Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

RBT > Module 10 > Flashcards

Module 10 Flashcards

1
Q

RBT Task C-04

A

implement discrete trial teaching procedures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

DTT aka (4)

A
  • discrete trial teaching
  • discrete trial instruction
  • intensive teaching
  • discrete trial intensive teaching
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

DTT (3)

A
  • learning trials presented in quick succession
  • each trial has clear beginning//end
  • allows for many teaching/learning trials which means many opportunities for earning reinforcers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

antecedent

A

stimulus before the behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

consequence

A

stimulus after the behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Components of Discrete Trial (3)

A
  1. Antecedent
  2. behavior
  3. consequence
    teacher provides reinforcement or error correction
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

how long to wait for a response during DTT

A

3 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

skills commonly taught usng DTT (6)

A
  • verbal behavior
  • matching and visual performance
  • listener responding
  • motor imitation
  • academic skills
  • much more
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

DTT

feature

A

specific characteristics or attributes of something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

DTT

class

A

a category or classification of things that share some commonality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Tools that enhance DTT (7)

A
  • errorless teaching
  • fast-paced instruction
  • varying task and instruction
  • mixing new & mastered tasks
  • use of prompts and prompt fading
  • error correction
  • delivery of reinforcement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

DTT response times

we are looking for…

A

fluent responses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

face paced instruction

wait..

A

10 seconds

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

varying tasks and instructions

AVOID

A

repeating the same instruction, or task over and over again

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Examples of Naturalistic teaching procedures (3)

A
  • Incidental teaching
  • pivotal response training
  • milieu teaching
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

capturing

A

taking advantage of a situatiion that arises naturally w/o warning in the natural setting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

contriving

A

setting up or creating a pre-arranged teaching opportunity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

incidental teaching

A

consists of instructional trials which:

- start w/learner-initiated responses to naturally occurring activiites and materials     - ends w/delivery of naturally-occurring consequences as reinforcement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

incidental teaching is frequently used in…

A

teaching language

20
Q

basics of incidental teaching

before teaching: (3)

A
  • ID reinforcers
  • pair urself w/valued items
  • create a lesson plan for the session
21
Q

benefits of incidiental teaching (5)

A

-learner response to items and activities that have value to them
-follow learns motivation & interests then incorporate teaching targets around those
improvements of untargeted skills
-establish instructional control in the natural environment
-transferring sklls from intensive teaching (DTT) to natural environment

22
Q

Skills commonly taught using incidental teaching (6)

A
  • mands and echoics
  • motor imitation skills
  • play skills
  • social skills
  • generalizations skills
  • conversations skills
23
Q

one variable that influences the effectivenss of incidental teaching is the trainer’s ability to create and/or take advantage of existing

A

Motivation (MO’s)

24
Q

one of the purposes of incidental teaching is to facilitate..

A

the spread of skills from a structured environment to the natural environment

25
Q

RBT Task C-11

A

implement generalization and maintance procedures

26
Q

Generalization: (4)

A
  • proves durable over time
  • appears in a wide variety of possible environments
  • spreads to a wide variety of related behaviors w/o additional teaching
  • results in broader, more natural skil repertoire
27
Q

2 types of generalization

A

stimulus generalization

response generalization

28
Q

same response that was taught occurs in the presence of diff anteedent stimuli, in diff environments

A

stimulus generalization

29
Q

one response is taught, but other related responses also occur

A

response generalization

30
Q

when a response that has been trained in a specific setting with a specific instructor now occurs in a different setting with a different instructor. It is called..

A

stimulus generalization

31
Q

procedures for promoting generalization

A

use indiscriminable contingencies

32
Q

introduce to natural reinforcement contingencies

A

transfer control from trainer to natural contingencies

-use reinforcers that will be contacted in natural environment

33
Q

use indiscriminable contingencies

A

avoid establishing too strict of stimulus control by:

- using variable reinforcement schedules 
 - delaying reinforcement 
 - hiding
34
Q

program common stimuli

A

use stimuli in training which are found in the natural setting (ie peers)

35
Q

mediate generalization

A

teach skills and response that will be usefull with other problems and sitautions
-ie self-care, language, asking for help

36
Q

train to generalize

A

reinforce if generalization occurs

ie if client uses a greeting not previously taught, respond more enthusiastically, etc.

37
Q

Program Common Stimuli

A

use stimuli in training which are found in the natural setting
ie peers

38
Q

target response for skill acquisition

categories the plan may target (4)

A
  • self care skills
  • verbal skills
  • academic skills
  • social skills
39
Q

method that enhances DTT by prompting correct response immediately after the instruction

A

errorless teachng

40
Q

method that enhances DTT by moving quickly from one trial to the next

A

fast-paced instruction

41
Q

used to determine if learning occurred and lasted over time

A

maintenance checks

42
Q

teaching skills in the natural environment away from an ‘artificial’ setting

A

naturalistic teaching procedures

43
Q

plan that lists what needs to be taught and how to teach it

A

skill acquisition plan

44
Q

method that enhances DTT by mixing and varying questions, tasks or instructions

A

varying tasks and instructions

45
Q

method that enhances DTT by mixing up tasks so the majority are known, easy and fun

A

mixing new and mastered tasks

RBT (19 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions