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CARD training > Module 2 > Flashcards

Module 2 Flashcards

1
Q

skill repertoire

A

the things a person can do

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2
Q

skill repertoire building

A

building up and adding to what a person is able to do

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3
Q

two primary components to an individual’s program

A
  1. skill repertoire

2. behavior reduction

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4
Q

skill repertoire

A

teaching new functional skills

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5
Q

behavior reduction

A

decrease of challenging behaviors which interfere with learning

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6
Q

when skill repertoire’s are limited, individuals must develop other ways to get their needs met

A

this leads to challenging behavior

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7
Q

when you increase a persons skill repertoire their challenging behaviors reduce

A

t

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8
Q

areas of skill

A
  1. language-
  2. adaptive skill
  3. play and leiasure
  4. motor skills
  5. academic skills
  6. perspective taking
  7. executive function
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9
Q

all learners are unique

A
  1. different strengths and weaknesses
  2. different presefenecs and desires
  3. environments
  4. learning styles
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10
Q

aba can be used across all age groups

A

know skills relevant for ages

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11
Q

groups aba can help aside from asd

A
  1. adhd
  2. neurotypical learners
  3. learning disorders
  4. behavioral disorders
  5. feeding/eating disorders
  6. developmental disabilities
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12
Q

what we need to know about a person includes

A 
name
age
family dynamic 
living situation 
diagnosis 
medical isses 
developmental history 
current level of skills 
behavioral challenges 
client family priorities 
previous treatment history 
Client preferences
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13
Q

individualized assessment procedures

A
  1. identify the specific needs of each learner

2. initial and ongoing assessment is key

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14
Q

indirect assessment

A

gathering information through interviews and questionaiires, record reviews

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15
Q

direct assessment

A

involves observing the learner and gathering data on the actual behavior that is occurring

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16
Q

observation of the learner

A

functional behavior assessment (FBA)data is collected

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17
Q

skill assessments and probes

A

SKILLS
ABLLS-skills
VB-MAPP-directly probed

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18
Q

both indirect and direct assessments are needed to gather sufficient information about client prior to starting an aba program

A

t

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19
Q

service providers typically start with indirect assessment procedures

A
  1. provides starting point
  2. allows caregivers and stakeholders an opportunity to identify priorities and goals
  3. may not always be accurate, direct assessment is needed
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20
Q

what is a baseline

A
  1. how we know where to start
  2. current level of skill
  3. provides a good place to set goals
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21
Q

who conducts assessments

A
  1. a qualified professional acting in the role of a program supervisor is the person who will design and oversee the assessment protocol
  2. aba therapists may be asked to assist in the assessment procedures
  3. follow the instructions of the supervisor, and do not attempt to conduct assessment procedures on our own
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22
Q

3 types of teaching aba

A
  1. DTT
  2. NET
  3. Fluency based instruction
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23
Q

DTT discrete trial training

A

clear and direct presentation of learning trials to promote skill acquisition

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24
Q

DTT also known as DTI or

A

discrete trial instruction

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25
Q

DTT includes

A
  1. systematic presentation of the 3 term contingency to teach
  2. repeated presentation of antecedent
  3. consequence delivered right after response
  4. antecedent (SD)-presentation of an instruction, question or item
  5. response-learner performs behavior
  6. consequence-reinforcement or some other outcome is delivered
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26
Q

DTT characteristics

A
  1. clear concise, beginning to end
  2. consistent and predictable learning sequence
  3. adult directed
  4. multiple learning opportunities
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27
Q

advantages of DTT

A
  1. effective for individuals who have difficulty learning
  2. effective for skills that require repetition
  3. well suited for teaching skills that are not intrinsically motivating
  4. efficient learning time and facilitates consistency
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28
Q

other considerations of DTT

A
  1. often does not generalize automatically to natural situations
  2. may not be as motivating for some learners as other types of learning
  3. can results in rote responding or memorization of responses
  4. discrete trial teaching is often most effective when used in conjunction with other types of naturalistic learning strategies
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29
Q

NET natural environment training

A
  1. instruction embedded in natural environment
  2. learner directed; incorporates 3 term contingency
  3. antecedent-natural motivation prevention or instruction
  4. response-the learner performs a behavior
  5. consequence-naturally related reinforcement or outcomes occurs
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30
Q

characteristics of NET

A
  1. instruction in natural environment
  2. use of naturally occurring motivations
  3. targets are interspersed and contextually relevant
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31
Q

advantages of NET

A
  1. can be more motivating for learners-intrinsically motivating
  2. requires less training to generalize skills
  3. skills are immediately functional for learners-promote initiation skills
  4. instruction can take place in any location with multiple individuals
32
Q

other considerations for NET

A
  1. may not be structured enough for some learners
  2. may not be offer multiple opportunities to practice a skill
  3. can make data collection and consistency difficult
  4. opportunities to practice may not naturally occur
33
Q

fluency based instruction

A
  1. targets accurate and quick responses
  2. learners are given brief time intervals to complete a skill
  3. skills are gradually required to occur more rapidly within these time frames
34
Q

goal of fluency based instruction

A
  1. how to quickly skill can be performed

2. how many times a skill can be performed accurate within a certain time frame

35
Q

fluency based instruction is effective for learners who are slow to respond or need to perform a skill more quickly

used in conjunction with aba

precision teaching a particular type of fluency based instruction

A

t

36
Q

advantages of fluency based instruction

A
  1. facilitates effective use of skills in natural settings
  2. facilitates learning more complex related skills
  3. promotes on task behaviors and retention of new skills
  4. often reduces frustration with tasks and the development of challenging behaviors
37
Q

verbal behavior

A
  1. teaching communication skills is an integral part of many aba treatment programs
  2. the development of communication frequently leads to the decrease of other challenges behavior by the individual
38
Q

traditional language instruction receptive language

A
  1. involves responding non-vocally to given instructions
  2. requires the listener to respond in specified way by performing an action
  3. does not require any vocal output from the listener
39
Q

expressive language

A
  1. involves providing a communicative response
  2. giving a spoken answer to a question or statement, or saying, something that the individual sees or wants
  3. may also include communicating through gestures, exchanging a picture or using an electronic device
  4. involves communicative output from individual
40
Q

how is verbal behavior different

A
  1. verbal behavior is an approach that focuses on a word’s function instead of its form
  2. why is this important
41
Q

skinners verbal behavior

A
  1. language is behavior
  2. classified as just another type of behavior that people do
  3. same as other responses, such as walking, crying, jumping, or other responses
  4. language cane understood according to the same principles that apply to any behavior
42
Q

why is skinner’s analysis of verbal behavior useful or important?

A
  1. acquiring language is more than learning “meaning of the words”
  2. we can’t assume that once an individual has learned, “the memo f a word that he or she will use it in a functional way
  3. language should be taught by function using the same teaching principles used ot teach other types of behavior
43
Q

why is skinners analysis of verbal behavior useful or important

A
  1. many learners do not generalize words to different situations or uses
  2. languages has many functions
  3. verbal behavior calls for instructors to teach lagaueg according to these functions -requesting, commenting, conversing
44
Q

verbal behavior

A
  1. any behavior foe which reinforcement is mediated by another person, who has been trained to respond
  2. behavior which is dependent on another person to offer reinforcement
  3. behavior which is meant to produce a desired responses from another person
45
Q

verbal verses vocal behavior

A
  1. verbal is not the same as vocal
  2. verbal results in reinforcement from someone else
  3. not all vocal behavior is verbal
  4. some vocal behavior is emitted for the result go gaining socially mediated reinforcement
  5. not all vocal behavior requires a listener
46
Q

verbal behavior

A
  1. skinner called each function of behavior an operant

2. operant-a category of functional relation between response and its controlling variables

47
Q

4 basic verbal operants

A
  1. echoic
  2. mand
  3. tact
  4. intraverbal
48
Q

echoic

A
  1. verbal behavior which is controlled by an matches he verbal antecedent-you hear it you say it
  2. the verbal response matches the verbal response matches the verbal stimulus
  3. the consequence is non specific; anything other than what was specified by the verbal response
49
Q

typical teaching progression-echoics

A
  1. teach vocal imitation of sounds
  2. team vocal imitation of sound blends
  3. imitation of words
  4. imitation of multiple words
50
Q

the echoic review

A
  1. occurs when the learner repeats what was said, and then is provided with an unrelated consequence
  2. is important because it often leads to the development of other operants
  3. is often one of the first operants taught in an aba program
51
Q

them and

A
  1. verbal behavior that is controlled by a motivation antecedent and followed by a consequence that is specific so that motivation- you want it you say you get it
  2. the verbal response is controlled by motivation
  3. the mand is a request
  4. the mand directly benefits the speaker
52
Q

benefits of teaching mands

A
  1. manding is a critical skill for independence and success on a daily basis
  2. mands reduce the occurrence of other innaprpriate mands challenging behaviors decrease (crying and aggression)
53
Q

benefits of teaching mands

A
  1. mands are acquired faster than other verbal operants
  2. directly benefit learner
  3. more motivation to learn
  4. mands facilitate the aquisition of other verbal operants
  5. learning mand behaviors results in faster learning of other verbal skills
54
Q

instructional guidelines

A
  1. goal is to establish pure mands
  2. pure operant
  3. pure mand
  4. impure to pure
55
Q

pure operant

A

only controlled by the primary antecedent variable

56
Q

pure mand

A

only controlled by motivation, and not dependent on other cues or prompts from other people

57
Q

impure to pure

A

initially promo (or extra cues may be needed to help an individual to learn to mand

58
Q

typical teaching progression

A
  1. simple single word mands
  2. complex mands frames and sentences
  3. teach mands with descriptors
  4. softened mands
59
Q

mands lead to development of other language skills

A

t

60
Q

tact define

A

verbal behavior that is controlled by a non-verbal antecedent and followed by a non specific consequence

see hear touch taste smell “you say you do”

61
Q

in a tact the verbal response is controlled by non verbal stimulus

A

t

62
Q

nonverbal stimulus is anything you can

A
  1. see
  2. hear
  3. touch
  4. taste
  5. smell
63
Q

tact is not a result of someone else saying something and the consequence is non specific

A

t

64
Q

a tact is

A
  1. a comment when experiencing something in environment
  2. directly benefits hearer
  3. often difficult to train
  4. may involve many prompts and supplemental reinforcement-impure tact
  5. eventually prompts are faded until the tact is independently controlled by nonverbal antecedents in the environment-pure tact
65
Q

typical tact teaching progression

A
  1. single words
  2. frames
  3. multiple word
  4. teach complex tacting with description
66
Q

tacts can aid in the development of relationships

A

t

67
Q

tacts are difficult to teach and are not reinforced by social reinforcement

A

t

68
Q

intraverbal

A
  1. verbal behavior that is controlled by a verbal antecedent and does not match the verbal antecedent. it is followed by a non specific consequence
  2. respond to other persons verbal behavior with a related but different responses
69
Q

impure to pure intraverbal

A

initially intraverbal training may involve prompts

70
Q

impure intraverbal

A

one which requires a prompt by showing an example of an answer after a question

71
Q

typical teaching progression

A
  1. impure intraverbal
  2. pure intraverbal
    3 intraverbal frame
  3. multiple intraverbles toeter
72
Q

static vs flexible responding

A
  1. distinguish between static verse flexible responding
  2. example “whats your name?” “I’m David”

its static because it won’t change

73
Q

flexible example

A

“what did you do today?” “ I went to school” “I saw a movie” “I played a game” etc

it is flexible because it changes

74
Q

an intraverbal gets a unrelated consequence

A

t

75
Q

intraverbal is the foundation of conversation skills and complex language

A

t

76
Q

required for most academic situations

A

t

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