B, the learner demonstrates that B=A without direct training on that relationship
Symmetry
96
List 7 challenges of behavior analysis in education
1. Be clear about ____ __ ______
2. Teach ____ ______ _____
3. Stop making all students _____ at the same rate
4. _______ the subject matter
5. Reconsider ABA ______ ________
6. Determine how to cause more ______ ____ ______ behavior change
7. Develop _______ that teachers can and will actually use
1. what is taught
2. first things first
3. advance
4. program
5. instructional technology
6. durable and extensive
7. methods
97
Pattern of behavior produced on variable schedules
Steady responding
98
List 3 characteristics of passive responding
Pays attention, looks at teacher, watches others respond
99
Detectable responses emitted by a student during ongoing instruction
Active student responding
100
List five problems with behavior
1. Can't do (skill deficit)
2. Problem with strength of behavior
3. Won't do (problem with performance)
4. Does, but only under limited circumstances (problem with generalization)
5. Does at the wrong time or in the wrong place (problem with stimulus control)
101
List four steps for using negative reinforcement
1. Identify aversive stimuli/conditions
2. Collect baseline data
3. Remove the aversive stimulus contingent upon the target response
4. Continue to collect data
102
All antecedent stimuli with the capacity to evoke imitation
Unplanned models
103
State the advantage of backward chaining with leaps ahead
May reduce training time
104
IT/NET often results in:
Stimulus generalization and induction
105
Pattern of behavior produced on fixed schedules
Unsteady responding (pause and burst)
106
Which instructional technology uses standard celeration charts and SAFMEDS and focuses on fluency?
Precision teaching
107
Setting up a pre-arranged teaching opportunity
Contriving
108
List 5 high-ASR approaches to instructional activity
```
Programmed instruction (PI)
Personalized system of instruction (PSI)
Direct instruction (DI)
Precision teaching (PT)
Morningside model
```
109
Using an initial stimulus shape that will prompt a correct response
Stimulus shape transformations
110
In _____, even though one stimulus has acquired stimulus control over behavior, a competing stimulus can block the evocative function of that stimulus
Masking
111
A set of stimuli that share a common relationship ... all stimuli in the class will evoke the same operant response class or elicit the same response in the the case of respondent behavior
Antecedent stimulus class (e.g., "red")
112
Learning stage when a student practices an acquired skill to increase the number of correct responses per unit of time
Fluency stage
113
Time delay prompts are _____ response prompts
Antecedent
114
Cards, signs, or items that are held up simultaneously by all students to display their response to a question, item, or problem presented by the teacher
Response cards
115
Procedure in which prompting is provided immediately
Errorless teaching
116
2 operations of differential reinforcement
Reinforcement and extinction
117
Correctness of the response
Accuracy
118
Prearranged antecedent stimuli that facilitate new skills
Planned models
119
Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations
Stimulus equivalence
120
Schedule producing very high rates of responding
Fixed ratio
121
List 3 reasons for writing behaviorally stated instructional objections
- To guide the instructional content and tasks
- To communicate to students what they will be evaluated on
- To specify the standards for evaluating ongoing and terminal performance
122
Procedure in which all the steps are trained in a learning trial
Total task chaining
123
Consistent performance even when there are environmental distractions
Resistant to distractions
124
The responses in a chain are taught, one at a time, in the same order that they naturally occur
Forward chaining
125
Chaining procedure in which some steps are skipped and probed instead
Backward chaining with leaps ahead
126
Time spent attending to ongoing instruction
Engaged (on-task) time
127
Prompts which operate directly on the response
Response prompts
128
Programming mastered items or tasks in between acquisition trials during discrete trial instruction
Task interspersal
129
Both the Sd and S-delta conditions are presented to the learner at the same time in:
Simultaneous discrimination training
130
Following directions or complying with requests of others
Listener responding
131
The group an item belongs to
Class
132
A graphic depiction of the degree of stimulus generalization and discrimination
Stimulus generalization gradient
133
List four steps for using positive reinforcement
1. Identify appetitive stimuli (potential reinforcers)
2. Collect baseline data
3. Deliver the appetitive stimulus contingent upon the target response
4. Continue to collect data
134
Name 3 types of stimulus equivalence
Reflexivity, symmetry, transitivity
135
Three types of response prompts:
Verbal, modeling, physical
136
Two effects of stimulus fading on problem behavior
Functions as an abolishing operation and abates problem behavior; evokes appropriate behavior
137
Amount of time scheduled for instruction
Allocated time
138
Instruction system which follows a logical analysis of concepts and procedures as it presents examples and non-examples in an instructional sequence that fosters rapid concept learning
Direct instruction
139
Teaching the learner to imitate or do exactly what the person providing the model is doing
Imitation training
140
Differential outcomes can be effective in:
Difficult discrimination tasks
141
Schedule producing scalloped responding
Fixed interval
142
List four factors affecting the development of stimulus control
Preattending skills
Stimulus salience
Masking
Overshadowing
143
List the four behavior-environment relations that functionally define imitation:
Models (planned or unplanned), formal similarity (doing the same), immediacy, a controlled relation (imitation of novel behaviors)
144
DTT often results in:
Rapid rate of acquisition
145
Stage in which learned material is used in new, concrete and real-life situations
Application stage
146
When differential reinforcement consists of reinforcing a response when certain stimuli are present and not reinforcing the same response when those stimuli are not present, the result is:
Discrimination
147
Involves the presentation of small frames of information, requiring a discriminated response
Programmed instruction
148
Consequence delivered after some number of responses, time, or interval; typically used to maintain behavior over time
Variable schedules
149
Name 3 types of response cards
Pre-printed selection based response cards
Pre-printed selection based "pincher" response cards
Write-on response cards
150
Verbal instructions, a checklist, and scripts are all examples of:
Response prompts
151
State the advantage of backward chaining
The learner contacts the natural reinforcement contingencies in every learning trial
152
Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group
Adaptive behavior
153
Free of pauses and false starts
Smooth
154
List 5 roles of behavior analysis in education:
1. Principles of _____
2. The _____ as the basic unit
3. ______ not passive
4. Measurement and evaluation of ___ ____
5. Developed and validated an effective technology of ______ _________ and _______
1. learning
2. operant
3. interactive
4. educational outcomes
5. instructional design and delivery
155
A general pattern of responding that produces effective responding to many untrained relations
Generative learning / adduction
156
Teacher-prepared handouts that organize content, guide the learner with cues to record key facts, concepts, and relationships, provide the learner with a means of actively responding to the lecture content, provides a take-home product for study, and keeps the teacher on-task during the lecture.
Guided notes
157
Taking advantage of a teaching situation that arises in the natural environment without warning
Capturing
158
List four prerequisite attending skills for imitation training
1. Staying seated
2. Looking at the teacher
3. Keeping hands in lap
4. Looking at objects
159
The smallest divisible unit of teaching that incorporates interlocking three-term contingencies for both the teacher and the student
Learn unit
160
One or more cues occur or MOs are captured in a naturally occurring situation. Naturally-occurring consequences are delivered contingent on the learner's response.
Incidental teaching
161
Stimuli which evoke the same response but do not share a common stimulus feature
Arbitrary stimulus class (e.g., A, E, I, O, U = vowels)
162
List 3 types of imitation
Fine motor, gross motor, object imitation
163
Process consisting of both reinforcement and extinction - may result in either differentiation or discrimination.
Differential reinforcement
164
Short latency and high rate of correct responses
Fluency
