Unit 1 Flashcards
Reasons for selecting target behavior
Helps individual achieve outcomes.
Behavior deficit makes the person too dependent on others.
Problems with 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
Adaptive 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
Mastered tasks
Tasks for which the person has met the performance criteria set for the specific task within specific conditions
Examples of Assessments used to identify skills to target for acquisition
VB-MAPP
Essential for Living
The MOVE Curriculum
Discriminative stimulus
Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or an appropriate response.
S^D
Discriminative Stimulus
Motivating Operations
Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer and evoke behavior that has resulted in that reinforcer previously
MO
Motivating Operation
Prompts
Supplemenatary antecedent stimuli used to evoke a correct response in the presence of an EO or Sd that will eventually control behavior
Artificial consequences and schedules
Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently
Reinforcement
The presentation or removal of a stimulus following a response, that increases (or maintains) the future frequency of that response
Reinforcement should be used to :
Get behavior going
Strengthen a dimension of an already acquired skill
Keep behavior going (maintenance)
Using positive reinforcement
Identify appetitive stimuli (potential reinforcers)
Collect baseline data
Deliver the appetitive stimulus contingent upon the target response
Continue to collect data
Using negative reinforcement
Identify aversive stimuli/conditions
Collect baseline data
Remove the aversive condition contingent upon the target response
Continue to collect data
Continuous (FR1) schedules
Consequence delivered after every response. Typically used to build or strengthen a skill
Variable Schedules
Consequence delivered after some number of responses, time or interval. Typically used to maintain behavior over time
Pattern of behavior produced on fixed schedules
Unsteady responding (pause and burst)
Pattern of behavior produces on variable schedules
Steady responding
Ratio schedules
Produce higher rates of responding
Fixed ratio
Very high rates of responding
Fixed interval
Scalloped responding
Variable ratio
High steady rates
Variable interval
Low to moderate steady rates of responding
Prompts may be given
Before a response begins to occur or during a response cycle to aid the performance of the behavior
Prompts are used
In skill acquisition programs
To evoke a low-probability behavior
To evoke a chain of behavior by prompting the first step (response priming)
To prompt behaviors incompatible with an inappropriate behavior
Response prompts
Operate directly on the response
Types of response prompts
Verbal
Modeling
Physical
Stimulus prompts
Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical SD
Position cue
Item being taught placed closer to student
Movement cue
Pointing to, tapping, touching, looking at item being taught
Redundancy of antecedent stimuli
One or more stimulus/ response dimension paired with correct choice
Gestural prompt
Response prompt if the prompt operates on the response and stimulus prompt if the prompt operates on an antecedent stimulus
Fading
A technique used to gradually transfer stimulus control from supplementary antecedent stimuli (prompts) to naturally occurring EO’s and/or discriminative stimuli
Procedures for fading response prompts
Most-to-least prompts (fading out)
Least-to-most prompts (fading in)
Time delay (constant or progressive)
Graduated guidance
Graduated guidance
Hand-over-hand assistance and the combined use of physical prompting and fading, resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt
Singe response skill
A single movement and can be taught without breaking it down into smaller steps
Multiple response skill
Requires breaking down the skill into multiple steps or responses to effectively teach it
Differential reinforcement
Providing a reinforcer when the correct or an appropriate response occurs and not doing so when it does not occur or another response occurs
Prompt fading
When the correct or an appropriate response begins to occur, gradually provide less prompts and an additional level of differential reinforcement
Shaping
Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided when closer approximations to the correct response occurs
Stimulus fading
Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response
Effects of stimulus fading on problem behavior
Functions as an abolishing operation and abates problem behavior
Evokes appropriate behavior
Stimulus shape transformations
Use an initial stimulus shape that will prompt a correct response
Task analysis
Breaking down a chain into its component responses
Developing a TA
Perform the task or watch someone perform the task
Write down each individual step in sequence
Perform or have someone perform a task according to the steps listed
