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SAFMEDS BEHP 5011-15 > BEHP 5013, Units 1-3 > Flashcards

BEHP 5013, Units 1-3 Flashcards

1
Q

Target stimuli placed closer to the student

A

Position cue

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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)

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3
Q

The parts of items and descriptions of items

A

Features

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4
Q

These schedules produce higher rates of responding

A

Ratio schedules

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5
Q

Name the 3 stages of learning

A

Acquisition stage, Fluency stage, Application stage

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6
Q

Behavior that occurs more often in the presence of a Sd than in its absence is…

A

Under stimulus control

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7
Q

Discrimination training results in:

A

Stimulus control

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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

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9
Q

Name 2 effective behavioral approaches to measuring education

A

Direct instruction

U of Kansas behaviora analysis program

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10
Q

Teaching procedures which lead to adduction

A

Generative instruction

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11
Q

Who originated the metaphor of behavioral momentum?

A

Nevin

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12
Q

Total number of school days and hours

A

Available time

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13
Q

Modeling and physical guidance are both:

A

Response prompts

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14
Q

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli (prompts) to naturally occurring EOs or Sds

A

Fading

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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

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16
Q

Name two reasons for selecting a target behavior

A
  1. Helps individual achieve outcomes

2. Behavior deficit makes the individual too dependent on others

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17
Q

An Sd acquires its controlling function through association with …

A

Stimulus changes that occur immediately following behavior

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18
Q

After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship

A

Transitivity

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19
Q

A response in the presence of an ____ must produce more frequent reinforcement than it does in its absence

A

Sd

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20
Q

Consequence delivered after every response; typically used to build or strengthen a skill

A

Continuous (FR1) schedules

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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

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22
Q

Programmed instruction was developed by _____

A

Skinner

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23
Q

Which instructional technology is self-paced and presents frames of information, using branching and looping?

A

Programmed instruction

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24
Q

Direct instruction was developed by _____

A

Engelmann

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25
Q

A situation in which the presence or absence of an antecedent stimulus alters the frequency, latency, duration or amplitude of a behavior.

A

Stimulus control

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26
Q

Most-to-least prompts, graduated guidance, and least-to-most prompts occur as ____ to gradual changes in the response evoked by the natural stimulus.

A

Consequences

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27
Q

Which instructional technology requires 100% mastery?

A

PSI

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28
Q

Which instructional technology is used in colleges and military, with student aides as proctors?

A

PSI

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29
Q

Only one antecedent (Sd or S-delta) is presented to the learner in a given trial in:

A

Successive discrimination training

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30
Q

One or more stimulus/response dimensions paired with correct choice

A

Redundancy of antecedent stimuli

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31
Q

List the 3 components of a discrete trial

A
  • 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
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32
Q

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
A
  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
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33
Q

Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently

A

Artificial consequences and schedules

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34
Q

Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response

A

Stimulus fading

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35
Q

Response prompt if the prompt operates on the
response and stimulus prompt if the prompt
operates on an antecedent stimulus

A

Gestural prompt

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36
Q

When should prompts be given?

A

Before a response begins to occur or during a response cycle to aid the performance of the behavior

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37
Q

Time that students actually spend learning

A

Academic learning time

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38
Q

Reinforcement should be used to:

A

Get behavior going, strengthen a dimension of an already acquired skill, or keep behavior going (maintenance)

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39
Q

Antecedents are presented, teacher waits for the learner to respond, learner responds and teacher provides consequences contingent upon the learner response.

A

Discrete trial teaching

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40
Q

Schedule producing low to moderate steady rates of responding

A

Variable interval

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41
Q

A complex example of stimulus control that requires both stimulus generalization within a class of stimuli and discrimination between classes of stimuli.

A

Concept formation

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42
Q

Three steps in developing a TA

A
  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
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43
Q

Pointing to, tapping, touching, or looking at the target stimuli

A

Movement cue

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44
Q

When differential reinforcement consists of reinforcing one response while placing another response on extinction, the result is:

A

Differentiation

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45
Q

Learning stage for establishing a new behavior, skill or repertoire

A

Acquisition stage

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46
Q

List 2 student variables that can influence the number of learn units delivered in a lesson

A

Response latency and interresponse time

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47
Q

A level of performance that meets fluency and accuracy criteria

A

Mastery

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48
Q

In _____, the presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus.

A

Overshadowing

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49
Q

Four types of chaining procedures

A

Backward chaining
Backward chaining with leaps ahead
Forward chaining
Total task chaining

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50
Q

List 5 factors affecting the performance of a behavior chain

A
  1. Completeness of the TA
  2. Length/complexity of the chain
  3. Schedule of reinforcement
  4. Stimulus variation
  5. Response variation
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51
Q

Student scores are based on and compared with peers performance

A

Norm-referenced evaluation

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52
Q

Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer and evoke behavior that has resulted in that reinforcer previously

A

Motivating operations (MO)

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53
Q

Maintains across time even after instruction ends

A

Durable

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54
Q

Number of minutes instruction is delivered

A

Instruction time

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55
Q

______ occurs when the model and the behavior physically resemble each other and are in the same sense mode (look/sound alike).

A

Formal similarity

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56
Q

ASRs are correlated with:

A

Increased academic behavior
Improved test scores
Reduced disruptive behavior

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57
Q

Students respond orally in unison

A

Choral responding

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58
Q

Four procedures for teaching response chains

A

Chaining
Modeling
Instructions (oral/written)
Behavioral Skills Training

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59
Q

In the absence of training and reinforcement, a learner selects a stimulus that is matched to itself (A=A)

A

Reflexivity

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60
Q

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

A

High-probability request sequence

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61
Q

Which instructional technology uses small group instruction, teacher scripts, and examples/non-examples?

A

Direct instruction

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62
Q

An antecedent stimulus that evokes imitative behavior

A

Model

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63
Q

List three examples of assessments used to identify skills to target for acquisition

A

VB-MAPP, Essentials for Living, MOVE curriculum

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64
Q

Contextually meaningful

A

Socially valid

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65
Q

List three methods to enhance shaping procedures:

A
  1. Adding an Sd
  2. Physical guidance
  3. Modeling
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66
Q

A statement of actions a student should perform after completing one or more instructional components

A

Behaviorally stated instructional objectives

67
Q

Four ways prompts are used:

A

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
Q

The prominence of the stimulus in the person’s environment

A

Stimulus salience

69
Q

The actions that typically go with an item or what one does with an item/class

A

Function

70
Q

The responses in a chain are taught, one at a time, but beginning with the last step in the chain

A

Backward chaining

71
Q

Breaking down a chain into its component responses

A

Task analysis

72
Q

Different reinforcers are provided in a discrimination task, each of which is correlated with a given stimulus

A

Differential outcomes procedure

73
Q

Personalized system of instruction was developed by _____

A

Keller

74
Q

Skill which must be broken down into multiple steps or responses to effectively teach it

A

Multiple response skill

75
Q

Tasks for which the person has met the performance criteria set for the specific task within specific conditions

A

Mastered tasks

76
Q

Precision teaching was developed by _____

A

Lindsley

77
Q

A conditioned stimulus acquires its controlling function through association with …

A

Other antecedent stimuli that elicit the behavior

78
Q

A single movement that can be taught without breaking it down into smaller steps

A

Single response skill

79
Q

Schedule producing high, steady rates of responding

A

Variable ratio

80
Q

Applicable to the real world

A

Useful

81
Q

Total task chaining seems to work best with learners with an:

A

Imitative repertoire

82
Q

Discrimination training involves:

A

Reinforcing a response in the presence of a stimulus but not in the absence of that stimulus.

83
Q

Instruction system in which students achieve standards at their own pace

A

Personalized system of instruction

84
Q

When the correct or an appropriate response begins to occur, gradually providing less prompts and an additional level of differential reinforcement

A

Prompt fading

85
Q

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

A

Differential reinforcement

86
Q

Fading the position of a physical prompt from hand, to wrist, to elbow, to shoulder, and fading completely

A

Graduated guidance

87
Q

SAFMEDS

A

Say all fast every day shuffle

88
Q

Stimuli which share common physical forms or relative relations

A

Feature stimulus class (e.g., “dog”, “bigger than”)

89
Q

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

A

Graduated guidance

90
Q

The presentation or removal of a stimulus following a response, that increases or maintains the future frequency of that response

A

Reinforcement

91
Q

List 4 influences on the number of learn units

A

Wait time, response latency, feedback delay, intertrial interval

92
Q

The results of other students has no effect on one’s score

A

Criterion-based evaluation

93
Q

List four procedures for fading response prompts

A

Most-to-least prompting (fading out)
Least-to-most prompting (fading in)
Time delay (constant or progressive)
Graduated guidance

94
Q

Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sd that will eventually control behavior

A

Prompts

95
Q

After learning that A=B, the learner demonstrates that B=A without direct training on that relationship

A

Symmetry

96
Q

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
A
  1. what is taught
  2. first things first
  3. advance
  4. program
  5. instructional technology
  6. durable and extensive
  7. methods
97
Q

Pattern of behavior produced on variable schedules

A

Steady responding

98
Q

List 3 characteristics of passive responding

A

Pays attention, looks at teacher, watches others respond

99
Q

Detectable responses emitted by a student during ongoing instruction

A

Active student responding

100
Q

List five problems with behavior

A
  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
Q

List four steps for using negative reinforcement

A
  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
Q

All antecedent stimuli with the capacity to evoke imitation

A

Unplanned models

103
Q

State the advantage of backward chaining with leaps ahead

A

May reduce training time

104
Q

IT/NET often results in:

A

Stimulus generalization and induction

105
Q

Pattern of behavior produced on fixed schedules

A

Unsteady responding (pause and burst)

106
Q

Which instructional technology uses standard celeration charts and SAFMEDS and focuses on fluency?

A

Precision teaching

107
Q

Setting up a pre-arranged teaching opportunity

A

Contriving

108
Q

List 5 high-ASR approaches to instructional activity

A 
Programmed instruction (PI)
Personalized system of instruction (PSI)
Direct instruction (DI)
Precision teaching (PT)
Morningside model
109
Q

Using an initial stimulus shape that will prompt a correct response

A

Stimulus shape transformations

110
Q

In _____, even though one stimulus has acquired stimulus control over behavior, a competing stimulus can block the evocative function of that stimulus

A

Masking

111
Q

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

A

Antecedent stimulus class (e.g., “red”)

112
Q

Learning stage when a student practices an acquired skill to increase the number of correct responses per unit of time

A

Fluency stage

113
Q

Time delay prompts are _____ response prompts

A

Antecedent

114
Q

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

A

Response cards

115
Q

Procedure in which prompting is provided immediately

A

Errorless teaching

116
Q

2 operations of differential reinforcement

A

Reinforcement and extinction

117
Q

Correctness of the response

A

Accuracy

118
Q

Prearranged antecedent stimuli that facilitate new skills

A

Planned models

119
Q

Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations

A

Stimulus equivalence

120
Q

Schedule producing very high rates of responding

A

Fixed ratio

121
Q

List 3 reasons for writing behaviorally stated instructional objections

A
  • 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
Q

Procedure in which all the steps are trained in a learning trial

A

Total task chaining

123
Q

Consistent performance even when there are environmental distractions

A

Resistant to distractions

124
Q

The responses in a chain are taught, one at a time, in the same order that they naturally occur

A

Forward chaining

125
Q

Chaining procedure in which some steps are skipped and probed instead

A

Backward chaining with leaps ahead

126
Q

Time spent attending to ongoing instruction

A

Engaged (on-task) time

127
Q

Prompts which operate directly on the response

A

Response prompts

128
Q

Programming mastered items or tasks in between acquisition trials during discrete trial instruction

A

Task interspersal

129
Q

Both the Sd and S-delta conditions are presented to the learner at the same time in:

A

Simultaneous discrimination training

130
Q

Following directions or complying with requests of others

A

Listener responding

131
Q

The group an item belongs to

A

Class

132
Q

A graphic depiction of the degree of stimulus generalization and discrimination

A

Stimulus generalization gradient

133
Q

List four steps for using positive reinforcement

A
  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
Q

Name 3 types of stimulus equivalence

A

Reflexivity, symmetry, transitivity

135
Q

Three types of response prompts:

A

Verbal, modeling, physical

136
Q

Two effects of stimulus fading on problem behavior

A

Functions as an abolishing operation and abates problem behavior; evokes appropriate behavior

137
Q

Amount of time scheduled for instruction

A

Allocated time

138
Q

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

A

Direct instruction

139
Q

Teaching the learner to imitate or do exactly what the person providing the model is doing

A

Imitation training

140
Q

Differential outcomes can be effective in:

A

Difficult discrimination tasks

141
Q

Schedule producing scalloped responding

A

Fixed interval

142
Q

List four factors affecting the development of stimulus control

A

Preattending skills
Stimulus salience
Masking
Overshadowing

143
Q

List the four behavior-environment relations that functionally define imitation:

A

Models (planned or unplanned), formal similarity (doing the same), immediacy, a controlled relation (imitation of novel behaviors)

144
Q

DTT often results in:

A

Rapid rate of acquisition

145
Q

Stage in which learned material is used in new, concrete and real-life situations

A

Application stage

146
Q

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:

A

Discrimination

147
Q

Involves the presentation of small frames of information, requiring a discriminated response

A

Programmed instruction

148
Q

Consequence delivered after some number of responses, time, or interval; typically used to maintain behavior over time

A

Variable schedules

149
Q

Name 3 types of response cards

A

Pre-printed selection based response cards
Pre-printed selection based “pincher” response cards
Write-on response cards

150
Q

Verbal instructions, a checklist, and scripts are all examples of:

A

Response prompts

151
Q

State the advantage of backward chaining

A

The learner contacts the natural reinforcement contingencies in every learning trial

152
Q

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

A

Adaptive behavior

153
Q

Free of pauses and false starts

A

Smooth

154
Q

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 _______
A
  1. learning
  2. operant
  3. interactive
  4. educational outcomes
  5. instructional design and delivery
155
Q

A general pattern of responding that produces effective responding to many untrained relations

A

Generative learning / adduction

156
Q

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.

A

Guided notes

157
Q

Taking advantage of a teaching situation that arises in the natural environment without warning

A

Capturing

158
Q

List four prerequisite attending skills for imitation training

A
  1. Staying seated
  2. Looking at the teacher
  3. Keeping hands in lap
  4. Looking at objects
159
Q

The smallest divisible unit of teaching that incorporates interlocking three-term contingencies for both the teacher and the student

A

Learn unit

160
Q

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.

A

Incidental teaching

161
Q

Stimuli which evoke the same response but do not share a common stimulus feature

A

Arbitrary stimulus class (e.g., A, E, I, O, U = vowels)

162
Q

List 3 types of imitation

A

Fine motor, gross motor, object imitation

163
Q

Process consisting of both reinforcement and extinction - may result in either differentiation or discrimination.

A

Differential reinforcement

164
Q

Short latency and high rate of correct responses

A

Fluency

SAFMEDS BEHP 5011-15 (9 decks)

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