naturalistic interventions

Question 1

naturalistic interventions

Answer 1

ABA into the natural
environment, or into a
learner’s everyday routines
and activities so that the
acquired skills may be more
easily generalized.

Question 2

PROS of NET/NI

Answer 2

• generalization

- improvements in untargeted skills

Question 3

CONS of NET/NI

Answer 3

• relies on their motivation
• requires improv on the spot
• possible inconsistency

Question 4

behavior chain

Answer 4

A specific sequence of individual responses that are linked together to produce a terminal outcome; A SET OF STIMULUS (SD)

Question 5

chaining

Answer 5

the components of a task analysis form the behavior chain

Question 6

task analysis

Answer 6

breaking down a complex skill into smaller teachable units to develop a series of tasks

Question 7

forward chaining

Answer 7

the steps in the task analysis are taught in their naturally occurring order. 1 step at a time. reinforcement after you complete ALL steps youve led up to

Question 8

total-task chaining

Answer 8

The learner is trained EVERY step of the task analysis until he/she is able to perform the entire task independently. STRONGEST REINFORCER AT END OF CLASS

Question 9

backward chaining

Answer 9

The initial steps of the task analysis are completed by the instructor, except for
the final step

Question 10

frequency

Answer 10

counting the number of times that a target behavior occurs within a specific time interval

Question 11

duration

Answer 11

determines the length of time from the behaviors beginning to end. add them all up at the end.

Question 12

latency

Answer 12

measures how long it takes for a student to begin a task after instruction

Question 13

partial interval recording

Answer 13

record if the behavior occurs at any time during the interval; you dont have to watch the entire time

Question 14

whole interval recording

Answer 14

record the behavior occurs throughout the entire interval; best for behaviors you wanna INCREASE

Question 15

momentary time sampling

Answer 15

record when the behavior is occurring at the moment the interval ENDS

Question 16

what are the functions of behavior

Answer 16

attention, escape, tangibles, sensory

Question 17

tier 3

Answer 17

intensive, individualized interventions and supports; IEP, individual counseling, referral to other agencies

Question 18

tier 2

Answer 18

targeted, supplemental interventions and supports; group counseling, anger management, social skills; 15% of kids, ZQ/RV

Question 19

tier 1

Answer 19

core, universal instruction and support; gen academic and behavior support provided to ALL STUDENTS; those programs about anti-bullying; 4:1 ratio of positive gestures, YAY PRAISE NOT INTEL

Question 20

noncontingent reinforcement

Answer 20

given to learner for free. ex: 3 min break every 15 mins despite their behavior

Question 21

demand fading

Answer 21

decreasing the amount of work that you ask the learner to do

Question 22

task modification

Answer 22

changing some aspect of how you ask the learner to work

Question 23

behavior momentum

Answer 23

pasta pasta veggie; ask for something easy then make it harder for higher chance of doing it

Question 24

DRA

Answer 24

attention: converse when no yelling
tangible: give child toy when sharing; dont give if they hit other for it
escape: break when you complete work, none if not
automatic: singing instead of bring vocalizations

Question 25

DRI

Answer 25

attention: reinforce polite request and dont attend whining tangible: give blocks when he plays nicely instead of grabbing escape: give break when they complete work instead of destroying materials

Question 26

DRL (low rate behavior)

Answer 26

target is only reinforced if it occurs at or below a particular rate; raising hand less than the usual attention: reinforce 5 or fewer instances of calling out in class tangible: reinforce 3 or fewer instances of touching peers while waiting in line for lonch with access to first in line escape: reinforce fewer instances of putting head down on desk by giving a break from work automatic: reinforce fewer instances of counting toy cars during recess with access to this routine after recess

Question 27

DRO

Answer 27

attention: absence of whining for teacher is reinforced with teacher attention tangible: absence of grabbing others' toys reinf with access to toy escape: absence of protest is reinforced with a break automatic: absence of vocals during story time reinforced with access to do so after story time

Question 28

extinction

Answer 28

NO REINFORCEMENT; attn: maybe pay attention to others while client is throwing tantrum escape: after fit you still gotta complete task, block access to other activities automatic: put padding on table, yoU CANNOT DEPRIVE THO; blocking from slapping self

Question 29

extinction burst

Answer 29

its about to go down; gets worse before it gets better

Question 30

stimulus is the same as?

Answer 30

SENSES

Question 31

consequence?

Answer 31

WHATEVER HAPPENS AFTER BEHAVIOR

Question 32

motivating operation (MO)

Answer 32

establishing op: in you HONGRY more likely to ask for food abolishing op: you just drank water so you prob wont ask anytime soon

Question 33

client dignity

Answer 33

treat others the way you want to be treated, protect their physical appearance, rule out physical discomfort,

Question 34

you got wrong

Answer 34

Conditioned reinforcers gain their reinforcing properties through pairing with other conditioned or unconditioned reinforcers

Question 35

differential rein

Answer 35

Providing greater reinforcement for better approximations of a target behavior, and placing other behaviors on extinction or on a less desirable reinforcement schedule.

Question 36

how do we find out the function?

Answer 36

Conducting an analog or naturalistic functional analysis is usually considered the best way to identify function

Question 37

behavior op def

Answer 37

an operational definition (aka, response definition or behavior definition) should meet the following criteria: Objective - the definition, when used by multiple persons, should produce high levels of agreement - that is to say, the score produced by multiple people observing the same behavior would be very similar (if not exactly the same). This is referred to as inter-rater reliability or inter-observer agreement. Clear - there should be no ambiguity between examples / non-examples of the target behavior Complete - there should be sufficient detail to encapsulate the target behavior in it's entirety Concise - the description should be as short as possible without sacrificing any of the above requirements.

Question 38

inter-response time

Answer 38

time between offset and onset