Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych 282 > Topic 10 > Flashcards

Topic 10 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

prompting

A
  • giving stimuli before and during performance of behavior to increase the likelihood that person will engage in the target behavior at the correct time
  • function is to produce instance of correct behavior so it can be reinforced
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

what to prompts supplement?

A

normal S^D or modify it to make it more salient or make s-delta less salient

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

response prompt

A

behavior of another person that evokes the target behavior from the target person when S^D is also present
- varies intrusiveness
- one person exerting control over another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

verbal prompt

A

hints, instructions, commands or other spoken words used to guide or direct behavior
- modeling prompt
- effective because people have a history of reinforcement for following instructions and develop generalized instruction following repertoire
- instructions have stimulus control over instruction-following behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

gestural prompt

A

physical movements that indicate how, where or what behavior to perform
- in the presence of S^D

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

modeling prompt

A

demonstration of entire target behavior by another person
- observes and imitates modeled behavior in presence of S^D
- effective because people have history of reinforcement for imitating models and develop generalized imitative behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

physical guidance prompt

A

another person physically assists in execution of target behavior
- hand-over-hand guidance in which trainer guides person’s hand through behavior
- physical prompting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

three-step prompting

A

use prompts progressively, starting with verbal, modeling then physical guidance prompts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

stimulus prompt

A
  • S^D is changed (within stimulus) or stimulus is added (extra-stimulus) or removed to encourage target behavior
  • change S^D or S-delta that makes S^D more salient and S-delta less salient so person is more likely to respond to S^D
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

within-stimulus prompt

A

changing the S^D in some way

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

extra-stimulus prompt

A

adding a stimulus to S^D

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

picture prompts

A

drawings or photos
- Wacker and Berg help adolescents with intellectual disabilities complete complex vocational tasks correctly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

auditory prompts

A

sounds
- no speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

environmental prompts

A

alterations or additions to physical surroundings in which S^D is presented

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

stimulus control

A

prompts are faded, reduced or eliminated so that target behavior occurs to the normal S^D alone, behavior continues to be reinforced
- prompting and fading help establish

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

fading

A

gradual elimination of prompting as the behavior continues to occur in presence of S^D so that eventually it is no longer needed
- transferred from prompts to S^D

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

response prompt fading

A
  • prompt fading
    response prompt is gradually lessened
18
Q

fading within prompt

A

same prompt used but is decreased in magnitude
- Berkowitz: physical prompting and fading within prompt to teach boys with profound intellectual disabilities to eat with a spoon

19
Q

fading across prompts

A

prompt is changed according to prompting hierarchy
- most to least prompting and fading
- least to most prompting and fading

20
Q

most to least prompting and fading

A
  • decreasing assistance
  • prompts change from more intrusive to less intrusive
    (physical guidance - modeling - gestural - verbal)
  • teaching a skill and person likely needs physical guidance prompt
21
Q

least to most prompting and fading

A
  • increasing assistance
  • system of least prompts
  • prompts change from less to more intrusive until behavior is performed
  • learned the skill and may not need physical guidance prompt
22
Q

graduated guidance

A

used in fading physical guidance prompts, teacher provides as much physical guidance as required then gradually reduces it
- pressure/contact may be reduced

23
Q

shadowing

A

teacher’s hand follows learner’s movement without contact

24
Q

spatial fading

A

focus on guidance changes from fingers, to hand, to wrist, to elbow
- teacher’s hand contact

25
Q

stimulus prompt fading

A
  • stimulus fading
    stimulus prompt is decreased in magnitude or freq
  • transfer stimulus control to natural S^D
  • stimulus prompt involves a change in some aspect of S^D
26
Q

prompt delay

A

present S^D, wait a certain number of secs and if target behavior does not occur, provide the prompt
- time delay may be constant or progressive
- typically used only with response prompts

27
Q

Cuvo and Klatt

A
  • taught adolescents with disabilities to read common words that they would encounter in everyday life
  • used constant prompt delay procedure
  • verbal prompt
28
Q

Matson et al.

A
  • progressive or graduated prompt delay procedure to teach children with autism to make appropriate social responses
  • verbal and modeling prompt
29
Q

how to use prompting and transfer of stimulus control

A
  • choose most appropriate prompting strategy
  • get learner’s attention
  • always present S^D - learning trial starts with S^D presented
  • prompt correct response if S^D does not evoke it
  • reinforce correct behavior
  • transfer stimulus control - prompts eliminated
  • continue to reinforce unprompted responses
30
Q

transfer of stimulus control

A

prompts are removed once the target behavior is occurring in presence of S^D
- prompt fading, prompt delay, and stimulus fading

31
Q

types of response prompts

A
  • verbal
  • gestural
  • modeling
  • physical
32
Q

types of stimulus prompts

A
  • within-stimulus
  • extrastimulus
33
Q

prompting and transfer of stimulus control in autism

A
  • often receive early intensive behavioral intervention to teach important academic skills
  • develop same skills as their peers and achieve success
  • advanced skills are built off of basic skills
34
Q

learning trial

A

sequence of presenting S^D, prompting response and providing reinforcer
- repeat learning trial and subsequent provide less physical prompting until independent

35
Q

verbal behavior

A

behavior is reinforced by listener as opposed to nonverbal behavior that is reinforced by changes in physical environment
- EIBI important component
- Skinner- used verbal operants

36
Q

verbal operants

A

verbal response that is defiend by types of antecedents and consequences that control its occurrence
- echoic, mand, tact, intraverbal
- echoic repertoire valuable when training the other verbal operants

37
Q

echoic

A

child imitates or echoes verbal response of another person and receives or other social reinforcement
- ABC
antecedent: word or word sound that is spoken by another person
behavior: child repeats the word
consequence: child gets praise/ nonspecific reinforers

38
Q

mand

A

particular thing functions as a reinforcer
- child asks for it and gets it from someone as a reinforcer
antecedent: EO is present that makes something a reinforcer
behavior: child engages in verbal response
consequence: child gets specific reinforcer- thing identified by verbal response

39
Q

Sundberg and Michael

A

referred to reinforcer for the mand as a specific reinforcer because verbal response specifies reinforcer

40
Q

tact

A
  • occurs when something is present in environment, child names it and child gets praise other nonspecific reinforcers
  • nonverbal stimulus could be detected through any senses as an antecedent and then naming it results in nonspecific reinforcer

antecedent: nonverbal stimulus
behavior: child makes verbal response that names it
consequence: child gets praise

41
Q

intraverbal

A
  • occurs when someone says something, child makes a verbal response to what the other persons says and child gets praise
    antecedent: someone says something
    behavior: child engages in some verbal response other than repeating what was said
    consequence: child gets praise
42
Q

multiple control

A

occurrence might be evoked by more than one antecedent or reinforced by more than one consequence

Psych 282 (16 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions