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Behavioural INTERVENTIONS > Lecture 3 21/01/13 > Flashcards

Lecture 3 21/01/13 Flashcards

1
Q

What are the 3 primary forms of response prompts?

A

A) Verbal instruction
B) Modelling
C) Physical guidance

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2
Q

What are these ?
A) Verbal instruction
B) Modelling
C) Physical guidance

A

The 3 primary forms of RESPONSE PROMPTS

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3
Q

What is the limitation of modelling response prompt?

A

Particiapant needs;
A) Good concentration skills
B)Participants needs imitiation skills
to be able to complete the task(s).

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4
Q

What is this a limitation of;
A) Good concentration skills
B)Participants needs imitiation skills
to be able to complete the task(s).

A

RESPONSE prompt

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5
Q

What is a limitiation of physical guidance response prompt?

A

A) Intrusive
B)Limited opportunity for the student to emit the behaviour without direct assistance from the teacher
C) some learners may be resisitant to physical touch

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6
Q

What are these limtations of :
A) Intrusive
B)Limited opportunity for the student to emit the behaviour without direct assistance from the teacher
C) some learners may be resisitant to physical touch

A

PHYSICAL GUIDANCE response prompt

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7
Q

How are stimulus prompts different from response prompts|?

A

Response prompts operate directly on the response

Stimulus prompts operate directly on the antecedent task stimuli to cue a correct response in conjuction with an SD.

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8
Q

List the 4 types of prompting strategies?

A

1) Most-to-least
2) Least-to-most
3) graduated guidance
4) time delay

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9
Q

What is being described ?

1) Most-to-least
2) Least-to-most
3) graduated guidance
4) time delay

A

Prompting strategies

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10
Q

Describe most-to-least prompting

A

A) The analyst guides the participant through the entire performance sequences

b) Then gradually reduces the amount of physical assistance
ie. from trail to trail or session to session
e. g. physical guidance to visual prompts to verbal instruction to natural stimulus without prompts

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11
Q

What is being described?
A) The analyst guides the participant through the entire performance sequences
b) Then gradually reduces the amount of physical assistance
ie. from trail to trail or session to session
e.g. physical guidance to visual prompts to verbal instruction to natural stimulus without prompts

A

Most-to-least prompting

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12
Q

Describe graduated guidance prompting

A

a) Analyst follows the participants movements closely with her/his hands but not touching the particiapant
B) The analyst gradually increases the distance of her/his hands by gradually changing the location of the physical prompts.
NOTE: the analyst will immediately start to fade out physical prompts

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13
Q

What is being described?

the analyst will immediately start to fade out physical prompts

A

Graduated guidance prompting

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14
Q

What is being described ?
a) Analyst follows the participants movements closely with her/his hands but not touching the particiapant
B) The analyst gradually increases the distance of her/his hands by gradually changing the location of the physical prompts

A

Graduated guidance

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15
Q

Describe least-to-most prompting

A

1) the participant is given the opportunity to perform the response with the least amount of assistance on each trail.
2) the participant recieves greater degrees of assistance on each successive trial without a correct response.
3) The participant has to make a correctt response within a set time limit from the presentation of the naturally occuring SD
4) if a response does not occur within the specified time the analyst represents the SD and a response prompt of least assistance .g a verbal prompt.

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16
Q

What is being described?

1) the participant is given the opportunity to perform the response with the least amount of assistance on each trail.
2) the participant recieves greater degrees of assistance on each successive trial without a correct response.
3) The participant has to make a correctt response within a set time limit from the presentation of the naturally occuring SD
4) if a response does not occur within the specified time the analyst represents the SD and a response prompt of least assistance .g a verbal prompt.

A

Least-to-most response prompt

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17
Q

List the 2 types of time delay response prompt

A

1) Constant time delay

2) Progressive time delay

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18
Q

What are these types of ?

1) Constant time delay
2) Progressive time delay

A

Time delay response prompt

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19
Q

Describe constant time delay

A

1) trials of 0 secs

2) then successive trails of fixed time delay

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20
Q

what is being described?

1) trials of 0 secs
2) then successive trails of fixed time delay

A

Constant time delay response prompting

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21
Q

Describe progressive time dleay response prompting

A

1) time trails of 0 sec delay

2) Gradually and systematically extended time delay often in 1 sec intervals

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22
Q

What is being described?

1) time trails of 0 sec delay
2) Gradually and systematically extended time delay often in 1 sec intervals

A

Progressive time delay reponse prompting

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23
Q

What is stimuls fading?

A

Stimulus fading involves;
exaggerating a dimension of the stimulus
in order to increase the likeihood of a correct response.
The exaggerated dimension os faded in or out.

24
Q

What is being described ?
an exaggerating a dimension of the stimulus
in order to increase the likeihood of a correct response.
The exaggerated dimension os faded in or out.

A

STIMULUS FADING

25
Q

What is a BEHAVIOURIAL CHAIN?

A

A specific sequence of discrete responses each associated with a particular stimulus

26
Q

What is being decribed?

A specific sequence of discrete responses each associated with a particular stimulus

A

a BEHAVIOURIAL CHAIN

27
Q

How does each link serve as as an SD for the next link and a conditioned reinforcer for thr next link

A

Each response in a chain produces an stimulus change that simultaneously serves as a contioned reinforcer for the response it produced it and as an SD for the next response

28
Q

Why would someone consider a “ limited hold”

A

to increase the rate of an individual’s performance

29
Q

What are the 3 methods used for constructing and validating a task analysis

A

1) Behavourial components(after oberseving competent indivduals perform the task
2) Consulting with experts in performing the task
3) To perform the behaviours oneself

30
Q

What is being described?

1) Behavourial components(after oberseving competent indivduals perform the task
2) Consulting with experts in performing the task
3) To perform the behaviours oneself

A

The methods for validating and constructing a task analysis

31
Q

Describe as “single opportunity” method for assessing a task analyzed skills

A

Is designed to assess a learners abilty to perform each behaviour in a task analysis in correct sequence

32
Q

What is being decribed?

Is designed to assess a learners abilty to perform each behaviour in a task analysis in correct sequence

A

“single opportunity” method for assessing a task analyzed skills

33
Q

Describe a “multiple opportunity” method for assessing a task analyzed skills

A

Evaluates the person’s mastery across all the behaviours in the last analysis.
If a step is performed incorrectly e.g. out of sequence or the time limit is exceeded the analyst completes that step and postions the participant for the next step

34
Q

What is being described?

Evaluates the person’s mastery across all the behaviours in the last analysis

A

a “multiple opportunity” method for assessing a task analyzed skills

35
Q

What are 2 advantages of “single opportunity” for assessing a task analyzed skills

A

1) Quicker to conduct than a multiple opportunity

2) Reduces the likiehood of learning taking place during the assessment

36
Q

Waht are 2 disadvantages of the for “ Sinlge opportunity” methiod for assessing a task analyzed skills

A

1) it is a conservative measure
2) The assessment is terminated at the first step the participant performs incorrectly the analyst is unalbe to assess if ther are further steps within the participant’s repetitiore

37
Q

What are the advantages and disadvantages of the “multiple opportunity method” (hint 3)

A

1) takes more time than the single opportunity method
2) Provideds the BA with more information
3) Elimates the need to instruct steps already in the person’s repetitore

38
Q

Describe FORWARD CHAINING

A

the behaviours identified in the task analysis are taught in their natural sequence.
Reinforcement is delivered when the predetermined criterion for the first behaviour in the sequence is achieved.
There after reinforcement is deliverd for the criterion completion of steps 1&2.
With each successive step reinforcement is delivered contingent on the correct performance of all steps trained thus far.

39
Q

What is being described/
the behaviours identified in the task analysis are taught in their natural sequence.
Reinforcement is delivered when the predetermined criterion for the first behaviour in the sequence is achieved.
There after reinforcement is deliverd for the criterion completion of steps 1&2.
With each successive step reinforcement is delivered contingent on the correct performance of all steps trained thus far.

A

Forward chaining

40
Q

Describe BACKWARD CHAINING

A

All the steps identified in the task analysis atr completed by the trainer except for the last one.
When the final step in the sequence is performed ti the criterion reinforcement is delivered.
Next reinforcement is delivered when the next to last step and the last step are performed.
Subsequently individuals perform 3 steps before recieving reinforcement.

41
Q

What is being described?
All the steps identified in the task analysis atr completed by the trainer except for the last one.
When the final step in the sequence is performed ti the criterion reinforcement is delivered.
Next reinforcement is delivered when the next to last step and the last step are performed.
Subsequently individuals perform 3 steps before recieving reinforcement.

A

BACKWARD CHAINING

42
Q

Describe TOTAL TASK CHAINING

A

The learner recieves training on each step in the task analysis during every sesion.
The trainer provides assistance using reponse prompts with any step the individual is unable to perform.
The chain is trained until the indivdual is able to perform all the behaviours in the sequence to a criterion

43
Q

What is being described?
The learner recieves training on each step in the task analysis during every sesion.
The trainer provides assistance using reponse prompts with any step the individual is unable to perform.
The chain is trained until the indivdual is able to perform all the behaviours in the sequence to a criterion

A

TOTAL TASK CHAINING

44
Q

What are the 2 benefits of FORWARD CHAINING

A

1) it is taught in a naturally occuring order

2) Longer chains of behaviour canbe broken down into smaller chains or skills clusters.

45
Q

What is being described?

1) it is taught in a naturally occuring order
2) Longer chains of behaviour canbe broken down into smaller chains or skills clusters

A

2 benefits of FORWARD CHAINING

46
Q

What are the 3 benefits of BACKWARD CHAINING?

A

1) on every instruction the learner comes into contact with the terminal reinforcer for the chain.
2) As a direct outcome of reinforcement the stimulus that is presented at the time of reinforcment increases its discriminative properties
3) Repeated reinforcement increases its discriminative capability of all stimuli associated with these behaviours and reinforcer.

47
Q

What is being described?

1) on every instruction the learner comes into contact with the terminal reinforcer for the chain.
2) As a direct outcome of reinforcement the stimulus that is presented at the time of reinforcment increases its discriminative properties
3) Repeated reinforcement increases its discriminative capability of all stimuli associated with these behaviours and reinforcer.

A

3 benefits of BACKWARD CHAINING?

48
Q

What is the disadvantage of BACKWARD CHAINING?

A

Potential for passive participation of the learner in the ealier steps in the chain.
May limit the number of responses made dur ing any given training session

49
Q

What is being described?
Potential for passive participation of the learner in the ealier steps in the chain.
May limit the number of responses made dur ing any given training session

A

disadvantage of BACKWARD CHAINING

50
Q

What 3 criteria maybe used to identify total task chaining is appropriate

A

1) The student can perform many of the taskds in the chain but needs ti them in a sequence
2) The students had s an imitative repertoire
30 the student has moderate to severe disabilites.

51
Q

What are the 4 factors that affect the acquistion and performance of behaviourial chains?

A

1) Completeness of the task analysis
2) length of complexity of the chain
3) Schedule of reinforcement
4) Stimulus variation

52
Q

Provide 3 examples of stimulus prompts?

A

1) Movement cue
2) Postion cue
3) Redundancy cue

53
Q

Describe a movement cue

A

the teacher points or touches the correct object

54
Q

Describe a postion cue

A

The teacher places something closer to the participant

55
Q

Describe a redundancy cue

A

1 or more dimensions of the target are exgerrated and paried with the correct response.

Behavioural INTERVENTIONS (9 decks)

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