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aba vocabulary > Content Area 9 > Flashcards

Content Area 9 Flashcards

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1
Q

Concept Formation

A

Complex Stimulus control that requires stimulus generalization within a stimulus class and discriminates between classes.

Ex. Red- Red ball, red truck, red crayon

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2
Q

Discrimination Training

A
  • One behavior, 2 antecedent stimulus conditions

- A behavior is R+ in the presence of 1 SD and not the other (S-Delta).

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3
Q

Types of Stimulus Classes

Concept Formation

A
  1. Feature Stim. Class- share common physical forms (dogs)

2. Arbitrary- Do not share common physical forms (Vowels-AEIOU)

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4
Q

Types of Response Prompts

A 
Verbal (verbal/nonverbal)
Modeling (demonstration of response)
Physical guidance (partial/full)
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5
Q

Ways to Transfer Stimulus control

A
  1. Most-to-Least (do whole thing)
  2. Graduated Guidance (gradually less prompting)
  3. Least-to-Most (least amount of help first)
  4. Time delay (delay bw presentation of Sd and response prompt)
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6
Q

Stimulus Prompt

A

SUPPLEMENTARY antecedent stimuli used to occasion a correct response in the presence of an Sd that will eventually control the behavior.

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7
Q

Types of Stimulus Prompts

A

Color
Size
Position

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8
Q

Ways to Prompt Fade

A

Shape Transformations

Stimulus Fading

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9
Q

Rule-Governed Behavior

A

Verbal description of a behavior contingency

  • no immediate consequence for behavior
  • B-C= >30 seconds
  • Behavior Changes without R+
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10
Q

Modeling

A

Demonstration of a desired behavior as a response prompt (antecedent Sd)

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11
Q

Personalized System of Instruction (PSI)

A

Fred Keller (1960’s)
5 Principles:
-Written Materials (Primary Presentation of new material)
-Units of Content (separate, meaningful units)
-Self-Paced (advance on own)
-Unit Mastery (Must meet mastery before moving on)
-Proctors (humans who certify master)

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12
Q

Discrete Trials

A

Any operant whose response rate is controlled by a given opportunity to emit a response. Each discrete response occurs when an opportunity to respond exists (contrast=free operant).

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13
Q

Contingency Contract

A

Document that specifies a contingent relation b/w the completion of a specified behavior and the access to or delivery of a specified reward.

  • intervention package–> combines several behavior principles/procedures
  • Rule-Governed
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14
Q

Token Economy

A

Behavior change system consisting of 3 major components: specified list of target behaviors, tokens or points, menu of backup R+

  • Token=GCR+
  • select tokens, ID target behaviors/rules, menu of backup R+, Ratio of Exchange, write procedures, & field test before implementation
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15
Q

Leveling System

A

Type of Token Economy in which participants move up/down a hierarchy of levels contingent on meeting specific criterion /respect to behavior (as they “move up”-access more privileges/independ.

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16
Q

Group Contingencies

A

A common consequence is contingent on the behavior of 1 member, part of a group or everyone in the group

  1. Independent- R+ only those who meet criteria
  2. Dependent- Reward for whole group contingent on individual/part of group
  3. Interdependent-ALL members must meet criteria for ALL to receive R+
17
Q

Stimulus Equivalence

A

Emergence of accurate responding to untrained + unreinforced stimulus-stimulus relations
Ex. A=B, B=C, A=C
*reflexivity-matched to itself
*symmetry-reversability of comparison/sample
*transitivity-derived stimulus-stimulus relation (A-C)
Factors: Preattending Skills, Stimulus Salience, Masking/Overshadowing (decreasing salience)

18
Q

Behavioral Contrast

A

Change in 1 component of a multiple schedule that increases/decreases rate of responding on that component & is accompanied by a change in response rate in the opposite direction on the other unaltered component of the schedule.
*Prevent-punish all occurrences of the target behavior in all relevant setting + stimulus conditions while w/holding/minimizing access to R+

19
Q

Behavioral Momentum

A

High-Request Probability Sequence

  • easy to follow requests for which the participant has a history of compliance, followed by the tart request
  • Select beh. in repetoire, present rapidly, acknowledge compliance (R+), use potent R+
20
Q

Matching Law

A

Rate of Responding typically is proportional to the rate of R+ from each choice alternative (concurrent VI, VI & Concurrent FI,FI)
Factors Influencing Choice: participant makes choices in assessment approximates natural env., choices produce hypothesis about potential R+, makes them choose b/w stimuli rather than indicating a preference for a give stimulus
*Magnitude of R+’s *Quality of R+
*Schedule of R+’s *EO’s/AO’s

21
Q

Mand/Mand Training

A

Verbal operant where form of the response is under functional control of MO’s + specific R+ (benefits the speaker)
Training: can only occur when relevent MO is strong (1.prompting 2. fading 3. DR to transfer control)
Ex. Bottle of bubbles (Nonverbal stimulus) w/ echoic prompt “bubbles” + DR successive approx “ba”–> “bubble”=R+ Blow Bubbles into air
(Next step is to fade echoic prompt, then fade nonverbal stimulus)
-MO’s determined by choice pref./direct obs.

22
Q

Echoic

A

operant controlled by a verbal stimulus that has point-to-point correspondence and formal similarity w/the response (produces GCR+)
Training: vocal stimulus presented w/DR successive approximations to target response
-prompting, fading, shaping, EXT & R+ technologies
*Can combine with Mand Frame and have MO/nonverbal stimuli to help evoke vocal response

23
Q

Tact

A

verbal operant under functional control of nonverbal stimuli & produces GCR+
Training: present nonverbal stimulus w/ echoic prompt, DR to target, fade echoic
-can be combined w mand frame (MO’s for nonverbal SD’s)
-Additional nonverbal prompts “What is that?”

24
Q

Interverbal

A

verbal operant occurs when verbal SD evokes a response that doesn’t have point-to-point correspondence w/the verbal stimulus
Training:
1.MO/Nonverb/Verbal->”Bubbles”–>Blow Bubbles
2.Nonver./Verbal–>”Bubbles”–>Praise (GCR)
3.Verbal–>”Bubbles”–>Praise (GCR)

25
Q

Textual

A

Verbal stimulus with point to point correspondence but doesn’t have formal similarity

26
Q

Transcription

A

verbal stimulus that controls a written, typed or finger spelled response with point-to-point correspondence but not with formal similarity.

27
Q

Self-Management Tactics

A

Personal Application of behavior change tactics that produce a desired change in behavior.

  1. Antecedent (provide response prompts, manipulate MO’s, preform initial steps, remove items for undesired behavior)
  2. Self-Monitoring (person observes own behavior systematically and records occurrence/nonoccurrence of behavior w/R+
  3. Self-Evaluation (compares own performance w/goal)
  4. Self-Adminstered Consequences (R+/P+)
  5. Self-Instruction (verbal responses for desired beh.)
28
Q

Ways to Promote Generalization & Maintenance

A
  1. Teach Full Range
    - Teach Sufficient Stimulus Examples
    - Teach Sufficient Response Examples
    • Multiple Exemplar
    • General Case Analysis
  2. Make Instructional Setting Similar to Natural
    - Program Common Stimuli
    - Teach Loosely
  3. Maximize Contact w/R+
    - Teach target beh. to levels req’d by natural cont.
    - Program Indisciminable Contingency
    - Set behavior traps
    - Ask people in general setting to R+
    - Teacher learner to recruit R+
  4. Mediate Generalization
    - Contrive Mediating Stimulus
    - Teach Self-Managment Skills
  5. Train to Generalize
    - R+ Response Variability
    - Instruct Learner to Generalize
29
Q

Setting/Stimulus Generalization

A

The extent to which a learner emits a target behavior in a setting/stimulus situation different from instructional setting

30
Q

Response Generalization

A

Extent to which a learner emits untrained responses that are functionally equivalent to the trained target response.

31
Q

Incidental Teaching

A
  • Teaching behavior in natural environment
  • Can be contrived
  • Can manipulate MO’s
  • Includes a consequence to a response
  • typically thought of as child driven BUT is not always
  • Erors may occur then put them on EXT (Sdelta)
32
Q

Direct Instruction

A

Sigfried Engleman

  • Instructional Method that focused on systematic curriculum & design and skillful implementation of a prescribed behavioral script
    • Explicit, Scripted Plans
    • Ability Grouped
    • Emphasis on Pace/Efficiency
    • Frequent Assessment
33
Q

Precision Teaching

A

Ogden Lindsley

  • Learning is BEST measured by change in response rate
  • Learning most often occurs through proportional change
  • past changes in performance can project future learning
  • Celeration
  • FLUENCY

aba vocabulary (6 decks)

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