Study Guide terms

Question 1

• Prior to and independent of target behaviors occurrence
• Preventing problem behaviors

Answer 1

Antecedent based treatments

Question 2

• rely on changes to the consequence

Answer 2

Consequence based treatments:

Question 3

reinforcement that produced independent of the social environment
-describes what the reinforcer is not
-not within control of therapist and can’t be manipulated
-constantly available: behavior and reinforcer are inseperable (behavior and SR+ are one in the same)

Answer 3

Automatic reinforcement:

Question 4

providing stimulation that is the same or similar to that produced by behavior
-trying to offer a “substitute” for whatever the problem behavior might be
-providing non-contingent access to a particular item

Answer 4

Matched stimuli

Question 5

motivating operations- giving constant access to new matched SR+, removed motivation to access SR+ through original behavior
- reduces motivation to obtain reinforcement through problem behavior
-abolishing operation- reduced reinforcer effectiveness of automatic reinforcer

Answer 5

Why matched stimuli procedures can be effective

Question 6

: opportunities to engage in exercise; behavior of concern is measured afterwards

Answer 6

Antecedent Exercise

Question 7

preventing the person from exhibiting the target response
- consequence based

Answer 7

Blocking

Question 8

used when can’t block, present an incompatible response

Answer 8

Response interruption

Question 9

: expose the person to the item to decrease or remove MO (abolishing operation)
- If motivation for a reinforcer is low, problem behaviors that result in that reinforcer should be low
- Function based because you need to identify reinforcer(s) that maintain problem behavior

Answer 9

Satiation

Question 10

• provides non contingent or free access to the items
• Functional reinforcers generally produce greater suppression than non-essential
• • potent non functional reinforcers may “compete: with reinforcers that maintain the problem behavior

Answer 10

Environmental Enrichment

Question 11

• Activity schedule or visual to depict when access will occur
• token system
• timer training

Answer 11

Teach tolerating delays

Question 12

interview/questionnaires
-often used in applied settings (schools, home)

Answer 12

Indirect assessment

Question 13

systematic data collection (ABC) but not manipulation

Answer 13

Direct assessment (called descriptive)

Question 14

systematic manipulation of individual variables
-experimental manipulation (often “analogue” setting)
-systematically alter antecedent and consequences

Answer 14

Functional Analysis

Question 15

when behavior terminates an unpleasant or non-preferred interaction (the behavior is negatively reinforced)

Answer 15

Escape motivated

Question 16

so child finds instruction more pleasurable
- Reducing complexity of task requirements
- Embedding noel tasks in those previously mastered
- Decreasing time spent in instruction

Answer 16

Manipulating antecedent conditions

Question 17

• Present a series of high probability demands (demands in which the student is likely to follow) 2 or 3 then follow those immediately with praise as student is complying
• Then present a low probability command (some less likely for student to complete)
• This is likely to increase compliance and decrease problem behavior

Answer 17

High Probability (High p)- Low probability (low P)

Question 18

identify function of target behavior
-provide that consequence for and ALTERNATE response
-weakens the aberrant response- reinforcer relation
-provide the reinforcer for inappropriate behavior contingent on alternative response
-screaming for because they want gold fish teacher to request “more”, request “more” get the goldfish
-extinction is an important component

Answer 18

Functional Communication training (FCT):