naturalistic interventions Flashcards
naturalistic interventions
ABA into the natural environment, or into a learner’s everyday routines and activities so that the acquired skills may be more easily generalized.
PROS of NET/NI
- generalization
- improvements in untargeted skills
CONS of NET/NI
- relies on their motivation
- requires improv on the spot
- possible inconsistency
behavior chain
A specific sequence of individual responses that are linked together to produce a terminal outcome; A SET OF STIMULUS (SD)
chaining
the components of a task analysis form the behavior chain
task analysis
breaking down a complex skill into smaller teachable units to develop a series of tasks
forward chaining
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
total-task chaining
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
backward chaining
The initial steps of the task analysis are completed by the instructor, except for
the final step
frequency
counting the number of times that a target behavior occurs within a specific time interval
duration
determines the length of time from the behaviors beginning to end. add them all up at the end.
latency
measures how long it takes for a student to begin a task after instruction
partial interval recording
record if the behavior occurs at any time during the interval; you dont have to watch the entire time
whole interval recording
record the behavior occurs throughout the entire interval; best for behaviors you wanna INCREASE
momentary time sampling
record when the behavior is occurring at the moment the interval ENDS
what are the functions of behavior
attention, escape, tangibles, sensory
tier 3
intensive, individualized interventions and supports; IEP, individual counseling, referral to other agencies
tier 2
targeted, supplemental interventions and supports; group counseling, anger management, social skills; 15% of kids, ZQ/RV
tier 1
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
noncontingent reinforcement
given to learner for free. ex: 3 min break every 15 mins despite their behavior
demand fading
decreasing the amount of work that you ask the learner to do
task modification
changing some aspect of how you ask the learner to work
behavior momentum
pasta pasta veggie; ask for something easy then make it harder for higher chance of doing it
DRA
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
DRI
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
DRL (low rate behavior)
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
DRO
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
extinction
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
extinction burst
its about to go down; gets worse before it gets better
stimulus is the same as?
SENSES
consequence?
WHATEVER HAPPENS AFTER BEHAVIOR
motivating operation (MO)
establishing op: in you HONGRY more likely to ask for food
abolishing op: you just drank water so you prob wont ask anytime soon
client dignity
treat others the way you want to be treated, protect their physical appearance, rule out physical discomfort,
you got wrong
Conditioned reinforcers gain their reinforcing properties through pairing with other conditioned or unconditioned reinforcers
differential rein
Providing greater reinforcement for better approximations of a target behavior, and placing other behaviors on extinction or on a less desirable reinforcement schedule.
how do we find out the function?
Conducting an analog or naturalistic functional analysis is usually considered the best way to identify function
behavior op def
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.
inter-response time
time between offset and onset
