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SAFMEDS BEHP 5011-15 > BEHP 5013, Units 4-6 > Flashcards

BEHP 5013, Units 4-6 Flashcards

1
Q

C func

A

Functional context (qualifies/quantifies the specifics of a relation between stimuli)

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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)

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3
Q

List 7 selection-based response forms

A
  1. Pointing to words, symbols or pictures on a board or an electronic device without voice output
  2. Selecting pictures, symbols, or words and handing them to another person
  3. Touching pictures, symbols or words on an electronic device with voice output
  4. Activating a switch that selects pictures, symbols or words on an electric device with voice output
  5. Typing letters and words
  6. Making Braille patterns with a Braille writer
  7. Pointing to or touching items
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4
Q

Modeling in BST often involves ___

A

A simulated work setting

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5
Q

List 8 variables influencing effectiveness of modeling:

  1. Whether or not the model’s behavior is _____
  2. The ______ between the model and the imitator
  3. The _____ _____ and _____ of the model
  4. The model’s emphasis of _____ _____ of the target behavior
  5. ______ of the modeled behavior
  6. Whether a ______ or ______ model is presented
  7. _____ of the learner’s ______ ______
  8. ____ in effect with respect to the form of ______ available for imitating the modeled behavior
A
  1. reinforced
  2. similarity
  3. physical attractiveness and prestige
  4. critical aspects
  5. difficulty
  6. mastery or coping
  7. strength, imitative repertoire
  8. MOs, reinforcement
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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

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7
Q

When stimuli are brought into relations; any change to stimuli then changes all others in the network

A

Stimulus transformations

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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

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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
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10
Q

Establish what relations exist between stimuli

A

Contextual cues

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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

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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

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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

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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

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15
Q

Selecting a named item or following a direction to complete a task

A

Manded stimulus selection

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16
Q

C rel

A

Relational context

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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
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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

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19
Q

Fluent _____ skills often result in the rapid acquisition of _____ skills

A

component, composite

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20
Q

2 characteristics of rules

A

Specify contingencies

Tell the listener to what to do to gain or avoid certain consequences

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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

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22
Q

One of the most common procedures in staff training

A

Verbal instructions

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23
Q

A functional assessment and curriculum

A

Essentials for Living

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24
Q

List 3 steps to create instructions

A
  1. Choose the skill you want to teach
  2. Create a task analysis of the skill
  3. Turn those steps into a checklist
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25
Q

Instruments that include skills typically acquired in a specific sequence by typically-developing children

A

Developmental instruments

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26
Q

List 3 components of AARR

A

Mutual entailment
Combinatorial entailment
Transformation of stimulus functions

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27
Q

Functional tasks more closely resemble ____ as it typically occurs, and effective responding does not require ______

A

language, induction

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28
Q

A procedure for decreasing problem behavior in which reinforcement is contingent the absence of the problem behavior during or at specific times

A

Differential reinforcement of other behavior (DRO)

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29
Q

Structuring and sequencing learning opportunities so that they occur within a natural setting - used to give the learner the opportunity to practice a skill

A

Incidental teaching

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30
Q

An elementary verbal operant involving a spoken verbal stimulus that evokes a writtten, typed, or finger-spelled response

A

Transcription - a form of codic

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31
Q

An antecedent intervention in which an appropriate communicative behavior is taught as replacement behavior for problem behavior usually evoked by an establishing operation

A

Functional communication training (FCT)

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32
Q

Following rules due to a history of correspondence between the rule and the contingencies actually encountered

A

Tracking

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33
Q

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

A

Echoic - a form of duplic

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34
Q

List 3 components in teaching self-rules

A

Pliance, tracking and augmenting

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35
Q

Relating stimuli in a specific way (in RFT)

A

Framing

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36
Q

A training package that utilizes instructions, modeling, rehearsal and feedback in order to teach a new skill

A

Behavior Skills Training

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37
Q

An elementary verbal operant evoked by a verbal discriminative stimulus that does not have point-to-point correspondence with that verbal stimulus

A

Intraverbal

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38
Q

List 6 verbal operants

A

Mand, tact, echoic, intraverbal, codic, duplic

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39
Q

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

A

Multiply controlled operant

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40
Q

Pairing MO with nonverbal prompts and echoic stimulus

A

Mand training

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41
Q

3 times to use a high-P request sequence

A
  • learner has tendency to become prompt dependent
  • learner is too big to manage physically
  • learner extremely sensitive to being touched
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42
Q

List the 4 components of BST

A

Instructions
Modeling
Rehearsal
Feedback

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43
Q

Role playing with trainers/trainees

A

Modeling

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44
Q

List the three steps of the motor imitation-to-sign or HOH-prompt-to-sign mand transfer procedure:

A
  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
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45
Q

If problem behavior occurs while teaching mands:

A

withhold preferred items and activities and do not provide opportunitites to mand

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46
Q

Behavior that once learned produces corresponding modification or covariations in other adaptive untrained behaviors

A

Pivotal behavior

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47
Q

Skills BST can teach effectively include:

A 
Guided compliance
DTT
PECS
Functional analysis
Guarding and ambulation
Gun safety skills
Abduction prevention
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48
Q

If the learner repeats single words clearly and reliably, use the ____ transfer procedure to teach requestin

A

Echoic-to-mand

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49
Q

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

A

Mutual entailment

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50
Q

The allocation of responses to choices available on concurrent schedules of reinforcement

A

Matching law

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51
Q

In the absence of training and reinforcement, a response will select a stimulus that is matched to itself

A

Reflexivity

52
Q

Provide directions to complete a task _______

A

once and only once

53
Q

Name 3 ways to do instruction training

A

Read instructions to a trainee
Present instructions verbally
Print out and hand instructions to trainee to read

54
Q

List 4 essential listener responses

A
  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
Q

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

A

Functional instruments

56
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 to teach tacts

A

HOH-prompt-to-selection

57
Q

If A=B and B=C, then A=C

A

Transitivity

58
Q

List the three steps of the echoic-to-mand transfer procedure

A
  1. Say the word (and nothing else)
  2. Wait for the learner to repeat the word
  3. Provide the requested item or activity
59
Q

Qualify/quantify the specifics of a relation between stimuli

A

C func

60
Q

Cusps are identified by their _____

A

effects

61
Q

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

A

Symmetry

62
Q

Usually comes immediately after the skill has been demonstrated in BST

A

Feedback

63
Q

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

A

Motor-imitation-to-sign or HOH-prompt-to-sign

64
Q

Varied and _____ cues more closely resemble language as it typically occurs and are more likely to result in ______

A

Functional, stimulus generalization

65
Q

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

A

Motor imitation-to-sign mand or HOH-prompt-to-sign mand

66
Q

B=A

A

Symmetry

67
Q

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

A

High-p request sequence

68
Q

Intraverbal training uses ___ to facilitate stimulus control

A

MOs

69
Q

3 steps of imitation training

A
  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
Q

Rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice-alternative

A

Matching law

71
Q

Fast-paced intense instruction: will prompt out _____ to improve _____, improve ______, and result in less frequent _____

A

latency, fluency, attentiveness, problem behavior

72
Q

Someone who provides reinforcement for verbal behavior

A

Listener

73
Q

List 3 ways to conduct rehearsal/feedback

A
  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
Q

An explicitly behavioral account of human language and cognition; provides a functional account of the structure of verbal knowledge and cognition

A

Relational Frame Theory

75
Q

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

A

Transitivity

76
Q

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

A

Copying words - a form of duplic

77
Q

An elementary verbal operant that is evoked by an MO and followed by a specific reinforcement

A

Mand

78
Q

AARR

A

Arbitrarily applicable relational responding

79
Q

Fluency-building improves _____

A

retention

80
Q

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

A

Relational frames

81
Q

Someone who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, etc

A

Speaker

82
Q

Occurs when the beginning, middle, and end of the verbal stimulus matches the beginning, middle, and end of the response

A

Point-to-point correspondence

83
Q

List the four steps of the tact-to-intraverbal transfer procedure

A
  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
Q

Provide broad range of program exemplars with which trainees are likely to interact for all skills needed “sample the instructional universe”

A

General case conditions

85
Q

List 7 kinds of relational frames (CODCHDT)

A 
Coordination
Opposition
Distinction
Comparison
Hierarchical relations
Deictic relations
Temporal relations
86
Q

A norm-referenced developmental assessment and curriculum

A

VB-MAPP

87
Q

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

A

Using signs

88
Q

List the three steps of the motor-imitation-to-sign or HOH-prompt-to-sign tact transfer procedure

A
  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
Q

Stokes and Baer suggest programming for _____

A

Generality

90
Q

List 3 ways of capturing or contriving MOs

A
  • Providing free reinforcement
  • Reducing difficulty of tasks and fading in demands
  • Capturing and contriving events
91
Q

List the three steps of the ehoic-to-tact transfer procedure

A
  1. Say the word
  2. Wait for the learner to repeat the word
  3. Provide praise
92
Q

Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled

A

Generalized imitation

93
Q

Echoic response is presented and successive approximations are reinforced

A

Echoic training

94
Q

List 4 topography-based response forms

A

Saying words
Forming gestures or signs
Writing words
Making distinctive sounds

95
Q

The tendency of behavior patterns to persist once established

A

Behavioral momentum

96
Q

Behavior controlled by a verbal description of a contingency

A

Rule-governed behavior

97
Q

Presenting a nonverbal stimulus with an echoic prompt

A

Tact training

98
Q

An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement

A

Tact

99
Q

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

A

Using picture selection

100
Q

A=A

A

Reflexivity

101
Q

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

A

Transferring stimulus control

102
Q

List 5 prerequisite skills for higher order educational techniques (such as modeling, high-p sequence, cusps, rules and instructions, relational frames, etc)

A
  1. Pre-attending skills
  2. Instructional control
  3. Verbal behavior
  4. Generalized imitation
  5. Derived relational responding
103
Q

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

A

Autoclitic

104
Q

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

A

Formal similarity

105
Q

Following rules because of socially-mediated reinforcement for rule-following

A

Pliance

106
Q

Rules that change the function of a consequence

A

Augmenting

107
Q

Interspersed and mixed tasks more closely resemble language as it ______ occurs, improve ______, and reduce the tendency to exhibit _____

A

typically, attentiveness, escape behavior

108
Q

Regardless of whether the learner uses spoken words or signs or selects printed words, use the _______ transfer procedure to teach intraverbals

A

Tact-to-intraverbal

109
Q

Verbal discriminative stimulus in the form of signs

A

Imitating signs - a form of duplic

110
Q

List the three steps of the HOH prompt-to-selection mand transfer procedure

A
  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
Q

Trainee practices skills to be learned

A

Rehearsal

112
Q

Performance training is effective with:

A

Single or multiple client programs

Simulated or actual clients

113
Q

Acquiring particular discriminations by means of instruction designed to prevent errors

A

Errorless learning

114
Q

Two or more schedules operating simultaneously but independently of each other, each for a different response

A

Concurrent schedules

115
Q

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

A

Textual (reading) - a form of codic

116
Q

Name 2 nonverbal operants

A 
Manded stimulus selection
Manded compliance (listener response)
117
Q

Vocal presentation of rationale and description of jobs

A

Verbal instructions

118
Q

List the three steps of the HOH-prompt-to-selection tact transfer procedure

A
  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
Q

A behavior change that has consequences for the organism beyond the change itself, some of which may be considered important

A

Behavior cusps

120
Q

Information provided to staff regarding their performance

A

Feedback

121
Q

Behavior whose reinforcement is mediated by a listener

A

Verbal behavior

122
Q

A systematic method of assessment for obtaining information about the purpose of a problem behavior serves for a person

A

Functional behavior assessment

123
Q

List 3 types of stimulus equivalence

A

Reflexivity, symmetry, transitivity

124
Q

If the learner repeats single words clearly and reliably, use the ______ transfer procedure to teach tacts

A

Echoic-to-tact

125
Q

When two mutually entailed relations combine

A

Combinatorial mutual entailment

SAFMEDS BEHP 5011-15 (9 decks)

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