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RBT > Module 8 > Flashcards

Module 8 Flashcards

1
Q

Shaping

A

process of systematically and differentially reinforcing successive approximations to a terminal behavior

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2
Q

successive approximations

A

series of rewards that provides positive reinforcement for behavior changes that are successive steps towards the final desired behavior

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3
Q

shaping as a procedure

A

differentially reinforce responses leading to the desires performance, slight changes in form or rate and continue to increase the response requirement, terminal goal (clearly specify end goal), in between are sub goals, criteria approximations (quantity, rate, latency, intensity, topography), starting point, step progression- size and duration, combine with other procedures

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4
Q

combine shaping with

A

prompting, fading, chaining

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5
Q

Pryor’s 10 Laws of Shaping

A
  1. raise criteria in increments small enough so client has a realistic chance of reinforcement
  2. Train one aspect of any particular behavior at a time. Don’t shape two criteria together
  3. Put current level of response on a variable ratio schedule of reinforcement before adding or raising criteria
  4. When you start to target new one, temporarily relax old ones
  5. Stay ahead of client: don’t be surprised if they make sudden progress
  6. Don’t change teachers midstream. One shaper per behavior
  7. If one shaping procedure does not work, try a different one
  8. Don’t interrupt a training session gratuitously
  9. If behavior deteriorates, quickly review shaping process with easily earned reinforcers
  10. End each session on a high note if possible, but in any case, quit while you are ahead
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6
Q

Progressive thinking

A

lots of flexibility in this

  • expanding response classes (goal is to get more and more behavior as you go on)
  • shaping a reciprocal process
  • your behavior is controlled by learners behavior- NOT protocol
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7
Q

Shaping artistry

A

shaping is a reciprocal process
being attuned and responsive to fluctuations, day to day, minute to minute
in turn shapes our method, timing, intuition for assessment and shaping

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8
Q

Prompting: Terminology

A

teacher engages in behavior that increases likelihood that the student will respond correctly

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9
Q

Response prompts

A

operate directly on response: verbal instructions, modeling, physical guidance

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10
Q

Stimulus Prompts

A

operate directly on the antecedent stimuli: looking at, gestural

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11
Q

Controlling prompt

A

any prompt where learner responds correctly nearly 100% of the time

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12
Q

Common inadvertent prompts

A

didn’t mean to
position of stimuli
eye contact
partial verbal

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13
Q

prompt types

A

specific prompt types are provided

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14
Q

prompting systems

A

guidelines/rules

  • when to provide prompts
  • when to fade prompt
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15
Q

purpose of prompting system

A 
to keep client successful 
- reduce unneeded errors
transfer of stimulus control 
- from prompt or prompt type to discriminative stimulus
Skill acquisition
- new skills
- generalization
- maintenance
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16
Q

Gesture

A

ex: pointing towards card
indicating what correct target is by pointing
provides right after instruction

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17
Q

reduction of the field

A

ex: taking away cards when they are not the target card
by taking away options increasing likelihood that she is going to respond correctly
- can do proactively and reactively

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18
Q

positional

A

controversial

putting correct response closer to the learner

19
Q

Model

A

ex: who is it?- says the answer and the client echos

telling student what you want them to say

20
Q

Within-stimulus

A

wanting to highlight something in stimulus that will lead them to get correct

21
Q

Observational

A

ex: one child to label correctly and goes back to other child to see if he was paying attention

22
Q

Partial Physical

A

not fully guiding but just enough where they will respond correctly

23
Q

Full physical

A

directly leading them to correct repsonse

24
Q

Prompting Systems

A

Time based: simultaneous, constant time delay, progressive time delay
Hierarchy based: least-to-most, most-to-least, graduated guidance
Error Based: no-no prompt
Clinical Judgment Based: Flexible Prompt Fading

25
Q

Time-based prompting system

A

Teacher provides prompts all based on time criteria

26
Q

Simultaneous Prompting

A
  • near errorless
  • teacher provides a controlling prompt on every trail: prompts never fade
  • determine controlling prompt ahead of time
  • two types of trials: probe, teaching
27
Q

example trial

A

present stimuli- instruction along with full physical- correct response- reinforcing consequence (if incorrect response- corrective feedback): than you repeat these

28
Q

simultaneous advantages

A
  • easy to implement
  • do not have to worry about time
  • avoids corrective feedback
29
Q

disadvantages

A
  • can lead to prompt dependency
  • can lead to inattention
  • requires determining a controlling prompt
  • limited effectiveness
  • only one type of prompt
30
Q

Constant time delay

A

time based with two levels
- 0 second
- 3 to 10 second
instruction and wait that time before prompt
- prompt provided is controlling prompt
- wait response: teach proactively, remind throughout
- determine the wait time: their processing speed. determine ahead of time
- determine the consequence ahead
- determine up and down criterion: when you move from 0 seconds to longer delay, how many trials until they move to longer time. How many when they need to go back to 0 seconds?

31
Q

Constant time delay advantages

A
  • easy to implement
  • singular prompt types
  • targets waiting
  • transfer of stimulus control easily determined
32
Q

disadvantages

A
  • requires waiting skills
  • can lead to prompt dependency
  • requires determining a controlling prompt
  • only one prompt
33
Q

Progressive Time Delay

A

time based with multiple levels

  • start off with 0 seconds, after certain level of trials, than you move to 2 and so on and so forth
  • each time you move up you provide instruction, give amount of time, if they do not respond you provide the prompt
  • one prompt type: controlling prompt
  • wait response: teach proactively, remind throughout
  • determine wait time, consequence, up and down criterion
34
Q

Progressive Time Delay advantages

A
  • gradual fade across time
  • singular prompt type
  • targets waiting
  • transfer of stimulus control easily determined
35
Q

disadvantages

A
  • Requires waiting skill

- only one prompt type

36
Q

Hierarchy Based

A

from most intrusive prompt to least intrusive

37
Q

Least-to-most

A
  • system of least prompts
  • starts with Sd alone and moves to most intrusive
  • across prompt types
  • within one prompt type: sometimes
  • determining the hierarchy: assistive and intrusiveness, movement criteria, one or all targets?, number of levels
  • feedback provided on incorrect responses
38
Q

Least-to-most advantages

A

allows for independence, not over prompting, multiple prompt types

39
Q

Disadvantages

A

Difficult to implement, multiple prompts, multiple hierarchies, allows for errors, prompt dependency

40
Q

Most-to-least

A
  • Decreasing assistance
  • starts with most assistive prompt and moves to Sd alone
  • across prompt types
  • within one prompt type: sometimes
  • determining hierarchy: assistive and instructional level, movement criteria, one or all targets?, number of levels
  • feedback provided on incorrect responses
41
Q

advantages

A

reduces unnecessary errors, gradual fade, multiple prompt types

42
Q

disadvantages

A

difficult to implement, multiple prompts, multiple hierarchies, allows for unneeded prompts, could cause inattention

43
Q

Graduated guidance

A 
similar to most-to-least
usually refers to only using physical prompting
all promts:
- full
- partial

RBT (25 decks)

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