Unit 1 Flashcards
Helps Individual achieve outcomes. Behavior deficit makes the person too dependent on others
Reasons for selecting target behavior
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
Problems with behavior
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
Adaptive behavior
Tasks for which the person has met the performance criteria set forth a specific task within specific conditions
Mastered tasks
VB-MAPPING
Essential for living
The MOVE curriculum
Examples of assessments used to identify skills to target for acquisition
Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should after teaching evoke the correct or appropriate response
Discriminative stimulus
Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer an event behavior that has resulted in that reinforcer previously
Motivating operation
Supplementary antecedent stimuli used to evoke correct response in the presence of an EO or SD that will eventually control behavior
Prompts
Consequence stimuli or schedules a presentation that may result in the learner making the correct or an appropriate response more frequently
Artificial consequences and schedules
The presentation or removal of a stimulus following a response that increases or maintains the future frequency of that response
Reinforcement
Get behavior going
strengthen a dimension of an already acquired skill
keep behavior going
Reinforcement should be used to
Identify appetitive stimuli
collect baseline data
deliver the appetitive stimuli contingent upon the target response
continue to collect data
Using positive reinforcement
Identify aversive stimuli conditions collect baseline data
remove the aversive conditioning contingent upon the target response
continue to collect data
Using negative reinforcement
Consequences delivered after every response
Typically used to build or strengthen a skill
Continuous FR1 schedules
Consequences delivered after some number of responses timer interval typically used to maintain behavior over time
Variable schedules
Unsteady responding pause and burst
Pattern of behavior produced on a fixed schedule
Steady responding
Pattern of behavior produced on variable schedules
Produce higher rates of responding
Ratio schedules
Very high rates of responding
Fixed ratio
Scalloped responding
Fixed interval
High steady rates
Variable ratio
Low to moderate steady rates of responding
Variable interval
Before a response begins to occur or during a response cycle to aid the performance of the behavior
Prompts maybe given
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
Prompts are used
Operate directly on the response
Response prompts
Verbal
modeling
physical
Types of response prompts
Operate directly on the antecedent task stimuli to Cue correct response in conjunction with a critical SD
Stimulus prompts
Item being talked place closer to student
Position Cue
Pointing to, tapping, touching, looking at an item being taught
Movement Cue
One or more stimulus response dimension paired with correct choice
Redundancy of antecedent stimuli
Response prompt if the prompt operates on the response and the stimulus prompt if the prompt operates on the antecedent stimulus
Gestural prompts
A technique used to gradually transfer stimulus control from the supplementary antecedent stimuli (prompts) to naturally occurring Ims and or discriminative stimuli
Fading
Most to least
least to most
time delay
graduated guidance
Procedures for fading response prompts
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
Graduated guidance
A single movement and candy talk without breaking it down into smaller steps
Single response skill
Requires breaking down the scale into multiple steps or responses to effectively teach it
Multiple responses skill
Providing a reinforcer when the correct or an appropriate response occurs and not doing so when it does not occur or another response occurs
Differential reinforcement
When the correct or an appropriate response begins to occur gradually providing less prompts and an additional level of differential reinforcement
Prompt fading
Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided one closer approximations to the correct response occurs
Shaping
Highlighting a physical dimension of a stimulus to increase the likelihood of a correct response
Stimulus fading
Functions as an abolishing operation and abates problem behavior
evokes appropriate behavior
Effects of stimulus fading on a problem behavior
Use an initial stimulus shape that will prompt a correct response
Stimulus shape transformations
Breaking down a chain into its component responses
Task analysis
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
Developing a TA
Backward chaining
backward chaining with Leaps ahead
forward chaining
total task training
Types of chaining procedures
The response in the chamber taught one at a time in the same order the naturally occur
Forward chaining
The responses in the chain are taught one at a time the beginning of the last step in the chain
Backward chaining
The learner contacts the natural reinforcement contingencies in every learning trial
Advantages of backward chaining
Same as backward chaining except some steps or skip and probe instead
Backward chaining with leaps ahead
May reduce training time
Advantage of backward chaining with leaps ahead
All the steps are trained in the learning trial
Total task chaining
Total task chaining seems to work best with a learners with a
Imitative repertoire
Chaining
modeling
instructions
behavioral skills training
Procedures for teaching response chains
