Chapter 23 Antecedent Intervention Flashcards
The temporal relation of stimuli or events coming before an occurrence of behavior.
Antecedent
Functions of antecedent stimuli or events can be classified as __________ ________ Or ____________- ___________.
Contingency dependent (stimulus control) or Contingency independent (MO)
Antecedent event is dependent on the consequences of behavior for developing evocative and abative effects.
Contingency Dependent
Antecedent event is not dependent on the consequences of behavior for developing evocative and abative effectS.
Contingency Independent
Three antecedent interventions
Noncontingent reinforcement,
High-probability request sequence, and
Functional communication training.
An antecedent intervention in which stimuli with known reinforcing properties are delivered on a fixed-time (FT) or variable- time (VT) schedule independent of the learner’s behavior.
Noncontingent Reinforcement
NCR uses three distinct procedures:
(a) positive reinforcement (i.e., social mediation),
(b) negative reinforcement (i.e., escape), and
(c) automatic reinforcement (i.e., without social mediation).
Three procedures to thin NCR schedules:
(a) constant time increase,
(b) proportional time increase, and
(c) session-to-session time increase or decrease
The teacher or therapist selects two to five short tasks with which the learner has a history of compliance. These short tasks provide the responses for the high-p requests. The teacher or therapist presents the high-p request sequence immediately before requesting the target task, the low-p request.
High-Probability Request Sequence
To apply the high-p request sequence, the teacher or therapist selects ___ to _____ short tasks with which the learner has a history of compliance.
Two to five
An appropriate communicative behavior to compete with problem behaviors evoked by an establishing operation (EO
Functional Communication Training
Functional communication training is an application of
Differential reinforcement of alternative behavior (DRA)
Alternative communicative responses can take many forms, such as
Vocalizations, Signs, Communication boards, Word or picture cards, Vocal output systems, or gestures