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CARD training > Notes from role-plays > Flashcards

Notes from role-plays Flashcards

1
Q

prompt most to least in order

A
  1. physical (moving them yourself)
  2. model (showing them)
  3. echoic (having them repeat)
  4. directive (telling them exactly what we want them to be doing)
  5. textual (write down what you want them to say)
  6. visual (show a picture)
  7. proximity/positional (bring the stimuli closer to the learner or angle it toward them)
  8. stimulus manipulation (change some aspects of target stimuli (size/color etc).
  9. indirect verbal (type of leading questions)
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2
Q

full/physical partial

A

when at physically manipulates the learner

example: clap hands, or stand up,

most prompting: fully hold hands and connect pals to clap

mid prompting: bring hands up, let the client do the rest

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3
Q

full/echoic partial

A

BT (me) tells learner what to say/part of the word or phrase

example:

SD “say (mahwish)”
“what’s your name (Ma)”

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4
Q

directive

A

telling the learner exactly what we want them to do

example: SD” throw trash away”

first pick up paper, them walk towards the trash can, then throw paper in trash can

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5
Q

visual/textual

A

show a picture of something/written something on card

SD “how old are you” SD “what grows on trees”

picture of an apple

picture of a number

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6
Q

gestural

A

when your pointing towards a target or can by eye gaze/read red

SD “touch body part”= point to body part
SD “put on top” =point to on top

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7
Q

proximity/positional

A

BT brings stimuli closer to learner, positions stimuli to elicit correct response

SD “give me pencil”

position the pencil closer to the client

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8
Q

model demonstration

A

when we show the learner what to do

SD”do this (touch head)”

show the client how to clap first

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9
Q

stimulus manipulation

A

change some aspect of target stimuli (size/color etc)

SD “give me red”

the red card would be bigger than the others

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10
Q

indirect verbal

A

type of leading questions

SD “tell me something about a kitchen”

what do we heat our food in?

where do we wash dishes

so what in the kitchen…sink/microwave

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11
Q

prompt means to

A

hint or clue to help assist the learner with a correct response, (new skills)

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12
Q

what is connected with mass trial training

A

errorless and most to least

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13
Q

what is connected with random rotation

A

error correction and least to most

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14
Q

ladder for least to most

A
  1. indirect verbal
  2. proximity
  3. textual/visual
  4. directive
  5. echoic
  6. model
  7. physical
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15
Q

DTT step 1 two targets

A

Mass trial (MT) Target 1 (T1) alone (cup) (write)

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16
Q

DTT step 2 two targets

A

MT T1 vs unknown distractor (something random)

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17
Q

DTT 3 two targets

A

MT T2 alone (book) (cut)

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18
Q

DTT 4 two targets

A

MT T2 vs unknown distractor (something random)

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19
Q

DTT 5 two targets

A

MT T1 with T2 as distractor (vs known)

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20
Q

DTT 6 two targets

A

MT T2 with T1 as distractor (vs known)

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21
Q

DTT 7 two targets

A

RR T1 and T2

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22
Q

DTT 1 three targets

A

MT T3 alone (pen) (red)

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23
Q

DTT 2 three targets

A

MT T3 vs unknown distractor (something random)

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24
Q

DTT 3 three targets

A

MT T3 vs known distractor

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25
Q

DTT 4 three targets

A

RR T3 vs privacy mastered items

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26
Q

prompt fading

A

systematic removal of prompt across successful trials

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27
Q

2 types of prompt fading

A

errorless learning

error correction

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28
Q

errorless learning type

A

most to least

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29
Q

error correction types

A
  1. least to most

2. no-no-prompt

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30
Q

discrimination training is

A
  1. often at the table

2. structured

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31
Q

mass trial =

A

errorless learning

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32
Q

random rotation =

A

error correction

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33
Q

acquisition =

A

the learning of a new skill that is not yet in the learners repertoire

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34
Q

acquisition happens in the DTT functions

A

t

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35
Q

mastery criteria

A

2x80% success two BT’s

predetermined set of criteria which objectively determines when an individual has learned a target

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36
Q

mass trial

A

repeated presentation of one SD/instruction across multiple consecutive trials

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37
Q

random rotation

A

presentation of two or more SDs in random order

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38
Q

discrimination trial training

A

to teach the student the salient differences between two or more instructions of stimuli

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39
Q

BT is

A

Behavioral therapist (me)

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40
Q

successive discrimination

A

no physical components around, only on response to give

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41
Q

notes to remember yourself generally

A
  1. don’t start direction with “alright”
  2. make sure to let them get it right another time after asking and prompting when they just got it right just to ensure they have
  3. don’t just say good job make sure to add different reinforcements
  4. follow exact SD if SD says “whats your name” that exactly what you say to the client
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42
Q

individualized assessments

A

assessments to see what each learner needs

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43
Q

baseline

A

where the learner is starting

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44
Q

advantages of DTT

A
  1. clear/concise
  2. adult directed
  3. predictable
  4. multiple learning opportunities
  5. require repetition
  6. good for people who have learning problems
  7. intrinsically motivating
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45
Q

DTT problems

A
  1. can cause memorization
  2. does not generalize
  3. may not be motivating to all
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46
Q

NET

A
  1. child directed
  2. based on environment
  3. can be more motivating
  4. less training to generalize skills
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47
Q

fluency based instruction

A
  1. focus on speed and accuracy
  2. more complex
  3. retention skills
  4. reduces frustration
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48
Q

verbal behavior

A
  1. can be vocal or not
  2. reacted to by someone else
  3. not the same as vocal
  4. four types
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49
Q

vocal behavior

A

a sound made by a person which does not require the reaction of someone else

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50
Q

verbal types 4

A
  1. echoic
  2. mand
  3. tact
  4. intraverbal
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51
Q

expressive language

A

involves giving a communicative response, may be vocal or gestural

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52
Q

skinner believed that language was

A

behavior

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53
Q

pure vs impure tact or mand

A

one which requires a prompt: impure

one which does not require a prompt: pure

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54
Q

flexible response

A

one where there could be a few variations of an answer,

what did you do today?

I went to school, I went to the store, I slept in

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55
Q

static response

A

one where the answer will never change

what is your name?

Aiden

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56
Q

discrete trial training DTT also known as

A

Discrete trial instruction

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57
Q

two types of antecedents

A
  1. discriminative stimulus(SD)

2. motivating operation (MO)

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58
Q

SD

A

an instruction presented to an individual that must be discriminated from other instructions

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59
Q

guidelines for SD’s

A
  1. get learners attention
  2. clear language
  3. be consistent
  4. don’t repeat without a consequence
  5. make sure they hear the whole thing
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60
Q

motivating operation

A

an antecedent condition

makes behaviors which have produced that item more or less likely to occur again

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61
Q

EO stands for

A

establishing operation

does not require anyone other than the learner interest in it

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62
Q

4 primary categories of responses

A
  1. correct
  2. prompted
  3. incorrect
  4. no response
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63
Q

guidelines for responding

A
  1. be consistent
  2. don’t keep extraneous behaviors
  3. limit time between SD and response (3 seconds)
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64
Q

2 types of consequences

A
  1. reinforcement

2. error correction

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65
Q

increase likelihood of something occurring again

A

reinforcement

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66
Q

positive reinforcement

A

given something for a behavior therefore making it more likely

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67
Q

negative reinforcement

A

losing something unpleasant in reaction to a behavior therefore making it more likely for the behavior to occur again

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68
Q

types of reinforcement

A
  1. primary

2. secondary

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69
Q

primary reinforcement

A

something they don’t have to learn to like, drink and food

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70
Q

secondary reinforcement

A

something they have to learn to like, praise, games etc

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71
Q

factors influencing reinforcements effectiveness

A
  1. current MO of learner
  2. if the reinforcement is there at other times and expected
  3. how difficult the task is alongside how big the reinforcement is
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72
Q

how to know what the learner is motivated by

A

preference assessments

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73
Q

how to conduct an assessment types and what they entail

A
  1. direct-observe, choices, multiple stimulus preference assessments
  2. indirect-interviews, questionnaires, surveys
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74
Q

types of assessments and what they entail

A
  1. forced/paired choice assessment-offer two choices to identify what they pick and prefer
  2. multiple stimulus preferences assessment-array of choices (3 or more), identify which choice the individual selects first, second, and so on
  3. observe downtime-see what they go to
  4. self report- ask them if you can, open ended questions, rank them, list, not always reliable because they are children and things change
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75
Q

informational no

A

a neutral consequente given to the learner in order to indicate that the response was incorrect

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76
Q

() SD’s an hour

A

60

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77
Q

capturing means

A

environment not intended, not planned

someone sneezes we use that as a reason to ask what do we say when someone sneezes?

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78
Q

contriving

A

create the circumstance

ask someone to sneeze to get the chance to ask what we say when someone sneezes

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79
Q

combining lessons

A

pair lessons together

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80
Q

important to reduce challenging behavior why

A
  1. interfere with good behavior
  2. confuse
  3. would separate them from others
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81
Q

topography

A

what a behavior looks like “what”

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82
Q

function

A

why is it occurring “why”

83
Q

SEAT stands for

A

sensory
escape
attention
tangible

84
Q

Bx =

A

behavior

85
Q

Replacement behavior

A

must be equivalent to the problem behavior

86
Q

antecedent modification

A

what we do to stops behavior before comes

87
Q

FCT’s stands for

A

Functional Communication training

88
Q

FCT’s

A
  1. manding
  2. tacting
  3. intraverbal
  4. echoic
89
Q

high probability request sequence

A

momentum

touch your eyes touch yours ears keep up speed

90
Q

behavior: verbal stereotopy- automatic

A

intraverbal

talk about what they are persephorating on

91
Q

behavior: tantrum-tangible

A

manding FTC’s

92
Q

Behavior: tantrum-manding

A

behavior: tantrum-escape

93
Q

behavior: aggression-attention

A

gaining attention

saying my name to get attention or tapping

94
Q

NCR stands for

A

non contingent reinforcement

95
Q

NCR

A

reinforcement regardless of lesson as long as they engage in good or preferred behavior

96
Q

Leading questions and statements

A

an open ended question

97
Q

acting confused

A

raise of eyebrow “hmm”

98
Q

visual/textual

A

picture of something or written prompt

99
Q

rephrase

A

phrase Q in a different way

100
Q

choice

A

do you want—–or——

101
Q

experiential

A

experience

102
Q

prime

A

rule/concept before

103
Q

hypothetical

A

making up a statement that completes the current situation

104
Q

leading question types

A
  1. acting confused
  2. visual/textual
  3. hypothetical
  4. rephrase
  5. choice
  6. experiential
  7. prime
105
Q

NET details

A
  1. we are teaching in a natural environment
  2. when in NET we use Cx(MO) activity and use that to create a teaching opportunities
  3. teaching skills in a more functional way in their natural environment
  4. functional relationships between task and reinforcer
  5. focus on reinforcing any appropriate attempt to respond
106
Q

DTT

A
  1. clients usually is at a table
  2. use visuals/training materials and cards
  3. bt determines which activity to engage in
  4. client earns reinforcer that is non-related to activity
  5. less lessons/trials/opportunity (10 trials at a time)
107
Q

NET compared to DTT

A
  1. clients rarely sit at a table
  2. don’t use typical training cards
  3. clients MO used to determine which activity to engage in
  4. client earns reinforcer through the activity/toy etc
  5. contrive as many trials/lessons/opportunities
108
Q

social positive

A

adding something good through people

attention/tangible

109
Q

automatic positive

A

adding something we like alone

automatic/tangible

110
Q

automatic means

A

no one

111
Q

social means

A

someone

112
Q

social negative

A

taking away something to do with people

escape

113
Q

automatic negative

A

taking away something which has nothing to do with people

automatic/escape

114
Q

Differentiated reinforcement types

A
  1. DRA
  2. DRI
  3. DRO
  4. punishment protective response Cost
115
Q

core principle of DTT

A

desirable/favorable consequences increase Bx

undesirable/unfavorable consequences decrease Bx

116
Q

replacement Bx appropriate Bx that are functional equivalent to the problem Bx

A

t

117
Q

verbal stereotype (automatic)

A

script bee movie —-ask them Q’s

118
Q

tantrum (tangible)

A

toy car —-FCT (asking)

119
Q

Tantrum (escape)

A

table time break Card/FCT

120
Q

Aggression (attention)

A

clean up

121
Q

look in phone for aggression and elopement pictures to review

A

t

122
Q

look in phone for picture of white paper saying functions of behavior

A

t

123
Q

antecedent mod

A

interventions that prevent the Bx from occurring

124
Q

replacement Bx

A

appropriate Bx that are functionally equivalent to the problem Bx

—-more functional for independence

125
Q

consequence manipulation

A

intervention used for to determine a problem Bx

  • -used after a Bx has occurred
  • -used to reduce problem BX=use a replacement behavior
126
Q

Extinction

A

withholding prevails recurring reinforcement upon a BX

  1. attention extinction
  2. escape extinction
  3. automatic extinction
  4. tangible extinction
127
Q

differential reinforcement different levels of reinforcement for different levels of Bx

A

DRA-specific alternative/replacement bx listed in BIP

Can include compliant communication and other appropriate be

DRI-incompassible Bx makes it physically impossible to engage in problem Bx

DRO- when problem Bx does not occur during a specific time internal

Response Resort- removal of reinforcement contingent on problem Bx
punishment procedure

128
Q

operational definition

A

elopement is defined as any instance in which Cx runs from others or runs from a work area (distance of 2 feet or more). on set begins when she first attempts to run from the area or suceeds in moving 2 feet or more away. offset occurs when she stops or is brought back to the orginional area. each example is counted individually. non-example include running as a part of game

129
Q

function: escape, tangible

A

t

130
Q

what is behavior analysis

A

science of behavior based upon the principles of learning and motivation studied extensively by psychology B.F. skinner

131
Q

why understand behavior

A

some are good some are bad if we can understand why we do certain things we will be able to decrease bad ones and increase good ones

132
Q

assumptions of behavior

A
  1. follows predictable laws
  2. understood by how it interacts with the environment
  3. free from bias
  4. behavior should be observable and measurable
133
Q

ABA means

A

applied behavior analysis

134
Q

ABA is meant to

A

apply principles of real life in order to change behaviors and improve lives

135
Q

stimulus is

A

any physical object that an individual can see hear smell or touch

136
Q

environment is

A

all events and stimuli which affect the behavior of an organism

137
Q

primary issues going along with ASD

A
  1. on a spectrum
  2. social communication
  3. social interactions
  4. restrictive and repetitive behaviors/interests
138
Q

DSM-5 defines ASD this way

A

developmental disorder

139
Q

Lovaas found that an intensive aba program started early would help people with autism spectrum disorder to achieve what it is they need to and to maintain gains

A

t

140
Q

lovaas smith and mchanin

A

the gains made can last years later

141
Q

eikeseth although intervention should occur early on, it can still help later

A

t

142
Q

EIBI stands for

A

early intensive behavioral intervention

143
Q

EIBI standards

A
  1. early
  2. intensive
  3. based on aba
  4. individualized
  5. comprehensive
  6. transition to natural environment
  7. active parent involvement
  8. opportunities to learn
  9. sufficient duration
  10. supervised by a qualified specialist with advanced expertise in ASD and ABA
144
Q

time delay is

A

a fading procedure involving the increased of elapsed time between the presentation of the SD and delivery of a prompt

145
Q

prompt delay

A

increase the time between the SD and the prompt

146
Q

advantages of no no prompt repeat

A
  1. second chances
  2. discriminate
  3. avoid prompt dependency
  4. not all error correction procedures will work for everyone
  5. individliazed
147
Q

ways to avoid prompt dependency

A
  1. use at least intrusive prompt possible
  2. use differential reinforcement
  3. avoid inadvertent prompting
148
Q

shaping define

A

systematically reinforcing successive approximations of a target behavior, while extinguishing previous approximations

149
Q

benefits of shaping

A
  1. allows the learner to be immediately successful
  2. allows the learner to access reinforcement
  3. generally reduces learner frustration
  4. allows learners to move at their own pace; however may be a lengthy process
150
Q

chaining

A

a procedure used to teach a behavior chain

151
Q

components of chaining

A

behavior chain: a complex behavior comprised of many single repress that occur in a specific sequence

152
Q

task analysis define

A

the process of breaking down a complex behavior into singular SD-responses components

153
Q

forward chaining

A

moves child from first step to last

154
Q

backward chaining

A

moves could from last step to first

155
Q

total task presentation

A

simultaneous teach all of the steps of the behavior chan doing each presentation of the learning task

156
Q

acquisition target

A

used to describe the SD response relationship that is currently being taught

157
Q

distractor trial

A

additional trial that do not include the acquisition target, used to teach discrimination

158
Q

mastery define

A

a predetermined set of criteria which objectively determines when an individual has learned a target

159
Q

simultaneous discrimination training

A

a field of material is presented with the instruction

target 1 2 and 3 procedure

160
Q

graduated random rotation

A

procedure which systematically introduces mastered targets one at a time into random rotation with the target SD

161
Q

experimental instruction

A

embedding of key concepts into naturally occurring situations where its most functional for learner to use skill

162
Q

DTT reinforcers

A

arbitrary

163
Q

NET reinforces

A

functional

164
Q

interspersing of treatment targets

A

SD’s/targets from multiple skill areas are intertwined within a single functional or preferred activity

165
Q

direct

A

gives correct response to learner

166
Q

indirect

A

guides learner to figure out the correct response

167
Q

indirect prompting

A

prompt hierarchy,

develop a hierarchy of indirect prompts from least to most intrusive

168
Q

early/beginning level

A

mand training single words/basic frames

169
Q

intermediate level

A 
mand training 
tact 
social engagement 
joint attention 
functions 
emotions 
flexibility
170
Q

NET are not presented in repeated mass trial

A

t

171
Q

data collection options

A 
discrete trial data 
first trial data 
task analysis data 
likert rating scale 
narrative/anecdotal data
rate/duration data
172
Q

master critieria

A
  1. percentage of opportunities over specific duration of time (10-trial 90% accuracy three consecutive sessions)
  2. first response(first trial correct across five consecutive sessions)
  3. task analysis (90% total accuracy across three consecutive sessions)
  4. rate/duration of responses over specified duration of time (rate/duration data/free operant tracking forms)
  5. level of response over specified duration (likert/rating scale systems)
173
Q

behavior intervention plan (BIP)

A

a detailed written description of a problem behavior and the interventions designed to reduce the behavior

174
Q

components of a behavior intervention plan

A
  1. operational
  2. antecedent
  3. replacement
  4. consequence
  5. measurement
175
Q

operational definition of a BIP

A

a clear concise accurate statement that specifies the exact details of an observable problematic

176
Q

demand fading

A

the gradual increase In demand requirements prior to delivering a functional reinforcement

177
Q

intervention package

A

strategy to combines multiple intervention procedures to increase and/or decrease a behavior

178
Q

what is differential reinforcement

A

providing different levels of reinforcement for different behaviors

179
Q

variations of DRA

A
  1. FCT

2. DRI

180
Q

DRO stands for

A

differential reinforcement of other behaviors

181
Q

DRA stands for

A

differential reinforcements of alternative behavior

182
Q

DRI stands for

A

Differential reinforcements of incompatible behaviors

183
Q

DRI

A

involving reinforcement of an incompatible behavior

184
Q

DRA

A

involving a communicative response as the alternative behavior

185
Q

DRO

A

a procedure involving the delivery of reinforcement contingent on the absence off a problem behavior for a specified interval of time

the BIP will specify the time interval

186
Q

resetting DRO

A
  1. the time interval immediately restarts upon occurrence of the problem behavior
187
Q

non-resetting DRO

A

the time interval continues, and at the end of the time period, the interval restarts

188
Q

DRL stands for and is

A

differential reinforcement of low rate of behavior

the deliver of reinfocemtn cintignet on the behavior occuringat a reduced rate during a specific period of time

189
Q

DRH stands for and is

A

differential reinforcement of high rate of behavior

the delivery of reinforcement contingent on the behavior occurring at a higher rate during a specific period of time

190
Q

supplemental behavior change strategies

A
  1. token
  2. consequence manipulation
  3. extinction
191
Q

consequence manipuatlion

A

interventions that are deigned to weaken the problem behavior by altering the consequence that follow

192
Q

four types of extinction

A
  1. escape-preventing individual from escape or delay of task
  2. tangible-withling access
  3. attention-withold attention
193
Q

sensory extinction/response interruption /redirection

A

a precedure inviting the interruption of a problem behavior and immediate redirection to a high probability behavior

194
Q

extinction considerations

A
  1. gradual reduction
  2. spontaneous recovery possible;e
  3. extinction burst
  4. consistency
  5. everyone must do this
  6. may not be best for everyone
195
Q

response blocking

A

physical intervention by the instructor to interrupt ad prevent the problem behavior when its occurs

196
Q

time out

A

removal of access to reinforcement for a specified period of time contingent on the problem behavior

197
Q

varitions of time out

A
  1. non-exclusionary-the individual remains in the location where the behavior occurred but is briefly removed from access to desired reinforcers
  2. exclusionary -the individual is briefly removed from the location where he behavior occurred for a specified period of time
198
Q

rules for time out

A

only effective if a positively reinforcing activity in place

199
Q

response cost

A

removal of a specified amount of reinforcement contingent on the problem behavior

200
Q

overcorrection

A

a procedure in which the individual is required to perform an activity to practice a positive behavior as a consequence of the problem behavior

201
Q

positive practice overcorrection

A

a procedure which requires the invdial to repeatedly practice an appropriate alternative response as a consequence to the problem behavior

202
Q

considerations for negative consequence procedures

A

should only be used under the direction and approval of the program supervisor or /BCBA

203
Q

Another word for First then

A

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