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Foundation Knowledge- The Super Hard Stuff Flashcards

1
Q

Response Generalization

A

Extent to which an individual exhibits novice responses that are functionally equivalent to the trained target response

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2
Q

How To Plan for Generalization

A

Select target behaviors that will meet with natural contingencies or reinforcement
Specify all desired variations of the behavior and the situations in which it should occur after instruction

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3
Q

7 Strategies To Promote Generalization

A 
CLEMING
Common Stimuli
Loosely train
Exemplars
Mediation
Indiscriminable contingencies
Negative teaching examples
General case analysis
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4
Q

Programming Common Stimuli

A

The likelihood that the correct will be occasioned in the generalization setting is increased if there is a lot of similarity between instructional setting and generalization setting

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5
Q

Loosely Training

A

Noncritical elements of the teaching setting are altered in arbitrary ways

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6
Q

Exemplars

A

The more examples utilized when teaching

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7
Q

Mediation

A

Instruct others who will maintain and generalize the newly acquired behaviors

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8
Q

Indiscriminable contingency

A

An individual is not able to discriminate when his or her responses will be reinforced

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9
Q

Negative teaching examples

A

Instructing individuals regarding settings, times and conditions in which is it NOT appropriate to display a certain behavior

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10
Q

General case analysis

A

Ensuring that you are teaching all the different stimulus variations and response variations the individual may encounter in the generalization post intervention environment

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11
Q

Terminating Successful Interventions

A

Systematically terminate
From the beginning attempt to reduce the need to generalize
Probe for generalization

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12
Q

Maintenance

A

Following removal of an intervention the extent to which a particular response remains in the individual’s repertoire over time

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13
Q

Verbal Behavior

A

Behavior that is reinforced through the mediation of another’s behaviors
Defined by the function of the response not topography
Not necessarily verbal, could be signed, written
Listener and Speaker

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14
Q

Form vs function of verbal behavior

A

Formal properties of language involved the topography

Function effects of the response

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15
Q

Verbal Operant

A

Unit of analysis in verbal behavior

MO/SD >Response >Consequence

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16
Q

Verbal Repertoire

A

A set of verbal operants emitted by someone

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17
Q

How are verbal operants used as the basis for language assessment?

A

Assess current effectiveness of each verbal operant
Obtaining info about clients mand
Conduct a VBMAPP

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18
Q

6 Types of Elementary Verbal Operants

A 
EMITT
Echoic
Mand
Intraverbal
Tact
Textual
Transcription
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19
Q

Echoic

A 
Speaker repeats verbal behavior of another speaker
Controlled by a Verbal SD
Point to Point
Verbal Similarity
GCSR
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20
Q

Mand

A

Type of verbal operant in which the speaker asks for what he or she wants or needs
Controlled by MO
First verbal operant
Items manded for

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21
Q

Mand Training

A

Choose words related to strong motivation
Needs to be controlled access
Easy to deliver

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22
Q

2 Types of Mands

A

Regular

Extended

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23
Q

Regular mands

A

Mands that can actually be reinforced

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24
Q

Extended mands

A

Emitting mands to objects or animals that can’t supply an appropriate response

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25
2 Extended Mands
Superstitious | Magical
26
Intraverbal
Answering a question Verbal Discriminative Stimulus NOT point to point GSCR
27
Intraverbal Training
Pre req- 50 mands and tacts Prompting, fading and chaining Begin with fill in's Should be taught systematically
28
Tact
Speaker has direct contact with Labeling Nonverbal SD GSCR
29
Tact Training
Start with echoics 5-10 mands Choose words used during tact training Teach with mand components "What is that" "What do you see" Ultimate goal is labeling independently without "what is that"
30
Tact Extensions
There is not one way to describe one thing
31
4 Types of Tact Extensions
``` SMMG Solistic Metaphorical Metonymical Generic ```
32
Solistic Extension
Poor use of language
33
Metaphorical Extension
Metaphors
34
Metonymical Extension
Verbal responses to novel stimuli that don't share relevant features
35
Generic Extension
Stimulus Generalization
36
Textual
Reading written words Verbal SD Point to point GCSR
37
Transcription
Taking Dictation Verbal SD Point to point GCSR
38
Listener Training
Listener acts as an SD for speaker's behavior
39
Autoclitic
Verbal behavior about one's own VB | Modifies other forms of verbal behavior
40
Schedules of Reinforcement
A rule that describes a contingency of reinforcement
41
Continuous Reinforcement
Every occurrence of target behavior
42
CRF and Extinction are
Bookends of all schedules of reinforcement
43
Intermittent Schedules of Reinforcement
Between CRF and EXT Some occurrences Used for maintaining behaviors already established
44
4 Basic Schedules of INT Reinforcement
``` FVFV Fixed Ratio Variable Ratio Fixed Interval Variable Interval ```
45
Fixed ratio
Basic schedules of reinforcement Constant set criteria when certain number of occurrences of the behavior before reinforcement FR4 - Reinforcement every 4th CORRECT response Looks like steps on a graph
46
Patterns of Responding with FR
Completes required responses with little hesitation | Postreinforcement pause- not responding for certain time after reinforcement
47
Variable Ratio
Strongest basic schedule Average number of responses for certain number of occurrences of targeted behavior for reinforcement Super fast and steep line VR- Reinforcement delivered after an AVERAGE of every 4th CORRECT response
48
Pattern of Responding with VR
Produces consistent steady rates of response
49
Fixed Interval
Basic INT schedule Constant set criteria with specific amount of time elapsing before a single CORRECT response produces reinforcement FI5- Reinforcement delivered after 1st correct response occurring AFTER 5 minutes Scalloped
50
Pattern of Responding Produced with FI
Postreinforcement pause evident but only during early part of interval. At the end there is an accelerated rate.
51
Rate of Response Produced by FI
Slow to moderate | Larger FI requirement, longer postreinforcement pause
52
Variable Interval
Changing set criteria after a specific amount of time elapses before a single correct response produces reinforcement VI 12- Reinforcement delivered after the 1st CORRECT response that occurs after an AVERAGE of 12 minutes Straight lines but not steep
53
Patterns of Responding by VI
Constant, stable rates of response | Few hesitations
54
Rate of Response by VI
Low to moderate rate of response | Larger interval lower overall rate of response
55
FR vs FI
Both produce post reinforcement pause | Variable Schedules do not produce PRP
56
Thinning INT Reinforcement
Gradually increasing response ratio or the duration of the time interval VR 4 to VR 6 VR 6 to VR 4
57
Limited Hold
A restriction placed on an interval schedule requiring that to be eligible for reinforcement, the primed response must occur within specified span of time following that interval Can be imposed on any type of schedule To speed up response rate FR 5 with LH 2 minutes- Must complete the 5 tasks within 2 minutes
58
3 Variations of Basic INT Schedules of Reinforcement
HDL DRH DRD DRL
59
Differential Reinforcement
Used when challenging behavior has to do with rates of response
60
DRH- Higher Rates
A schedule of reinforcement that provides reinforcement for emitting behaviors are at or above pre-established rate Increases behavior that displayed too little
61
DRD- Diminishing Rates
A schedule of rein. that provides reinforcement when the number of responses in a specified time period is less than or equal to limit Decreases behavior that displays too much
62
DRL- Low Rates
A schedule of rein. that provides reinforcement only if behavior occurs following a specific time during which it did not occur or since last time it occurred IRT identifies duration Lower IRT lower rate of response Decreases behavior that displays too much
63
Progressive Schedules of Reinforcement
A variation of basic INT schedules of rein Systematically thins each successive of rein. opportunity independent of the participant's behavior An assessment procedure for identifying reinforcers that will maintain treatment effects across increasing schedule requirements. Increasing requirement for rein.
64
Compound Schedules of Reinforcement
Combination of CRF 4 INT of reinforcement DR of various responding Extinction
65
7 Compound S of R
``` CMCMTAC Concurrent Multiple Chained Mixed Tandem Alternative Conjunctive ```
66
Concurrent S of R
Occurs when 2 or more contingencies of rein., operate independently and simultaneously for 2 or more behaviors We make choices among concurrently available events every day Choice making Matching Law
67
Matching Law
A phenomenon according to which organisms MATCH their responses according to the proportion of payoff during CHOICE situations. Given 2 concurrently available behaviors we choose to engage in the behavior with highest rate of reinforcement
68
Formula of Matching Law
B1/B1+B2 - R1/R1+R2
69
Multiple S of R
Present 2 or more basic schedules of reinforcement in an alternating, usually random, sequence for only 1 or more behaviors. SD correlated with each basic schedule
70
Chained S of R
2 or more basic schedule requirements that occur successively and has an SD correlated with each independent schedule with 1 or more behaviors
71
Mixed S of R
Identical multiple schedules except the mixed schedule has no SD correlated
72
Tandem S of R
Similar to the chained schedule except does not use and SD not specific order
73
Alternative S of R
Provides reinforcement when requirement either ratio or interval schedule is met
74
Conjunctive S of R
Provides reinforcement when completion of the response requirements for both a ratio and interval schedule
75
Adjunctive behavior
Behaviors that are brought about by schedules of reinforcement during times when reinforcement is unlikely to be delivered.
76
Schedules of Punishment
All info provided about S of R are also relative to how to schedule punishment- Recommend reinforcement rather than punishment

BCBA (9 decks)

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