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BCBA 5th Edition Task List > G > Flashcards

G Flashcards

1
Q

What reinforcement strategy adds stimuli to increase behavior

A

positive reinforcement strategy

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2
Q

What reinforcement strategy removes stimuli to increase behavior

A

negative reinforcement strategy

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3
Q

what are examples of positive reinforcement strategies

A

praise, rewards

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4
Q

what are examples of negative reinforcement strategies

A

breaks, demand decrease

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5
Q

The presence of the stimulus signals the availability of reinforcement

A

Discriminative Stimulus

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6
Q

The presence of this stimulus signals that reinforcement is not available

A

Stimulus delta

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7
Q

The presence of this stimulus signals punishment is imminent

A

Discriminative Stimulus for punishment

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8
Q

Which Stimulus:
pick up the phone when the doorbell rings

A

Stimulus Delta

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9
Q

Which Stimulus:
Answer the door when the doorbell rings

A

Discriminative Stimulus

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10
Q

A behavior is less likely to occur in the presence of an ____ due to its history

A

Discriminative Stimulus for Punishment

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11
Q

____ evokes operant behavior because of its reinforcing history

A

Discriminative Stimulus

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12
Q

In the past, ____ have produced no reinforcement, or reinforcement of lesser quality

A

Stimulus Delta’s

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13
Q

Interventions based on what include only interventions which alter the effectiveness of a reinforcer or punisher

A

Motivating Operations

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14
Q

Interventions based on what alter the rate, latency, duration, or magnitude of a behavior based on the presence or absence of the stimulus

A

Discriminative Stimuli

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15
Q

Why do conditioned reinforcers serve as reinforcement

A

Because there is a history of being paired with another reinforcer(s)

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16
Q

What are examples of conditioned reinforcers

A

Tokens, Money, Praise, social praise, stickers

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17
Q

What type of Response prompt:
Remember to ask for help when you need to reach a toy

A

Vocal prompt

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18
Q

What type of Response prompt:
Say Help, showing a video

A

Model Prompt

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19
Q

What type of Response prompt:
Providing the instruction, followed by an immediate prompt or simultaneously prompting with the instruction. (hand over hand)

A

Physical Guidance

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20
Q

What type of Response prompt:
Pointing toward the correct item

A

Gestures

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21
Q

What is the prompting Hierarchy

A

Physical (full or partial)
Verbal (full to partial)
Visual (word or picture cues)
Gestural (pointing, glancing)
Positional (move target closer to further)

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22
Q

What type of Response prompt:
Repositioning target closer to further away

A

Positional

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23
Q

What is the process of gradually reducing the level of assistance provided to a student when learning a new skill

A

Fading

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24
Q

The goal of this type of learning is for the learner to respond correctly without making errors

A

Errorless learning

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25
Q

What type of prompt involves starting with a more challenging version of a task or concept and then simplifies it until the child can successfully complete the task without errors

A

Most-to-Least

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26
Q

What type of prompt teaches a new skill by gradually increasing the difficulty level.

A

Least to Most

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27
Q

When is it good to use Most-to-Least prompting

A

when a learner becomes disengaged if the task is too easy

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28
Q

_____ _____ consists of a pause after a prompt allowing the individual to respond before providing an additional prompt

A

Time Delay

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29
Q

____ ____ consists of a pause after presenting the stimulus and presenting the prompt

A

Prompt Delay

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30
Q

When the therapist provides assistance to the child at the beginning but gradually reduces the amount of guidance

A

Graduated Guideance

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31
Q

What is a benefit of graduated guidance

A

the child can develop their own strategies and become more independent in completing the task

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32
Q

What is the strategy that teaches a complex skill by breaking it down into smaller more manageable steps taught one at a time

A

Shaping

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33
Q

When an instructor demonstrates a behavior for a learner

A

Modeling

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34
Q

A type of response prompt that tells a person what to do (vocal or written)

A

instruction

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35
Q

a verbal statement of an antecedent-behavior-consequence contingency.
eg. the light turns red, you have to stop, if you continue you get a ticket

A

Rule

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36
Q

What type of chaining:
Teach the first step and once it is completed the student gets access to the reinforcement until the first step is mastered. Add the second step and continue until the entire behavior is mastered

A

Forward Chaining

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37
Q

What type of chaining:
Prompt the student through all the behaviors in the chain but have them complete the final step independently and provide reinforcement. Once the last step is mastered introduce the second to last step. Continue until entire behavior is mastered

A

Backward chaining

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38
Q

Introduce the entire behavior chain at once. Ok if the student already has many of the behaviors in repertoire

A

Total Task Chaining

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39
Q

A structured Aba technique that breaks down skills into small components

A

Discrete Trial Training

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40
Q

The SD is part of the natural environment, and responding doesn’t depend on a directive, prompt, or SD presented by a trainer

A

Free operant teaching

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41
Q

Imbedding learning opportunities into ongoing, everyday activities by capitalizing on the EO’s in natural contexts and choice making, client interest and initiations

A

Naturalistic Teaching

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42
Q

Discriminations:
reinforcement is delivered when an individual pushes a green key and not a red key

A

Simple Discrimination

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43
Q

Discriminations:
Reinforcement is contingent on pushing the green key only after hearing the auditory stimulus “green”

A

Conditional Discriminations

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44
Q

An instructional method that helps children learn by connecting ideas and recognizing equivalence between stimuli. helps with generalization

A

Equivalence-Based Instruction

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45
Q

A technique where multiple easy requests are presented before presenting a more difficult request
eg: touch your head, touch your toes, spin around, line up quietly

A

High-Probability Instructional sequence

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46
Q

Differential Reinforcement: Reducing a behavior by increasing incompatible behaviors and reinforcing the opposite of the undesired behavior

A

Differential Reinforcement of Incompatible Behavior

47
Q

Differential Reinforcement: Increase a behavior by reinforcing appropriate behaviors and focusing on developing functional alternative behaviors

A

Differential Reinforcement of Alternative Behavior

48
Q

Differential Reinforcement:
Reduce a behavior to zero occurrences by focusing on increasing the interval of time the target behavior didn’t occur

A

Differential Reinforcement of Other Behavior

49
Q

Differential Reinforcement: Reduces a behavior to acceptable levels by focusing on reducing the number of occurrences

A

Differential Reinforcement of Low Rates of Responding

50
Q

What Differential Reinforcement is used to reduces behavior

A

Differential Reinforcement of Low Rates of Responding

51
Q

Differential Reinforcement used to increases a behavior

A

Differential Reinforcement of alternative behavior

52
Q

Differential Reinforcement used to eliminate a behavior

A

Differential Reinforcement of other behavior

53
Q

Differential Reinforcement used to substitute a behavior

A

Differential Reinforcement of Incompatible Behavior

54
Q

Aniya will raise her hand before speaking in class for 5 consecutive days

A

DRA

55
Q

Grace will get a sticker for limiting the number of questions she asks during reading to 5 (from 10)

A

DRL

56
Q

Steve will receive a sticker for each 15 minute interval that he does not talk to his neighbor

A

DRO

57
Q

Juan will get a sticker every time he uses his inside voice when in the classroom instead of using his outside voice

A

DRI

58
Q

Teaching a learner a communication behavior to replace a target behavior

A

Functional Communication Training

59
Q

What type of reinforcement involves providing reinforcement on a set schedule regardless of whether a target behavior occurs or not

A

Non-Contingent Reinforcement

60
Q

The discontinuing of a reinforcement of a previously reinforced behavior

A

Extinction

61
Q

Time out is a form of ____ Punishment

A

negative

62
Q

opportunity to have access to reinforcers is removed for a specified time if a target behavior occurs

A

Time Out

63
Q

reinforcers are lost if a target behavior occurs which leads to a decrease in the behavior frequency

A

Response Cost

64
Q

a student that throws paper on the floor might be required to practice walking to the trash can to throw away trash several times in a row.

A

Overcorrection

65
Q

Overcorrection is a form of ____ Punishment

A

Positive

66
Q

Response cost is a form of ____ Punishment

A

Negative

67
Q

Gold stars on a chore checklist to earn allowance at home

A

Token Economy

68
Q

A behavior within a response class that has been selected to be addressed

A

Target behavior

69
Q

A reinforcer that is earned by exchanging tokens

A

Backup Reinforcers

70
Q

What contingency is the contingency presented to the entire group, but only those who meet the criterion get the reward

A

Independent

71
Q

What contingency does everyone in the group have to meet the criterion for everyone to get the reward

A

Interdependent

72
Q

What contingency does one member or some members of the group have to meet the criterion for everyone to get the reward

A

Dependent

73
Q

The teacher reinforces group behavior by adding marbles to the jar. When the jar is full, all students earn a movie day.

A

interdependent group contingency

74
Q

A token economy in the classroom is an example of

A

independent group contingency

75
Q

When everyone’s reinforcement is contingent on one person or a small group, the rest of the group supports that potential hero.

A

Dependent

76
Q

A contractual arrangement where a reward is provided upon the achievement of specific goals

A

Contingency Contract

77
Q

A reward, bonus, or incentive is provided at the end of the term of the contract if the goals have been met

A

Incentive Contract

78
Q

A person loses something if they do not meet the agreed terms of the contract

A

Loss Aversion Contract

79
Q

In a contingency contract the ____ _____ is the documentation of the required task

A

Task Record

80
Q

In a contingency contract the ____ is the reinforcement and consists of who will provide it, what it is, when it will be provided, and how much will be given.

A

Reward

81
Q

When a person compares their own performance to a predetermined goal or standard

A

Self-Evaluation

82
Q

When the client records and tracks their own behavior

A

sef-monitoring

83
Q

The behavior that helps you achieve your goal to manage the desired behavior
Eg: not buying snacks in order to snack less

A

Controlling Response

84
Q

The actual desired behavior or goal
(eating less snacks),

A

Controlled Response

85
Q

A consequence that you decide on when you don’t do the specific behavior. This can be delivered by others or oneself.

A

Self-administered consequences

86
Q

Things manipulated before to increase or decrease one’s own target behavior

A

Antecedent-based self-management

87
Q

child has a tendency to pull their hair, a doctor may work with them to replace that habit with hair twirling is an example of

A

Habit reversal

88
Q

providing oneself with verbal instructions to prompt a behavior

A

self-instruction

89
Q

a strategy to reduce anxiety and phobias that involves substituting muscle relaxation for challenging behaviors

A

self-directed systematic desensitization

90
Q

having the person perform an undesired behavior over and over again to decrease the behavior

A

Massed practice

91
Q

learning to greet your friend with “hi.” You then start greeting your friend with “hello”, “what’s up”, and “how are you?”

A

Response Generalization

92
Q

grabbing a handful of hot Cheetos, skittles, or chocolate almonds. The same response (grabbing a handful) is occurring in the presence of a variety of stimuli.

A

stimulus generalization

93
Q

same stimulus can elicit multiple responses

A

response generalization

94
Q

multiple stimuli all fall under one response (palm, fir, oak are all trees)

A

Stimulus Generalization

95
Q

teaching the skill of brushing one’s teeth, an instructor might teach a learner teeth brushing with a task analysis in their own bathroom, in a hotel bathroom, etc

A

Sequential Modification

96
Q

to teach what naturally occurs and identifying trainable moments when they occur

A

Train Loosely

97
Q

When a learner isn’t able to predict if the next response results in reinforcement

A

Indiscriminable contingencies

98
Q

What are two examples of indiscriminable contingency’s

A

intermittent schedules of reinforcement and delayed rewards

99
Q

a consequence that happens without the manipulation of the behavioral analysts.
eg: hitting the snooze button makes you late for work which causes you to leave your house without the opportunity for breakfast

A

Natural Contingencies

100
Q

The continued ability of the learner to perform a behavior even after part or all of the intervention has been removed

A

Response Maintenance

101
Q

What questions should be asked when considering maintenance

A

Is the skill maintained over time?
Is the skill maintained without intervention?
Is the skill maintained without contrived reinforcement?

102
Q

What are 3 ways to promote maintenance

A

Withdraw antecedents
withdraw task requirements
withdraw consequences/reinforcement

103
Q

Fading the use of a visual schedule, fading prompts, fading written instructions are ways to

A

withdraw antecedents

104
Q

Removing requirements and criteria related to the target behavior until it is as similar as possible to the post intervention setting

A

withdraw task requirements

105
Q

Systematically stopping all consequence and reinforcement interventions that follow the target behavior

A

Withdraw consequences/reinforcement

106
Q

Saving money to buy a new car serves as what type of reinfocer

A

Generalized Reinforcer

107
Q

Richard is using FCT to reduce a problem behavior what verbal operant does FCT rely on

A

Mand

108
Q

Dave sets one setting on the table. He asks his son to set the remaining 5 places. What procedure is dave implementing

A

match to sample

109
Q

Joe’s client earns a token for every interval that he doesn’t spit. the intervals start low to make sure they have access to the reinforcement. Intervals increase over time. What type of reinforcement is Joe using

A

DRO

110
Q

When the behavioral aid points to the mistake or the client to correct what type of prompt was provided

A

response nonverbal prompt

111
Q

the client receives varied levels of prompts on a few intermittent steps. What type of chaining

A

total-task chaining

112
Q

If you have no more than 2 tantrums lasting no more than 2 minutes you can watch a video for 10 minutes at the end of the session. what type of DR

A

Full session DRL

113
Q
A

BCBA 5th Edition Task List (9 decks)

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