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Torres RBT EXAM > Skill acquisition > Flashcards

Skill acquisition Flashcards

1
Q

SKILL ACQUISITION PLAN

A

A detailed description of what and how to teach your client(s).
It encompasses all of the program guides (in the Log Book) that your supervisor has created for your client(s)

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2
Q

WHAT DOES THE PROGRAM GUIDE ENTAIL?

A
  1. Identifying Information (i.e. Client Code and CS/Sup name)
  2. Program Title
  3. Target Skill/Operational Definition
  4. Data Collection Strategies
  5. Teaching Procedures
  6. Date & Staff Initials
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3
Q

WHAT DO YOU NEED TO PREPARE FOR YOUR SESSION?

A
  1. Review any session notes in the Log Book
  2. Orient yourself to the Behavior Intervention Plan (BIP)
  3. Create a session plan for yourself
  4. Conduct a preference assessment according to your clients needs
  5. Carefully review each program
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4
Q

CONTINGENCIES OF REINFORCEMENT (C-03)

A

Using the 3-term contingency, a contingency of reinforcement will occur, when the consequence is something GOOD.

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5
Q

EXAMPLE OF A REINFORCEMENT

A

Treat yourself with a movie after studying for an exam

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6
Q

TYPES OF REINFORCEMENT

A
  1. Unconditioned Reinforcement
  2. Conditioned Reinforcement
  3. Continuous Reinforcement
  4. Intermittent Reinforcement
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7
Q

CONDITIONED REINFORCEMENT

A

Function as reinforcers due to your past learning

Over time, you learned to love these things

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8
Q

UNCONDITIONED REINFORCEMENT

A

Function as reinforcers due to heredity/evolution.

They do not require any learning history to become reinforcers; from the moment you were born, you loved these things!

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9
Q

EXAMPLE OF UNCONDITIONED REINFORCEMENT

A

Food, water, oxygen, warmth, human touch,

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10
Q

EXAMPLE OF CONDITIONED REINFORCEMENT

A

Someone saying “good job”, money, going to the movies, etc

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11
Q

CONTINUOUS REINFORCEMENT

A

Providing a preferred consequence each time the behavior occurs. This is usually done to train a new behavior/skill

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12
Q

EXAMPLE OF CONTINUOUS REINFORCEMENT

A

Teaching your dog a new trick using kibble

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13
Q

INTERMITTENT REINFORCEMENT

A

Providing a preferred consequence every Nth number of occurrences of the desired behavior. This is to ensure that the desired behavior will continue to occur in more natural situations when reinforcement isn’t always provided

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14
Q

EXAMPLE OF INTERMITTENT REINFORCEMENT

A

Slot machines

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15
Q

DISCRETE TRIAL TRAINING (DTT)

A

A type of teaching procedure used for “discrete” skills (a clear beginning and end)
DTT follows the A-B-C model.
The key to DTT is “repeated practice”
Several “trials” are presented in a row (typically 10), allowing for several consecutive learning opportunities

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16
Q

EXAMPLE OF DTT

A

Learning a new language, you learn the words repeatedly

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17
Q

NATURALISTIC TEACHING PROCEDURES (NET)

A

A type of teaching procedure used for skills that do not necessarily have a clear beginning and end (i.e. skills that are not “discrete”)
NET is effective for skills that are supposed to “naturally” occur at anytime;
NET also follows then A-B-C model, the primary difference from DTT is that the Behavior Therapist does not typically provide a direct instruction

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18
Q

EXAMPLE OF NET

A

You learn “car” in French and you see a car and you say “car” in French.

19
Q

TASK ANALYSES (TA)

A

A type of teaching procedure used for skills that have multiple steps
TA’s involve several different A-B-C contingencies, one occurs for each step in the chain

20
Q

EXAMPLE OF TA

A

Learning to bake a pie

21
Q

TIPS FOR TEACHING A SKILL USING A TA

A
  1. Provide an additional consequence to increase reinforcement for each step completed
  2. For clients who can read, TAs can also be written out to provide increased support
22
Q

DISCRIMINATION TRAINING (C-07)

A

A type of teaching procedure used to establish relations between things; i.e. “X is this, not that”
Discriminate = to recognize a difference; differentiate

23
Q

EXAMPLE OF DISCRIMINATION TRAINING

A

Learning different spices that go in a particular recipe.

24
Q

KEY TO DISCRIMINATION TRAINING

A

Only providing reinforcement when the client touches the correct stimulus, and not providing reinforcement when they touch the incorrect one

25
Q

STIMULUS CONTROL (C-08)

A

When an individual behaves in one way in the presence of a given stimulus and another way in its absence.

26
Q

EXAMPLE OF STIMULUS CONTROL

A

Saying red when you see a red car but not saying red when you see a blue car

27
Q

STIMULUS CONTROL TRANSFER PROCEDURES

A

Modifying the antecedents so that the same response occurs in the presence of a new/different instruction

28
Q

STIMULUS FADING PROCEDURES (C-09)

A

Highlighting a physical dimension of a stimulus and then gradually fading that exaggerated dimension.

29
Q

EXAMPLE OF STIMULUS FADING PROCEDURES

A

Learning to draw an object beginning with solid lines and gradually fading the lines till you can independently draw the object

30
Q

PROMPT

A

Supplementary antecedent stimulus used to occasion a correct response in the presence of an SD (that will eventually control behavior)

31
Q

EXAMPLE OF A PROMPT

A

Driving to a new place, you use the GPS to prompt you through the directions

32
Q

TYPES OF POMPTS

A

TYPES OF POMPTS

  1. Verbal Instructions
  2. Modelling
  3. Physical Guidance
33
Q

VERBAL INSTRUCTIONS

A

Vocal & Non-vocal (e.g., written)

34
Q

EXAMPLE OF VERBAL INSTRUCTIONS

A

Following a recipe (written)

Following voicemail instructions

35
Q

MODELLING PROMPT

A

A demonstration of the desired behavior

36
Q

EXAMPLE OF MODELLING PROMPT

A

Seeing how to dance Michael Jackson’s “Thriller”

37
Q

PHYSICAL GUIDANCE

A

Partially physically guide the student’s movements

38
Q

EXAMPLE OF PHYSICAL GUIDANCE

A

Yoga teacher physically moving your hands and legs for a proper yoga pose

39
Q

GENERALIZATION (C-11)

A

Responding across various people, places, settings and stimuli

40
Q

EXAMPLE OF GENERALIZATION

A

Fearing a spider and responding the same way to all spiders disregarding the size or shape.

41
Q

MAINTENANCE

A

Maintaining the responses over a period of time (days, weeks, months and so on)

42
Q

EXAMPLE OF MAINTENANCE

A

Maintaining your exercise regime over time

43
Q

EXPLAIN HOW TO ASSIST WITH THE TRAINING OF STAKEHOLDERS (Eg., FAMILY, CAREGIVERS, OTHER PROFESSIONALS) (C-12)

A

It is vital to ensure that all members of that individuals’ community are equipped with the necessary tools to provide the best possible support
You will receive direct training on how to support that process
Typically, it involves teaching your clients primary caregivers how to implement the same behavior change strategies that you have been trained to use with the client
For caregiver training, we follow a “train-the-trainer” approach

Torres RBT EXAM (6 decks)

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