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BACB TASK LIST 4TH EDITION STUDY DECKS > SUPER HARD STUFF > Flashcards

SUPER HARD STUFF Flashcards

Generalization, Maintenance, Verbal Behavior and Schedules of Reinforcement

1
Q

Occurs when a limited spectrum of stimuli occassion a response.

Narrow stimulus control

Example: Child saying “Mommy” to her mother, and not to other women

A

Discrimination

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2
Q

2 Types of Generalization

A
  1. Stimulus Generalization

2. Response Generalization

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3
Q

Occurs when a large spectrum of stimuli ( sounds, items, etc.) occassion certain responses.

Is a critical element as to why the human species has survived and thrived.

Example: Child saying “Woman” when she sees many females that look different.

A

Generalization

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4
Q

Emitting a response appropriate to some contexts in an inappropriate context. An inappropriate generalization.

Ex. Calling all women, “Mommy”

A

Overgeneralization

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5
Q

Responding to antecedent stimuli sharing certain aspects of the original Sd; a broadening of the spectrum of stimuli that occassion certain responses.

The individual responds to something in the same way that resembles the original thing from which he/she learned.

Ex. Saying, “Whats up” to both of your friends.

A

Stimulus Generalization

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6
Q

The extent to which an individual exhibits novel responses that are functionally equivalent to the trained target response.

How we are able to shape new behaviors.

The effects of intervention are expanded from a targeted response to a similar non-targeted response.

A

Response Generalization (AKA: Response Induction)

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7
Q

How to Plan for Generalization

A
  1. Select Target Behaviors that will meet with Natural Contingencies of Reinforcement
    ( must be functional for the individual, relevance of behavior rule, naturally existing and contrived contingencies)
  2. Specify all Desired Variations of the Behavior and the Situations in which it should (and should not) occur after Instruction has ended.
    (List all behaviors that need to be changed, situations where behavior should/should not occur, and do this in the beginning of your PLANNING stage)
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8
Q

Only choose behaviors that generate reinforcers after intervention ceases.

A

Relevance of Behavior Rule

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9
Q

Two Types of Contingencies

A
  1. Naturally Existing Contingency

2. Contrived Contingency

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10
Q

Any contingency of reinforcement (or punishment) designed by you to achieve acquisition, maintenance, and/or generalization of a behavior change.

A

Contrived Contingency

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11
Q

Any contingency of reinforcement (or punishment) that operates independent of your efforts in the generalization setting.

A

Naturally Existing Contingency

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12
Q

7 Strategies to promote Generalization

Hint: CLEMING

A
  1. Common Stimuli (Program common stimuli)
  2. Loosely Train (Train loosely)
  3. Exemplars (AKA: Teach sufficient examples, multiple exemplar training)
  4. Mediation
  5. Indiscriminable Contingencies
  6. Negative Teaching Examples
  7. General Case Analysis (AKA: General Case Strategy)
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13
Q

Ensuring that you are teaching all the different stimulus variations and response variations the individual may encounter in the generalization, post-intervention environment.

Helps the individual to learn the similarities of stimuli within a stimulus class and the differences of stimuli within the same stimulus class.

Ex. Teaching your client to use laundry machines, by providing training different laundry machines.

A

General Case Analysis (General Case Strategy)

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14
Q

2 Ways To Create Indiscriminable Contingencies

A
  1. Intermittent Schedules of Reinforcement

2. Delayed Rewards

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15
Q

Instructing individuals regarding settings, times, and conditions in which it is NOT appropriate to display a certain behavior.

“Don’t do it” exemplars strengthen discrimination skills.

Ex. Cracking inappropriate jokes with friends, but not at work/church.

A

Negative Teaching Examples

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16
Q

Contingencies in which an individual is NOT able to DISCRIMINATE when his/her responses will be reinforced.

Making the contingencies unclear in the generalization setting.

Behaviors continue at a high rate because he/she does not know when his/her next response will produce reinforcement.

A

Indiscriminable Contingencies

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17
Q

Instruct others (parents, teachers, employers, etc.) who will help maintain and generalize the newly acquired behaviors.

A

Mediation

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18
Q

The likelihood that the correct response will be occasioned in the generalization setting is increased if there is a lot of similarity between the instructional setting and the generalization setting.

To program for this, ensure the same Sd exist in both the instructional and generalization setting.

A

Common stimuli (program common stimuli)

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19
Q

The more examples utilized when teaching, the better.

Provide the individual opportunities to respond correctly to multiple examples of antecedent stimuli.

Provide the individual with multiple response examples.

Ex. Saying Hi, hello, hey, what’s up

A

Exemplars (teach sufficient examples; multiple exemplar training)

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20
Q

Expanding the heterogeneity of Sds.

Non-critical elements of the teaching setting are altered in arbitrary ways.

This decreases the likelihood that the individual too narrowly discriminates some noncritical stimulus and that noncritical stimulus acquires exclusive control over the target response.

A

Loosely Train (Train Loosely)

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21
Q

How to terminate successful interventions?

A
  1. From the beginning, attempt to reduce the need to generalize.
  2. Prior to, during and following intervention, probe for generalization.
  3. Mediators should have responsibility in the generalization process.
  4. Systematically terminate successful interventions.
  5. Assess how intricate the intervention is, how quickly did the intervention produce the desired change for the individual, and the availability of natural contingencies of reinforcement for the newly acquired skill.
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22
Q

______________ created Verbal Behavior.

A

Skinner

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23
Q

Following the removal of an intervention, the extent to which a particular response remains in the individual’s repertoire over time.

A

Maintenance (response maintenance)

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24
Q

How to program for maintenance?

A

Use intermittent/variable reinforcement with your client because this maintains behavior.

Think variable interval and variable ratio schedules of reinforcement.

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25
Q

Behaviors that is reinforced through the mediation of another person’s behavior.

Involves social interaction between the SPEAKER and LISTENER

Includes vocal (spoken) and non-vocal (non-spoken) behaviors (written, signed, etc.).

A

Verbal Behavior (Technical Definition)

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26
Q

Events taking place inside the skin.

Thoughts and feelings

Behavior that is only accessible to one individual not two or more individuals.

Ex. Headache

A

Private Events

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27
Q

Communication that helps individuals get what they desire and avoid what is undesirable to them.

Is defined by the function of the response, not the topography.

Ex. The crying of infants, gestures (pointing), writing, are all considered __________

A

Verbal Behavior

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28
Q

The unit of analysis in verbal behavior (mands, tacts, etc).

MO/Sd➡️Response➡️Consequence

A

Verbal Operant

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29
Q

Gains access to reinforcement and controls their environment through the behavior of the listener.

Skinner’s verbal behavior is mainly concerned with the behavior of the _________________.

A

Speaker

30
Q

Is a set of verbal operants emitted by someone.

A

Verbal Repertoire

31
Q

Effects of the response.

A

Function of Verbal Behavior

32
Q

Formal properties of language involve topograhies.

Ex. Classifying words as nouns, verbs, prepositions, etc.

A

Form of Verbal Behavior

33
Q

Must learn how to reinforce the speaker’s verbal behavior (respond to words and interact with the speaker).

A

Listener

34
Q

Skinner’s 6 Types of Elementary Verbal Operants

Hint: EMITTT

A
  1. Echoic
  2. Mands
  3. Intraverbals
  4. Tacts
  5. Transcription
  6. Textual
35
Q

A type of verbal operant that occurs when the speaker repeats the verbal behavior of another speaker.

Controlled by the verbal discriminative stimulus (verbal Sd) and produces generalized conditioned reinforcement (praise, attention)

Must have point to point correspondence and formal similarity

A

Echoic (AKA: Verbal Imitation)

36
Q

Involves bringing verbal responses under the functional control of MOs.

A

Mand Training

37
Q

When the beginning, middle, and end of the verbal stimulus match the beginning, middle and end of the response.

A

Point-to-point correspondence

38
Q

Involves bringing verbal responses under the functional control of verbal Sds that have point-to-point correspondence and formal similarity with the response.

Goal is to enable the speaker to repeat your sounds and the final goal is to transfer the response form to other, more advanced verbal operants.

A

Echoic Training

39
Q

When the controlling antecedent stimulus and the response share the same sense mode ( both stimulus and response are visual, auditory, or tactile) and physically look exactly the same.

A

Formal Similarity

40
Q

A type of verbal operating in which the speaker asks for (or states, demand, implies etc.) what he/she needs or wants.

The first operant to teach, because it is the first verbal operant that is acquired by humans.

Wants; controlled by MOs not Sds. Produces a specific reinforcer.

A

Mand

41
Q

How to teach Echoics

A
  1. Shaping
  2. Choose simple sounds that are in the clients repertoire
  3. Teach them systematically:
    > introduce consonants after the client masters vowels
    > build physical strength such as blowing on items to teach oral imitation
    > use physical prompts such as hands on face to gradually shape face formation
42
Q

How to initiate Mand Training

A
  1. Find MOs. Something your client is strongly motivated to request for and find ways to manipulate its availability.
  2. Make a list of potential MOs and their reinforcers.
  3. Select the first few words to teach.
    (Start with simple easy one to two word mands and then move to complex mands: mands for info, attention, action, action and mands using adjectives and prepositions (color, on top of, etc.))
43
Q

Mands that can actually be reinforced.

A

Regular Mand

44
Q

2 types of Mands

A
  1. ) Regular Mands

2. ) Extended Mands

45
Q

Emitting mands to objects or animals that cannot possible supply an appropriate reinforcing response.

Ex. Telling another driver to “move your car”, while driving on the freeway.

A

Extended Mand

46
Q

2 types of Extended Mands

A
  1. Magical Mand

2. Superstitious Mand

47
Q

An extended mands in which reinforcement sometimes occurs incidentally.

Ex. Saying, “Come on!, Start!” To your car in the winter (when times where it may start or not start) and sometimes your car starts so you are intermittently reinforced.

A

Superstitious Mand

48
Q

An extended mand in which the reinforcement has NEVER occurred in the past.

Wishing

Ex. Asking your dog to drive you to work.

A

Magical Mand

49
Q

A verbal operant in which the speaker differentially responds to other people.

Answering a question

Allows a person to talk about things that are not physically present.

A

Intraverbal

50
Q

Occurs when a VERBAL DISCRIMINATIVE STIMULUS (Sd) evokes a verbal response that does NOT have point-to-point correspondence with the verbal stimulus (THEY DO NOT MATCH EACH OTHER).

Produces GENERALIZED CONDITIONED REINFORCEMENT (praise, attention).

A

Intraverbal

51
Q

A type of verbal operant in which the speaker names things and actions that the speaker has direct contact with through any of the sense modes.

Produces Generalized conditioned reinforcement and is controlled by nonverbal discriminative stimulus (nonverbal Sd).

A

Tact

52
Q

Involves bringing verbal responses under the functional control of verbal Sds that lack point-to-point correspondence and response.

Individual must have acquired 50 mands and tacts to start this training:

A

Intraverbal Training

53
Q

Labeling the environment when the object, event, stimulus is PRESENT IN YOUR ENVIRONMENT.

A

Tact

54
Q

How to teach Intraverbal Behavior

A
  1. Use prompt fading, and chaining
  2. Focus on what interests the learner and manipulate the EOs.
  3. Teach in the natural environment as much as possible.
  4. Continue teaching mands and tacts as you teach Intraverbals
  5. Beginning intraverbals: ( start with fill-in the blanks, personal questions, object/animal sounds, use common associations, WH-questions)
  6. Teach Intraverbals systematically: (short sessions: 1-15 minutes, conduct in different places)
55
Q

Involves bringing verbal responses under the functional control of nonverbal Sds.

Learner must have echoic, some labeling vocabulary and 5-10 mands that occur without prompts.

A

Tact training

56
Q

A new stimulus being similar to another known stimulus may evoke a response like the original stimulus.

There are many ways to describe the same thing.

The distinction is based on the degree to which a novel stimulus shares features with the original stimulus.

A

Tact Extensions (AKA: Extended tacts)

57
Q

How to Teach Tacts:

A
  1. Is similar to teaching mands, but the form of verbal stimuli changes. Ex. What is it? or What do you see? instead of What do you want? (part tact/part intraverbal)
  2. Continue with mand training simultaneously with tact training. (Intersperse manding and tacting trials)
  3. Should be taught systematically: (first with a mand component, then without a mand component
  4. Ultimate goal is pure tacts.
58
Q

A person can tact without anything in place but the non-verbal Sd (without you having to say “what is it?”).

A

Pure Tacts

59
Q

The novel stimulus shares all of the relevant or defining features of the original stimulus.

Is the same thing as stimulus generalization.

Example: Saying “Jujube” when shown an M&M.

A

Generic Extension

60
Q

Verbal responses to novel stimuli that share NONE of the relevant features of the original stimulus, but some irrelevant but related feature has acquired stimulus control.

Example: Saying “Water” when shown an empty cup.

A

Metonymical Extension

61
Q

4 Types Of Tact Extensions

Hint: SMMG

A
  1. Solistic Extension
  2. Metaphorical Extension
  3. Metonymical Extension
  4. Generic Extension
62
Q

Metaphors

The novel stimulus shares some but not all of the features associated with the original stimulus.

Example: “Her heart is black as coal”

A

Metaphorical Extension

63
Q

Poor Use of Language

Substandard verbal behavior; slangs

Example: “You speak good”, instead of “You speak well”

A

Solistic Extension

64
Q

Reading, without any implications that the reader understands what is being read.

READING WRITTEN WORDS

Involves intraverbals and receptive language

Occurs when a verbal discriminative stimulus (verbal Sd) has point-to-point correspondence but no formal similarity between the stimulus and the response.

Produces generalized conditioned reinforcement.

Ex. Seeing the written word, “DOG” and saying, “Dog”.

A

Textual

65
Q

Writing and spelling words spoken to you.

TAKING DICTATION (NOTES)

Occurs when a spoken verbal discriminative stimulus (Sd) controls a written, typed or finger-spelled response.

Has point-to-point correspondence between stimulus and the response product but no formal similarity.

EX. Someone says “Cat” and your write the word “Cat”

A

Transcription

66
Q

Jack Michael 1982 article created these two new categories to Skinner’s verbal operants:

A
  1. Duplic

2. Codic

67
Q

Verbal Sd: the response form is controlled by (i.e., antecedent to) a verbal stimulus.

Point-to-point correspondence

NO formal similarity

A

Codic

68
Q

Verbal Sd: the response form is controlled by (i.e., antecedent to) a verbal stimulus.

Point-to-point correspondence

Formal similarity

A

Duplic

69
Q

Echoics and imitating someone’s sign language are examples of:

A

Duplic

70
Q

Textual, transcription and reading a braille book out loud are examples of:

A

Codic

71
Q

Verbal behavior about one’s own verbal behavior.

A secondary verbal operant in which some aspect of a speaker’s own verbal behavior functions as an Sd or an MO for additional speaker verbal behavior.

A form of verbal behavior that modifies other forms of verbal behavior.

Effects are very rapid and usually occur in emission of a single sentence composed of two levels of responding.

A

Autoclitic

72
Q

A verbal episode requires a speaker and a listener.

The role of the listener and what you need to teach them to do: 1. The listener plays the role as a mediator of reinforcement for the speaker’s behavior. 2. The listener also acts as an Sd for the speaker’s behavior (making the listener the audience for verbal behavior).

Receptive Language Skills

A

Listener Training

BACB TASK LIST 4TH EDITION STUDY DECKS (14 decks)

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