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SPY 605 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

SR+/-

A

Positive and negative reinforcement

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2
Q

SP+/-

A

Positive and negative punishment

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3
Q

S Delta

A

Extinction

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4
Q

Form vs. Function

A

Form = the topography of the behavior
Function = the purpose that a behavior serves

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5
Q

Instructional Hierarchy

A

Acquisition: skills, slow and deliberate (accuracy)
Proficiency: fluency, sub-skills as a unit
Maintenance: can engage with little effort
Generalization: can use the skills in different environments
Adaptation: Make small changes to the skills to be applied to different situations

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6
Q

Prerequisite Skills

A

Behaviors the must be mastered prior to advancing to a more complex behavioral response

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7
Q

Schedules of Reinforcement

A

Fixed
Variable

Time
Ratio

The response effort required in order for a learner to receive reinforcement

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8
Q

Reinforcer vs. Reward

A

Reinforcer: a consequence that increases the likelihood that a behavior will occur again in the future
Reward: a bribe to elicit a desired response

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9
Q

Operant Conditioning

A

Altering the strength or frequency of properties of behavior through reinforcement, extinction, or punishment procedures.

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10
Q

Motivating Operations: EO’s and AO’s

A

EO: A procedure that alters the degree to which a specific postcedent will function as a reinforcer.
AO: A procedure that alters the degree to which a specific postcedent will not function as a reinforcer.

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11
Q

Conditioned Motivating Operation - Reflexive

A

A warning stimulus that an aversive stimulus or set of stimuli is forthcoming.
Establishes escape as temporarily reinforcing
Evokes behavior that will allow for the termination of the CMO-R and by proxy escape, avoid, or postpone the impending aversive
Need to abolish CMO-R in the instructional setting

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12
Q

Stimulus Control

A

Previously neutral stimuli become SDs
In the presence of these stimuli the organism exhibits a specific response

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13
Q

Discrimination

A

Only respond to specific stimuli

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14
Q

Simple Discrimination

A

Distinguish between SD and S-delta
Ex. Pigeons were taught to peck a key in order to gain access to food pellets

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15
Q

Conditional Discrimination

A

More complex response requirement
Involves multiple (2 or more) discriminative stimuli
Match to sample: “Touch cat” - array of 3 pictures

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16
Q

Generalization

A

One of the 7 defining characteristics of ABA
Across time, settings, people, behaviors
Generalizations to situations outside of training
Same response under the presence of different stimuli
Generalization occurs on a spectrum

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17
Q

Strategies to Generalize

A

Select target behaviors that will meet natural contingencies
Specify all desired variations and the settings/situations in which it should or should not occur
Teach multiple exemplars
Good representation of different responses and environments
Teach multiple response topographies
Explicit instruction of where and when not to use the target bx
Instructional setting should be as similar to the generalization setting as possible (program common stimuli)
Teach loosely (Vary non-critical aspects in the instructional setting)
Program indiscriminable contingencies (no clear stimuli that signals reinforcement is available)

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18
Q

Premack Principle

A

First…, then…

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19
Q

Imitation and Modeling

A

Behavioral cusp
Model stimulus is presented to evoke imitative behavior
Formal similarity
Model is an SD for the behavior response
If the behavior occurs in the absence of a model it is not imitation

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20
Q

Generalized Imitation

A

Generalize a rule to imitate models
Teach learners to “do what the model does”

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21
Q

Naturalistic Teaching

A

Techniques conducted in loosely controlled contexts
Multiple exemplars
Incorporate child’s preference into teaching

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22
Q

Free Operant Teaching

A

May or may not be programmed SD
Several responses
No intertrial interval
Ex. Practicing flashcards by yourself, shooting hoops by yourself, greeting people in a lunchroom
Leads to lower rates of responding compared to DTT
Good for testing generalizability of a skill

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23
Q

Pivotal Response Teaching

A

Motivation
Initiations
Self-regulation
Responding to multiple cues

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24
Q

Incidental Teaching

A

Hart and Risley
Primarily used for teaching language
Setting up scenarios for children to express their wants or needs
Naturally occurring reinforcement

25
Q

Direct Instruction

A

Mastery learning
Teach foundational skills to a level of proficiency to learn more complex skills
Highly scripted instruction
Small group instruction
Active student responding - high rate
Choral group responding (responses, white boards, response cards)

26
Q

Precision Teaching

A

Idea that fluency is more important than accuracy
Chart progress using standard celeration charts
Behaviors to be accelerated and behaviors to be decelerated
The more channels a skill is taught in = greater generalization
Often paired with Direct Instruction

27
Q

Personalized Systems of Instruction

A

Self-paced
Must demonstrate mastery to move forward
Show mastery by completing a test or an experiment
Divided into smaller units
Less teacher directed
Students are proctors

28
Q

Discrete Trial Teaching

A

Presenting an SD
Assess response (only one response)
Provide either reinforcement or error correction
Errorless teaching is superior to trial and error learning
Move from acquisition to fluency to maintenance
Criterion for advancing or returning to previous prompt levels

29
Q

Stimulus Prompt

A

Alteration to the SD materials to increase the probability of a correct response
Larger
Different color
Closer position
More salient than the s-delta

30
Q

Response Prompt

A

Provided by the teacher to increase the probability of a correct response
Physical, model, gestural, visual, verbal
Voice inflection
Facial expressions
Glancing at the correct answer

31
Q

Intertrial Interval

A

The time when therapist/teacher records data and prepares materials for the next trial
Brief time where reinforcement is not available
Keep this time short
Important to have generalized conditioned reinforcement (praise, tokens)

32
Q

Match to Sample

A

Present stimuli and at least 2 comparison stimuli
One will be SD (Equivalent stimulus)
Exactly the same, different exemplars of the same object, vocal representation and photo, written and spoken words, written words and photo representation
Others will be S-deltas

33
Q

Prompting

A

Additional stimulus beyond the naturally occurring SD that helps occasion a specific response
Socially mediated
Shift the antecedent controlling the response from a prompt to naturally occurring antecedent stimulus

34
Q

Faulty Stimulus Control

A
35
Q

Most to Least Prompting

A

Starts with the most intrusive prompt that will ensure that the learner will respond correctly
Ex. Full physical, Partial physical, Gestural prompt
Ex. Full vocal, Phonemic prompt, 5 sec. delay then phonemic prompt
Controlling
Intermediate
Independent
Graduated guidance

36
Q

Least to Most Prompting

A

Not errorless
Learner begins to make an error, the teacher attempts to block the error and provides the next higher prompt
Ex. Vocal, model, physical
1. Non-specific vocal
2. Specific vocal
3. Gesture
4. Partial physical
5. full physical
Better for learners that make errors of omission
Self-fading

37
Q

Errorless Teaching

A

Systematic prompting approach to minimize learner errors
Transfer prompt SD to prevent prompt-dependency

38
Q

Time Delay

A

Response Prompts
Progressive: Starts at 0 seconds (SD and then the prompt)
Increase time before prompt based on percentage or consecutive correct responses
Constant: Only 2 prompting interval lengths
Unprompted responses receive high quality reinforcement
Prompted responses receive lower quality reinforcement

39
Q

Faulty Stimulus Control

A

Response comes under the control of an irrelevant antecedent stimulus

40
Q

Verbal Behavior

A

Any modality of language - not just vocal
Behavior that is reinforced through the mediation of another person’s behavior
Formal properties: form, structure,
Functional: causes of the response

41
Q

Unit of Analysis

A

Verbal operant
a. MO and SD
b. Verbal response
c. Consequences

42
Q

Mand

A

Speaker asks for what they need or want
Under the functional control of motivating operations and specific reinforcement
First verbal operant acquired

43
Q

Tact

A

Speaker names things and actions that they have direct contact with through any sense mode
Under the functional control of nonverbal SD
Produces generalized conditioned reinforcement

44
Q

Intraverbal

A

Speaker differentially responds to the verbal behavior of others
Does not have point-to-point correspondence with the verbal stimulus
Produces generalized conditioned reinforcement

45
Q

Echoic

A

Speaker repeats the verbal behavior of another speaker
Repeating words, phrases, vocal behavior
Point-to-point correspondence and formal similarity

46
Q

Rules Governed Behavior

A

Rules are verbal description of a behavioral contingencies
Behavior is under the control of consequences that are too delayed to influence behavior directly
Behavior changes without apparent reinforcement
Self-generated rules

47
Q

Instructions

A

Strategic: The general approach to achieve a goal
Tactical: The actual steps needed to achieve the goal

48
Q

Task Analysis

A

Breaking a complex skill or series of behaviors into smaller, teachable units
Series of sequentially ordered steps

49
Q

Shaping

A

Reinforcing successive approximations of a target behavior

50
Q

Chaining

A

Sequences of discrete behaviors

51
Q

Forward Chaining

A

Begin teaching with the first behavior in the sequence

52
Q

Total Task Chaining

A

Teaching is provided for every behavior in the sequence during each training session
Prompting on every step

53
Q

Backward Chaining

A

The teacher completes every behavior in the chain except the last
Teaches the last behavior, and moves to the last two behaviors

54
Q

Stimulus Equivalence

A

When a stimulus that controls a response can be replaced with another stimulus without altering the probability that the response will occur, the two stimuli are the same, in some way, to the learner

55
Q

Derived Relations

A

Freebies from the transitive property that do not have to be explicitly taught

56
Q

Reflexivity

A

A=A
Generalized identity matching

57
Q

Symmetry

A

A=B then B=A

58
Q

Transitivity

A

A=B and B=C, then A=C
Derived Relations

SPY 605 (1 decks)

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