Les 34, 35, 36

Question 1

N.E.T. - Natural Environment Teaching

Answer 1

All teaching models we discuss as part of your RBT Training are complimentary.
We use a variety of models and it’s important for us to understand 3 things: 1) Types of models that can be used;
2) The rationale for using each model; 3) The circumstance under which it’s appropriate to use a model.
NET involves a couple of things:
- Bringing a learner to an environment where you would like to see a skill demonstrated.
- Bringing a learner to an environment that offers natural opportunities to motivate the learner.

Question 2

What are the stages of learning and teaching?

Answer 2

1) Acquisition
2) Fluency
3) Discrimination
4) Generalization - to get people to be able to use the skills that we are teaching them in their everyday lives and environments.
We are also seeking stimulus control, so we want the person to learn to display the behaviors in their natural contexts in relation to the stimuli that occur naturally in those environments.
We want to follow them those natural cues to increase adaptive performance of behavioral skills in the natural environment.

Question 3

Skills that suit for instruction in natural environment training sessions

Answer 3

• Social skills
• Play skills
• Language skills
• Self-care skills
• Homemaking skills
• Community Use skills

Question 4

What are the behavior-analytic approaches?

Answer 4

Mand model - a procedure used with incidental teaching.

Question 5

Obstacles for Natural Environment Teaching

Answer 5

• Privacy and confidentiality issues: rules of natural environment.
• Funding issues
• Safety issues
• Access issues
• Lack of control

Question 6

Behavior Skills Training process

Answer 6

Question 7

Behavior Skills Training works great for…

Answer 7

Question 8

Social Skills Training

Answer 8

Question 9

Social Skills Instruction Tips

Answer 9

Question 10

Reasons to consider teaching with games

Answer 10

• Pairing Yourself
• Pairing the Sessions
• Behavioral Momentum: you’re engaging in a fun activity with a child or adult, and you’re getting them into a habit of doing what you’re asking, such as do things that they want to do and then once they are in this mode of doing what you ask that means you’ve established instructional control and they do the things they didn’t want to do at first.
• Premack principle - ask or have them do the thing that they’re less likely and less motivated to want to do and then you use the activity they do like and they do want to engage in as the reinforcer; a reinforce for non-preferred activity.
• Competition
• Cooperation
• Sneaky skills: sequence, prompt dependent, leader in making decisions etc
• Flexibility

Question 11

Making games work

Answer 11

• Clear session schedule
• Clear session systems
• Use a timer
• Pre-planning the lesson
• Establishing the rules
• Additional reinforcement

Question 12

Group Contingencies

Answer 12

In addressing the needs of groups, we often take interventions that work with individuals and then expand them to meet the needs of those groups, and the group contingency is one of the most common ways that this is implemented;
- the group contingency is a modification of the individual contingency contract.

Question 13

Elements of a Contingency Contract

Answer 13

• Behavior Change Goal
• Reinforcer(s)
• Criterion
  The individual contingency contract, a person sets a goal to change a behavior, selects reinforcer he or she wants to earn, and then set some sort of numerical criteria in order to assess whether or not the goal has been met and the reinforcer is earned.

Question 14

Types of Group Contingencies

Answer 14

Group Dependent
- One or members has a goal and criteria
- Whole group is reinforced if the identified members meet the goals
Group Independent
- All members have a goal
- Each member has criterion
- Individual group members earn reinforcement or do not
Group Interdependent
- All members have individualized goals and criterion
- At end of specified period, all members must meet criterion for reinforcement. If not, no one receives reinforcement.
Everyone will receive their weekly allowance if everyone achieves their goals. So if any single one person fails to meet their goals, no one earns reinforcement.

Question 15

Good behavior game?

Answer 15

The good Behavior Game is a classroom intervention that was developed first in the 1960s. The idea is that you break the classroom into teams, usually 2 teams, and that both teams can win because they are both trying to achieve a criterion, but they’re not competing against one another. There are rules for earning and retaining points.
- So the criteria is that the team will receive a negative mark for violation of the rules. Teachers are encouraged to simply make eye contact with the child who has broken the rule, give a non-verbal signal or just erase a point.
- Ensure the Reinforcement Interval Fits! Not expecting too much in terms of reinforcement scheduling or delayed reinforcement, which is very similar to the things we have plan for with group contingency contracts and with group token economy.
- Group membership can be rotated in the Good Behavior Game to remove less skilled child or preventing people from becoming very clannish.

Question 16

Positive Behavior Interventions and Supports

Answer 16

school wide positive behavior, intervention and support started out as a method of implementing some of the concepts of behavior analysis into a group school-wide approach to shifting from a punishment oriented system to a positive reinforcement oriented system.
- it is a really good attempt at implementing the science of behavior change philosophy into the school systems to try and make a positive change, especially in systems where there’s a high rate of problem behavior or of children who are at risk for negative outcomes.
- Focuses on Antecedent Control and Positive Reinforcement, Usually Through Modified Token Economy

Question 17

ASR? How teachers use PBIS?

Answer 17

Active Student Responding, which may be something like if the presentation is being delivered via a video software.
PBIS has a strong foundation of relying on teacher behavior to provide some antecedent control for classroom behavior management purposes and for academic learning purposes.
The teacher is delivering a four to one (4:1) ratio of positive feedback to correct feedback.
There is this process of identify what just happened, describe what should happen instead; stay with that student until the corrected behavior occurs and then quickly disengage and forget about it. We do not bring it up again as long as the student is on the right track.

Question 18

Response to Intervention

Answer 18

A tiered approach to identification and support of students with learning and behavioral needs.