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Principles Of Programming > Lecture 5 > Flashcards

Lecture 5 Flashcards

1
Q

Schedules of reinforcement

A

Continuous

Intermittent

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2
Q

Explain Continuous schedule

A

You reinforce at each occurrence of behaviour

Used in the initial stages of therapy

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3
Q

Explain Intermittent schedule

A

Reinforce some but not all occurrence of the behaviour

Used in later stages (for maintenance)

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4
Q

Two schedules of intermittent

A

Ratio and Interval

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5
Q

Ratio schedule

A

Fixed: reinforcement after specified number of responses
Variable: reinforcement after variable number of responses

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6
Q

Interval schedule

A

Fixed: Reinforcement for 1st response following a specific and constant period of time
Variable: Reinforcement for 1st response following a variable duration of time

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7
Q

Progress through therapy: Consequence

A

Must be thinned gradually; stop using reinforcement as often

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8
Q

Progress through therapy: Behaviour

A

Gradually increase the task difficulty

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9
Q

Shaping through reinforcement

A

initially reinforce for attempts close to target, then gradually reinforce when its closer to target sound

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10
Q

The “dos” of shaping

A
  1. Keep end target in sight and select aspect of speech that is already present
  2. Be a keen observer and listener
  3. Proceed gradually
  4. Train one aspect at a time
  5. End session on a positive not (substep)
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11
Q

Feedback

A
  • Must be immediate
  • Can change behaviour
  • Needs to be concise
  • Tell them what they need to do to do better
  • Compare where they started to where they are
  • Show progress visually
  • Give it consistently
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12
Q

Instruction: General

A
  • Describe skills to be learned
  • May have to restate instruction if not understood
  • Keep them simple
  • Use natural speech
  • Practice giving direction to someone else
  • Use visuals if possible
  • Use as little s necessary
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13
Q

Instruction: Articulation

A
  • Give instruction on how to produce a specific sound
  • Most important for those who dont have the sound
  • Describe tongue/lip position, airflow, mouth opening/closing
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14
Q

Instruction: Language

A

When targeting a specific aspect of language give the rule about when it is used
Set up activities that will make it relevant for language target to be used

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15
Q

What is modeling

A

Its the clinicians production of the target behaviour

Its the antecedent stimulus

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16
Q

How to effectively model

A
  • use clients correct response as a model
  • modeling is consistently required in early stages to establish target
  • Reinforce imitation initially then move to elicited response
  • Dont terminate too early but dont overuse
17
Q

What is imitation

A

New behaviour that follows a novel antecedent event

18
Q

Who has difficulties imitating

A

Children with developmental difficulties

19
Q

Prerequisite skills for imitating

A
  • attending to model
  • looking at clinician
  • looking at objects/pictures identified
  • staying seated
20
Q

What is prompting

A

can also be called cues
They are stimuli that preced or co-occur with the response
Plan to fade prompts as soon as possible

21
Q

What are different types of prompts

A
  1. verbal
  2. gestural
  3. auditory
  4. visual
  5. positional
  6. physical
22
Q

Example of VERBAL cue

A

use your snake sound

23
Q

Example of GESTURAL cue

A

pointing to a button on an SGD

24
Q

Example of AUDITORY cue

A

placing emphasis on grammatical marker

25
Q

Example of VISUAL cue

A

Pictures, text

26
Q

Examples of POSITIONAL cue

A

placing materials in certain ways

27
Q

Examples of PHYSICAL tasks

A

physically guiding the childs hand

28
Q

The “dos” of prompting

A
  • they are needed more frequently in the beginning
  • fade them when response is more reliable
  • subtle short over lengthy
  • silent gestural over verbal
  • fade by making them shorter
  • use parital modeling to cue response
  • give cues promptly
29
Q

Hierarchies of Prompt Fading: Most to Least

A

Full physical - partial physical - gestural/visual - independent

Used in AAC

30
Q

Hierarchies of Prompt Fading: Least to Most

A

Opportunity for independent - gestural (if previous not successful) - partial physical - full physical

31
Q

Hierarchies of Prompt Fading: Graduated guidance

A

shadow persons hand and prompt immediately as needed

32
Q

Hierarchies of Prompt Fading: Time delay

A

Fixed or progressive time delay after presentation of stimulus
used in language intervention

Principles Of Programming (8 decks)

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