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BEHP 2013 > UNIT 1 > Flashcards

UNIT 1 Flashcards

1
Q

2 Reasons for selecting target behavior

A
  • Helps an individual achieve outcomes

- Behavior deficit makes the person too dependent on others.

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2
Q

5 Problems with behavior

A
  • 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.
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3
Q

Adaptive Behavior

A

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 .

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4
Q

Mastered Tasks

A

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

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5
Q

3 Examples of Assessments used to identify skills to target for acquisition

A

1) VB-MAPP
2) Essentials for Living
3) The move curriculum

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6
Q

Discriminative Stimulus

A

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

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7
Q

Sd

A

Discriminative Stimulus.

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8
Q

Motivating Operations

A

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

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9
Q

MO

A

Motivating Operations.

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10
Q

Prompts

A

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

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11
Q

Artificial consequences and schedules

A

Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently.

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12
Q

Reinforcement

A

The presentation or removal of a stimulus following a response, that increases (or maintains) the future frequency of that response.

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13
Q

Reinforcement should be used to:

A
  • Get behavior going
  • Strengthen a dimension of an already acquired skill
  • Keep behavior going/maintaining a behavior
    (AKA maintenance).
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14
Q

Steps to:

Positive reinforcement

A

1) Identify appetitive stimuli (potential reinforcers)
2) Collect baseline data
3) Deliver the appetitive stimuli contingent upon the target response
4) Continue to collect data.

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15
Q

Steps to:

Negative reinforcement

A

1) Identify aversive stimuli/conditions
2) Collect baseline data
3) Remove the aversive stimuli/conditions contingent upon the target response
4) Continue to collect data.

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16
Q

Continuous (FR1) schedules

A

Consequence delivered after every response.

Typically used to BUILD or STRENGTHEN a skill.

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17
Q

Variable schedules

A

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

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18
Q

Pattern of behavior produced on fixed schedule

A

UNSTEADY responding

Pause and Burst

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19
Q

Pattern of behavior produced on variable schedules

A

STEADY responding.

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20
Q

Ratio schedules

A

Produce higher rates of responding.

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21
Q

Fixed Ration

A

Very high rates of responding.

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22
Q

Fixed interval

A

Scalloped responding.

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23
Q

Variable Ratio

A

High steady rates.

24
Q

Variable Interval

A

LOW to MODERATE steady rates of responding.

25
Q

When can prompts be given?

A

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

26
Q

Where/Why are prompts are used?

A
  • 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.
27
Q

Response Prompts

A

Operate directly on the response

28
Q

What are the 3 type of Response Prompts?

A

1) Verbal
2) Modeling
3) Physical

29
Q

Stimulus Prompts

A

Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical Sd.

30
Q

Position Cue

A

Item being taught is placed closer to the student.

31
Q

Movement Cue

A
  • Pointing to
  • Tapping
  • Touching
  • Looking at the item being taught.
32
Q

Redundancy of antecedent stimuli

A

One or more stimulus/response dimension paired with a correct choice.

33
Q

Gestural Prompt

A
  • Response prompt if the prompt operates on the response

- Stimulus prompt if the prompt operates on an antecedent stimulus.

34
Q

Fading

A

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli (prompts) to naturally occurring EO’s and/or Sd’s.

35
Q

Procedures for Fading Response Prompts

A

1) Most-to-least prompts (fading out)
2) Least-to-most prompts (fading in)
3) Time delay (constant to progressive)
4) Graduated Guidance. (Hand-over-hand)

36
Q

Graduated Guidance

A

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.

37
Q

Single Response Skill

A
  • A single movement

- Can be taught without breaking it down into smaller steps.

38
Q

Multiple Response Skill

A

Requires breaking downtime skill into multiple steps or response to effectively teach it.

39
Q

Differential Reinforcement

A

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

40
Q

Prompt Fading

A

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

41
Q

Shaping

A
  • Using differential reinforcement to produce a series of gradual changing response classes.
  • Reinforcement is provided when closer approximations to the correct response occurs.
42
Q

Stimulus Fading

A

Highlighting a physical dimension

(color, size, position) of a stimulus to increase the likelihood of a correct response

43
Q

Effects of stimulus fading on problem behavior

A
  • Functions as an abolishing operation and ABATES problem behavior.
  • EVOKES appropriate behavior.
44
Q

Stimulus shape transformations

A

Use an initial stimulus shape that will prompt a correct response.

45
Q

Task Analysis

A

Breaking down a chain into its component responses

46
Q

3 Steps to developing a TA:

A

1) perform the task or watch someone perform the task
2) write down each individual step in sequence
3) perform or have someone perform a task according to the steps listed.

47
Q

What are the 4 types of Chaining?

A

1) Forward Chaining
2) Backward Chaining
3) Backward Chaining with leaps ahead
4) Total Task Chaining.

48
Q

Forward Chaining

A
  • The responses in the chain are taught, one at a time, in the same order as they naturally occur.
49
Q

Backward Chaining

A
  • The responses are taught, one at a time, but beginning teaching the last step in the chain.
50
Q

Advantages of Backward Chaining

A

The learner contacts the natural reinforcement contingencies in every learning trial.

51
Q

Backward chaining with Leaps Ahead

A

Same as Backward Chaining, except some steps are skipped and probed instead.

52
Q

Advantages of Backward Chaining with Leaps Ahead

A

May reduce training time.

53
Q

Total Task Chaining

A

All the steps are trained in a learning trial.

54
Q

Total Task Chaining seems to works best with learners with an:

A

Imitative repertoire.

55
Q

4 Procedures for Teaching Response Chains

A

1) Chaining
2) Modeling
3) Instructions
4) Behavioral Skills Training.

BEHP 2013 (2 decks)

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