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ABA RBT > naturalistic interventions > Flashcards

naturalistic interventions Flashcards

1
Q

naturalistic interventions

A 
ABA into the natural
environment, or into a
learner’s everyday routines
and activities so that the
acquired skills may be more
easily generalized.
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2
Q

PROS of NET/NI

A
  • generalization

- improvements in untargeted skills

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3
Q

CONS of NET/NI

A
  • relies on their motivation
  • requires improv on the spot
  • possible inconsistency
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4
Q

behavior chain

A

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

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5
Q

chaining

A

the components of a task analysis form the behavior chain

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6
Q

task analysis

A

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

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7
Q

forward chaining

A

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

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8
Q

total-task chaining

A

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

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9
Q

backward chaining

A

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

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10
Q

frequency

A

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

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11
Q

duration

A

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

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12
Q

latency

A

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

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13
Q

partial interval recording

A

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

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14
Q

whole interval recording

A

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

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15
Q

momentary time sampling

A

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

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16
Q

what are the functions of behavior

A

attention, escape, tangibles, sensory

17
Q

tier 3

A

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

18
Q

tier 2

A

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

19
Q

tier 1

A

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

20
Q

noncontingent reinforcement

A

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

21
Q

demand fading

A

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

22
Q

task modification

A

changing some aspect of how you ask the learner to work

23
Q

behavior momentum

A

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

24
Q

DRA

A

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

25
Q

DRI

A

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

26
Q

DRL (low rate behavior)

A

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

27
Q

DRO

A

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

28
Q

extinction

A

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

29
Q

extinction burst

A

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

30
Q

stimulus is the same as?

A

SENSES

31
Q

consequence?

A

WHATEVER HAPPENS AFTER BEHAVIOR

32
Q

motivating operation (MO)

A

establishing op: in you HONGRY more likely to ask for food

abolishing op: you just drank water so you prob wont ask anytime soon

33
Q

client dignity

A

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

34
Q

you got wrong

A

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

35
Q

differential rein

A

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

36
Q

how do we find out the function?

A

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

37
Q

behavior op def

A

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.

38
Q

inter-response time

A

time between offset and onset

ABA RBT (3 decks)

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