Notes from role-plays Flashcards
(203 cards)
1
Q
prompt most to least in order
A
- physical (moving them yourself)
- model (showing them)
- echoic (having them repeat)
- directive (telling them exactly what we want them to be doing)
- textual (write down what you want them to say)
- visual (show a picture)
- proximity/positional (bring the stimuli closer to the learner or angle it toward them)
- stimulus manipulation (change some aspects of target stimuli (size/color etc).
- indirect verbal (type of leading questions)
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
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)”
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
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
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
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
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
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
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
11
Q
prompt means to
A
hint or clue to help assist the learner with a correct response, (new skills)
12
Q
what is connected with mass trial training
A
errorless and most to least
13
Q
what is connected with random rotation
A
error correction and least to most
14
Q
ladder for least to most
A
- indirect verbal
- proximity
- textual/visual
- directive
- echoic
- model
- physical
15
Q
DTT step 1 two targets
A
Mass trial (MT) Target 1 (T1) alone (cup) (write)
16
Q
DTT step 2 two targets
A
MT T1 vs unknown distractor (something random)
17
Q
DTT 3 two targets
A
MT T2 alone (book) (cut)
18
Q
DTT 4 two targets
A
MT T2 vs unknown distractor (something random)
19
Q
DTT 5 two targets
A
MT T1 with T2 as distractor (vs known)
20
Q
DTT 6 two targets
A
MT T2 with T1 as distractor (vs known)
21
Q
DTT 7 two targets
A
RR T1 and T2
22
Q
DTT 1 three targets
A
MT T3 alone (pen) (red)
23
Q
DTT 2 three targets
A
MT T3 vs unknown distractor (something random)
24
Q
DTT 3 three targets
A
MT T3 vs known distractor
25
DTT 4 three targets
RR T3 vs privacy mastered items
26
prompt fading
systematic removal of prompt across successful trials
27
2 types of prompt fading
errorless learning
error correction
28
errorless learning type
most to least
29
error correction types
1. least to most
| 2. no-no-prompt
30
discrimination training is
1. often at the table
| 2. structured
31
mass trial =
errorless learning
32
random rotation =
error correction
33
acquisition =
the learning of a new skill that is not yet in the learners repertoire
34
acquisition happens in the DTT functions
t
35
mastery criteria
2x80% success two BT's
predetermined set of criteria which objectively determines when an individual has learned a target
36
mass trial
repeated presentation of one SD/instruction across multiple consecutive trials
37
random rotation
presentation of two or more SDs in random order
38
discrimination trial training
to teach the student the salient differences between two or more instructions of stimuli
39
BT is
Behavioral therapist (me)
40
successive discrimination
no physical components around, only on response to give
41
notes to remember yourself generally
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
42
individualized assessments
assessments to see what each learner needs
43
baseline
where the learner is starting
44
advantages of DTT
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
45
DTT problems
1. can cause memorization
2. does not generalize
3. may not be motivating to all
46
NET
1. child directed
2. based on environment
3. can be more motivating
4. less training to generalize skills
47
fluency based instruction
1. focus on speed and accuracy
2. more complex
3. retention skills
4. reduces frustration
48
verbal behavior
1. can be vocal or not
2. reacted to by someone else
3. not the same as vocal
4. four types
49
vocal behavior
a sound made by a person which does not require the reaction of someone else
50
verbal types 4
1. echoic
2. mand
3. tact
4. intraverbal
51
expressive language
involves giving a communicative response, may be vocal or gestural
52
skinner believed that language was
behavior
53
pure vs impure tact or mand
one which requires a prompt: impure
| one which does not require a prompt: pure
54
flexible response
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
55
static response
one where the answer will never change
what is your name?
Aiden
56
discrete trial training DTT also known as
Discrete trial instruction
57
two types of antecedents
1. discriminative stimulus(SD)
| 2. motivating operation (MO)
58
SD
an instruction presented to an individual that must be discriminated from other instructions
59
guidelines for SD's
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
60
motivating operation
an antecedent condition
makes behaviors which have produced that item more or less likely to occur again
61
EO stands for
establishing operation
does not require anyone other than the learner interest in it
62
4 primary categories of responses
1. correct
2. prompted
3. incorrect
4. no response
63
guidelines for responding
1. be consistent
2. don't keep extraneous behaviors
3. limit time between SD and response (3 seconds)
64
2 types of consequences
1. reinforcement
| 2. error correction
65
increase likelihood of something occurring again
reinforcement
66
positive reinforcement
given something for a behavior therefore making it more likely
67
negative reinforcement
losing something unpleasant in reaction to a behavior therefore making it more likely for the behavior to occur again
68
types of reinforcement
1. primary
| 2. secondary
69
primary reinforcement
something they don't have to learn to like, drink and food
70
secondary reinforcement
something they have to learn to like, praise, games etc
71
factors influencing reinforcements effectiveness
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
72
how to know what the learner is motivated by
preference assessments
73
how to conduct an assessment types and what they entail
1. direct-observe, choices, multiple stimulus preference assessments
2. indirect-interviews, questionnaires, surveys
74
types of assessments and what they entail
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
75
informational no
a neutral consequente given to the learner in order to indicate that the response was incorrect
76
() SD's an hour
60
77
capturing means
environment not intended, not planned
someone sneezes we use that as a reason to ask what do we say when someone sneezes?
78
contriving
create the circumstance
ask someone to sneeze to get the chance to ask what we say when someone sneezes
79
combining lessons
pair lessons together
80
important to reduce challenging behavior why
1. interfere with good behavior
2. confuse
3. would separate them from others
81
topography
what a behavior looks like "what"
82
function
why is it occurring "why"
83
SEAT stands for
sensory
escape
attention
tangible
84
Bx =
behavior
85
Replacement behavior
must be equivalent to the problem behavior
86
antecedent modification
what we do to stops behavior before comes
87
FCT's stands for
Functional Communication training
88
FCT's
1. manding
2. tacting
3. intraverbal
4. echoic
89
high probability request sequence
momentum
touch your eyes touch yours ears keep up speed
90
behavior: verbal stereotopy- automatic
intraverbal
talk about what they are persephorating on
91
behavior: tantrum-tangible
manding FTC's
92
Behavior: tantrum-manding
behavior: tantrum-escape
93
behavior: aggression-attention
gaining attention
saying my name to get attention or tapping
94
NCR stands for
non contingent reinforcement
95
NCR
reinforcement regardless of lesson as long as they engage in good or preferred behavior
96
Leading questions and statements
an open ended question
97
acting confused
raise of eyebrow "hmm"
98
visual/textual
picture of something or written prompt
99
rephrase
phrase Q in a different way
100
choice
do you want-----or------
101
experiential
experience
102
prime
rule/concept before
103
hypothetical
making up a statement that completes the current situation
104
leading question types
1. acting confused
2. visual/textual
3. hypothetical
4. rephrase
5. choice
6. experiential
7. prime
105
NET details
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
DTT
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
NET compared to DTT
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
social positive
adding something good through people
attention/tangible
109
automatic positive
adding something we like alone
automatic/tangible
110
automatic means
no one
111
social means
someone
112
social negative
taking away something to do with people
escape
113
automatic negative
taking away something which has nothing to do with people
automatic/escape
114
Differentiated reinforcement types
1. DRA
2. DRI
3. DRO
4. punishment protective response Cost
115
core principle of DTT
desirable/favorable consequences increase Bx
undesirable/unfavorable consequences decrease Bx
116
replacement Bx appropriate Bx that are functional equivalent to the problem Bx
t
117
verbal stereotype (automatic)
script bee movie ----ask them Q's
118
tantrum (tangible)
toy car ----FCT (asking)
119
Tantrum (escape)
table time break Card/FCT
120
Aggression (attention)
clean up
121
look in phone for aggression and elopement pictures to review
t
122
look in phone for picture of white paper saying functions of behavior
t
123
antecedent mod
interventions that prevent the Bx from occurring
124
replacement Bx
appropriate Bx that are functionally equivalent to the problem Bx
----more functional for independence
125
consequence manipulation
intervention used for to determine a problem Bx
- -used after a Bx has occurred
- -used to reduce problem BX=use a replacement behavior
126
Extinction
withholding prevails recurring reinforcement upon a BX
1. attention extinction
2. escape extinction
3. automatic extinction
4. tangible extinction
127
differential reinforcement different levels of reinforcement for different levels of Bx
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
operational definition
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
function: escape, tangible
t
130
what is behavior analysis
science of behavior based upon the principles of learning and motivation studied extensively by psychology B.F. skinner
131
why understand behavior
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
assumptions of behavior
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
ABA means
applied behavior analysis
134
ABA is meant to
apply principles of real life in order to change behaviors and improve lives
135
stimulus is
any physical object that an individual can see hear smell or touch
136
environment is
all events and stimuli which affect the behavior of an organism
137
primary issues going along with ASD
1. on a spectrum
2. social communication
3. social interactions
4. restrictive and repetitive behaviors/interests
138
DSM-5 defines ASD this way
developmental disorder
139
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
t
140
lovaas smith and mchanin
the gains made can last years later
141
eikeseth although intervention should occur early on, it can still help later
t
142
EIBI stands for
early intensive behavioral intervention
143
EIBI standards
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
time delay is
a fading procedure involving the increased of elapsed time between the presentation of the SD and delivery of a prompt
145
prompt delay
increase the time between the SD and the prompt
146
advantages of no no prompt repeat
1. second chances
2. discriminate
3. avoid prompt dependency
4. not all error correction procedures will work for everyone
5. individliazed
147
ways to avoid prompt dependency
1. use at least intrusive prompt possible
2. use differential reinforcement
3. avoid inadvertent prompting
148
shaping define
systematically reinforcing successive approximations of a target behavior, while extinguishing previous approximations
149
benefits of shaping
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
chaining
a procedure used to teach a behavior chain
151
components of chaining
behavior chain: a complex behavior comprised of many single repress that occur in a specific sequence
152
task analysis define
the process of breaking down a complex behavior into singular SD-responses components
153
forward chaining
moves child from first step to last
154
backward chaining
moves could from last step to first
155
total task presentation
simultaneous teach all of the steps of the behavior chan doing each presentation of the learning task
156
acquisition target
used to describe the SD response relationship that is currently being taught
157
distractor trial
additional trial that do not include the acquisition target, used to teach discrimination
158
mastery define
a predetermined set of criteria which objectively determines when an individual has learned a target
159
simultaneous discrimination training
a field of material is presented with the instruction
target 1 2 and 3 procedure
160
graduated random rotation
procedure which systematically introduces mastered targets one at a time into random rotation with the target SD
161
experimental instruction
embedding of key concepts into naturally occurring situations where its most functional for learner to use skill
162
DTT reinforcers
arbitrary
163
NET reinforces
functional
164
interspersing of treatment targets
SD's/targets from multiple skill areas are intertwined within a single functional or preferred activity
165
direct
gives correct response to learner
166
indirect
guides learner to figure out the correct response
167
indirect prompting
prompt hierarchy,
develop a hierarchy of indirect prompts from least to most intrusive
168
early/beginning level
mand training single words/basic frames
169
intermediate level
```
mand training
tact
social engagement
joint attention
functions
emotions
flexibility
```
170
NET are not presented in repeated mass trial
t
171
data collection options
```
discrete trial data
first trial data
task analysis data
likert rating scale
narrative/anecdotal data
rate/duration data
```
172
master critieria
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
behavior intervention plan (BIP)
a detailed written description of a problem behavior and the interventions designed to reduce the behavior
174
components of a behavior intervention plan
1. operational
2. antecedent
3. replacement
4. consequence
5. measurement
175
operational definition of a BIP
a clear concise accurate statement that specifies the exact details of an observable problematic
176
demand fading
the gradual increase In demand requirements prior to delivering a functional reinforcement
177
intervention package
strategy to combines multiple intervention procedures to increase and/or decrease a behavior
178
what is differential reinforcement
providing different levels of reinforcement for different behaviors
179
variations of DRA
1. FCT
| 2. DRI
180
DRO stands for
differential reinforcement of other behaviors
181
DRA stands for
differential reinforcements of alternative behavior
182
DRI stands for
Differential reinforcements of incompatible behaviors
183
DRI
involving reinforcement of an incompatible behavior
184
DRA
involving a communicative response as the alternative behavior
185
DRO
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
resetting DRO
1. the time interval immediately restarts upon occurrence of the problem behavior
187
non-resetting DRO
the time interval continues, and at the end of the time period, the interval restarts
188
DRL stands for and is
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
DRH stands for and is
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
supplemental behavior change strategies
1. token
2. consequence manipulation
3. extinction
191
consequence manipuatlion
interventions that are deigned to weaken the problem behavior by altering the consequence that follow
192
four types of extinction
1. escape-preventing individual from escape or delay of task
2. tangible-withling access
3. attention-withold attention
193
sensory extinction/response interruption /redirection
a precedure inviting the interruption of a problem behavior and immediate redirection to a high probability behavior
194
extinction considerations
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
response blocking
physical intervention by the instructor to interrupt ad prevent the problem behavior when its occurs
196
time out
removal of access to reinforcement for a specified period of time contingent on the problem behavior
197
varitions of time out
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
rules for time out
only effective if a positively reinforcing activity in place
199
response cost
removal of a specified amount of reinforcement contingent on the problem behavior
200
overcorrection
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
positive practice overcorrection
a procedure which requires the invdial to repeatedly practice an appropriate alternative response as a consequence to the problem behavior
202
considerations for negative consequence procedures
should only be used under the direction and approval of the program supervisor or /BCBA
203
Another word for First then
Premack
