Chapter 10

Question 0

Concept

Answer 0

A class of stimuli that have characteristics in common

Question 1

Stimulus overselectivity

Answer 1

Students may respond either to some totally irreverent stimulus or only to one aspect of the stimulus

Question 2

Concept

Answer 2

A class of stimuli that have characteristics in common

Question 3

prompt

Answer 3

an additional stimulus that increases the probability that an SD will accasion the desired response

Question 4

Modeling

Answer 4

“Watch me, I’ll show you.” Use of instruction through observation

Question 5

Physical guidance

Answer 5

When students fail to respond to less stringent forms of prompting they may be physically prompted

Question 6

fading

Answer 6

Gradual removal of prompts

Question 7

decreasing assistance

Answer 7

the teacher begins with a level of prompting that virtually assures that the studennt will produce the appropriate response. Amount of assistance is then systematically reduced as the student becomes more competent

Question 8

Errorless learning

Answer 8

When systematic alteration of the discriminative stimulus is the primary form of prompting

Question 9

graduated guidance

Answer 9

used to fade physical prompts. Begins with as much physical assistance as necessary and gradually reduces pressure.

Question 10

time delay

Answer 10

the form of the prompt itself is not changed, just the timimg

Question 11

increasing assistance

Answer 11

the system of least prompts. The teacher moves to the least intrusive prompt in her repertoire and gives students an opportunity to respond. Reverse application of decreasing assistance

Question 12

chaining

Answer 12

the instructional procedure of reinforcing individual responses occurring in sequence to form a complex behavior

Question 13

shaping

Answer 13

differential reinforcement of successive approximations to a specified target behavior

Question 14

terminal behavior

Answer 14

the desired goal of the intervention. A behavior that is not currently in the students’ repertoire

Question 15

Initial behavior

Answer 15

a behavior that resembles the terminal behavior along some significant dimension and that is in the students’ repertoire

Question 16

intermediate behavior

Answer 16

represents successive approximations toward the terminal behavior

Question 17

What is the purpose of establishing simple discrimination?

Answer 17

To have the student differentiate something such as his name from other things that are not his name. Teachers want students to learn many things that involve multipe simple discriminations.

Question 18

Why is it necessary to fade prompts?

Answer 18

Because you want the student to get to a point where students are able to complete the task on their own.

Question 19

Function of task analysis

Answer 19

to pinpoint the terminal behavior and list necessary prerequisite skills and component skills in sequence. forms the basis of many of the teaching strategies used to teach individuals with disabilities to perform complex behaviors

Question 20

Backward chaining

Answer 20

components to the chair are acquired in reverse order. Last component is taught first, other components are added one at a time.

Question 21

forward chaining

Answer 21

teacher starts with the first link in the chain, teaches it until it is mastered, and then goes to the next link.

Question 22

Types of prompts

Answer 22

Gestural prompts, verbal prompts, visual prompts, modeling, physical prompts

Question 23

Setting Events

Answer 23

May be environmental, physiological, or social. May also be manipulated to bring about desired change in behavior.

Question 24

Stimulus overselectivity

Answer 24

Characteristic of some students with disabilities. Teachers want students to learn many things that involve multiple simple discriminations.

Question 25

Concept

Answer 25

A class of stimuli that have characteristics in common.