Notes for the final Flashcards
ABA Steps
1-Discrete Trial
The Discrete Trial = SD instructions + child’s response + reinforcement or correction
-It begins with the SD- Discriminative Stimulus, this is the instruction given by the therapist to the child and the clinician waits for a response or provides prompts if needed. The SD should clear, consistent, short, speaks louder than normal.
2-Prompting or waiting for a response- Immediately prompt after giving the SD
-Once the child responds, they are given a reinforcement for a correct response or a correction for an incorrect response. This while thing is a discrete trial, after you give them a reinforcement another discrete trial begins.
-A prompt is some form of assistance that help ensure that child responds correctly. This teaches the child how to respond to the SD
3-Gradual removal of the prompt
-Once the skills being taught has been learned and once the prompt is llonget needed.
-When removing a prompt, the therapist should be careful not to give a delayed prompt
Video 2
A reinforcement
A reinforcement is anything contingent on a behavior that increases the likelihood of the behavior recurring. Reinforcement is a reward that we use to signal to the child that they answered correctly and to encourage them to respond correctly.
Reinforcer example: Food, toys, physica touch, activities, praise, counters/tokens
-Task avoidance; Ending the task at hand can be very rewarding for the kids. Removing the material or throwing away the quiz.
-We use reinforcement to provide feedback on the correctness of a response and to motivate them to learn.
-When he child provides the correct response, the reinforcer must be immediate because its delayed, we might reinforce another behavior done after the target behavior.
-The reinforcer must be varied. 1- constantly change reinforcers, 2- vary the intensity of the reinforcer developing on how the child respond. Do not
Satiation: If a child is given the same reinforcer repeatedly, the child will get bored with it and no longer find it rewarding.
Differential reinforcement: The child will receive a more preferred reward for better effort or well executed response. Varying the intensity of the reinforcement.
A reinforcement
A reinforcement is anything contingent on a behavior that increases the likelihood of the behavior recurring. Reinforcement is a reward that we use to signal to the child that they answered correctly and to encourage them to respond correctly.
Reinforcer example: Food, toys, physica touch, activities, praise, counters/tokens
Task avoidance;
-Task avoidance; Ending the task at hand can be very rewarding for the kids. Removing the material or throwing away the quiz.
Satiation:
Satiation: If a child is given the same reinforcer repeatedly, the child will get bored with it and no longer find it rewarding.
Differential reinforcement:
Differential reinforcement: The child will receive a more preferred reward for better effort or well executed response. Varying the intensity of the reinforcement.
Video 3
Prompt
Prompt: are stimuli presented to insure the occurrence of a response. Cues that an instructor could use to ensure that a child success at a task.
Types of prompt:
Physical prompts: The therapist physically moves the child to make the correct response. Example: Hand-over-hand prompt
Modeling Prompts: The therapist acts the response, it ensures that the child observes the response correctly.
Gesture Prompts: pointing towards, looking at or gesturing to indicate a correct response.
Visual Prompt: Use visual information to give the child a clue about the correct response.
Positional prompts: Involves positioning the teaching material in a way that increases the chances that the child will respond correctly.
Verbal Prompts: Vocal cues that are given to the child.
Pause prompt: wait for the child to follow the Sd
Contextual prompts:
Prompt Hierarchy: Can help you decide what prompt to begin with teaching a new skill. It is also used for how to remove prompts when the child gains new the skill. A prompt hierarchy is a list of prompts for teaching a specific skill. The list begins with the prompts that provide the most help to the child and end with the prompts that provide the least help to the child.
-Identify a sequence of prompts ranging from explicit support to minimal support of the behavior to be taught.
The list
*Explicit prompts
Physical prompt/ Hand-over-hand prompt
Modeling prompt
Positional prompt
*Minimal prompt
Pause prompt
Contextual prompt
When beginning to teach a new skills, start with the lowest level in the prompt hierarchy that the child to be successful on that task.
Prompt fading: as the child acquires new skills, we need to move down the prompt hierarchy. If not removed quickly, the child can become dependent on the prompt. Using the hierarchy teaches the children success independently.
2 ways to fade the prompt:
1- Fade the intensity of the prompt.- make it less and less noticeable.
2- To test the child readiness or competence at the next lower level of the prompt hierarchy and determine if the child is successful. If they do not succeed, go back up.
Prompt and types of prompts 6
Prompt: are stimuli presented to insure the occurrence of a response. Cues that an instructor could use to ensure that a child success at a task.
Types of prompt:
Physical prompts: The therapist physically moves the child to make the correct response. Example: Hand-over-hand prompt
Modeling Prompts: The therapist acts the response, it ensures that the child observes the response correctly.
Gesture Prompts: pointing towards, looking at or gesturing to indicate a correct response.
Visual Prompt: Use visual information to give the child a clue about the correct response.
Positional prompts: Involves positioning the teaching material in a way that increases the chances that the child will respond correctly.
Verbal Prompts: Vocal cues that are given to the child.
Pause prompt: wait for the child to follow the Sd
Contextual prompts:
Prompt Hierarchy
Prompt Hierarchy: Can help you decide what prompt to begin with teaching a new skill. It is also used for how to remove prompts when the child gains new the skill. A prompt hierarchy is a list of prompts for teaching a specific skill. The list begins with the prompts that provide the most help to the child and end with the prompts that provide the least help to the child.
-Identify a sequence of prompts ranging from explicit support to minimal support of the behavior to be taught.
The list
Explicit prompts
Physical prompt/ Hand-over-hand prompt
Modeling prompt
Positional prompt
Minimal prompt
Pause prompt
Contextual prompt
When beginning to teach a new skills, start with the lowest level in the prompt hierarchy that the child to be successful on that task.
Prompt fading:
Prompt fading: as the child acquires new skills, we need to move down the prompt hierarchy. If not removed quickly, the child can become dependent on the prompt. Using the hierarchy teaches the children success independently.
2 ways to fade the prompt:
1- Fade the intensity of the prompt.- make it less and less noticeable.
2- To test the child readiness or competence at the next lower level of the prompt hierarchy and determine if the child is successful. If they do not succeed, go back up.
Video 4
Generalization:
Generalization: Once a child learns a skills and its able to perform the skills new and novel situations.
They need to generalized the learned skill across 4 areas
People- any new skills that the child learns should not be confider fully mastered until child is able to perform it at constantly label across all type of people.
Setting- The should be able to perform the skills in different settings, school, home, floor.
Stimuli- The child should be able to perform the skill with an endless variety of materials.
Responses- Children should be able to give a limitless number of unique and new responses.
Home of the DIR and DIRFloortime
-The name floor time comes from the idea of getting down on the floor and playing with the child.
-Following the child’s lead
-Not training the child to do anything, trying to opportunity to interact and connect with others.
Find out the capacity where they need support and using their skills that they are capable off.
- Active and involved play can help them build connection
It does not teach them a skills or use reinforcement, the activity itself its the reinforcement
-It is child lead
Transition to adulthood:
— Self-Advocacy
— Developing Independent Living Skills
— Planning for Transition
— Legal Matters to Consider
— Community Living
— Employment and Other Options
— Postsecondary Educational Opportunities — Housing and Residential Supports
— Health
— Technology
— Resources
Social thinking
When we attend to and interpret others thoughts, beliefs, knowledge, emotions, actions, feelings of other, as well as how they are interpreting us.
The way that we think about people, affect how we behave, which affected how they respond to us, which affects our emotions.
The goal is to expose and explain the social code
Social competency is = Social thinking + problem solving + social skills
We learn thins intuitively, but kids with ASD do not. So, Michelle Garcia came up with a social thinking scaffolds.
It consist of 4 steps of perceptual talking
4 steps of communication
The ILAUGH model, which is shows social academic connection
4 step of communication
1- Thinking about others and what they think about us (who are we near, what do they know about us)
2- Establishing physical presence (When we are talking to someone we want to make sure that they know that we are interested and like their presence)
3- Thinking with our eyes (Eye contact, our eyes helps us interpret emotional responses)
4- Using Language to relate to others
