Topic 10

Question 1

prompting

Answer 1

• 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

Question 2

what to prompts supplement?

Answer 2

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

Question 3

response prompt

Answer 3

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

Question 4

verbal prompt

Answer 4

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

Question 5

gestural prompt

Answer 5

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

Question 6

modeling prompt

Answer 6

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

Question 7

physical guidance prompt

Answer 7

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

Question 8

three-step prompting

Answer 8

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

Question 9

stimulus prompt

Answer 9

• 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

Question 10

within-stimulus prompt

Answer 10

changing the S^D in some way

Question 11

extra-stimulus prompt

Answer 11

adding a stimulus to S^D

Question 12

picture prompts

Answer 12

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

Question 13

auditory prompts

Answer 13

sounds
- no speech

Question 14

environmental prompts

Answer 14

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

Question 15

stimulus control

Answer 15

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

Question 16

fading

Answer 16

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

Question 17

response prompt fading

Answer 17

• prompt fading
  response prompt is gradually lessened

Question 18

fading within prompt

Answer 18

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

Question 19

fading across prompts

Answer 19

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

Question 20

most to least prompting and fading

Answer 20

• 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

Question 21

least to most prompting and fading

Answer 21

• 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

Question 22

graduated guidance

Answer 22

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

Question 23

shadowing

Answer 23

teacher’s hand follows learner’s movement without contact

Question 24

spatial fading

Answer 24

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

Question 25

stimulus prompt fading

Answer 25

- 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

Question 26

prompt delay

Answer 26

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

Question 27

Cuvo and Klatt

Answer 27

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

Question 28

Matson et al.

Answer 28

- progressive or graduated prompt delay procedure to teach children with autism to make appropriate social responses - verbal and modeling prompt

Question 29

how to use prompting and transfer of stimulus control

Answer 29

- 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

Question 30

transfer of stimulus control

Answer 30

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

Question 31

types of response prompts

Answer 31

- verbal - gestural - modeling - physical

Question 32

types of stimulus prompts

Answer 32

- within-stimulus - extrastimulus

Question 33

prompting and transfer of stimulus control in autism

Answer 33

- 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

Question 34

learning trial

Answer 34

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

Question 35

verbal behavior

Answer 35

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

Question 36

verbal operants

Answer 36

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

Question 37

echoic

Answer 37

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

Question 38

mand

Answer 38

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

Question 39

Sundberg and Michael

Answer 39

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

Question 40

tact

Answer 40

- 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

Question 41

intraverbal

Answer 41

- 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

Question 42

multiple control

Answer 42

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