Unit 1

Question 1

Reasons for selecting target behavior

Answer 1

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

Question 2

Problems with behavior

Answer 2

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

Question 3

Adaptive behavior

Answer 3

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

Question 4

Mastered tasks

Answer 4

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

Question 5

Examples of Assessments used to identify skills to target for acquisition

Answer 5

VB-MAPPEssential for LivingThe MOVE Curriculum

Question 6

Discriminative stimulus

Answer 6

Antecedent stimulus correlated with the availability of reinforcement. Stimulusthat should, after teaching, evoke the correct or an appropriate response.

Question 7

Motivating operations

Answer 7

Antecedents that may temporarily increase or decrease the value of a consequence. They can be used to evoke a correct or appropriate response.

Question 8

Using negative reinforcement

Answer 8

Identify aversive stimuli/conditions
Collect baseline data
Remove the aversive condition contingent upon the target response
Continue to collect data

Question 9

Variable schedules

Answer 9

Consequence delivered after some number of responses, time or interval. Typically used to maintain behavior over time

Question 10

Prompts are used

Answer 10

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 incompatiblewith an inappropriate behavior

Question 11

Procedures for fading response prompts

Answer 11

Most-to-least prompts (fading out)Least-to-most prompts (fading in)Time delay (constant or progressive)Graduated guidance

Question 12

Multiple response skill

Answer 12

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

Question 13

Differential reinforcement

Answer 13

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

Question 14

Prompt fading

Answer 14

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

Question 15

Shaping

Answer 15

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

Question 16

Stimulus fading

Answer 16

Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response

Question 17

Effects of stimulus fading on problem behavior

Answer 17

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

Question 18

Stimulus shape transformations

Answer 18

Use an initial stimulus shape that will prompt a correct response

Question 19

Task analysis

Answer 19

Breaking down a chain into its component responses

Question 20

Developing a TA

Answer 20

Perform the task or watch someone perform the taskWrite down each individual step in sequencePerform or have someone perform a task according to the steps listed

Question 21

Types of chaining procedures

Answer 21

Backward chaining
Backward chaining with leaps ahead
Forward chaining
Total task chaining

Question 22

Forward chaining

Answer 22

The responses in the chain are taught, one at a time, in the same order as they naturally occur

Question 23

Backward chaining

Answer 23

The responses in the chain are taught, one at a time, but beginning with the last step in the chain

Question 24

Advantages of backwards chaining

Answer 24

The learner contacts the natural reinforcement contingencies in every learning trial

Question 25

Backward chaining with leaps ahead

Answer 25

Same as backward chaining except some steps are skipped and probed instead

Question 26

Advantage of backward chaining with leaps ahead

Answer 26

May reduce training time

Question 27

Procedures for Teaching Response Chains

Answer 27

Chaining
Modeling
Instructions(oral/written) Behavioral Skills Training