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RBT > Module 9 > Flashcards

Module 9 Flashcards

1
Q

RBT Task B-03

A

assist w/ individualized assessment procedures (ie curriculum-based, developmental, social skills)

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2
Q

Some common assessment tools (5)

A
  • the verbal behavior milestones assessment and placement program
  • essentails for living
  • the assessment of basic learning and language skills- revised
  • assessment of functional living skills
  • Peak: Relational Training System
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3
Q

VB-MAPP (3)

A
  • commonly sed with younger children with ASD
  • established developmental milestones typically acquired in a specific seqence by typically-developing children
  • sets priorities in order to meet the learner’s educational needs, placement, and educational format
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4
Q

essentials for living

A

skills assessed and taught:
-floowing directions to complete routine activiities, daily living skills, leisure and vocational skills, health and safety skills, tolerating skills and essential mands and related listener responses

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5
Q

RBT Task C-07

A

implement discrimination training

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6
Q

S^D

A

signals the availability of reinforcement

-if do behavior now, the reinforcer is available

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7
Q

S delta (triangle)

A

signals extinction (no reinforcement)

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8
Q

stimulus control

A

demonstrated when a behavior occurs more often in the presence of a stimulus (but not in its absence) due to a past history of reinforcement

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9
Q

discrimination training (2)

A

teaching sessions designed to bring the learner under specific (discriminative) stimulus control
-reinfroce a response in the presence of a stimulus but not in the absence of that stimulus

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10
Q

simultaenous discrimination

A

both the S^D and Sdelta stimlus conditions are presented to the learner at the same time

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11
Q

successive discrimination

A

only one antecednt (SD or Sdelta) is presented to the learner in a given trial

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12
Q

RBT Task C-10

A

implement prompt and prompt fading procedures

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13
Q

prompts

A

extra stimuli added to encourage a correct response

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14
Q

2 types of prompts

A
  • response prompts

- stimulus prompts

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15
Q

response prompts

A

operate directly on the response

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16
Q

3 types of response prompts (5)

A
  • verbal
  • modeling
  • physical
    - manual guidance (full physical)
    - tactual (partial physical)
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17
Q

verbal prompt

A

tell them what they SHOULD do rather than what not to do

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18
Q

RBT Task C-08

A

implement stimulus control transfer procedures

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19
Q

3 step guided compliance

A
  1. instruction
  2. model
  3. physical
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20
Q

stimulus control

A

when a stimulus reliably brings about a response, we say that response is under the stimulus control of that stimulus

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21
Q

stimulus control transfer (2)

A
  • gradually shifting the controlling antecedent stimulus for a given response
  • may be necessary if the controlling antecedent isn’t what SHOULD be controlling the response in the natural environment
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22
Q

stimulus control transfer

can transfer from: (3)

A
  • a prompt to the naturally-occurring stimuli
  • one stimulus to another
  • one environment to another
23
Q

prompts and stimulus control transfer (2)

A
  • if a response is under the control of a prompt or another supplementary antecedent, it’s necessary to transfer stimulus control to naturally occurring antecedents
  • this can be done by introducing the naturally occurring antecedent and fading the prompts
24
Q

prompt fading procedures (4)

A
  • most to least (fading out)
  • least to most (fading in)
  • graduated guidance
  • time delay
25
Q

least to most prompt fading

A

few prompts are provided initially and more intrusive prompts are added only as needed
ie verbal–>gestural–>partial physical–> full physical

26
Q

graduated guidance

A

physical guidance in which hand over hand guidance is provided only as needeed, and is faded in an out throughout the task

27
Q

RBT Task C-09

A

implement stimulus fading procedures

28
Q

stimulus prompts (2)

A

altering something in the correct response more likely to occur
-highlights the naturally controlling stimulus (SD) for the response

29
Q

types of stimulus prompts (3)

A
  • gestural (movement) prompt
  • position (proximity) prompt
  • redunancy of antecedent stimuli
30
Q

positin (proximity) prompt

A

the item being taught is placed closest to student

31
Q

redundancy of antecedent stimuli

A

highlights a characteristic (color, size, shape) of the controlling stimulus

32
Q

stimulus prompting involves

A

highlighting a physical dimension of a stimulus to increase the likelihood of a correct response

33
Q

fading stimulus prompts

A

when fading the stimulus prompt, fade that specific dimension that was previously highlighted

34
Q

fading gestural prompts

A
  • may be used when fading more invasive prompts (most to least prompting)
  • may be used to fade model prompts and by making the gesture progressively more subtle
35
Q

Prompt fading tips

A
  • deliver more reinforcement for unprompted responses than prompted responses
  • manipulate parameters of reinforcements to fade prompts (independent responses earn more rinfrocement)
36
Q

Backward Chaining

Reinforcement is delivered..

A

at the end of the step being trained if:
-that step is performed to criterion
AND…
-All of the rest of the steps are performed independently

37
Q

total task chaining

A

-all steps of the still are trained, in order, in one learning trial

38
Q

total task training used if..

A

learner can complete many of the required steps, but does it in the wrong order

39
Q

total task chaining

guidance

A

graduated guidance or least to most prompt fading can be used for an step the learner is unable to complete independently

40
Q

2 main probs with behavior

A
  1. skill deficit

2. motivational issue

41
Q

chaining

A

a procedre used to teach as specific sequence of responses that results in a terminal outcome

42
Q

responding differently to diff stimuli as the result of experience w/ these stimuli

A

discrimination

43
Q

providing physical guidance only as needed (moving in and out) throughout the task

A

graduated guidance

44
Q

an extra (supplementary) antecedent stimulus that is added to the environment to occasion a response

A

prompt

45
Q

the purpose of this type of antecedent stimulus is to get the behavior going or prevent an incorrect response from occurring

A

prompt

46
Q

when a learner continues to require a prompt to initiate the response even though the learner has mastered the skill

A

prompt dependency

47
Q

technique used to gradually transfer control from the prompt to naturally occuring events in the learner’s environment

A

prompt fading

48
Q

demonstrated when an antecedent stimulus reliably exerts control over a response

A

stimulus control

49
Q

gradually shifting the controlling antecedent for a response

A

stimulus control transfer

50
Q

highlighting some aspect of the environment to increase the likelihood of a correct response

A

stimulus prompt

51
Q

breaking down a skill into smaller sequential steps to produce a complex skill

A

task analaysis

52
Q

a type of prompt fading procedure in which a pause is added between the instruction and when the prompt is delivered

A

time delay

53
Q

prompt hierarchy typically used to ensure compliance with a request

A

three step guided compliance

54
Q

successive discrimination training is characterized by

A

the presentation of training stimmuli one at a time, over a sequence of trials

RBT (19 decks)

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