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ABA > SNA, Verbal Behavior > Flashcards

SNA, Verbal Behavior Flashcards

1
Q

List the two roles within verbal behavior

A

Speaker, Listener

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2
Q

List the two properties of language

A

Formal, Functional

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3
Q

List the six main verbal operants

A

Mand, tact, intraverbal, echoic, textual, transcription

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4
Q

List the 2 forms of new verbal operants by Jack Michael

A

Codic, Duplic

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5
Q

List the 4 tact extensions

A

Solistic, generic, metaphorical, metonymical

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6
Q

Involves the topography (form)
of the verbal response

A

Formal Properties

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7
Q

Involves the cause of the verbal
response

A

Functional Properties

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8
Q

Behavior that is reinforced by
the mediation of another
person’s behavior

A

Verbal Behavior

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9
Q

Under the control of a verbal
SD- has both point-to-point
correspondence and formal
similarity

A

Echoic

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10
Q

Under the control of nonverbal
SD-based on your senses and
consequence is a generalized
conditioned reinforcer

A

Tact

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11
Q

Under the control of a MO,
consequence is the specific
reinforcer

A

Mand

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12
Q

Under the control of a verbal
stimulus-no point-to-point
correspondence or formal
similarity #conversations

A

Intraverbal

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13
Q

This verbal operant is when you
are reading text and is under
the control of a verbal stimulus

A

Textual

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14
Q

point-to-point correspondence
but no formal similarity: #transcription, #textual;

A

Codic

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15
Q

has both point-to-point correspondences and formal: #echoic #duplicate-

A

Duplic

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16
Q

T/F: Nonvocal and nonverbal mean the same thing

A

False, they are not the same thing

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17
Q

T/F: The two roles within verbal behavior are speaker and listener.

A

True

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18
Q

T/F: Usually, ABA looks at the
topography of language

A

False, Function

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19
Q

T/F: The consequence of a mand is a specific reinforcer requested.

A

True

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20
Q

T/F: A tact is under the control of a
verbal stimulus.

A

False, Non-Verbal Stimulus

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21
Q

T/F: An echoic is under the control of a verbal stimulus.

A

True

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22
Q

T/F: An intraverbal has point-to-point correspondence.

A

False, does NOT have

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23
Q

T/F: Mands are generally the first thing that is taught to a learner.

A

True

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24
Q

T/F: An autoclitic can include a speaker as their own listener.

A

True

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25
Q

T/F: Transcription involves the reading of words.

A

False, writing or typing

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26
Q

Opens the learner up to a whole new world of reinforcers and punishers that they previously didn’t have access to

A

Behavioral Cusp

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27
Q

Behavioral Cusp examples:

A

Walking, Reading

28
Q

Once taught the behavior will lead the learner to generalize the behavior to other settings/situations

A

Pivotal Behavior

29
Q

Pivotal Behavior Examples

A

Asking for help. Saying “all done”

30
Q

ABC for Mand

A

MO > deMand > Specific Reinforcement

31
Q

ABC for tact

A

Non-verbal stimulus > conTact > Generalized conditioned reinforcer

32
Q

ABC for Intraverbal

A

Verbal stimulus with no Point to Point > Intraverbal > Generalized Conditioned Reinforcer (GCR)

33
Q

ABC for Echoic (Duplic)

A

Vocal > Echoic > GCR

34
Q

ABC for Mimetic (Duplic)

A

Motor > Mimetic > GCR

35
Q

ABC for Copying a text (Duplic)

A

Text > Copying Text > GCR

36
Q

ABC for Transcription (Codic)

A

Vocal Stimulus > Transcription > GCR

37
Q

ABC for Textual (Codic)

A

Written stimulus > textual > GCR

38
Q

Camilla is giving her 2nd grade class a spelling test today. The students
have to listen to a word and then write the word down on a sheet of paper. If they spell the word correctly then earn points. Camilla’s spelling test is an example of which verbal operant?

A

Transcription

39
Q

Barbie is making big moves. She is starting a new journey and is working hard to discover the true meaning of life. Ken is stuck in the #basicworld and has been following Barbie around like a puppy dog. Out of frustration Barbie asked Ken, “what do you want?”. Ken’s answer to Barbie’s question best demonstrates which of the following?

A

Impure Mand

40
Q

Tori’s stomach is growling while riding in the car. She looks at her
boyfriend and says, “I need food now” with a heavy eye roll. Her boyfriend pulls into Chick-Fil-A’s drive through at the next light. This mand was
evoked by….

A

A UMO (unconditioned motivating operation)

41
Q

Professor Smith addresses the classroom during a lecture and asks the question, “what is reinforcement?”. The class is silent and no one raises their hands for at least one minute. After some awkward silence, Sarah raises her hand and says, “Do you want an example, definition, or doodle?”.
Professor Smith laughs and says “All of those are acceptable”. This best demonstrates which version of multiple control?

A

Divergent

42
Q

Which of the following examples demonstrates private nonverbal stimulus control?

A

Telling your mom you have a toothache

43
Q

A child is in her classroom. She sees a play kitchen. She points to it
and says “kitchen”! Her teacher gives her praise and a high-five. This is an example of which verbal operant?

A

Tact

44
Q

James is hungry. He says “cookie”. His mom gives him a cookie. This
is an example of what verbal operant?

A

Mand

45
Q

You say to your client “twinkle twinkle little” and your client says
“star”. You say great job and give your client praise and an iPad. This
is an example of which verbal operant?

A

Intraverbal

46
Q

A mom says “boo” to her child. Her child then says “boo”. The mom
hugs the child and says, “great job saying boo”. What type of verbal
operant is this an example of?

A

Echoic

47
Q

Jonathan is working with a client. The client says “I aint doing shit for
you today”. What type of tact extension does this best describe?

A

Solistic

48
Q

Joshua says “water” when he sees a cup, an empty pool, and an empathy bathtub. What type of tact extension does this best describe?

A

Metonymical

49
Q

Jenna is conducting echoic training with Melissa, her client. Every time Melissa repeats exactly what Jenna says, what should Jenna
do?

A

Deliver Reinforcement

50
Q

Praise, hugs, tokens and money are all considered what kind of
reinforcers?

A

GCR (Generalized conditioned reinforcer)

51
Q

What type of verbal operant has a MO for its antecedent (under the
control of) and the consequence is a specific reinforcer?

A

Mand

52
Q

What type of verbal operant has both point-to-point correspondence and formal similarity?

A

Echoic

53
Q

Labels or descriptions of the world around us.

A

Tact

54
Q

Verbal behavior under the stimulus control of a preceding verbal stimulus, without point to point correspondence, and maintained by generalized conditioned reinforcement.

A

Intraverbal

55
Q

A request that occurs under specific motivation and specifies the reinforcer to be delivered.

A

Mand

56
Q

A written response controlled by a vocal verbal stimulus, has point to point correspondence, and no formal similarity between the Sd and the response product.

A

Taking Dictation

57
Q

A response under the functional control of a verbal stimulus with point to point correspondence and formal similarity to the response, and is maintained by generalized conditioned reinforcement.

A

Echoic

58
Q

A written response evoked by a written verbal stimulus with point to point correspondence and formal similarity, and has a history of generalized conditioned reinforcement.

A

Copying a Text

59
Q

Vocal responding controlled by a visual verbal stimulus, has point to point correspondence, and no formal similarity between the Sd and the response product.

A

Textual

60
Q

When a unique response form, having point-to-point correspondence with the relevant response product, is required.

A

Topography-based verbal behavior

61
Q

Responses that are acquired under the controlling conditions for one verbal operant that transfer conditions of another verbal operant with no further teaching or direct instruction.

A

Emergent Relations

62
Q

Introducing and then gradually fading prompts.

A

Transfer of stimulus control

63
Q

When a single discriminative stimulus controls different response topographies.

A

Divergent Control

64
Q

When the same response topography is required across many responses

A

Selection-based verbal behavior

65
Q

Establishing one verbal operant within the repertoire of a learner will not necessarily lead to emission of any other verbal operant for that learner.

A

Functional independence

66
Q

When multiple discriminative stimuli contribute to the strength of a single response topography

A

Convergent Control

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