Skill repertoire building

Question 1

Define DTT

Answer 1

An instructional technique used in ABA that has a clear beginning and end.

Question 2

What are the 3 components of the discrete trial?

Answer 2

Antecedent= The SD or EO.
Behavuour= A single response
Consequence= a reinforcer for a correct response or error correction procedure for an incorrect response.

Question 3

What are the advantages of discrete trial training?

Answer 3

A high number of discrete trials can be conducted in one session
Lets the child know that hes expected to respond.
Consequence lets child know if response is correct.
asisits all instructors maintaining consistency.
Easy to collect data and assess progress.

Question 4

What is the definiton of SD (Discriminative stimulus)?

Answer 4

A stimulus in the presence of which a particular response will be reinforced and the absence of which that 
response will not be reinforced.

Question 5

What are the 3 types of SD’s?

Answer 5

Verbal
Visual 
verbal and visual

Question 6

What are the guidlines for delivering SD’s and why?

Answer 6

• Ensure you have the childs attention before presenting because otherwise you could be setting them up for failure.

*Avoid using the child name so that they dont get used to responding only when their name is being called.

*Avoid repeating SD without consequence, so that child exoects consequence when they respond.

*Only change the SD when intrustor tell you to do so. So that you don slow down the progress.

*SD should be clear and concise, to make it easier for them. like learning a new language. (therapy voice)

*Child should only respond after entire SD has been presented, otherwise hes just giving a rote response.

Question 7

Define EO (Establishing operation)

Answer 7

A condition or physical state that increases the effectiveness of a reinforcer making it more motivating to the child.

Question 8

What are the two aspects of EO?

Answer 8

Deprivation, increses the effectiveness of a reinforcer.

Satiation, decreases the effectiveness of a reinforcer.

Question 9

What are the three categories of a response?

Answer 9

The Correct response (C) : When the child responds to the SD with 
the target response.
The Incorrect response (I): Any response that is different from the 
target response.
No response (NR): When the child does not respond at all to the SD.

Question 10

Define Extraneous behaviour?

Answer 10

Extraneous behaviour: Anything that the child says or does which is not related to the target response

Question 11

What are the guidlines for a response and why?

Answer 11

*Instructors must be clear with what is considered as a right response because they learn quicker when there is a respinse requiremnent.

*Make sure that Extraneous behaviour is absent. Becuase it may not be clear when reinforcing the response so if they shout an answer they may think theyre behaviour is correct.

*Limit time between presentation of SD and response to 3 seconds. incorrect is longer because in a natural enviroment we respond straight away.

*When a child says nothing that is considered NR to incorrect, therfore we use error correct procedure from 3 term contingecy in DTT.

Question 12

What is the definition of a response?

Answer 12

The specific instance of a particular behvaiour.

Question 13

What are the two possible outcomes of a consequence?

Answer 13

Reinforcement which happens after a correct response.

Error correction which happens after an incorrect/no response.

Question 14

What is the defintion of reinforcement?

Answer 14

Immediate presentation of a desired stimulus or removal of an aversive stimulus that increases the future frequency of a particular response.

Question 15

What are the two categories of reinforcement?

Answer 15

Primary/unlearned like food and drink

Secondary/learned (conditionened reinforcers) like social praise, toys, breaks, tokens.

Question 16

What is the effectivenss of a reinforcer determined by?

Answer 16

Deprivation, increases effectiveness
of a reinforcer

Satiation, decreases the effectiveness of a reinforcer.

Question 17

What are the guidelines for delivering reinforcement?

Answer 17

1. Limit free access to reinforce. Only allow when child engages because if child has free access, those reinforces may lose effectiveness, child becomes satiated.
2. Conduct preference assesments frequently. What the child prefers this then ensures the child is motivated to learn.
3. Deliver reinforcer within 1/2 second of correct response.
   -Reinforcement only effective if presented immediatly after response.
   -So that child make connection between response and reinforcer.
4. Reinforcer should be easy to give and remove. If reinforcer not easy to give, you won’t be able to deliver it, if its not easy to take away, wasting valuable time.
5. Establish conditioned or learned reinforcers. Although primary reinforcement is often effective by presenting natural forms of reinforcement along with primary reinforcement. ‘Good job!.
6. Provide frequent reinforcement throughout the session for appropriate behaviour. child will then be motivated.
7. Use diffierintal reinforcement to promote independednt responding. more reinforcement when child does something independently and less reinforcement w/assistance.

Question 18

How would you conduct a preference assesment?

Answer 18

1. Present several item to child.
2. Let child select item.
3. Represent unselected items in array.
4. Continue w child until they stopp selecting.
5. this will provide you eith heirachy of preffered items.

Question 19

What are the two types of reinforcement schedules?

Answer 19

1. Conitnuous reinforcement, this occurs after every response and is used when teaching a new target.
2. intermittent reinforcement which happens every 2/3 correct responses, this is used to mainstain oreviously mastered targets.

Question 20

What is error correction AND what can it include?

Answer 20

Error correction helps child learn correct response.

error correction procedure typically includes an informational ‘no’. and a prompt.

Question 21

What is discrimination training?

Answer 21

Poccess of teaching our children many target responses within each lesson.

Question 22

What is an Acquisition target?

Answer 22

Item currently being taught

Question 23

What is MT, RR and a distractor?

Answer 23

Mass trial, repeated presentation of SD.

Random rotation, Presentation of two or more SD’s in random order.

Distractor, anything in field other than traget item.

Question 24

What is Mastery?

Answer 24

Child msut score 80-100%
In two consecutive sessions
Random Rotation
W/two different instructors
First and last trial must be correct

Question 25

What are the two kinds of discrimination training?

Answer 25

Simultaneous training, used when theres a field of stimuli to which child must repons by pikcing up, pointing to or touching.

Successive training, when child doesnt have to respond by pointing to, picking up or touching. Vocal response.

Question 26

How would you conduct simultaneous discrimination trianing?

Answer 26

1. MT target 1 alone
2. MT target 1 w/unknown distractor
3. MT target 2 alone
4. MT target 2 w/unknown distractor
5. MT target 1 w/target 2 as distractor.
6. MT target 2 w/target 1 as distracotor.
7. Random rotation target 1 and 2.

Note; all steps must be mastered and reviewed before moving on.

Question 27

Once child has mastered first two targets within 7 steps, how can you teach them more targets?

Answer 27

1. MT target alone
2. MT target w/unknown distractors
3. Mt target w/known distractors
4. RR target w/previosuly mastered targets.

Question 28

How would you conduct a successive discrimination training session?

Answer 28

1. MT target 1
2. MT target 2
3. RR target 1 and 2

Question 29

Once target has been mastered in successive discrimination training, how yould you teach more targets?

Answer 29

1. MT target
2. RR tragtet with previously mastered target.

Question 30

What are the definitons of Prompt and Fading?

Answer 30

Prompting is a stumilus presented ina ddition to SD that hints to correct response.

Fading is a systematic removal of prompt accross successive trials in order to facilitate independence.

Question 31

Name 5 different prompts.

Answer 31

Physical prompt, textual, full verbal echoic, verbal directive, gestural, proximity (childs fav toy infront of him). Receotive prompt, choice prompt, visual, acting dumb, leading question.

Question 32

What does errorless learning mean?

Answer 32

Errorless learning, prompts are given w/every presentation of SD and are faded accross trials.

This is used at the start of each new DT phase until instructor before me records score 80% or more.

This also uses most to least heirachy of prompting.

Question 33

Give a most to least prompting example

Answer 33

Trial 1; Full physcial prompt
Trial 2; Partial physical prompt
Trial 3; Gestural prompt
Trial 4; No prompts

Question 34

What do you do when child gives an incorrect response?

Answer 34

1. Informational ‘No’
2. Score incorrect response
3. Re present SD w/last effective prompt
4. Begin to fade prompt over next few trials but you may need new prompt.

Question 35

What is no-no prompt repeat?

Answer 35

1. SD -> incorrect response -> informational “no”
2. SD -> incorrect response -> informational “no”
3. SD + prompt -> correct response -> reinforcement
4. SD -> correct response -> reinforcement

Question 36

How do we use diffieriential reinforcement when prompting and fading?

Answer 36

Saying different things and reinforcing different preferenced things.

Question 37

What is Pacing and inter trial interview?

Answer 37

Pacing
Maintaining 5-7 lesson sin one hour sessions.

Inter trial interview
The inter-trial interval is the time between the end of one trial and the beginning of a new trial.

Question 38

How long should time between end of one trial and beggining of new trial be?

Answer 38

2 Seconds long.

Question 39

What should you make sure you do during the inter trial interview?

Answer 39

1. Take data
2. Clear field
3. Rearrange field

Question 40

What is shaping and when is it used?

Answer 40

Reinforcing successive approciamtions of a target behaviour while extinguishing preivous approximations.

Shaping is used when target bhaviour is difficult to prompt.

Question 41

How do we use shaping?

Answer 41

1. Select target responses
2. Identify Childs best approximation by noting what attempt they make at giving target respponse w/SD.
3. Reinforce child every time they give approximation
4. Dont reinforce anything less thatn their ‘best’
5. When child gives new approximation closer to target, reinforce new approximation.
6. Continue until target is achieved.

Question 42

What is chaining?

Answer 42

Procedure used to teach child to engage in complex tasks that are composed of several smaller bevaiours.
E.g. bruhsing teeth.

Question 43

What are the 3 methods of chaining?

Answer 43

1. Forward chaining
2. Backward chaining
3. Total tast presentation.

Question 44

What is Forward chaining?

Answer 44

Approach tast by teaching first step and then child is exxected to perform first step independently.
We then try to fade on second step.
Child is then expected to do first two steps correctly.
Then we try to fade third step.

Until child can do whole tast independently.

Question 45

What is backwards chaining?

Answer 45

Approaching the last step first so child is expected to perform last step independlty and we start prompting the secind last step.

Question 46

What is total task presentation?

Answer 46

Prompting and tasking whichever steps that arent independent.

Letting child do the steps he can do indepedently and focus on prompts with ones he find difficult, still reinforcing every independent step.