Training Exam Flashcards
Pass 80% or higher
Autistic Disorder
6 or more symptoms
Started before age 3
Problems with socialization, communication, and repetitive or inflexible behaviors
Problems with socialization
(2 or more)
4 total
- Difficulty using non-speech behaviors for social interaction
- failure to develop peer relationships
- Lack of spontaneous seeking to share enjoyment, interests, or achievements
- lack of social or emotional responding
Problems with communication
(1 or more)
4 total
- Delay in, or lack of, spoken language
- Difficulties with starting or continuing conversation
- Inflexible and repetitive use of language
- Lack of varied, spontaneous make-believe play or social imitative play
Repetitive or inflexible behaviors
(1 or more)
3 total
- Rigid following of non-functional routines
- Obsessions with inflexible and limited interests
- Obsessions with parts of objects
Self-Stimulatory Behaviors (SSBs)
Stim or Stimming
Inflexible and repetitive movements
-Automatically reinforcing behaviors
Self-Stimulatory Behaviors (SSBs)
Sensory Modes
- Body Movements
- Visual
- Auditory
- Oral
- Tactile
- Smell
Self-Stimulatory Behaviors (SSBs)
Sensory Modes
- Body Movements
Jumping, hand flapping, toe walking, or spinning in circles
Self-Stimulatory Behaviors (SSBs)
Sensory Modes
- Visual
eye gazing, peripheral eye gazing, or watching items spin, fall or that are lined up
Self-Stimulatory Behaviors (SSBs)
Sensory Modes
- Auditory
making sounds or noises
Self-Stimulatory Behaviors (SSBs)
Sensory Modes
- Oral
playing with saliva, putting fingers in mouth, grinding teeth
Self-Stimulatory Behaviors (SSBs)
Sensory Modes
- Tactile
touching favorite materials
Self-Stimulatory Behaviors (SSBs)
Sensory Modes
- Smell
smelling items/hands
ABA
Definition
A scientific approach for:
- Researching the relationship between behaviors and the environment
- Designing methods to change behavior (based on research)
- Applying these methods to improve behaviors that are important in people’s lives
ABC’s of Behavior
Purpose
Understand how behavior relates to environment
A of ABC’s
Antecedent
Situation before
B of ABC’s
Behavior
What they actually do
C of ABC’s
Consequence
Situation after
Operant Conditioning:
Consequences immediately following a behavior change the future consequence of that type of behavior in similar situations
Reinforcement
When consequences increase future behavior
Punishment
When consequence decrease future behavior
Discrete Trial
Presenting a learning opportunity in which the student’s correct response will be reinforced
Sd
Discriminative Stimulus
R
Response
Sr
Stimulus Reinforcer
DTT settings
2
Structured Settings
Unstructured Settings
Structured Settings
At table or desk
Unstructured Settings
On the floor, during play, around the house, during circle time, on the playground, or in the community
- Happens all day long in almost all interactions
- Be aware of and in control of discrete trial to teach appropriate behaviors
Discriminative Stimulus
Sd
An antecedent event in which responses are reinforced in its presence but not in its absence
Ex: Instructions, questions, and actions
Sd Guidelines (6 for beginning programs)
- Speak loudly and clearly
- Use fewer words
- Keep the words and materials the same
- Keep a fast pace
- Do not ask a question when meaning to give an instruction
- Do not repeat the Sd before giving a consequence
Response
R
A specific instance of a behavior
Ex: Correct and incorrect
Response Guidelines (3)
Correct responses should:
- Happen within 3 seconds after Sd
- Be defined before giving Sd
- Not include extra behaviors
Reinforcement
Sr
Occurs when consequences immediately following a behavior increase the future occurrence of that type of behavior in similar situations
Positive reinforcement
Sr+
Giving something that increases behavior
Negative Reinforcement
Sr-
Taking something away that increases behavior
Unconditioned Reinforcers (Primary or Unlearned)
Consequences that increase behavior without any previous pairing with reinforcers
Ex: Receiving food, warmth, or water
BASIC NEEDS
Conditioned Reinforcers (Secondary or Learned)
Consequences that increase behavior because of their previous pairing with reinforcers
Ex: Receiving social attention (praise) toys, stickers, or money
LEARNED NEEDS/MOTIVATIONS
Reinforcement Guidelines
- Give immediately after correct response
- Prepare reinforcers before giving Sd
- Reinforce before taking data - Be energetic and exaggerate
- Pair social reinforcers (praise) with other reinforcers
- Use highly preferred reinforcers for difficult or long tasks
Schedules of Reinforcement
Rules describing how often to give reinforcers
Continuous Reinforcement (CRF)
When to use?
Reinforcing every occurrence of correct behavior (1:1)
- Use when teaching new behaviors on acquisition
Intermittent Reinforcement (INT)
When to use?
Reinforcing some occurrences of correct behavior and not others
- Use to maintain established behaviors
Premack Principle
Reinforcing performance of a low-preference activity with the opportunity to engage in a high-preference activity
“You can play computer if you do your homework first”
Token Economy
A system in which tokens are earned for appropriate behavior and exchanged later for reinforcers
Token Economy Procedure
5 Steps
- Choose behavior to be reinforced
- Make tokens
- Make visual display
- Choose reinforcers
- Decide on ratio of exchange
Benefits of token economy
- Delays and reduces amount of reinforcers
- Speeds up learning trials
- Gives visual of progress
- Leads to lower problem behaviors
- Keeps BT’s accountable
Motivation
Capture or create motivation prior to task
More correct responses
Less problem behaviors
Motivating Operations
MOs
Antecedent situations that change:
- the effectiveness of a reinforcer and
- the occurrence of behaviors that have been reinforced by those consequences
Establishing Operations
EO
An antecedent situation that increases the value of a consequence and increases any behaviors that produce those consequences
ex: Lack of food, music, or social attention
Increase in unpleasant events: Non-preferred task, loud noise, or bright light
Abolishing Operations
AO
An antecedent situation that decreases the value of a consequence and decreases any behaviors that produce those consequences
Ex: receiving food, music, or social attention
Decrease in unpleasant events: Non-preferred task, loud noise, or bright light
MO Guidelines
Avoid situation in which the student is already full or bored with the potential reinforcer
- Teach student before a meal
- Give smallest portions of the reinforcer
- Limit the availability of reinforcers outside of the teaching situation
- Vary the reinforcers
Preference Assessments
Methods to determine:
- The student’s preference
- The value of the preference (low, medium or high)
- The situation in which those preferences change
When to do Preference Assessments ?
Before the Sd
3 types of Preference Assessments
- Testing
- Observing
- Asking
Preference Assessments
Testing
Presenting potential reinforcers to a student to test whether the student approaches or rejects them
Presentation options:
- One at a time (Reinforcer sampling)
- Two at a time (Forced choice)
- Three or more at a time
Preference Assessments
Observing
Observing the activities that a student chooses to engage in during a period with free access to a number of different activities
Naturalistic: watch and record
Contrived: create situation then watch and record
Preference Assessments
Asking
Asking the student or significant others what the student likes
- Choice questions
- Open ended questions
Preference Assessments
Asking - LIMITATIONS
Student may choose an unavailable item/activity
Student may avoid answering the question to delay task
Student may have limited ideas
Inter-trial Interval
Short period of time (1-3 seconds) between discrete trials
Inter-trial Interval Guidelines
- Clear the area of materials and place out of view of children
- If response was prompted or incorrect, place materials back in same position in next trial
- If response was correct, then change the positions on next trial - Optional: Follow-up by labeling or describing the target response
- Take data
- Perform preference assessment for the next trial
Prompting
Providing additional assistance to the student in order to promote a correct response
- Allows correct behavior to be reinforced and strengthened
Prompting Guidelines
When to prompt?
- When teaching new information
- During or immediately after the Sd
6 Types of Prompts
- Physical
- Vocal
- Visual
- Model
- Movement
- Position
- Physical Prompt
Physically guiding the student through the movement of a correct response
Ex: Hand over hand
- Vocal
Telling the student the correct answer
Ex: “Say ‘I’m a boy”
- Visual
Showing a written or picture answer; modifying teaching materials
Ex: Tracing over yellow highlighter name
- Model
Performing the response while the student watches
Ex: Model stacking blocks
- Movement
Purposefully using body movements to suggest the correct response; avoid using accidentally
Ex: Pointing to, tapping, touching, putting hand on, looking at, and smiling at the correct response
- Position
Place the correct answer closer to the student
Ex: Place correct card in front of child
Fading
Gradually changing the amount or type of prompts until the student independently performs the correct responses following the Sd
-Minimizes errors
Most-to-Least Prompts
When to use?
Reducing the amount or type of assistance if the student responds correctly
- Use when teaching new behaviors
Least-to-Most Prompts
Increasing the amount or type of assistance if the student responds incorrectly
- Use when targeting or reviewing mastered information
Differential Reinforcement (DR)
Providing more reinforcement for independent correct responses, less reinforcement or prompted responses, and no reinforcement for incorrect responses
Targets
First targets should be
Commonly found in the student’s environment
Associated with reinforcement
Different from each other in the way they:
- Look
- Sound
Discrimination Teaching
Reinforcing responses in the presence of one situation (Sd or target) and not in the presence of another situation (S delta or distractor)
2 types of discrimination teaching procedures
Mass Trial (MT)
Random Rotation (RR)
Mass Trial (MT)
Presenting the same target repeatedly
- In isolation
- Optional: versus non-mastered distracters
Random Rotation (RR)
Presenting two or more targets in random order
Discrimination Teaching steps
5
- MT Target #1 in isolation
- MT Target #2 in isolation
- RR Target #1 and Target #2
- MT Target #3 in isolation
- RR Target #3 with mastered targets
…. and so forth
Discrimination Teaching Guidelines
Continue with each step until student reaches pre-set criteria
General criteria:
- Scoring higher in 2 teaching sessions in a row
- With first trial correct (FTC)
Probing
Testing the student’s ability to respond correctly to new, untaught examples prior to, during, and after instruction
Probing Guidelines
- Use the final step of discrimination teaching (random rotation in field of three [F.O.3] or more)
- Use multiple examples in different fields
- If the student responds correctly the first time a new example is presented, then teaching does not need to begin for that target
Shaping
Helpful for?
Providing differential reinforcement or a progression of responses that are more similar to the target response
**Helpful in teaching speech
Shaping Procedure
Begin by reinforcing a response that shares a common feature with target response
Once the 1st response occurs consistently, then switch to only reinforcing a response that is more similar to the target response
Only target response is reinforced
Shaping Guidelines
Can be preformed systematically or incidentally
Can be enhanced by adding Sd or prompts
Chaining
Helpful for?
Linking together a series of simple behaviors to form a complex behavior chain, which produces a final outcome
**Helpful in teaching independent living skills
Task Analysis
Breaking a complex behavior into smaller, teachable parts, and listing these in a series of steps
Create by:
- Observing correct task performance
- Asking people who perform the task correctly
- Self-performing the task
Behavior Chaining Methods
Forward Chaining
Backward Chaining
- Probe steps in task analysis to assess areas of independence
- Use prompting, fading, and differential reinforcement to teach independent performance of any step
Forward Chaining
Linking together behaviors beginning with the FIRST behavior in the chain
Backward Chaining
Linking together behaviors beginning with the LAST behavior in the chain
**Usually default b/c student is closer to reinforcement directly after
Generalization
Behavior changes that occur across settings, spread to related responses, and last over time
Forms of Generalization
- Setting Generalization
- Response Generalization
- Maintenance Generalization
- Setting Generalization
The student’s ability to perform the target behavior in settings different from the instructional setting
- Response Generalization
The student’s ability to perform new responses that are similar to what was taught
- Maintenance Generalization
The student’s ability to perform target response after formal teaching is over
- Perform a response over time (riding a bike)
- Requires opportunities to use skill and be reinforced
- Schedule times to practice
Methods for Promoting Generalization
A B C
Antecedent
- Teach the student to respond correctly to different items, contexts, settings and people
Behavior
- Teach multiple examples of the target response
Consequence
- Move from continuous to intermittent schedules of reinforcement
- Move from immediate to delayed reinforcers
- Move from contrived to natural reinforcers
SKIPPED DATA COLLECTION
SKIPPED DATA COLLECTION
Verbal Behavior (VB)
Behavior that its reinforced through the actions of other people
Ex: students asks dad for chips, dad gives him chips
NOT ex: student gets chips on his own
Verbal Behavior (VB) modes
Speaking, writing, typing, signing
Verbal Operants
6 types?
Types of verbal behavior that share the same kind of relationship with antecedent and consequence situations
6 types:
- Mand
- Tact
- Echoic
- Intraverbal
- Textual
- Transcription
Mand
The speaker requests what they want ad the listener gives this EXACT REINFORCER
Verbal Operant
Tact
(Expressive labeling)
The speaker names what they see, hear, etc. and the listener gives a generalized reinforcer
Ex: naming objects, people, locations, actions, attributes
Echoic
The speaker says words that are the same as another person’s words and the listener gives a generalized reinforcer
Intraverbal
The speaker says words that are different from another person’s words and the listener gives a generalized reinforcer
Ex: conversation, chains, word association, fill ins
Textual
The speaker reads aloud written words and the listener gives a generalized reinforcer
Transcription
The speaker writes spoken words and the listener gives a generalized reinforcer
Naturalistic Teaching Strategies
NATS
Using the student’s interests and activities
to guide instruction
Naturalistic Teaching Strategies format
Reinforcers are specific
Unstructured
Carried out in natural environment: school, home playground, community
Capturing Learning Opportunities
Procedure
- Be aware of when student wants something
- Use this moment to require a response from student
- Then allow student to have the desired item/activity
Transfer antecedent control: use prompting, fading, and differential reinforcing
Contriving Learning Opportunities
Create situations in which student wants or needs something
Contriving Learning Opportunities
Methods
Out of reach items
- Put toys on high shelf
Missing items
- Give a paper without markers
Break-up items
- Give only one part of toy
Blocked items
- Put toys in closed container
Time delay: pause during routines
- Pause before opening the door
Severity indicators
3 specifiers to refer the amount of support needed in order to function
Level 1
Requiring Support
Level 2
Requiring substantial support
Level 3
Requiring very substantial support
Recent Research
Children who did 37.6 hours per week of 1:1 therapy OR parent managed ABA at 31.3 hours
at age 3
Gains in IQ, language comprehension, social skills, and communication
(SALLOWS, 2005)
Recent research continued
Children gained ____ IQ points
& ____% were succeeding in regular ed classes
25
48
(SALLOWS, 2005)
Recent Research, other author
Kids who got 28 hours per week of 1:1 ABA
between ages 4-7
Scored higher on intelligence, language, adaptive functioning, and madaladpative functioning
(SMITH, 2007)
Other author, Recent research continued
Children gained ____ IQ points
& ____% were w/in average range in IQ and verbal IQ
25
54%
(SMITH, 2007)
Early Research (Intensive ABA vs. not intensive)
Kids who got >40 per week of 1:1 ABA scored higher in IQ & school placement than kids who got 0-10 hours
(LOVAAS, 1987)
Early research
Intensive group gained ____ more IQ points
& ____% were w/in average range in IQ and verbal IQ
30
47
(LOVAAS, 1987)
Early research follow up
At 11.5 years, kids from intensive group had maintained gains
& higher scores for IQ, adaptive behavior, and personality
(McEachin, Lovaas, 1993)
Evidence Based Practices
have supporting research from peer reviewed journals
- effects must be measurable
- must show cause & effect relationship between improved outcome
- can be replicated
- ABA is evidence based
Non-Evidence Based Practices
don’t have supporting research from peer reviewed journals
- Animal assisted therapy
- Play/Floor time therapy
- Facilitated Communication
- GFCF Diet
Stimulus Control
A situation in which the frequency, latency, or duration or amplitude of a behavior is altered by the presence or absence of an antecedent
Kid listens to you
Fluency Training
A combo of response accuracy and rate
Errorless training
Relies on understanding od prompt hierarchy,
ability to move from most to least prompting
Use prompt fading without allowing an opportunity for an error
-BT prompts prior to error being made
Time Delay Prompt
Prompting procedure that includes a set time delay prior to delivery of a prompt following an SD
Learner tries to beat the prompt for higher reinforcer
Progressive Time Delay
incremental increase in duration on consecutive trials
Consistent Time Delay
time delay remains at constant duration
Pacing
the speed or fluidity of the teaching trial or learning opportunity
Best to keep rapid pace
Alternative and Augmentative Communication
ACC’s include all forms of communication other than oral speech
- Signs
- PECS
- Proloquo
- Text-to-talk
Teaching Joint Attention
can include referencing an object with eye-gaze, pointing, verbal communication, and non-verbal cues
Teaching Motor Skills
Strategies may include:
imitation,
receptive instructions,
shaping,
prompting and prompt fading,
or targeted with the use of NATs
Adaptive and Safety skills:
allow the person to increase their ability to perform daily activities independently and safely
Adaptive and Safety skills can include
feeding bathing grooming stranger awareness community safety home safety skills
Teaching cognitive skills
aim to increase learning through different cognitive systems such as:
senses
knowing
thinking
perspective taking
More advanced often in NATs
Teaching Executive Functioning Skills
-prefrontal cortex
aim to increase ex func skills through programs for: matching sequencing impulse control Waiting flexibility
Teaching Academics
school readiness skills (sit, follow along, observational learning, etc) numbers Letters Phonics Calendar attention to task
Visual Supports
tools/straegies for client to be successful
canoe prompting strategy or tool to fade verbal prompts from BT’s
words, pictures, or symbols can be used
Ex: morning routines, tasks to complete, calming strategies, break cards, daily schedules
Functional Communication Training
teaching alternative communication to replace behavior problem
empirically validated approach to positive behavioral support for challenging behaviors
- must assess function of behavior to teach replacement
What is DRA?
Differential Reinforcement of Alternative Behavior:
place problem behavior on extinction while reinforcing more appropiate-alternative bx
What is DRI?
Differential Reinforcement of Incompatible Bx:
place problem behavior on extinction while reinforcing an appropriate behavior (which will be something that CANNOT occur at the same time as the problem bx)
What is DRO?
Differential Reinforcement of Other Behavior:
Reinforcing the absence of a problem behavior over interval periods
O = 0, happens 0 times
Response Blocking
physically intervening as soon as a problem behavior occurs to prevent or block the completion of the response
- can reduce some bxs
- least amount of physical response possible is best
Overcorrection
behavior reduction technique which is contingent on each occurrence of the problem behavior
client is required to engage in effortful behavior connected to the problem
Overcorrection: 2 types
- restitutional
- positive practice
Restitutional Overcorrection
Repair the environment to a state better than it was prior to the bx occurring
EX: Client shows pillow, has to clean whole room
Positive Practice Overcorrection
Repeatedly perform a correct form of bx for specified duration of time or number of responses
EX: client slams door, has to gently close door 10 times
