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BCBA Final > Chapter 30 Cooper > Flashcards

Chapter 30 Cooper Flashcards

1
Q

response maintenance the extent to which a learner continues to perform a target behavior after a portion or all of the intervention responsible for the behavior. Initial appearance in the learners repertoire has been _______

A

Terminated

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2
Q

__________a non-technical but effective descriptive term refers to an outcome in which the behavior has come under the control and overly broad stimulus class. that is the learner, emits the target behavior in the presence of stimuli that although similar in someway to the structural examples or situation are inappropriate occasion for the behavior example a student learns to spell division mission and fusion with the SION

A

Over generalization

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3
Q

complex _______ of a persons repertoire, sometimes appear quickly with little or no apparent direction or conditioning. These are described as stimulus equivalent relations by directional naming relational frame theory or contingency abduction..

A

Components

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4
Q

contingency ________a process whereby behaviors initially establish under one set of contingencies conditions are recruited and recombined by a different set of contingencies and tank on a new function and a persons repertoire.

A

adduction

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5
Q

generalized across s
_________refers to changes in the behavior of people, not directly treated by the intervention as a function of treatment contingencies is applied to other people.

A

Subjects

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6
Q

planning for _________behavior change includes two steps, selecting the target behavior that will meet natural contingencies of reinforcement and specifying all desired variations of the target behavior and the setting situation which those behavior should should not occur

A

Generalized

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7
Q

A behavior is functional only to the extent that it produces reinforcement for the learner. True or false

A

True

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8
Q

_____________ rule choose only those behaviors to change that will produce reinforcers in the learners post intervention environment.

A

Relevance of behavior

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9
Q

___________is any contingency of reinforcement or punishment that operates independent of the behavior, analyst or practitioners efforts.

A

Naturally existing contingency

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10
Q

__________contingencies Include those that operate with out social mediation, walking fast on the icy sidewalk or social, socially mediated, contingencies, contrived and implemented by other people and the generalized setting

A

Naturally existing

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11
Q

__________contingency is any contingency of reinforcement or punishment designed and implemented by a behavior, analyst or practitioner to achieve the acquisition, maintenance and or generalization of a target behavior change.

A

Contrived

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12
Q

Specify all desired variations of the behavior and the settings where those behavior ______———occur number one list all the behaviors that need to be changed number two list all the settings and situations which the target behavior should occur number three is all the preventative planning.

A

Should or should not occur

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13
Q

A strategy called _________consist of teaching the student to respond to a subset of all the possible stimulus and response examples and then probing the students performance on untrained examples. Example, the generalization of a students ability to solve two digit -2 digit arithmetic problems with regrouping can be assessed by asking the student to solve several problems of the same type, which no instruction or guided practice has been provided.

A

Teach enough examples

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14
Q

_____________shows that the student responds correctly to untied examples. Then instruction can be halted on the class of problems if the student performs poorly, the teacher gives additional examples before assessing the students performance..

A

Generalized probe

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15
Q

_____________also called general case strategy is a systematic method for selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalized setting.

A

General case analysis

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16
Q

Program common ________means incorporating typical features of the generalization setting into the instructional setting.

A

Stimuli

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17
Q

Teach ______applied behavior, analyst control, and standardized intervention procedures to maximize their direct effect, and so the effects of the interventions can be interpreted and replicated by others.

A

Loosely

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18
Q

Teach loosely means ______very non-critical aspects of the instructional setting within an across teaching sessions

A

Randomly

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19
Q

Teach enough examples which requires the ________and precise presentation of instructional examples representing critical features found in the generalization setting or situation.

A

Identification

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20
Q

An indescribable ________is one in which the learner cannot discriminate, whether or not the next response from produce three enforcement

A

Contingency

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21
Q

Two ways to deal with _______contingency is intermittent schedules of reinforcement and delay, rewards true or false

A

Indescribable

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22
Q

Behavior _____Some contingencies of reinforcement are especially powerful, producing substantial and long lasting behavior changes.

A

Trap

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23
Q

The every day term, vicious cycle refers to the natural contingencies of reinforcement that operate in destructive behavior, traps, true, or false________

A

True

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24
Q

Learner teach the learner to recruit reinforcement another way to wake up a potentially powerful but dormant natural contingency of reinforcement is to teach the learner to recruit reinforcement from significant ______

A

Others

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25
Q

_______generalization another strategy for promoting generalized behavior change is to arrange for something or person to act as a medium, that ensures the transfer of the target behavior from the instructional setting to the general setting.

A

Mediate

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26
Q

One tactic for _________generalization is to bring the target behavior under the control of a stimulus in the instructional setting that will function in the generalization setting to reliably prompt. The the learners performance on the behavior prompt

A

Mediating

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27
Q

A contrived mediating __________must be made functional for the target behavior during instruction and easily transported to the generalization setting.

A

Stimulus

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28
Q

The mediating stimulus is ________for the learner if it reliably prompts or aids the learner and performing the target behavior.

A

Functional

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29
Q

The mediating stimulus is _________if it easily goes with the learner to all important general.

A

Transportable

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30
Q

To promote response, ______- and maintenance of complex behaviors and extend response changed by simplifying a complex situation three common formed our Q cards, visual activity schedules, and self operated prompting devices.

A

Generalization

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31
Q

________change has taken place if train behavior occurs at other times or other places without having to be retrain completely in those times and places or functionally related behaviors occurred that we’re not taught directly.

A

Generalized behavior

32
Q

Response_________ refers to the extent to which a learner continues to perform the behavior after a portion or all the intervention responsible for the behavior. Initial appearance in the learners repertoire has been terminated..

A

Maintenance

33
Q

Setting situation _________refers to the extent to which a learner admits the target behavior in settings or situations that are different from the instructional settings.

A

Generalization

34
Q

The instructional ________ is the environment where instruction occurs and encompasses all aspects of the environment planned unplanned that may influence the learners acquisition and generalization of the target.

A

Setting

35
Q

A __________is any place or stimulus situation that differs from the instructional setting in some meaningful way, and in which performance of the target behavior is desired.

A

Generalization setting

36
Q

Response generalization refers to the extent to which a learner admits an untrained response that are ____________to the trained response.

A

Functionally equivalent

37
Q

Some interventions yield significant and widespread ________effects across time settings and other behaviors others produce circumscribe changes in behavior with limited endurance and spread.

A

Generalized

38
Q

Response generalization refers to the extent to which a learner admits the untrained responses that are ________to the trained response.

A

Functionally equivalent

39
Q

Some interventions yield significant and widespread generalized ______ across time settings and other behaviors other produce circumstance changed in behavior with limited endurance and spread.

A

Effects

40
Q

Undesirable setting situation generalization takes two common forms over generalization in which the behavior has come under the control of a stimulus class that is too broad and faulty stimulus control in which the behavior comes under the control of an ear relevant _______

A

Antecedent stimulus

41
Q

Undesired response ____-occurs when any of the learners untrained, but functionally equivalent responses produce undesirable outcomes.

A

Generalization

42
Q

Other types of generalized _______do not fit easily with categories of response, maintenance, setting situation, generalization, and response generalization.

A

Outcomes

43
Q

The generalization map for combining and categorizing the various types of generalized behavior.

A

Conceptual framework

44
Q

The first step in promoting _________ is to select target behaviors will meet naturally existing contingencies of reinforcement.?

A

Generalized behavior change

45
Q

A naturally existing ______is any contingency of reinforcement or punishment that operates independently of the behavior, analyst or practitioners efforts, including socially mediated contingencies, contrived by other people, and already in effect in the relevant setting.

A

Contingency

46
Q

A _________contingency is any contingency of reinforcement or punishment designed and implemented by a behavior analyst to achieve the acquisition, maintenance and generalization of a target behavior change.

A

Contrived

47
Q

Planning for __________includes identifying all the desired behavior changes, and all the environments in which the learner would admit the target behavior after direct training has ceased.

A

Generalization

48
Q

Benefits of developing the planning list include a better understanding of the scope of the teaching task and an opportunity to prioritize the most important behavior, changes and settings for ________

A

Direct instructions

49
Q

The strategy of teaching enough examples requires teaching a subset of all the possible __________ examples and then assessing the learners performance on untrained examples.

A

Stimulus and response

50
Q

A ___________is any measurement of a learners performance of a target behavior in a setting and or stimulus situation in which direct training has not been provided.

A

Generalization probe

51
Q

Teaching enough _________involves teaching the learner to respond correctly to more than when the example of an antecedent stimulus and probing for generalization and untaught stimulus examples.

A

Stimulus examples

52
Q

As a ________, the more examples the practitioner uses during instruction, the more likely the learner will be to respond correctly to untrained examples or.

A

General rule

53
Q

Having the learner practice, a variety of response to photography helps ensure the acquisition of desired response forms and promotes response. Generalization often called multiple exemplar training this tactic typically incorporates numerous stimulus examples and response variations.

A
54
Q

General _________is a systematic method for selecting teaching examples that represents the full range of stimulus variations and response requirements in the generalization setting.,

A

Case analysis

55
Q

Negative or don’t do it teaching examples help learners, identify stimulus situations in which the target behavior should not be ______

A

Performed

56
Q

Minimum difference negative teaching examples which share many characteristics with positive teaching examples help eliminate generalized errors due to ________

A

Over generalization

57
Q

Negative or don’t do it teaching examples help learners, identify stimulus situations in which the target behavior should not be ______

A

Performed

58
Q

Minimum difference ________teaching examples which share many characteristics with positive teaching examples help eliminate generalization errors due to over generalization and faulty stimulus control.

A

Negative

59
Q

The greater the similarity between the instructional setting and the general generalization setting the more likely the target behavior will be admitted in the____________

A

Generalization setting

60
Q

________ means, including in the instructional setting stimulus features typically found in the generalization setting conditioners, can identify possible stimuli to make common by direct observation in the generalization setting and asking people who are familiar with the generalized setting.

A

Programming common stimuli

61
Q

_______randomly vary non-critical aspects of the instructional setting within an across teaching sessions, reduces the likelihood that a single or small group of non-critical stimuli will require exclusive control over the target behavior and makes it less likely that the learners performance will be initiated or thrown off by the presence of strange stimuli in the general.

A

Teaching loosely

62
Q

A newly learned behavior may fail to contact an ________of reinforcement because it’s not been taught well enough the solution for this kind of generalization problem is to teach a learner to admit the behavior at the rate accuracy, topography, latency, duration, and magnitude required by the naturally occurring contingencies of reinforcemen

A

Existing contingencies

63
Q

The use of _______schedules of reinforcement and delayed rewards can create indescribable contingencies, which promote generalized responding by making it difficult for the learner to discriminate whether the next response will be produce reinforcement.

A

Intermittent

64
Q

Behavior traps are powerful _________of reinforcement with four defining features. They are baited with virtual irresistible, reinforcers only a low effort response. Already in the students repertory is needed related contingencies of reinforcement inside the trap, motivate the student to acquire extended and maintain targeted skills and they can remain effective for a long time..

A

Contingencies

65
Q

One way to wake up an existing, but in operative contingency of reinforcement is to ask key people in the generalization setting to attend and praise and learners performance of the ________

A

Target behavior

66
Q

One way to wake up and existing, but _____-is to ask key people in the generalized setting to attend to and praise and learners performance of the target behavior.

A

Contingencies of reinforcement

67
Q

Another tactic for waking up a natural contingency of reinforcement is to teach the learner how to recruit reinforcement in the _________

A

Generalization setting

68
Q

One tactic for _______is to bring the target behavior under the control of a contrive stimulus in the instructional setting that will reliably prompt or aid the learners performance of the target behavior in the generalization setting.

A

Mediating generalization

69
Q

Teaching a learner ____________ with which he can prompt and maintain target behavior changes in all relevant settings at all times as the most potentially effective approach to mediating generalized behavior.

A

Self management skills

70
Q

The strategy of training to generalize is predicted on treating to generalize as operant response class that like any other operant is selected maintained _________

A

Contingencies of reinforcement

71
Q

One tactic for promoting __________is to reinforce response variability on a lag reinforcement schedule reinforcement is contingent on a response being different in some defined way from the previous response.

A

Response generalization.

72
Q

The simplest and least expensive tactic for __________Change is to tell the learner about the usefulness of generalization and then instruct him to do so.

A

Generalized behavior change

73
Q

With most successful behavior ________, it is impossible, impractical, and undesirable to continue intervention in.

A

Change programs

74
Q

The shift from formal __________procedures to a normal every day environment can be accompanied by gradually withdrawing elements constituting the three components of the training program and prompts task, modification and consequence.

A

Intervention

75
Q

Some level of intervention may always be required to maintain certain behaviors in which case attempts must be made to continue necessary programming, true or false

A

True

BCBA Final (29 decks)

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