Safmeds

Question 1

Mand

Answer 1

A verbal operant that is evoked by an MO and followed by specific reinfrocement

Question 2

Tact

Answer 2

A verbal operant that is evoked by a nonverbal SD and followed by generalized conditioned reinforcement

Question 3

Intraverbal

Answer 3

A verbal operant that is evoked by a verbal SD and that does NOT have point-to-point correspondence with that verbal stimulus and is reinforced by generalized conditioned reinforcement

Question 4

Listener

Answer 4

Someone who provides reinforcement for verbal behavior

Question 5

Transcription

Answer 5

A verbal operant involving a spoken verbal stimulus that evokes a written, types, or finger spelled response

Question 6

Task Analysis

Answer 6

The process of breaking a complex skill or series of behaviors into smaller, teachable units

Question 7

Total-Task Chaining

Answer 7

A variation of forward chaining in which the learner receives training on each behavior in the chain during each session

Question 8

Audience

Answer 8

Anyone who functions as an SD evoking verbal behavior

Question 9

Autoclictic

Answer 9

A secondary verbal operant in which some aspect of a speaker’s own verbal behavior functions as an SD or MO for additional speaker behavior

Question 10

Echoic

Answer 10

A verbal operant involving a response that is evoked by a verbal SD that has point-to-point correspondence and formal similarity with the response and is reinforced by generalized conditioned reinforcement

Question 11

Behavior Chain

Answer 11

A sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcement for that response and as an SD for the next response in the chain. Reinforcement for the last response in the chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain.

Question 12

Behavior Chain Interruption Strategy

Answer 12

An intervention that relies on the participant’s skill in performing the critical elements of the chain independently. The chain is interrupted occasionally so that another behavior can be emitted.

Question 13

Behavior Chain with Limited Hold

Answer 13

A contingency that specifies a time interval by which a behavior chain must be completed for reinforcement to be delivered

Question 14

Chaining

Answer 14

Various procedures for teaching behavior chains

Question 15

Forward Chaining

Answer 15

A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior in the task analysis; the trainer completes the remaining steps in the chain. When the learner shows competence in performing the first step in the chain, he is taught to perform the first two behaviors in the chain. with the trainer completing the chain. This process is continued until the learner completes the entire chain independently

Question 16

Response Differentiation

Answer 16

A behavior change produced by differential reinforcement where reinforced members of the current response class occur with greater frequency, and unreinforced members occur less frequently. The overall result is the emergence of a new response class.

Question 17

Successive Approximation

Answer 17

The sequence of new response classes that emerge during the shaping process as the result of differential reinforcement where each successive response class is closer in form to the terminal behavior than the response class it replaces.

Question 18

Clicker Training

Answer 18

Shaping Behavior using conditioned reinforcement in the form of an auditory stimulus. A handheld device produces a click sound when pressed. The trainer pairs other forms of reinforcement with the click sound so that the sound becomes a conditioned reinforcer.

Question 19

Backward Chaining

Answer 19

A teaching procedure in which a trainer completes all but the last behavior in the chain, which his performed by the learner, who then receives reinforcement for completing the chain. When the learner shows competence in performing the final step in the chain, the trainer performs all but the last 2 behaviors in the chain, and reinforcement is delivered. This sequence is continued until the learner completes the entire chain independently

Question 20

Backward Chaing with Leap Aheads

Answer 20

a backward chaining procedure in which some steps in the task analysis are skipped. It is used to increase the efficiency of teaching long behavior chains when there is evidence that the skipped steps are in the learner’s repertoire.

Question 21

Imitation

Answer 21

A behavior controlled by any physical movement that serves as a novel model excluding vocal-verbal behavior, has formal similarity with the model, and immediately follows the occurrence of the model

Question 22

Fading

Answer 22

A procedure for transferring stimulus control in which features of an antecedent stimulus controlling a behavior are gradually changed to a new stimulus while maintaining the current behavior.

Question 23

Shaping

Answer 23

Using Differential reinforcement to produce a series of gradually changing response classes, where each response class is a successive approximation toward a terminal behavior.T

Question 24

Terminal Behavior

Answer 24

The end product of shaping

Question 25

Differential Reinforcement

Answer 25

Reinforcing only those responses within a response class that meet a specific criterion along some dimensions and placing all other responses in the class on extinction.

Question 26

Stimulus Equivalence

Answer 26

The emergence of accurate responding to untrained and non-reinforced S-S relations following the reinforcement of responses to some S-S relations. Requires reflexivity, symmetry, and transitivity.

Question 27

Symmetry

Answer 27

A type of S-S relation in which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of matched sample and comparison stimuli. (e.g., if A=B, then B=A)

Question 28

Transitivity

Answer 28

A derived (i.e., untrained) S-S relation that emerges as a product of training 2 others S-S relations (e.g., if A=B and if A=C, then B=C and C=B)

Question 29

Antecedent Stimulus Class

Answer 29

A set of stimuli that share a common relationship. All these stimuli evoke the same operant or elicit the same respondent behavior

Question 30

Arbitrary Stimulus Class

Answer 30

Antecedent stimuli that evoke the same response but do not resemble each other in physical form or share a relational aspect.

Question 31

Concept Formation

Answer 31

A complex example of stimulus control that requires stimulus generalization within a class of stimuli and discrimination between classes of stimuli

Question 32

Feature Stimulus Class

Answer 32

Stimuli that share common physical forms or structures or common relationships

Question 33

Matching-to-Sample (MTS)

Answer 33

A procedure for investigating conditional relations and stimulus equivalence. First, the participant makes a response that reveals the sample stimulus. next, 2 or more comparison stimuli are presented. The participant selects one of the comparison stimuli. If the selected comparison stimulus matches the sample, response is reinforced.

Question 34

Reflexivity

Answer 34

A type of S-S relation in which the learner, without prior training/reinforcement for doing so, selects a comparison stimulus that is the same as the sample stimulus (A=A)

Question 35

Stimulus Discrimination Training

Answer 35

The conventional procedure requires 1 behavior and 2 antecedent stimulus conditions (SD& S-delta) Responses are reinforced in the presence of the SD, but not in the presence of the S-delta.

Question 36

Textual

Answer 36

A verbal operant involves a response that is evoked by a verbal SD that has point-to-point correspondence, but not formal similarity, between the stimulus and the response product.