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SPED 306 > Final > Flashcards

Final Flashcards

1
Q

principles of discrimination

A

ability to tell the difference between environment events or stimuli

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2
Q

stimulus control

A

a behavior that occurs in the presence of S but not its absence

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3
Q

Antecedents

A

environmental conditions and events that precede the behavior

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4
Q

simple discrimination

A

differentiating

-with practice should reliably respond correctly

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5
Q

discriminative stimuli S^D

A

condition under which we want behavior to occur

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6
Q

s-deltas

A

anything other than S^d

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7
Q

discrimination training steps

A
  1. identify target behavior
  2. identify stimulus to be established
  3. plan reinforcement strategy
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8
Q

prompt

A

additional stimuli that increases the probability that the S will occasion the desired response
-always move from most to least intrusive

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9
Q

prompt types

A
  • gestural
  • verbal
  • visual
  • modeling
  • physical
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10
Q

gestural prompts

A

using movement and motions to give reminder

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11
Q

verbal prompts

A

A. rules- “no running in the halls”
B. instruction- “put your name on top of the paper”
C. hints
D. self operated verbal prompts

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12
Q

visual prompts

A

A. pictures
B. color code for work rate
C. classroom schedule
D. maps

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13
Q

visual prompts- pictures

A
  1. correctly completed problems
  2. format for a report
  3. books of pictures
  4. hand washing pictures at restaurants
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14
Q

modeling prompts

A

demonstration- imitation must be possible

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15
Q

physical prompts

A

A. full- “put through” physically do with child

B. partial

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16
Q

effective prompting

A
  1. focus students attention on S^D
  2. should be as non-intrusive as possible
  3. fade as rapidly as possible
  4. unplanned prompts should be avoided
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17
Q

task analysis

A

breaking complex behavior into components

-completion of each step is the S^D to the beginning of the next step

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18
Q

task analysis steps

A
  1. determine prerequisite skills
  2. list materials that will be needed
  3. list all components in order of performance
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19
Q

chaining

A
  • teacher establishes a series of chain of behavior

- instructional procedure of reinforcing individual responses in sequence to form complex behavior

20
Q

forward chaining

A

begins with first step and adds in others in order

- ex: shoe tying

21
Q

backwards chaining

A

components are taught from last step to first step

  • reinforcer is given at the most natural point -> the end of task
  • ex: helping student learn to put on their pants, start with them buttoning pants and move backwards
22
Q

fading procedures

A
  • decreasing assistance
  • graduated guidance
  • time delay -> give students more tome to respond
  • increasing assistance
23
Q

shaping

A
  • differential reinforcement for successive approximations of behavior
  • used to teach new behavior
24
Q

must be able to identify for antecedent procedures

A
  • terminal behavior -> behavioral goal
  • initial behavior -> in students repertoire
  • intermediate behavior
  • dimensions
  • things to think about
    • size of steps
    • how long to stay at each plateau
25
Q

generalizations

A
  • stimulus generalizations
  • maintenance
  • response generalizations
26
Q

why do we need to plan for generalizations?

A
  • the lack of generalizations
  • technology of generalizations
  • must be programmed
27
Q

stimulus generalization

A

when a response that has been trained in a specific setting with a specific instructor occurs in different setting or with different instructor
-behaviors are reinforced in presence of similar yet different S^D

28
Q

maintenance

A

tendency of learned behavior to occur after programmed contingencies have been removed

  • resistance to extinction
  • durability
  • behavioral persistance
29
Q

response generalizations

A

to unprogrammed changes in similar behaviors when target behavior is modified
- ex targeting the F word but also change other swear words

30
Q

training generalization

A
  • train and hope
  • sequentially modify
  • introduce to natural contingencies
  • train sufficient exemplars
  • train loosely
  • use indiscriminate contingencies
  • program control stimuli
  • mediate generalization
31
Q

sequentially modify

A
  • across settings
  • peer reprogramming
  • multiple settings programming
32
Q

introduce natural contingencies

A
  • observe students environment
  • choosing behaviors that are subject to trapping as determined by observation
  • teaching students to recruit reinforcers from environment
  • teaching students to recognize reinforcement when it is delivered
33
Q

train sufficient exemplars

A
  • similarities and differences
  • saying hello, asking for help
  • general case programming
  • enhances response generalization, maintenance, and stimulus generalization
34
Q

train loosely

A
  • naturalistic teaching
  • incidental teaching
  • enhances response, maintenance, and stimulus generalization
35
Q

self record

A

you record your own behavior- on you to make sure you record correctly

  • select behavior
  • operationally define behavior
  • select appropriate data collection
  • instruct student
  • monitor at least one practice
  • independent use
36
Q

self instruction

A

providing ones own verbal prompting

37
Q

self reinforcement

A

letting the students be involved, self determined reinforcers

  • stringent standards
  • teacher controlled contingencies
38
Q

self punishment

A

students decide when to subtract or return tokens/reinforcers as well as when to reward themselves
-ex not going out with friends if you do bad on an exam

39
Q

free will

A

behavior attributed to a force from within the individual and thus not subject to prediction and change

40
Q

deterministic

A

behavior is lawful (subject to prediction) and its causes can be identified in environmental events

41
Q

behavior modification misused

A

people associate modification with change therefore believe it is any procedure that has the potential to change behavior

42
Q

besides behavior modification what is the other issue people have with the behavioral approach?

A

they believe that any systematic effort to change behavior is coercive and thus inhumane

43
Q

social validity

A

the acceptability of a program or procedure to its consumer

44
Q

functional skills

A

teaching skills is the primary focus of every childs education program
-merely eliminating a behavior is indefensible in the absence of a plan to develop constructive behavior

45
Q

accountability

A
  • when goals are stated in objective terms
  • open to evaluation
  • data-based decisions
46
Q

assessment

A

goals and objectives progress is determined by the ongoing process of data collection

47
Q

effective procedures

A

procedures that have been shown to work with the same population with similar behaviors

SPED 306 (4 decks)

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