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1
Q

Shaping

A

reinforcing approximations until they can get the full thing

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2
Q

NET Prompt

A 
Leading questions/ Statements
"Acting Confused"
Visual/Textual (indirect)
Hypothetical Scenario
Rephrasing the Question
Choices
Experiential 
Prime/Rule-Governed Behavior
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3
Q

Leading Questions/ Statements

A

Therapist asks a question or series of questions or gives a series of statements guide learner to the orrect response

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4
Q

“Acting Confused”

A

Therapist pretends not to know information tey do know in order to get more informatino from the learner

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5
Q

Visual/Textual (indirect)

A

Therapist draws a social story, social comic strip, illustration or writes a list/description of the target concept

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6
Q

Hypothetical scenario

A

therapist tells made-up story, similar to the target concept to guide learner to appropriate answer

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7
Q

rephrasing the question

A

therapist rephrases SD using different language or terminology

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8
Q

Choices

A

therapist gives learner answer choices

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9
Q

Experimental

A

therapist “puts learner n another’s shoes” and allows learner to experience what another person is experiencing

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10
Q

Prime/Rule- goverened behavior

A

therapistgives direction or reviews concept/answer before presenting SD

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11
Q

DTT prompts

A 
Physical
Model
Echoic 
directive 
visual/textual
gestural 
proximity 
stimulus manipulation
receptive
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12
Q

Proximity

A

therapist moves target stimulus closer to learner

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13
Q

Receptive

A

Therapist runs a receptive trial before running the target expressive trial “give me red” “what color”

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14
Q

Stimulus manipulation

A

therapist changes some apsect of the target stimulus

- ex: color, size, clarity etc.

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15
Q

Antecedent modification

A 
non-contingent reinforcement
demand fading
task modifiation
behavior momentum (high probability sequence)
functional communication training
environmental modification
replacement behaviors
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16
Q

Demand fading

A

the gradual increase in demand requirement prior to deliering a functional reinforcement

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17
Q

behavior momentum (high probability task sequence)

A

the presentation of several high probablity demans folowed by a low proablity demand increase the likelihood that the low probability behavior will occur

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18
Q

(FCT) functional communication traning

A

a procedure in which the individual is taught to use a form of communication which results in accessing the same reinforcement as the problem behavior

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19
Q

Consequence manipulatinos

A

interventions designed to weaken problem behavior by altering the consequences that follow

Extinction 
Sensory extinction
response blocking
time out 
Response Cost
Overcorrection
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20
Q

Extinction

A

the witholding of previously occurring reinforcement upon a behavior

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21
Q

Differential Reinforcement

A

DRA (Differential Reinfocement of Alternative Behavior)
–FCT (functional communication training)
–DRI (Differential Reinforcement Training of Incompatible Behavior)
DRO (Differential Reinforcement of Other Behaviors)
DRL
Differential Reinforcement of Low Rate Behaviors
DRH
Differential Reinforcement of High rate Behaviors

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22
Q

DRA Differential Reionforcement of Alternative Behavior

A

The delivery of reinforcement for an alternative behavior while witholding reinforcement for the problem behavior

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23
Q

FCT

A

DRA involving a communicative response as the alternative behavior

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24
Q

DRI

A

Differential Reinforcement of Incompatible Reinforcement

Individual is reinforced for engaging in a response that makes it physically impossible to perform the problem behavior

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25
DRO
Differential Reinforcement of Other Behaviors The student is rewarded for NOT engaging in the challenging behavior
26
DRL
DIfferential Reinforcement of Low Rate Behavior The delivery of reinforcement contingent on the behavior occurring at a reduced rate during a specific period of time
27
DRH
Differential Reinforcement of High Rate Behaviors The delivery of reinforcement contingent on the behavior occurring at a higher rate during a specific period of time
28
4 Types of Extinction
Escape Extinction Tangible Extingction Attention Extinction (Planned Ignoring) Sensory Extinction
29
Escape Extinction
Preventing the individual to escape or a delay a taska s a result of behavior
30
Tangible extinction
Withholding access to a desired item or activity that had previously been given as a consequence of the behavior
31
Attention extinction (planned ignoring)
Withholding attention (positie and/or negative) that had been previously been given as a result of behavior
32
Sensorhy Extinction/ Response Interruption/ Redirection
The problem behavior isinterrupted and then the individual is redirected to easy or preferred
33
Response Blocking
a procedure inovlding physical intervention by the instructor to interrupt an dprevent the problem behavior whe it occurs
34
Time out
Removal of access to reinforcement fore a specified period of time contingent ont eh problem behavior
35
Time out non-exclusionary
the individual remains in the llocation where the behaior occurred but is briefly removed from access to desired reinforcers
36
Time out exclusionary
the indivudal is briefly removed form teh location where the behavior occurred for a specified amount of time
37
Response Cost
Removal of a specified amount of reinforcment contingent on the problem behavior
38
Overcorrection
a procedure in which the individual is required to perform an ativity to practice a psoitive behavior as a consequence of the problem behavior
39
Restitutional Overcorrection
A procedure in which the individual restores the environment toa state better than it was proior to the occurence of the problem
40
Positive Practice Overcorrection
A procedure which require the indiidual to repeatedly practice an appropriate alternativ response as a consequence to the behavior
41
ABA
Applied behavior Analysis Science of behaivor based upon the principle of learning and motivation studied extensively by psychology of BF skinner
42
Core Principle of ABA
Desirable consequences will increase behavior whereas undesirable consequences with decrease behavior
43
What is discrimination training
Process of reinforcing a target response only when the target, antecedent or SD is present
44
What are the most common prompt fading procedures>
Simple fading Most to least prompting Time Delay
45
Behavior Excess
Stereotypy, non-compliance, tantrums, aggression, visual stereotypy and physical stereotypy
46
Behavior Deficits
social skills, play, perspective taking, theory of mind, motor skills, self help, school skills
47
3 components of the discrete trial
antecedent response consequence
48
What are two types of antecedent within the discrete trial teaching (DTT)
EO - establishing operations | SD - discriminative stimulus
49
EO
Establishing operation A condition that makes an item or activity momentarily more desirable and therefore evokes responses that produce that item or activity`
50
Guidelines to Responses
- Therapists must be conssitent about what is considered a correct response - be sure extraneous behavior is absent - limit the time between the SD and response to no more than 3 seconds - informational No, AFTER DEMAN IS POLCED
51
What are 2 possible consequences that follow a response
Reinforcement | Error correction
52
What are categories of reinforcers
``` Preferred Stimulus (Primary) Aversive Stimulus (Secondary) ```
53
Guielines for delivering reinforcers
- limit free acess to potential reinforcers and instead deliver reinforcers contingent upon target behavior - Conduct preference assessments frequently - Deliver the reinforcer withn a one- half secondof the target response - Establish conditioned reinforcers - Provide frequent reinforcement for apporopriate behavior throughout the session or day
54
Event recording
count | Frequency/rate
55
Count
Used when the observation period is always a consistent length of time
56
Frequency
used when the obseration period varies in duration
57
Timing
Duration Latency Inter response time
58
Duration
measurement of length of time a behavior occurs
59
Latency
the amount of time between astimulus event and the onset of behavior
60
Inter response time
the amount of time between consecutive occurences of the same behavior
61
Generalization
behavior change that occurs with untrained situations or conditions
62
mainteance
continued performance of a response after it was first learned
63
response generalization
behavior change that continues to occur after all instructional proceudres have ended
64
Stimuls generalization
behavior change occurs across different untrained locations coditions and people
65
Response generalization
new untrained behavior that are functional equavalent to the trained behavior start to occur WITHOUT inSTRUCTION
66
types of reinforcement
Social Positive Reinforcement Automatic Reinforcement Social negative reinforcement Automatic negative reinforcement
67
Social positive reinforcement
occurs when a behavior get a person something through the action of another person
68
Automatic positive reinforcement
occurs when a behavior gets a person something as a result of their own actions ie noone else was involved in any ways
69
Social negative reinforcement
occurs when a behavior gets a person away from something or gets somwthing taken away from the person througgh the actions of another person
70
Automatic negative reinforcement
and this occurs when a behavior gets a person away from something or gets something taken away from them through their own actions ie another person is in no way involved

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