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CARD training > Module 3 > Flashcards

Module 3 Flashcards

1
Q

in DTT there are

A
  1. mutiple instances ot learn and teach
  2. clear and concise
  3. adult directed
  4. consequences are resinforment or correction
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2
Q

why use DTT

A
  1. nutkpe teaching opportunities
  2. teaches learners when and now to respond
  3. gives immediate feedback to the learner
  4. facilitate data collection and consistency
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3
Q

antecedent DTT

A
  1. two primary types that may be present

1) discriminative stimulus (SD)
2) motivating operation (MO)

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4
Q

Discriminative stimulus

A
  1. a stimulus typically an instruction presented to an individual that must be discriminated from other instructions
  2. in its presence, a certain response is reinforced, and win its absence that same behavior is not reinforced
  3. a stimulus presented to the learner which elicits a response
  4. cues learner to repsond in a certain way
  5. signals to the learner that reinforcement is available for responding appropriate
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5
Q

guidelines for delivery SD’s

A
  1. get the learners attention prior to presenting the SD
  2. initially use clear and concise language
  3. use consistent SD
  4. avoid repeating an SD without providing a consequence
  5. ensure that learner hears the entire SD before responding
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6
Q

the motivating operation is an antecedent condition which

A
  1. changes the reinforcing value of an item or activity

2. makes behaviors which ahem produced that item more or less likely to occur again

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7
Q

the discrete trial -the response

A
  1. occurs after antecedent
  2. response may be verbal
  3. may include adaptive motor or other typos of skilles
  4. BCBA will determine what constitutes correct or incorrect response
  5. spontaneous varuton of answers should be encouraged
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8
Q

4 primary categories of response

A
  1. correct
  2. prompted
  3. incorrect
  4. no response
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9
Q

guidelines for responding

A
  1. be consistent (avoid confusion)
  2. be sure that extraneous behaviors are absent (avoid inadvertently reinforcing any chalhig behaviors
  3. limit the time between the SD and the rpsone (typically 3 seconds ) -imrpve fluency,, keep good pace and maintain focus
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10
Q

discrete trial consequence

A
  1. the outcome that occurs immdeialty following the learners response
  2. conseuqnec determines if the behavior will increase or decrease over time
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11
Q

how do consequences change. behavior

A

behavior changes when certain outcomes are contingent on the occurnec of that behavior

contigent =depends on

the type of consequence depends on the type of response that occurs

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12
Q

2 primary types of consequences

A
  1. reinforcement

2. error correction

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13
Q

reinforcement

A
  1. an event which follows the occurrence of a behavior and as a result increase the future likelehood of that behavior
  2. something that occurs after a behavior that makes that behavior more likely to occur in the future
  3. consequences used in order to strengthen and increase the behavior in the future
  4. reinforcement can be receiving something (positive reinforcement) or having something non preferred taken away (negetevve reinforcement
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14
Q

positive reonforment

A

increases the behavior in the future (add something good to get someone to increase a behavior)

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15
Q

negative reinforcement

A

when a person has something bad taken away which causes. person to continue the behavior

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16
Q

specific types of reinforcement

A
  1. primary-untaught like food or drink

2. secondary-taught, praise or toys pr activities

17
Q

what factors influence rienforcement

A
  1. the learners current MO
  2. the difficulty /amount of the task verses the amount of reinforcement
  3. availability of that reicfimenece another times
18
Q

EO stands for establishing operation

A

the students controlled antecedent

19
Q

how can we maximize the effectiveness of reinforcement

A
  1. preference and motivation

2. the learners MO determines what will be an effete reinforcer at that particular moment

20
Q

how do we know what the learner is motivated for

A
  1. preference assessments-a procedure used to identify what an iivdicl is interested in at a particular moment
21
Q

preferred ties have an increased likely hood of being effective

A

t

22
Q

asess preferences often

A

t

23
Q

preferences change over time and in enviornemtn

A

t

24
Q

conduct assessments often

A

t

25
Q

therapist RBT should conduct preference assessments several times across the therapy session

A

generally prior to start of session

26
Q

how to conduct prefenrce assessments

A

direct or indirect

27
Q

indirect

A

interviews and questionnaires

28
Q

direct

A

direct observation

29
Q

strategies for preferences

A
  1. forced paired choice assemsnt- offer two choices to identify what the ividuak selects first and /or most freuqntly , if they do not select any of the items offer another choice
  2. multiple stimlus prefenrceassement - offer an array of choices (3 or more) identify which choice the inivduak select first, second and so on, can be done in isolation or muktpe times
  3. observational down time- watch what they go to when they have free time
  4. self report-ask them, open ended questions, list, rank, could be vocal or written, not always reliable
30
Q

guidlines for rienforcemt

A
  1. reserve items for reinforcement specifically, do not offer access all the time o it won’t work
  2. driver reinforcement immorality
  3. easy to administer and remove
  4. vary reifncoment
  5. establish conditioned reinforcers
  6. always pair primary to secondary
  7. reinforce desired behavior throughout the day
31
Q

error correction

A

decreases wrong answers

32
Q

prompt

A

additional stimulus aded to the SD or MO to assist the learner in providing an approarte response

33
Q

informational no

A
  1. a neutral consequence given to the learner in order to indicate that the response was incorrect
  2. is used to help the learner decreases errors

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