Unit 1 Flashcards
Acquisition targets address: _____
Skill deficits
Acquisition targets improve: _____
Learner’s quality of life
Building rapport associates the: _____
Therapist and instructional setting with the client’s known preferences
Skill assessments evaluate: _____
Existing skill sets
Skill assessments guides the…
Planning of which skills to target for strengthening or acquisition
VB-MAPP (Name, Content, Focus, Age)
Verbal Behavior Milestones Assessment and Placement Program
Content: Assessment and curriculum guide
Focus: Early verbal behavior and supporting skills based on developmental milestones
Age: Covers typical development milestones up to 4 years
PEAK (Name, Focus, Age)
Promoting the Emergence of Advanced Knowledge
Focus: Basic and advanced language and cognition skills
Age: Children and adults with ASD
EFL (Name, Focus, Skills Assessed, ?Age?)
Essential for Living
Focus: Functional skills
Skills Assessed: Communication, Problem behavior, Functional skills
AFLS (Name, Focus, Age, Composition)
The Assessment of Functional Living Skills
Focus: Independent life skills
Age: Children and adults with developmental disabilities
*No curriculum
Behavioral programs include the…
Rationale for a target skill
Procedures for teaching
Measuring the skill
A behavioral cusp is: _____
Significant behavior change with widespread effects
A behavioral cusp exposes the individual to: _____
New contingencies and new reinforcers
Prerequisite skills are behaviors that…
Must be established and attained to fluency
Prerequisite skills must be acquired: _____
Before more complex skills are taught
Listener responding is nonverbal behavior evoked by: _____
Verbal SD, instruction, or request
Mastery of a skill means it is performed: _____
At a predetermined and prespecified criterion
In mastery, accuracy means: _____
Correctness of responding
In mastery, fluency means: _____
Accuracy plus speed of responding
In mastery, durability means: _____
Maintenance of the responding
In mastery, smoothness means: _____
Absence of false starts and pauses in responding
In mastery, generalization means: _____
Responding occurs across stimuli, settings, and people
In mastery, resistance to distractions means: _____
Response persists during environmental interruptions
In mastery, individualization means: _____
Performance criterion and targeted skill are adapted for the client
Building rapport AKA: _____
Pre-session pairing
Building rapport should occur prior to (4): _____
(1) Conducting assessments
(2) Selecting outcome
(3) Selecting targets
(4) Selecting treatment
7 suggestions for building rapport
Proximity Praise Reflect Imitate Describe Initiate
Types of skill deficits include (3): _____
(1) Does not do at all
(2) Does not do independently
(3) Does not initiate
Types of problems with strength include (3): _____
(1) Lacking mastery
(2) Lacking fluency
(3) Lacking frequency
Types of problems with occurrence of skills/behavior include (3): _____
(1) Occurs under limited circumstances
(2) Occurs at wrong time
(3) Doesn’t occur, even though it could
Listener responding AKA (2): _____
(1) Following instructions
(2) Receptive identification
7 characteristics of mastery
Accuracy Fluency Durability Smoothness Generalization Resistance to distractions Individualization
Outcomes
Functional statements about overall life experiences that individuals seek to accomplish
Goals
Measurable steps taken toward the outcome
Targets
Skill deficits taught to improve learner’s quality of life
Skill deficits (3)
Does not do at all
Does not do independently
Does not initiate
Problems with strength (3)
Lacks mastery
Lacks fluency
Lacks frequency
Problems with occurrence (3)
Problem with generality (occurs under limited circumstances)
Problem with stimulus control (occurs at the wrong time)
Performance problem (can, but won’t perform the skill)
Problem with generality
Only occurs under limited circumstances
Skill Assessment Step (3)
- Indirect
- Direct
- Interpret results
EFL - Essential 8
- Mands
- Waiting
- Accepting removals
- Completing required tasks
- Accepting “no”
- Following directions
- Completing daily living skills
- Tolerating skills related to health and safety
AFLS - 6 Assessments
- Basic living
- Home
- Community participation
- School
- Vocational
- Independent living
Behavioral Cusps Example: Walking
New environments & new reinforcers
Behavioral Cusps Example: Reading
Social validity & generativeness
Behavioral Cusps Example: Generalized imitation
More efficient learning
Behavioral Cusps Example: Money Management
New reinforcers and punishers
