Task List G Flashcards
An intervention that manipulates the availability of SR in the presence of a specific SD
Contingency Dependent
Interventions based on MOs: EOs are antecedents that increase behaviors even without the availability of SR
Contingency- Independent
An antecedent procedure during which clients are reinforced on a time-based schedule on dependent (not contingent on) of the a target behavior
Non-contingent Reinforcement
An antecedent intervention used for increasing compliance and reducing escape-maintained behaviors
High-probability instructional sequence
Additional antecedent stimuli added to help evoke the desired response in the presence of an SD
Prompt
Operate on the client’s behavior to hint toward the correct behavior
Response Prompts
Prompts that increase the salience of antecedent stimuli
Stimulus Prompts
A systematic and empirically-validated procedure used to teach clients who are not able to imitate the behaviors of others to imitate.
Imitation Training
You concort/plan these in advance to help a client develop certain skills
Planned models
happen naturally in daily community settings
Unplanned models
A strategy for teaching new skills by imitating an individual or symbolic model
Modeling
Reinforcing those responses within a response class that meet a specific criterion along some dimension
Differential Reinforcement
The gradual and progressive change in criteria that must be met for differential SR
Successive Approximations
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)
Response Differentiation
4 parts of stimulus equivalence
Reflexivity
Symmetry
Transitivity
Stimulus Equivalence
Easy matching-to-sample
Reflexivity
Trained matching of symbolic similar items leads to the untrained relations between the reverse relation
Symmetry
A derived stimulus relation that results from the training of 2 other stimulus-stimulus relations
Transitivity
A stimulus relation between 2 or more stimuli that function within that class
Frame
Forming untrained relations between stimuli due to sameness, differences, comparisons, etc. to trained relations
Derived Relations
Procedures used to eliminate, reduce and increase behaviors
Differential Reinforcement
SR is provided following an interval of time during which the challenging behavior didn’t occur
Interval DRO
SR is provided following an interval of time only if the challenging behavior isn’t occurring at the END of that interval
Momentary DRO
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
DRL
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
DRD
A DR procedures for increasing behaviors
DRH
A group procedure in which the group SR is dependent on the behavior of 1 individual in the group.
Dependent Group Contingency
A group procedure in which the entire group’s SR is contingent on everyone in the group meeting the established criterion.
Interdependent Group Contingency
A group procedure in which you offer the whole group the same contingency, but only those individuals who meet the contingency earn the SR
Independent Group Contingency
A procedure involving systematically recording data on one’s own behavior
Self-Monitoring
Comparing self monitoring data to a predetermined criterion
Self-Evaluation
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
Free-Operant Teaching
Involves embedding learning opportunities in ongoing, everyday, activities with a focus on client interest and initiations
Naturalistic Teaching
When the beginning, middle and end of the controlling stimulus (verbal SD )match the beginning, middle, and end of the verbal response
Point-to-point Correspondence vs Formal
Speaker vocally repeats the auditory verbal behavior of another speaker that has a history of GCSRs
Echoic
The speaker asks for what she wants or needs
Mand
The speaker differentially verbally responds to another’s verbal SD
Intraverbal
The speaker names non-verbal SDs that he has direct CONTACT with through any of his sense modes and private experiences
Tact
The speaker reads words presented to him/her
Textual
The speaker converts spoken words to written words
Transcription
Verbal behavior that modifies one’s own verbal behavior
Autoclitic
