Ellen T.

Question 1

Graduated Guidance

Answer 1

using the least amount of physicals prompting needed.

Question 2

Delayed prompting

Answer 2

Time delayed prompting, delayed cuing, progressive delay:

inserting time delay between SD and prompt to systematically eliminate prompts

two forms: fixed delayed and progressive (graduated) delayed prompting.

Question 3

4 ways to removing response prompts

Answer 3

most to least, least to most, graduated guidance, delayed prompting.

Question 4

Control/play condition FBA

Answer 4

test for automatic reinforcement, free access to leisure materials, attention given every 30 seconds, problem behavior occurs no consequences, withhold attention. if behavior occurs in this condition then automatic reinforcement.

Question 5

Contingent attention

Answer 5

tests for positive reinforcement. learner is given attention and then the attention is removed to establish MO.

Behavior occurs mild reprimand (attention)

Question 6

Alone condition

Answer 6

tests for automatic reinforcement

learner remains in room with no demands or social interactions

BX occurs- no consequences

Question 7

Tangible condition

Answer 7

use if hypothesis is access to tangibles to be function of behavior.

play with toy, take away bx occurs, give it back.

Question 8

Contingent escape condition

Answer 8

Academic demand condition:

test for negative reinforcement

learner given set of non-preferred demands to establish MO for escape, behavior occurs end task for 60 seconds, reintroduce demands

Question 9

FBA steps

Answer 9

1. gather info via indirect and descriptive assessments.
2. interpret information from the assessments and formulate hypothesis about the purpose of behavior
3. test hypothesis with FA
4. develop intervention option based on function of behavior.

limitations of FA may temporarily strengthen behavior.

Question 10

stimulus classes

Answer 10

antecedent- the color blue. shares common relationships

feature- the shape round. shares common physical forms

arbitrary- clothes. same response, but do not share common stimulus feature.

Question 11

Three types of extinction

Answer 11

Positive reinforcement- removing attention if function, removing tangible if function

automatic reinforcement- mask or remove the sensory consequence (sensory extinction)

negative reinforcement- (Escape extinction)individual cannot escape aversive situation.

Question 12

Negative reinforcement

Answer 12

Escape- leave while taking test

Avoidance- leave before the test is presented.

Free operant avoidance- response during a prior interval delays the presentation of the aversive stimulus

discriminated avoidance- responding in the presence of a signal prevent the onset of a stimulus form which escape is a reinforcer.

Question 13

Positive reinforcement

Answer 13

edible, activity, tangible, social, sensory

Question 14

compound sched. of reinforcement

Answer 14

Concurrent- two behavior and two reinforcers going at the same time. matching law,

intermittent- VI, VR, FI, FR

chained- SD, has to go in a certain order, task analysis

tandem- Same as chained but no SD and no order

multiple- one behavior and two SD. The mom and dad effect

mixed- schedule is unknown No SD like multiple

alterative- or has to pick one or the other

conjunctive- and has to complete two before reinforcement

Question 15

compound sched. of reinforcement

Answer 15

Concurrent- two behavior and two reinforcers going at the same time. matching law,

intermittent- VI, VR, FI, FR

chained- two or more SD, has to go in a certain order, task analysis

tandem- Same as chained but no SD and no order

multiple- one behavior and two SD. The mom and dad effect

mixed- schedule is unknown No SD like multiple

alterative- or has to pick one or the other

conjunctive- and has to complete two before reinforcement

Question 16

Changing criterion

Answer 16

successive, gradual, stepwise. variation of multiple baseline

Question 17

reversal design

Answer 17

repeated reversal- redundant abababa

BAB- start with intervention. for physical aggression

multiple treatment design- ABCADA

NCR reversal- NCR is baseline, contigent r+ is intervention

DRO/DRI/DRA reversal- DRO is baseline

Question 18

operant behavior

Answer 18

Ontogeny, voluntary, adaptation (long time) evoke/emit. skinner

Question 19

respondent behavior

Answer 19

habituation desensitization (short time), Pavlov, reflex, involuntary, phylogenic born this way genetics , elicited Watson unlearned.

Question 20

respondent conditioning

Answer 20

classical conditioning, same as respondent behavior.

Question 21

operant conditioning

Answer 21

three term contingency, voluntary, learned, emit/ evoke

Question 22

Respondent extinction

Answer 22

unpairing of a CS and US

Question 23

operant extinction

Answer 23

extinction- withholding reinforcement when the behavior occurs.

Question 24

Competency-based training

Answer 24

describe skills
written description
demonstrate skills
observe performance
feedback
repeat to proficiency

competency is achieved when trainee can demonstrate the skills on the job.

fluency training in natural environment should be a part of training.

when describing a skill, give rationale and precise steps

Question 25

Effective performance monitoring and reinforcement system

Answer 25

use permanent products when possible

systematic performance monitoring helps to monitor how the staff are implementing the procedures.

formal monitoring should be used when there are concerns about staff performance.