Strengthen and Maintaining Behavior Flashcards
Problems with behavior
Can’t do: skill deficit
Problem with strength: won’t do
Does, but only under limited circumstances
Does at the wrong time or in the wrong place
Adaptive behavior
Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group
Mastered tasks
Tasks for which the person has met the performance criteria set for the specific task within specific conditions
Examples of assessments used to identify skills to target for acquisition
VB-MAPP, essential for living, the MOVE curriculum
Discriminative stimulus
Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or an appropriate response
Prompts
Supplementary antecedent stimuli used to evoke the correct response in the presence of an EO or SD that will eventually control behavior
Artificial consequences and schedules
Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently
Prompts maybe given
Before a response begins to occur or during a response cycle to aid the performance of the behavior
Prompts are used
In skill acquisition programs, to evoke a low probability behavior, to evoke a chain of behavior by prompting the first step, to prompt behaviors incompatible with an inappropriate behavior
Response prompts
Operate directly on the response
Types of response prompts
Verbal, modeling, physical
Stimulus prompts
Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical discriminative stimulus
Position cue
Item being taught placed closer to the student
Movement cue
Pointing to, tapping, touching, looking at item being taught
Redundancy of antecedent stimuli
One or more stimulus/response demention paired with correct choice
Gestural prompts
Response prompt if the prompt operates on the response and stimulus prompts if the prompt operates on an antecedent stimulus
Fading
A technique used to gradually transfer stimulus control from supplementary antecedent stimuli to naturally occurring EO’s and/or discriminative stimuli
Procedures for fading response prompts
Most to least prompts, least to most prompts, time delay, graduated guidance
Single response skill
A single movement and can be taught without breaking it down into smaller steps
Multiple response skill
Requires breaking down the skill into multiple steps or responses to effectively teach it
Stimulus fading
Highlighting a physical dimension of the stimulus to increase the likelihood of the correct response
Effects of stimulus fading on problem behavior
Functions as an abolishing operation and abates problem behavior, evokes appropriate behavior
Stimulus shape transformations
Using initial stimulus shape that will prompt a correct response
Task analysis
Breaking down a chain into its component responses
Developing a task analysis
- Perform the task or watch someone perform the task
- write down each individual step in sequence
- Perform or have someone perform a task according to the steps listed
Types of chaining procedures
Backward, backward with leaps ahead, forward, total task
Forward chaining
The responses in the chain are taught, one at a time, in the same order as the naturally occur
Backward chaining
The responses are taught, one at a time, but beginning with the last step in the chain
Advantages of backwards chaining
The learner contacts the natural reinforcement contingencies in every learning trial
Backward chaining with leaps ahead
Same as backward chaining except some steps are skipped and probed instead
Advantage of backward chaining with leaps ahead
May reduce training time
Total task chaining
All of the steps are trained in a learning trial; works best with learners with an imitative repertoire
Procedures for teaching response chains
Chaining, modeling, instructions, behavioral skills training
Simultaneous discrimination training
Both discriminative stimulus and the S Delta stimulus conditions are presented to the learner at the same time
Successive discrimination training
Only one antecedent is presented to the learner in a given trial
Discrimination training
Reinforce a response in the presence of the stimulus, but not in the absence of that stimulus
Stimulus control
Situation in which the frequency, latency, duration, or amplitude of the behavior is altered by the presence or absence of an antecedent stimulus
Model
An antecedent stimulus that evokes the imitative behavior
Planned models
Prearranged antecedent stimuli that facilitate new skills
Unplanned models
All antecedent stimuli with the capacity to evoke imitation
Imitation training
Teaching the learner to imitate or do exactly what the person providing the models is doing
Types of imitation
Fine motor, gross motor, object imitation
High probability request sequence
Antecedent manipulation in which 2 to 5 easy, known tasks are presented in quick succession immediately prior to a difficult task or response that is relatively infrequent
Listener responding
Following directions or complying with requests of others
Errorless teaching
Procedure in which the prompt is given right away
Differential outcomes procedure
Different reinforcers are provided in a discrimination task each of which is correlated with a given stimulus
Differential outcomes can be effective in
Difficult discrimination tasks
Discrete trial training
Antecedents I presented; teacher waits for the letter to respond, learner response, and teacher provides consequence contingent on the learners response
Components of a discrete trial
And antecedent stimulus that sets the occasion for the learners response. A response by the learner. The teacher provided consequence for the learners response
Task interspersal
Programming mastered items or tasks in between acquisitios trials during discrete trial instruction
Incidental teaching
One or more cues occur or motivating operations are captured in a naturally occurring situation. Naturally occurring consequences are delivered contingent on learners response
Capturing
Taking advantage of a teaching situation that arises without warning in a natural setting
Contriving
Setting up a prearranged teaching opportunity
Discrete trial training often results in
Rapid rate of acquisition
Incidental teaching or natural environment teaching often results in
Stimulus generalization and induction
Two effective behavioral approaches to measure education
Direct instruction and University of Kansas behavior analysis program
Available time in school
Total number of school days and hours
Allocated time in school
Amount of time scheduled for instruction
Instructional time
Number of minutes instruction is delivered
Engaged/on task time
Time spent attending to ongoing instruction
Academic learning time
The time that students actually spend learning
Role of behavior analysis and education
Principles of learning, the operant as the basic unit, interactive not passive, measurement and evaluation of educational outcomes, developed and validated an effective technology of instructional design instructional delivery
The challenge of behavior analysis in education
Be clear about what is taught, teach first things first, stop making all students advance at the same rate, program the subject matter, reconsider ABA instructional technology, determine how to cause more durable and extensive behavior change, develop methods that teachers can and will actually use
Elements of the ABA approach to education
Clearly specified and behaviorally stated instructional objectives.
Well designed curricular materials.
Assessment of learners entry skills.
On going frequent direct measurement of skills.
Focus on mastery.
Highly structured and fast-paced.
Systematic use of positive and corrective feedback.
Supported by empirical research.
Extensively field tested and revised based on data.
Consider how realistic the procedures are for classroom practice.
Behaviorally stated instructional objectives
A statement of actions a student should perform after completing one or more instructional components
Reasons for writing behaviorally stated instructional objectives
Guide the instructional content and tasks, communicate to students on what they will be evaluated, specify the standards for evaluating ongoing and terminal performance
Mastery
Level of performance that meets accuracy and fluency criteria
Accuracy
Correctness of the response
Fluency
Short latency, high rate of correct responses
Durable
Maintains across time even after instruction ends
Smooth
Free of pause and fall starts
Useful
Applies to the real world
Contextually meaningful
Socially valid
Resistant to distractions
Performance consistent even when there are environmental distractions
Criterion-based evaluations
Results of other students have no effect on one’a score
Normed referenced evaluation
Student scores are based on an compared with peers performance
Generative learning/adduction
A general pattern of responding that produces effective responding to many untrained relations
Generative instructions
Teaching procedures which lead to adduction
Stimulus equivalence
Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations
Types of stimulus equivalence
Reflexivity, symmetry, transitivity
Reflexivity
In the absence of training and reinforcement the learner selects a stimulus that is matched to itself
Symmetry
After learning that A=B the learner demonstrates that B=A without direct training on that relationship
Transitivity
After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship
Learn unit
The smallest divisible units of teaching and incorporates interlocking three term contingencies for both teacher and the student
Stages of learning
Acquisition, fluency, application
Acquisition stage
Establishing a new behavior, skill, or repertoire
Fluency stage
Student practices acquired skill to increase the number of correct responses per unit of time
Application stage
Using learned material in new, concrete, and real life situations
Influences on the number of learning units
Wait time, response latency, feedback the way, enter trial interval
Response latency and IRT
Student variables that can influence the number of learn units delivered in a classroom
Active student responding
Frequency of detectable responses that a student emits during ongoing instruction
Passive responding
Pays attention, listens to the teacher, watches others respond
Active student responding correlated with
Increased academic behavior, improve test scores, reduced disruptive behavior
Hi ASR approaches to instructional activity
Programmed instruction, personalized system of instruction, direct instruction, precision teaching, Morningside model
Response cards
Cards, signs, or items that are held up simultaneously by all students to display their response to a question
Types of response cards
Pre-printed selection based response cards. Pre-printed selection based pincher response cards. Write on response cards
Choral responding
Students respond orally in unison
Guided notes
Teacher prepared handouts that organize content, guides the learner with standard cues for the learner to record key facts concepts and relationships, provides a take-home product for study, keeps teacher on task
Programmed instruction
Involves a presentation of small frames of information, which requires a discriminated response. Developed by Skinner, often uses a computer
Personalized system of instruction
Students achieve standards at their own pace
Direct instruction
Follows a logical analysis of concepts and procedures as it presents examples and non-examples and instructional sequence that fosters rapid concept
Precision teaching
Focuses on learners performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart
SAFMEDS
Say all fast minute every day shuffle
Prerequisite skills
Pre-attending skills, instructional control, verbal behavior, generalized imitation, derived relational responding