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 for the specific task
within specific conditions
Mastered tasks
VB-MAPP
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
an appropriate response.
Discriminitive Stimulus
Discriminitive Stimulus
Sd
Antecedent stimuli that may temporarily
increase or decrease the value of a
reinforcer and evoke behavior that has
resulted in that reinforcer previously
Motivating Operations
Motivating Operations
MO
Supplemenatary antecedent stimuli used
to evoke a correct response in the
presence of an EO or Sd that will
eventually control behavior
Prompts
Consequent stimuli or schedules of
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 (maintenance)
Reinforcement should be used to
Identify appetitive stimuli (potential reinforcers)
Collect baseline data
Deliver the appetitive stimulus contingent upon
the target response
Continue to collect data
Using Positive Reinforcement
Identify aversive stimuli/conditions Collect baseline data Remove the aversive condition contingent upon the target response Continue to collect data
Using Negative Reinforcement
Consequence delivered after every response.
Typically used to build or strengthen a skill
Continuous schedules (FR1)
Consequence delivered after some number of
responses, time or interval. Typically used to
maintain behavior over time
Variable Schedule
Unsteady responding (pause and burst)
Pattern of Bx produced using fixed schedules
Steady responding
Pattern of Bx produced using 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 may be given
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
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 a correct response in conjunction with the
critical SD
Stimulus Prompts
Item being taught placed closer to student
Position cue
Pointing to, tapping, touching, looking at 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 stimulus prompt if the prompt
operates on an antecedent stimulus
Gestural Prompt
A technique used to gradually transfer stimulus
control from supplementary antecedent stimuli
(prompts) to naturally occurring EO’s and/or
discriminative stimuli
Fading
Most-to-least prompts (fading out)
Least-to-most prompts (fading in)
Time delay (constant or progressive)
Graduated guidance
Procedures for fading response prompts
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
Graduated Guidance
A single movement and can be taught without
breaking it down into smaller steps
Single Skill Response
Requires breaking down the skill into multiple
steps or responses to effectively teach it
Multiple Response 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 provide 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 when closer
approximations to the correct response occurs
Shaping
Highlighting a physical dimension (e.g., color,
size, position) 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 problem behaviors
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 sequence
Perform or have someone perform a task
according to the steps listed
Developing a Task Analysis
Backward chaining
Backward chaining with leaps ahead
Forward chaining
Total task chaining
Types of chaining procedures
The responses in the chain are taught, one at a
time, in the same order as they naturally occur
Forward Chaining
The responses in the chain are taught, one at a
time, but beginning with 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
are skipped and probed instead
Backward Chaining with Leaps Forward
May reduce training time
Advantages of Backward Chaining with Leaps Forward
All the steps are trained in a learning trial
Total Task Chainging
Imitative repertoire
Total task chaining seems to work best with
learners with an:
Chaining
Modeling
Instructions (oral/written)
Behavioral Skills Training
Procedures for Teaching Response Chain
