BEHP 5013, Units 4-6 Flashcards
1
Q
C func
A
Functional context (qualifies/quantifies the specifics of a relation between stimuli)
2
Q
A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behaviors
A
Differential reinforcement of alternative behavior (DRA)
3
Q
List 7 selection-based response forms
A
- Pointing to words, symbols or pictures on a board or an electronic device without voice output
- Selecting pictures, symbols, or words and handing them to another person
- Touching pictures, symbols or words on an electronic device with voice output
- Activating a switch that selects pictures, symbols or words on an electric device with voice output
- Typing letters and words
- Making Braille patterns with a Braille writer
- Pointing to or touching items
4
Q
Modeling in BST often involves ___
A
A simulated work setting
5
Q
List 8 variables influencing effectiveness of modeling:
- Whether or not the model’s behavior is _____
- The ______ between the model and the imitator
- The _____ _____ and _____ of the model
- The model’s emphasis of _____ _____ of the target behavior
- ______ of the modeled behavior
- Whether a ______ or ______ model is presented
- _____ of the learner’s ______ ______
- ____ in effect with respect to the form of ______ available for imitating the modeled behavior
A
- reinforced
- similarity
- physical attractiveness and prestige
- critical aspects
- difficulty
- mastery or coping
- strength, imitative repertoire
- MOs, reinforcement
6
Q
Procedure that uses an individual’s imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low
A
Modeling
7
Q
When stimuli are brought into relations; any change to stimuli then changes all others in the network
A
Stimulus transformations
8
Q
Teaching functional discriminations and alternative responses may: increase the rate of _____, result in more useful ______, decrease ____ responding, and result in more _____ responses
A
acquisition, discriminations, rote, useful
9
Q
If a learner does not follow a direction to complete a known task:
- do not ______ ___ ______
- do not _____ ____ _______
- stay with the learner and _____ _____ to reinforcement until he complies
- when the learner complies, do not _____ or ______ with an opportunity to mand
- ________ the same or similar task
A
- repeat the instruction
- prompt the response
- block access
- praise or reinforce
- re-present
10
Q
Establish what relations exist between stimuli
A
Contextual cues
11
Q
If the learner does not repeat single words clearly and reliably, and does not use hands and fingers to accomplish daily tasks, use the _____ transfer procedure
A
HOH-prompt-to-selection mand transfer
12
Q
Errorless prompting and rapid prompt-fading: minimizes _____, may increase the rate of _____, and may decrease the tendency to exhibit ______
A
errors, acquisition, escape behavior
13
Q
Learned relational responding that can come under the control of arbitrary contextual cues, NOT solely the formal properties of relata nor direct experience with them
A
Arbitrarily applicable relational responding
14
Q
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
15
Q
Selecting a named item or following a direction to complete a task
A
Manded stimulus selection
16
Q
C rel
A
Relational context
17
Q
List several uses for RFT
A
Reinforcer ID Observational learning Joint attention Developing mand/tact repertoires Instructional control Naming Reading/spelling Math Syntax and grammar Analogical reasoning Perspective taking Empathy Self-directed rules
18
Q
The verbal antecedent stimulus or “rule” actually alters the function of other stimuli, such as a previously neutral stimulus may function as a discriminative stimulus or a reinforcer
A
Contingency specifying stimuli
19
Q
Fluent _____ skills often result in the rapid acquisition of _____ skills
A
component, composite
20
Q
2 characteristics of rules
A
Specify contingencies
Tell the listener to what to do to gain or avoid certain consequences
21
Q
The learner emits behavior which is topographically identical or very similar to the antecedent stimuli, which consists of someone else performing a behavior, which is then imitated by the learner
A
Imitation
22
Q
One of the most common procedures in staff training
A
Verbal instructions
23
Q
A functional assessment and curriculum
A
Essentials for Living
24
Q
List 3 steps to create instructions
A
- Choose the skill you want to teach
- Create a task analysis of the skill
- Turn those steps into a checklist
25
Instruments that include skills typically acquired in a specific sequence by typically-developing children
Developmental instruments
26
List 3 components of AARR
Mutual entailment
Combinatorial entailment
Transformation of stimulus functions
27
Functional tasks more closely resemble ____ as it typically occurs, and effective responding does not require ______
language, induction
28
A procedure for decreasing problem behavior in which reinforcement is contingent the absence of the problem behavior during or at specific times
Differential reinforcement of other behavior (DRO)
29
Structuring and sequencing learning opportunities so that they occur within a natural setting - used to give the learner the opportunity to practice a skill
Incidental teaching
30
An elementary verbal operant involving a spoken verbal stimulus that evokes a writtten, typed, or finger-spelled response
Transcription - a form of codic
31
An antecedent intervention in which an appropriate communicative behavior is taught as replacement behavior for problem behavior usually evoked by an establishing operation
Functional communication training (FCT)
32
Following rules due to a history of correspondence between the rule and the contingencies actually encountered
Tracking
33
An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response
Echoic - a form of duplic
34
List 3 components in teaching self-rules
Pliance, tracking and augmenting
35
Relating stimuli in a specific way (in RFT)
Framing
36
A training package that utilizes instructions, modeling, rehearsal and feedback in order to teach a new skill
Behavior Skills Training
37
An elementary verbal operant evoked by a verbal discriminative stimulus that does not have point-to-point correspondence with that verbal stimulus
Intraverbal
38
List 6 verbal operants
Mand, tact, echoic, intraverbal, codic, duplic
39
When a single verbal response is a function of more than one variable and what is said has more than one antecedent source of control
Multiply controlled operant
40
Pairing MO with nonverbal prompts and echoic stimulus
Mand training
41
3 times to use a high-P request sequence
- learner has tendency to become prompt dependent
- learner is too big to manage physically
- learner extremely sensitive to being touched
42
List the 4 components of BST
Instructions
Modeling
Rehearsal
Feedback
43
Role playing with trainers/trainees
Modeling
44
List the three steps of the motor imitation-to-sign or HOH-prompt-to-sign mand transfer procedure:
1. Quickly demonstrate the sign or prompt it hand over hand
2. Wait for the learner to form the sign
3. Provide the requested item or activity and say the word
45
If problem behavior occurs while teaching mands:
withhold preferred items and activities and do not provide opportunitites to mand
46
Behavior that once learned produces corresponding modification or covariations in other adaptive untrained behaviors
Pivotal behavior
47
Skills BST can teach effectively include:
```
Guided compliance
DTT
PECS
Functional analysis
Guarding and ambulation
Gun safety skills
Abduction prevention
```
48
If the learner repeats single words clearly and reliably, use the ____ transfer procedure to teach requestin
Echoic-to-mand
49
When in a given context, A is related in a characteristic way to B, and as a result, B is now related in another characteristic way to A
Mutual entailment
50
The allocation of responses to choices available on concurrent schedules of reinforcement
Matching law
51
In the absence of training and reinforcement, a response will select a stimulus that is matched to itself
Reflexivity
52
Provide directions to complete a task _______
once and only once
53
Name 3 ways to do instruction training
Read instructions to a trainee
Present instructions verbally
Print out and hand instructions to trainee to read
54
List 4 essential listener responses
1. following directions to complete non-preferred tasks
2. waiting for preferred items and activities
3. sharing, transitioning from, and accepting the removal of preferred items and activities
4. accepting "no" and "no, never"
55
Instruments that include skills required in other settings taught in the same circumstances in which they typically occur in the absence of which someone would have to perform the skills for them, resulting in increased access to preferred items, activities and people
Functional instruments
56
If the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks, use the _______ transfer procedure to teach tacts
HOH-prompt-to-selection
57
If A=B and B=C, then A=C
Transitivity
58
List the three steps of the echoic-to-mand transfer procedure
1. Say the word (and nothing else)
2. Wait for the learner to repeat the word
3. Provide the requested item or activity
59
Qualify/quantify the specifics of a relation between stimuli
C func
60
Cusps are identified by their _____
effects
61
After learning that A=B, a learner demonstrates that B=A without direct training on that relationship
Symmetry
62
Usually comes immediately after the skill has been demonstrated in BST
Feedback
63
If the learner does not repeat single words clearly and reliably, but uses hands and fingers to accomplish many tasks, use the ______ or _______transfer procedure to teach tacts
Motor-imitation-to-sign or HOH-prompt-to-sign
64
Varied and _____ cues more closely resemble language as it typically occurs and are more likely to result in ______
Functional, stimulus generalization
65
If the learner does not repeat single words clearly and reliably, but uses hands and fingers to accomplish many daily tasks, use the ______ or _______ transfer procedure
Motor imitation-to-sign mand or HOH-prompt-to-sign mand
66
B=A
Symmetry
67
A procedure in which a person presents a series of easy-to-follow requests with which the behaver has a history of compliance in a sequence and and then finishes with the target request
High-p request sequence
68
Intraverbal training uses ___ to facilitate stimulus control
MOs
69
3 steps of imitation training
1. Presenting a model that sets the occasion for a specific response by the learner
2. Providing response prompts as needed, so the learner emits the imitative response within a designated interval
3. Reinforcing the imitative response
70
Rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice-alternative
Matching law
71
Fast-paced intense instruction: will prompt out _____ to improve _____, improve ______, and result in less frequent _____
latency, fluency, attentiveness, problem behavior
72
Someone who provides reinforcement for verbal behavior
Listener
73
List 3 ways to conduct rehearsal/feedback
1. Correct at the error, instruct and model and have the trainee rehearse the step correctly
2. At the end of a sequence, provide correction on which steps were incorrect, and then instruct, model, and have trainee rehearse sequence
3. Correct at error or at end without rehearsal of the sequence
74
An explicitly behavioral account of human language and cognition; provides a functional account of the structure of verbal knowledge and cognition
Relational Frame Theory
75
After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship
Transitivity
76
An elementary verbal operant that is evoked by a nonvocal verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the corresponding response
Copying words - a form of duplic
77
An elementary verbal operant that is evoked by an MO and followed by a specific reinforcement
Mand
78
AARR
Arbitrarily applicable relational responding
79
Fluency-building improves _____
retention
80
Specific classes of AARR that show contextually controlled properties of mutual and combinatorial entailment and the transformation of stimulus functions, not due solely to formal properties or to direct training with the stimuli involved, but due to a history of such relational responding and the presence of contextual cues that evokes this pattern of responding
Relational frames
81
Someone who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, etc
Speaker
82
Occurs when the beginning, middle, and end of the verbal stimulus matches the beginning, middle, and end of the response
Point-to-point correspondence
83
List the four steps of the tact-to-intraverbal transfer procedure
1. Ask a question which can be answered by saying, signing or selecting a printed word previously learned as a tact
2. Point to the corresponding item or activity
3. Wait for the learner to say, sign, or select the word
4. Provide some form of confirmation or approval
84
Provide broad range of program exemplars with which trainees are likely to interact for all skills needed "sample the instructional universe"
General case conditions
85
List 7 kinds of relational frames (CODCHDT)
```
Coordination
Opposition
Distinction
Comparison
Hierarchical relations
Deictic relations
Temporal relations
```
86
A norm-referenced developmental assessment and curriculum
VB-MAPP
87
Assistive communication form in which learners will be able to acquire more skills and communicate a greater variety of messages with more details to a smaller audience
Using signs
88
List the three steps of the motor-imitation-to-sign or HOH-prompt-to-sign tact transfer procedure
1. Quickly demonstrate the sign or prompt it HOH
2. Wait for the learner to form the sign
3. Provide praise and say the word
89
Stokes and Baer suggest programming for _____
Generality
90
List 3 ways of capturing or contriving MOs
- Providing free reinforcement
- Reducing difficulty of tasks and fading in demands
- Capturing and contriving events
91
List the three steps of the ehoic-to-tact transfer procedure
1. Say the word
2. Wait for the learner to repeat the word
3. Provide praise
92
Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled
Generalized imitation
93
Echoic response is presented and successive approximations are reinforced
Echoic training
94
List 4 topography-based response forms
Saying words
Forming gestures or signs
Writing words
Making distinctive sounds
95
The tendency of behavior patterns to persist once established
Behavioral momentum
96
Behavior controlled by a verbal description of a contingency
Rule-governed behavior
97
Presenting a nonverbal stimulus with an echoic prompt
Tact training
98
An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement
Tact
99
Assistive communication form in which learners will be able to acquire fewer skills and communicate fewer and less detailed messages, but to a larger audience
Using picture selection
100
A=A
Reflexivity
101
When a response form occurs reliably as one specific operant, gradually introduce the antecedent and consequence conditions of a new operant and fade the conditions of the original operant until this same response form occurs as the new operant
Transferring stimulus control
102
List 5 prerequisite skills for higher order educational techniques (such as modeling, high-p sequence, cusps, rules and instructions, relational frames, etc)
1. Pre-attending skills
2. Instructional control
3. Verbal behavior
4. Generalized imitation
5. Derived relational responding
103
A secondary verbal operant in which some aspect of a speaker's own verbal behavior functions as an Sd or an MO for additional speaker verbal behavior
Autoclitic
104
Occurs when the controlling antecedent stimulus and the response or response product share the same sense mode (visual, auditory, tactile) and physically resemble one another
Formal similarity
105
Following rules because of socially-mediated reinforcement for rule-following
Pliance
106
Rules that change the function of a consequence
Augmenting
107
Interspersed and mixed tasks more closely resemble language as it ______ occurs, improve ______, and reduce the tendency to exhibit _____
typically, attentiveness, escape behavior
108
Regardless of whether the learner uses spoken words or signs or selects printed words, use the _______ transfer procedure to teach intraverbals
Tact-to-intraverbal
109
Verbal discriminative stimulus in the form of signs
Imitating signs - a form of duplic
110
List the three steps of the HOH prompt-to-selection mand transfer procedure
1. Quickly prompt the seledtion response hand over hand
2. Wait for the learner to make the selection response
3. Provide the requested item or activity and say the word
111
Trainee practices skills to be learned
Rehearsal
112
Performance training is effective with:
Single or multiple client programs
| Simulated or actual clients
113
Acquiring particular discriminations by means of instruction designed to prevent errors
Errorless learning
114
Two or more schedules operating simultaneously but independently of each other, each for a different response
Concurrent schedules
115
An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence, but not formal similarity, between the stimulus and response product
Textual (reading) - a form of codic
116
Name 2 nonverbal operants
```
Manded stimulus selection
Manded compliance (listener response)
```
117
Vocal presentation of rationale and description of jobs
Verbal instructions
118
List the three steps of the HOH-prompt-to-selection tact transfer procedure
1. Quickly prompt the learner to select the printed word HOH
2. Wait for the learner to select the printed word
3. Provide praise and say the word
119
A behavior change that has consequences for the organism beyond the change itself, some of which may be considered important
Behavior cusps
120
Information provided to staff regarding their performance
Feedback
121
Behavior whose reinforcement is mediated by a listener
Verbal behavior
122
A systematic method of assessment for obtaining information about the purpose of a problem behavior serves for a person
Functional behavior assessment
123
List 3 types of stimulus equivalence
Reflexivity, symmetry, transitivity
124
If the learner repeats single words clearly and reliably, use the ______ transfer procedure to teach tacts
Echoic-to-tact
125
When two mutually entailed relations combine
Combinatorial mutual entailment
