Module 10 Flashcards
RBT Task C-04
implement discrete trial teaching procedures
DTT aka (4)
- discrete trial teaching
- discrete trial instruction
- intensive teaching
- discrete trial intensive teaching
DTT (3)
- 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
antecedent
stimulus before the behavior
consequence
stimulus after the behavior
Components of Discrete Trial (3)
- Antecedent
- behavior
- consequence
teacher provides reinforcement or error correction
how long to wait for a response during DTT
3 seconds
skills commonly taught usng DTT (6)
- verbal behavior
- matching and visual performance
- listener responding
- motor imitation
- academic skills
- much more
DTT
feature
specific characteristics or attributes of something
DTT
class
a category or classification of things that share some commonality
Tools that enhance DTT (7)
- errorless teaching
- fast-paced instruction
- varying task and instruction
- mixing new & mastered tasks
- use of prompts and prompt fading
- error correction
- delivery of reinforcement
DTT response times
we are looking for…
fluent responses
face paced instruction
wait..
10 seconds
varying tasks and instructions
AVOID
repeating the same instruction, or task over and over again
Examples of Naturalistic teaching procedures (3)
- Incidental teaching
- pivotal response training
- milieu teaching
capturing
taking advantage of a situatiion that arises naturally w/o warning in the natural setting
contriving
setting up or creating a pre-arranged teaching opportunity
incidental teaching
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
incidental teaching is frequently used in…
teaching language
basics of incidental teaching
before teaching: (3)
- ID reinforcers
- pair urself w/valued items
- create a lesson plan for the session
benefits of incidiental teaching (5)
-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
Skills commonly taught using incidental teaching (6)
- mands and echoics
- motor imitation skills
- play skills
- social skills
- generalizations skills
- conversations skills
one variable that influences the effectivenss of incidental teaching is the trainer’s ability to create and/or take advantage of existing
Motivation (MO’s)
one of the purposes of incidental teaching is to facilitate..
the spread of skills from a structured environment to the natural environment
RBT Task C-11
implement generalization and maintance procedures
Generalization: (4)
- 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
2 types of generalization
stimulus generalization
response generalization
same response that was taught occurs in the presence of diff anteedent stimuli, in diff environments
stimulus generalization
one response is taught, but other related responses also occur
response generalization
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..
stimulus generalization
procedures for promoting generalization
use indiscriminable contingencies
introduce to natural reinforcement contingencies
transfer control from trainer to natural contingencies
-use reinforcers that will be contacted in natural environment
use indiscriminable contingencies
avoid establishing too strict of stimulus control by:
- using variable reinforcement schedules - delaying reinforcement - hiding
program common stimuli
use stimuli in training which are found in the natural setting (ie peers)
mediate generalization
teach skills and response that will be usefull with other problems and sitautions
-ie self-care, language, asking for help
train to generalize
reinforce if generalization occurs
ie if client uses a greeting not previously taught, respond more enthusiastically, etc.
Program Common Stimuli
use stimuli in training which are found in the natural setting
ie peers
target response for skill acquisition
categories the plan may target (4)
- self care skills
- verbal skills
- academic skills
- social skills
method that enhances DTT by prompting correct response immediately after the instruction
errorless teachng
method that enhances DTT by moving quickly from one trial to the next
fast-paced instruction
used to determine if learning occurred and lasted over time
maintenance checks
teaching skills in the natural environment away from an ‘artificial’ setting
naturalistic teaching procedures
plan that lists what needs to be taught and how to teach it
skill acquisition plan
method that enhances DTT by mixing and varying questions, tasks or instructions
varying tasks and instructions
method that enhances DTT by mixing up tasks so the majority are known, easy and fun
mixing new and mastered tasks
