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ABA > SNA, Prompts Shaping > Flashcards

SNA, Prompts Shaping Flashcards

1
Q

List the 2 types of prompts

A

Response, stimulus

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2
Q

List the 3 types of response prompts

A

Modeling, verbal, physical

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3
Q

List the 3 types of stimulus prompts

A

Movement, position, redundancy

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4
Q

List the 2 ways to fade stimulus prompts

A

Stimulus Fading, Stimulus Shape Transformation

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5
Q

List the 4 ways to fade response prompts

A

Most to least, least to most, graduated guidance, delayed prompting

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6
Q

List the 2 types of shaping for topographies

A

Across, within

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7
Q

List the 2 types of task analysis assessment methods

A

Single opportunity, multiple opportunity

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8
Q

List the 4 types of behavior chaining methods

A

Total task, backwards chaining, forward chaining, backwards chaining with leaps ahead

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9
Q

List the 4 behaviors that functionally define imitation

A

Formal similarity, model, immediacy, controlled relation

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10
Q

List the 2 types of models

A

Planned, unplanned

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11
Q

List the 4 guidelines for imitation training

A

-Active and short sessions,
-reinforce prompted and imitated
responses,
-pair social praise with other reinforcers,
-fade all prompts

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12
Q

T/F: A guideline for imitation training is
that sessions should be long and
inactive.

A

False, short and active

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13
Q

T/F: Before using imitation training, the
client should be able to attend to the
model.

A

True

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14
Q

T/F: For imitation training the model
and the behavior must have formal
similarity.

A

True

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15
Q

T/F: The 4 types of behavior chaining
methods include total task chaining,
backwards chaining, forward
chaining, and forward chaining with
leaps ahead.

A

False, backward chaining with leaps ahead

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16
Q

T/F: An a.k.a. for total task chaining is
concurrent chaining.

A

True

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17
Q

T/F: Prompts are a supplementary
consequence used to evoke a desired
response.

A

False, antecedent

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18
Q

T/F: Response prompts act on the
stimuli.

A

False, response

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19
Q

T/F: One way to fade a response prompt
is graduated guidance.

A

True

20
Q

T/F: Shaping is known as a process that
uses systematic and dierential
reinforcement of successive
approximations to a terminal
behavior

A

True

21
Q

T/F: A task analysis should never be
individualized.

A

False, always individualized

22
Q

T/F: In a behavior chain, the first step should also be the SD for the second step

A

True

23
Q

Stimulus prompts

A

Acts on the stimulus

24
Q

Responses prompts

A

Acts on the response

25
Q

Task analysis

A

Breaks complex stills into
smaller steps

26
Q

Forward chaining

A

Behaviors are taught in a
naturally occurring order

27
Q

Shaping

A

.#SuccessiveApproximation

28
Q

Backwards chaining

A

. #ContactWithReinforcement

29
Q

Total task

A

Every step is taught in the task
analysis

30
Q

Planned models

A

.#Pre-Arranged

31
Q

Unplanned models

A

. #SocialInteractions

32
Q

When using prompts, you should generally start with the:

A

Least invasive (intrusive)

33
Q

Which of the following is an example of a stimulus prompt?

A

Highlighting

34
Q

Shaping as a process can be used to do which of the following?

A

-Establish a new behavior
-reinstate a previous behavior
-Change an existing behavior

35
Q

Extinction is used within the shaping process to:

A

Promote the target behavior through variability

36
Q

In Jenny’s neighborhood, the cops noticed that drivers were rolling
through or completely ignoring a stop sign. While driving home from work,
Jenny was surprised to see a blinking border was added to the stop sign.
The addition of the blinkers to the stop sign are best described as….

A

Stimulus Prompt

37
Q

Jennifer is teaching her client how to tie his shoes. He does not know any
of the steps and becomes easily frustrated. Jennifer does all of the steps
except for the last one and once the client completes it she gives him
praise and a high-five. What type of behavior chaining is Jennifer using?

A

Backwards Chaining

38
Q

Micheal is working with a client to teach him to clap his hands. At first,
Micheal’s client can only put his hands together. Micheal then begins to
use systematic and dierential reinforcement until his client can fully clap.
What process is Micheal using to teach his client to clap?

A

Shaping

39
Q

Janie can do math problems but it takes her over 20 minutes to complete
10 problems. Her teacher wants Janie to be able to do 10 problems in 10
minutes. What type of shaping procedure should be used?

A

Shaping within topography

40
Q

Melinda wants to teach her client to ride a bus. She performs the task
herself. She then breaks down the whole process to smaller, teachable
steps. She also individualizes the program for her client. What is this an
example of?

A

Task Analysis

41
Q

Peter is teaching his client Marshall to identify the color blue. He lays out
a red card, a yellow card and a blue card. He moves the blue card closer
to Marshall. What type of stimulus prompt is Peter using?

A

Position

42
Q

Byron is learning to touch his nose. His instructor gives the SD “touch
nose” and then guides Byron’s hand to his nose. What type of response
prompt is being used?

A

Physical Prompt

43
Q

Susan wants to see how many steps her client can perform when making a
peanut butter sandwich. She sees that he is able to open the refrigerator,
get out the peanut butter, and get out the bread but he stops performing
any steps after getting the bread. She stops the assessment at that step.
What type of task analysis assessment method is Susan using?

A

Single Opportunity

44
Q

Robert is learning to jump. His mother performs the jumping motion and
then Robert repeats the jumping motion. Robert’s behavior is an example
of what?

A

Imitation

45
Q

Jeannie is conducting an imitation training session for her client, Keira.
She reinforcers both prompted and imitated responses, pairs social praise
with other reinforcers and keeps the session active and short. What else
should Jeannie remember to do?

A

Fade the prompts

46
Q

Gordon is attempting to conduct an imitation training session with Liam.
What does Liam need to be able to do before imitation training can be
conducted?

A

Ability to attend

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