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BEHP 5013 April > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

Helps Individual achieve outcomes. Behavior deficit makes the person too dependent on others

A

Reasons for selecting target behavior

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2
Q

Can’t do skill deficit
problem with strength
won’t do
does but only under limited circumstances does at the wrong time or in the wrong place

A

Problems with behavior

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3
Q

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group

A

Adaptive behavior

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4
Q

Tasks for which the person has met the performance criteria set forth a specific task within specific conditions

A

Mastered tasks

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5
Q

VB-MAPPING
Essential for living
The MOVE curriculum

A

Examples of assessments used to identify skills to target for acquisition

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6
Q

Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should after teaching evoke the correct or appropriate response

A

Discriminative stimulus

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7
Q

Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer an event behavior that has resulted in that reinforcer previously

A

Motivating operation

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8
Q

Supplementary antecedent stimuli used to evoke correct response in the presence of an EO or SD that will eventually control behavior

A

Prompts

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9
Q

Consequence stimuli or schedules a presentation that may result in the learner making the correct or an appropriate response more frequently

A

Artificial consequences and schedules

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10
Q

The presentation or removal of a stimulus following a response that increases or maintains the future frequency of that response

A

Reinforcement

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11
Q

Get behavior going
strengthen a dimension of an already acquired skill
keep behavior going

A

Reinforcement should be used to

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12
Q

Identify appetitive stimuli
collect baseline data
deliver the appetitive stimuli contingent upon the target response
continue to collect data

A

Using positive reinforcement

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13
Q

Identify aversive stimuli conditions collect baseline data
remove the aversive conditioning contingent upon the target response
continue to collect data

A

Using negative reinforcement

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14
Q

Consequences delivered after every response

Typically used to build or strengthen a skill

A

Continuous FR1 schedules

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15
Q

Consequences delivered after some number of responses timer interval typically used to maintain behavior over time

A

Variable schedules

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16
Q

Unsteady responding pause and burst

A

Pattern of behavior produced on a fixed schedule

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17
Q

Steady responding

A

Pattern of behavior produced on variable schedules

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18
Q

Produce higher rates of responding

A

Ratio schedules

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19
Q

Very high rates of responding

A

Fixed ratio

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20
Q

Scalloped responding

A

Fixed interval

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21
Q

High steady rates

A

Variable ratio

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22
Q

Low to moderate steady rates of responding

A

Variable interval

23
Q

Before a response begins to occur or during a response cycle to aid the performance of the behavior

A

Prompts maybe given

24
Q

In skill acquisition programs
to evoke a low probability behavior
To evoke a chain of behavior by prompting the first step
to prompt behaviors in compatible with inappropriate behavior

A

Prompts are used

25
Q

Operate directly on the response

A

Response prompts

26
Q

Verbal
modeling
physical

A

Types of response prompts

27
Q

Operate directly on the antecedent task stimuli to Cue correct response in conjunction with a critical SD

A

Stimulus prompts

28
Q

Item being talked place closer to student

A

Position Cue

29
Q

Pointing to, tapping, touching, looking at an item being taught

A

Movement Cue

30
Q

One or more stimulus response dimension paired with correct choice

A

Redundancy of antecedent stimuli

31
Q

Response prompt if the prompt operates on the response and the stimulus prompt if the prompt operates on the antecedent stimulus

A

Gestural prompts

32
Q

A technique used to gradually transfer stimulus control from the supplementary antecedent stimuli (prompts) to naturally occurring Ims and or discriminative stimuli

A

Fading

33
Q

Most to least
least to most
time delay
graduated guidance

A

Procedures for fading response prompts

34
Q

Hand over hand assistance in the combine to use a physical prompting and fading resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt

A

Graduated guidance

35
Q

A single movement and candy talk without breaking it down into smaller steps

A

Single response skill

36
Q

Requires breaking down the scale into multiple steps or responses to effectively teach it

A

Multiple responses skill

37
Q

Providing a reinforcer when the correct or an appropriate response occurs and not doing so when it does not occur or another response occurs

A

Differential reinforcement

38
Q

When the correct or an appropriate response begins to occur gradually providing less prompts and an additional level of differential reinforcement

A

Prompt fading

39
Q

Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided one closer approximations to the correct response occurs

A

Shaping

40
Q

Highlighting a physical dimension of a stimulus to increase the likelihood of a correct response

A

Stimulus fading

41
Q

Functions as an abolishing operation and abates problem behavior
evokes appropriate behavior

A

Effects of stimulus fading on a problem behavior

42
Q

Use an initial stimulus shape that will prompt a correct response

A

Stimulus shape transformations

43
Q

Breaking down a chain into its component responses

A

Task analysis

44
Q

Perform the task or watch someone perform the task
write down each individual step in the sequence
perform or-have someone perform a task according to the steps listed

A

Developing a TA

45
Q

Backward chaining
backward chaining with Leaps ahead
forward chaining
total task training

A

Types of chaining procedures

46
Q

The response in the chamber taught one at a time in the same order the naturally occur

A

Forward chaining

47
Q

The responses in the chain are taught one at a time the beginning of the last step in the chain

A

Backward chaining

48
Q

The learner contacts the natural reinforcement contingencies in every learning trial

A

Advantages of backward chaining

49
Q

Same as backward chaining except some steps or skip and probe instead

A

Backward chaining with leaps ahead

50
Q

May reduce training time

A

Advantage of backward chaining with leaps ahead

51
Q

All the steps are trained in the learning trial

A

Total task chaining

52
Q

Total task chaining seems to work best with a learners with a

A

Imitative repertoire

53
Q

Chaining
modeling
instructions
behavioral skills training

A

Procedures for teaching response chains

BEHP 5013 April (9 decks)

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