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BCBA Exam Flash Cards > Task List G > Flashcards

Task List G Flashcards

1
Q

An intervention that manipulates the availability of SR in the presence of a specific SD

A

Contingency Dependent

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2
Q

Interventions based on MOs: EOs are antecedents that increase behaviors even without the availability of SR

A

Contingency- Independent

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3
Q

An antecedent procedure during which clients are reinforced on a time-based schedule on dependent (not contingent on) of the a target behavior

A

Non-contingent Reinforcement

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4
Q

An antecedent intervention used for increasing compliance and reducing escape-maintained behaviors

A

High-probability instructional sequence

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5
Q

Additional antecedent stimuli added to help evoke the desired response in the presence of an SD

A

Prompt

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6
Q

Operate on the client’s behavior to hint toward the correct behavior

A

Response Prompts

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7
Q

Prompts that increase the salience of antecedent stimuli

A

Stimulus Prompts

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8
Q

A systematic and empirically-validated procedure used to teach clients who are not able to imitate the behaviors of others to imitate.

A

Imitation Training

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9
Q

You concort/plan these in advance to help a client develop certain skills

A

Planned models

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10
Q

happen naturally in daily community settings

A

Unplanned models

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11
Q

A strategy for teaching new skills by imitating an individual or symbolic model

A

Modeling

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12
Q

Reinforcing those responses within a response class that meet a specific criterion along some dimension

A

Differential Reinforcement

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13
Q

The gradual and progressive change in criteria that must be met for differential SR

A

Successive Approximations

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14
Q

A response change produced by differential SR during shaping in which reinforced members of the current response class occur more often and unreinforced members occur less often (due to extinction)

A

Response Differentiation

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15
Q

4 parts of stimulus equivalence

A

Reflexivity
Symmetry
Transitivity
Stimulus Equivalence

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16
Q

Easy matching-to-sample

A

Reflexivity

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17
Q

Trained matching of symbolic similar items leads to the untrained relations between the reverse relation

A

Symmetry

18
Q

A derived stimulus relation that results from the training of 2 other stimulus-stimulus relations

A

Transitivity

19
Q

A stimulus relation between 2 or more stimuli that function within that class

A

Frame

20
Q

Forming untrained relations between stimuli due to sameness, differences, comparisons, etc. to trained relations

A

Derived Relations

21
Q

Procedures used to eliminate, reduce and increase behaviors

A

Differential Reinforcement

22
Q

SR is provided following an interval of time during which the challenging behavior didn’t occur

A

Interval DRO

23
Q

SR is provided following an interval of time only if the challenging behavior isn’t occurring at the END of that interval

A

Momentary DRO

24
Q

A procedure and schedule of SR that provides SR for emitting behaviors that are:
At or below a pre-established rate during a specific period of time
Separated by a specific amount of time (or more) between behaviors

A

DRL

25
Q

A procedure and schedule of SR that provides SR at the end of a specific time interval, during which the behavior occurred less than the criteria-criteria is gradually decreased across intervals

A

DRD

26
Q

A DR procedures for increasing behaviors

A

DRH

27
Q

A group procedure in which the group SR is dependent on the behavior of 1 individual in the group.

A

Dependent Group Contingency

28
Q

A group procedure in which the entire group’s SR is contingent on everyone in the group meeting the established criterion.

A

Interdependent Group Contingency

29
Q

A group procedure in which you offer the whole group the same contingency, but only those individuals who meet the contingency earn the SR

A

Independent Group Contingency

30
Q

A procedure involving systematically recording data on one’s own behavior

A

Self-Monitoring

31
Q

Comparing self monitoring data to a predetermined criterion

A

Self-Evaluation

32
Q

A teaching method in which responding doesn’t depend on a directive, prompt, or SD to be presented by a trainer in which the SD is part of the natural environment

A

Free-Operant Teaching

33
Q

Involves embedding learning opportunities in ongoing, everyday, activities with a focus on client interest and initiations

A

Naturalistic Teaching

34
Q

When the beginning, middle and end of the controlling stimulus (verbal SD )match the beginning, middle, and end of the verbal response

A

Point-to-point Correspondence vs Formal

35
Q

Speaker vocally repeats the auditory verbal behavior of another speaker that has a history of GCSRs

A

Echoic

36
Q

The speaker asks for what she wants or needs

A

Mand

37
Q

The speaker differentially verbally responds to another’s verbal SD

A

Intraverbal

38
Q

The speaker names non-verbal SDs that he has direct CONTACT with through any of his sense modes and private experiences

A

Tact

39
Q

The speaker reads words presented to him/her

A

Textual

40
Q

The speaker converts spoken words to written words

A

Transcription

41
Q

Verbal behavior that modifies one’s own verbal behavior

A

Autoclitic

BCBA Exam Flash Cards (8 decks)

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