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BEH 5048 > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

Acquisition targets address: _____

A

Skill deficits

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2
Q

Acquisition targets improve: _____

A

Learner’s quality of life

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3
Q

Building rapport associates the: _____

A

Therapist and instructional setting with the client’s known preferences

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4
Q

Skill assessments evaluate: _____

A

Existing skill sets

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5
Q

Skill assessments guides the…

A

Planning of which skills to target for strengthening or acquisition

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6
Q

VB-MAPP (Name, Content, Focus, Age)

A

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

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7
Q

PEAK (Name, Focus, Age)

A

Promoting the Emergence of Advanced Knowledge

Focus: Basic and advanced language and cognition skills

Age: Children and adults with ASD

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8
Q

EFL (Name, Focus, Skills Assessed, ?Age?)

A

Essential for Living

Focus: Functional skills

Skills Assessed: Communication, Problem behavior, Functional skills

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9
Q

AFLS (Name, Focus, Age, Composition)

A

The Assessment of Functional Living Skills

Focus: Independent life skills

Age: Children and adults with developmental disabilities

*No curriculum

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10
Q

Behavioral programs include the…

A

Rationale for a target skill

Procedures for teaching

Measuring the skill

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11
Q

A behavioral cusp is: _____

A

Significant behavior change with widespread effects

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12
Q

A behavioral cusp exposes the individual to: _____

A

New contingencies and new reinforcers

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13
Q

Prerequisite skills are behaviors that…

A

Must be established and attained to fluency

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14
Q

Prerequisite skills must be acquired: _____

A

Before more complex skills are taught

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15
Q

Listener responding is nonverbal behavior evoked by: _____

A

Verbal SD, instruction, or request

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16
Q

Mastery of a skill means it is performed: _____

A

At a predetermined and prespecified criterion

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17
Q

In mastery, accuracy means: _____

A

Correctness of responding

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18
Q

In mastery, fluency means: _____

A

Accuracy plus speed of responding

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19
Q

In mastery, durability means: _____

A

Maintenance of the responding

20
Q

In mastery, smoothness means: _____

A

Absence of false starts and pauses in responding

21
Q

In mastery, generalization means: _____

A

Responding occurs across stimuli, settings, and people

22
Q

In mastery, resistance to distractions means: _____

A

Response persists during environmental interruptions

23
Q

In mastery, individualization means: _____

A

Performance criterion and targeted skill are adapted for the client

24
Q

Building rapport AKA: _____

A

Pre-session pairing

25
Q

Building rapport should occur prior to (4): _____

A

(1) Conducting assessments
(2) Selecting outcome
(3) Selecting targets
(4) Selecting treatment

26
Q

7 suggestions for building rapport

A 
Proximity
Praise
Reflect
Imitate
Describe
Initiate
27
Q

Types of skill deficits include (3): _____

A

(1) Does not do at all
(2) Does not do independently
(3) Does not initiate

28
Q

Types of problems with strength include (3): _____

A

(1) Lacking mastery
(2) Lacking fluency
(3) Lacking frequency

29
Q

Types of problems with occurrence of skills/behavior include (3): _____

A

(1) Occurs under limited circumstances
(2) Occurs at wrong time
(3) Doesn’t occur, even though it could

30
Q

Listener responding AKA (2): _____

A

(1) Following instructions

(2) Receptive identification

31
Q

7 characteristics of mastery

A 
Accuracy
Fluency
Durability
Smoothness
Generalization
Resistance to distractions
Individualization
32
Q

Outcomes

A

Functional statements about overall life experiences that individuals seek to accomplish

33
Q

Goals

A

Measurable steps taken toward the outcome

34
Q

Targets

A

Skill deficits taught to improve learner’s quality of life

35
Q

Skill deficits (3)

A

Does not do at all
Does not do independently
Does not initiate

36
Q

Problems with strength (3)

A

Lacks mastery
Lacks fluency
Lacks frequency

37
Q

Problems with occurrence (3)

A

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)

38
Q

Problem with generality

A

Only occurs under limited circumstances

39
Q

Skill Assessment Step (3)

A
  1. Indirect
  2. Direct
  3. Interpret results
40
Q

EFL - Essential 8

A
  1. Mands
  2. Waiting
  3. Accepting removals
  4. Completing required tasks
  5. Accepting “no”
  6. Following directions
  7. Completing daily living skills
  8. Tolerating skills related to health and safety
41
Q

AFLS - 6 Assessments

A
  1. Basic living
  2. Home
  3. Community participation
  4. School
  5. Vocational
  6. Independent living
42
Q

Behavioral Cusps Example: Walking

A

New environments & new reinforcers

43
Q

Behavioral Cusps Example: Reading

A

Social validity & generativeness

44
Q

Behavioral Cusps Example: Generalized imitation

A

More efficient learning

45
Q

Behavioral Cusps Example: Money Management

A

New reinforcers and punishers

BEH 5048 (9 decks)

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