Domain E: Skill Acquisition Programming

Question 1

Goal Writing Criteria

OMM

Answer 1

Objective
-refer only to the observable characteristics of a behavior.
-precise description, systematic and repeated measurement.

Measurable
-The behavior must be measurable.
-Discrete, with a clear beginning and end. -observable.

Mastery Criteria
-The goal of ABA is to create lasting behavior change. This includes generalization of acquired skills across settings, individuals and to other related behaviors.
-The behavior should be maintained over time.

Question 2

Social/Cultural Factors Necessary for Program Success

Self-Determination

Independence

Person Centered Planning

Answer 2

● Self-Determination is freedom to live as one chooses or to act or decide without consulting others
○ Opportunity to succeed or fail in pursuit of own happiness
○ Combination of abilities and opportunities
● Independence is freedom from the control, influence, support, aid or the like of others
● Person-centered Planning
○ Involves client in planning process from the beginning
○ Supports client in setting goals
○ Gives client choice and say over how to achieve goals
○ Helps client put together plan
○ Uses supports only when necessary
○ Promotes independent living and community use

Question 3

Error Correction Methods (3)

Overcorrection

Answer 3

-May include:repeating a learning trial, practicing correct responses, giving additional work.

Composed of over correction, restitutional overcorrection, and positive practice overcorrection

Over correction
-contingent upon each occurrence of the behavior, the learner must engage in effortful behavior that is related to the problem behavior.
-may include restitution and/or positive practice.

Question 4

Restitutional Overcorrection

Answer 4

Restitutional Overcorrection
-contingent upon problem behavior, the learner must return the environment back to its original state prior to the problem behavior (e.g., clean up any mess that was made during a tantrum)and engage in additional behavior that makes the environment better than it was before the maladaptive behavior (e.g., not only clean up the toys that were thrown but vacuum the area as well).

Question 5

Positive Practice Overcorrection

Answer 5

Positive Practice Overcorrection
-contingent upon problem behavior, the learner is required to perform a correct response, or incompatible behavior, repeatedly for a set number of responses or duration of time.
-has an educative component as it requires the learner to engage in an alternative behavior.

Question 6

Prompts

Prompt Hierarchy

Prompt Fading

Prompt Dependency

Answer 6

Prompts
-used in the presence of the SD to occasion a correct response.
-may be used before or during the performance of the target behavior.

Prompt Hierarchy
-3 major forms of prompting: verbal instructions, modeling, physical guidance.

● Hierarchy of prompts
○ Gestures/Positional Prompts
○ Model/Visual Prompts
○ Physical/Vocal Prompts

Prompt Fading
-once the learner becomes independent responding to a certain prompting level (e.g., modeling) the instructor should gradually decrease the level of support provided by moving to a less intrusive prompt (e.g., verbal prompt, gesture).

Prompt Dependency
-important to use prompt fading so that the learner does not become dependent on the prompt provided to engage in the target behavior.

Question 7

ABA Instructional and Educational Methodologies

Discrete Trial Training

Answer 7

Discrete Trial Training (DTT)
● The purpose is to remove distractions and teach specific behaviors in a systematic way
● Targets specific behaviors one at a time
● Review the phases of DTT
Antecedent.
Prompt.
Response.
Consequence for a correct response.
Consequence for an incorrect response.
Inter-trial interval.

Question 8

ABA Instructional and Educational Methodologies

Pivotal Response Treatment

Answer 8

Pivotal Response Treatment® is a naturalistic intervention model derived from ABA approaches for individuals with autism (mostly children). Rather than target individual behaviors one at a time, PRT® targets pivotal areas of a child’s development.

It builds on client interests and choices, uses of natural reinforcement, and does not involve drills

Derives some principles from ABA
•PRT is a naturalistic intervention model derived from ABA approaches for individuals with Autism (mostly children).
•Primarily reinforcement or operant conditioning
•More naturalistic than DTT
•Targets pivotal areas of development rather than individual behaviors one at a time (this is in contrast to DTT)
•Pivotal Behavior
○ Key behavior that leads to new behavior
○ A behavior when learned, causes changes in other behavior without additional learning

Components of PRT (PRT Points)
1.Child Attention/Clear instruction
2.Shared Control
3.Interspersing Maintenance/Acquisition Tasks
4. Responsivity to Multiple Cues
5.Contingent Reinforcement
6.Reinforce Attempts
7.Direct Response-Reinforcer Relationship

Traditional Models and Community
● Traditional Models disempower individuals because they tend to focus on the disability, deficits, and problem behavior.
● Alternatively Person-Centered Planning attempts to celebrate the strengths of individuals and encourages them to set future goals.
● Person-Centered Planning was developed to respond to social exclusion, disempowerment, and devaluation.
● Community connections can lead to greater awareness and acceptance (less mental stress), fewer misunderstandings and subsequent mishaps, and additional opportunities to have meaningful events and interactions.
● A person can learn more about themselves and their unique gifts through community interactions
● Creates opportunities for long-term support and maintenance of skills