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CARD > e learning > Flashcards

e learning Flashcards

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
Q

DRO

A

Differential Reinforcement of Other Behaviors

The student is rewarded for NOT engaging in the challenging behavior

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26
Q

DRL

A

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

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27
Q

DRH

A

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

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28
Q

4 Types of Extinction

A

Escape Extinction
Tangible Extingction
Attention Extinction (Planned Ignoring)
Sensory Extinction

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29
Q

Escape Extinction

A

Preventing the individual to escape or a delay a taska s a result of behavior

30
Q

Tangible extinction

A

Withholding access to a desired item or activity that had previously been given as a consequence of the behavior

31
Q

Attention extinction (planned ignoring)

A

Withholding attention (positie and/or negative) that had been previously been given as a result of behavior

32
Q

Sensorhy Extinction/ Response Interruption/ Redirection

A

The problem behavior isinterrupted and then the individual is redirected to easy or preferred

33
Q

Response Blocking

A

a procedure inovlding physical intervention by the instructor to interrupt an dprevent the problem behavior whe it occurs

34
Q

Time out

A

Removal of access to reinforcement fore a specified period of time contingent ont eh problem behavior

35
Q

Time out non-exclusionary

A

the individual remains in the llocation where the behaior occurred but is briefly removed from access to desired reinforcers

36
Q

Time out exclusionary

A

the indivudal is briefly removed form teh location where the behavior occurred for a specified amount of time

37
Q

Response Cost

A

Removal of a specified amount of reinforcment contingent on the problem behavior

38
Q

Overcorrection

A

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
Q

Restitutional Overcorrection

A

A procedure in which the individual restores the environment toa state better than it was proior to the occurence of the problem

40
Q

Positive Practice Overcorrection

A

A procedure which require the indiidual to repeatedly practice an appropriate alternativ response as a consequence to the behavior

41
Q

ABA

A

Applied behavior Analysis

Science of behaivor based upon the principle of learning and motivation studied extensively by psychology of BF skinner

42
Q

Core Principle of ABA

A

Desirable consequences will increase behavior whereas undesirable consequences with decrease behavior

43
Q

What is discrimination training

A

Process of reinforcing a target response only when the target, antecedent or SD is present

44
Q

What are the most common prompt fading procedures>

A

Simple fading
Most to least prompting
Time Delay

45
Q

Behavior Excess

A

Stereotypy, non-compliance, tantrums, aggression, visual stereotypy and physical stereotypy

46
Q

Behavior Deficits

A

social skills, play, perspective taking, theory of mind, motor skills, self help, school skills

47
Q

3 components of the discrete trial

A

antecedent response consequence

48
Q

What are two types of antecedent within the discrete trial teaching (DTT)

A

EO - establishing operations

SD - discriminative stimulus

49
Q

EO

A

Establishing operation

A condition that makes an item or activity momentarily more desirable and therefore evokes responses that produce that item or activity`

50
Q

Guidelines to Responses

A
  • 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
Q

What are 2 possible consequences that follow a response

A

Reinforcement

Error correction

52
Q

What are categories of reinforcers

A 
Preferred Stimulus (Primary)
Aversive Stimulus (Secondary)
53
Q

Guielines for delivering reinforcers

A
  • 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
Q

Event recording

A

count

Frequency/rate

55
Q

Count

A

Used when the observation period is always a consistent length of time

56
Q

Frequency

A

used when the obseration period varies in duration

57
Q

Timing

A

Duration
Latency
Inter response time

58
Q

Duration

A

measurement of length of time a behavior occurs

59
Q

Latency

A

the amount of time between astimulus event and the onset of behavior

60
Q

Inter response time

A

the amount of time between consecutive occurences of the same behavior

61
Q

Generalization

A

behavior change that occurs with untrained situations or conditions

62
Q

mainteance

A

continued performance of a response after it was first learned

63
Q

response generalization

A

behavior change that continues to occur after all instructional proceudres have ended

64
Q

Stimuls generalization

A

behavior change occurs across different untrained locations coditions and people

65
Q

Response generalization

A

new untrained behavior that are functional equavalent to the trained behavior start to occur WITHOUT inSTRUCTION

66
Q

types of reinforcement

A

Social Positive Reinforcement
Automatic Reinforcement
Social negative reinforcement
Automatic negative reinforcement

67
Q

Social positive reinforcement

A

occurs when a behavior get a person something through the action of another person

68
Q

Automatic positive reinforcement

A

occurs when a behavior gets a person something as a result of their own actions ie noone else was involved in any ways

69
Q

Social negative reinforcement

A

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
Q

Automatic negative reinforcement

A

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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