Part 5 Quiz 4 Flashcards
A crucial consideration in programming involves a client’s ability to transfer newly mastered commu- nicative behaviors from the clinical setting to the everyday environment.
Generalization/Carryover
(objects, pictures, questions) should be used during therapy activities to avoid tying learning to only a small set of specific stimulus items.
A variety of stimuli
(location in room, location in building, real-world locations) in which therapy occurs as soon as a new target behavior has been established.This will minimize a client’s natural tendency to associate target behaviors with a particular setting.
physical environment
(familiar adult, sibling, unfamiliar adult) with whom therapy targets are practiced, to maximize the likelihood of successful generalization.
vary the audience
It is difficult to definitively state the point at which intervention services are no longer warranted.
Termination of Therapy
Once long-term goals and initial treatment levels have been identified, the clinician develops short- term objectives designed to culminate in the achievement of the selected long-term goals.
Formulation of Behavioral Objectives
A behavioral objective is a statement that describes a specific target behavior in observable and measurable terms.
behavioral objectives
identifies the specific action the client is expected to perform.
The “do” statement
portion of a behavioral objective identifies the situation in which the target behavior is to be performed.
The condition
how well the target behavior must be performed for the objective to be achieved.
The criterion specifies
is based on the theory of operant conditioning and involves the relationship among a stimulus, a response, and a consequent event
Behavior modification
is an event that precedes and elicits a response.
A stimulus (or antecedent event)
is the behavior exhibited by an individual on presentation of the stimulus.
A response
is an event that is contingent on and immediately follows the response.
A consequence
Consequences that increase the probability that a particular behavior will recur.
reinforcement
designed to decrease the frequency of a behavior.
termed punishment
is a rewarding event or condition that is presented contingent on the perfor- mance of a desired behavior.
Positive reinforcement
These are contingent events to which a client reacts favorably due to the biological makeup or physiologic predisposition of the individual.
Primary
These are contingent events that a client must be taught to perceive as rewarding.
Secondary
This group of reinforcers consists of events such as smiling, eye contact, and verbal praise.
Social
This group of reinforcers consists of symbols or objects that are not perceived as valuable in and of themselves.
Token
This category of reinforcers involves information that is given to a client regarding therapy performance and progress.
Performance feedback
Application of behavior modification principle does not guarantee that a Therapy sessions Will run smoothly.
Behavior management
is recommended for dealing with challenging behaviors.
positive behavioral interventions and supports (PBIS)
is a proactive approach that uses interpersonal and environmental strategies to minimize opportunities for problematic behavior and encourages more socially useful behaviors.
PBIS
A reinforcer is presented after every correct performance of a target behavior. This schedule, some- times characterized as “dense,” tends to generate a very high rate of response.
Continuous Reinforcement
With this schedule, only some occurrences of a correct response are followed by a reinforcer.
Intermittent Reinforcement
Clinician demonstrates a specific behavior to provide an exemplar for the client to imitate.
Direct modeling
Clinician demonstrates a specific behavior frequently to expose a client to numerous well-formed examples of the target behavior.
Indirect modeling
A target behavior is broken down into small components and taught in an ascending sequence of difficulty.
Shaping by successive approximation
Clinician provides additional verbal or nonverbal cues to facilitate a client’s produc- tion of a correct response.
Prompts
Stimulus or consequence manipulations (e.g., modeling, prompting, reinforcement) are reduced in gradual steps while maintaining the target response.
Fading
Clinician reformulates a client’s utterance into a more mature or complete version.
Expansion
Clinician reformulates a client’s utterance into a different sentence type.
Recast
The client is required to intentionally produce a target behavior using a habitual error pattern.
Negative practice
The clinician provides information regarding the accuracy or inac- curacy of a client’s response relative to the specific target behavior. This type of feedback contrasts with generalized feedback or consequences.
Target-specif ic feedback
is the teaching technique most frequently used in the early stages of therapy.
Direct modeling
