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5013 > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

Reasons for selecting target behavior

A

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

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2
Q

Problems with behavior

A

Can’t Do: Skill Deficit
Problem with strength
Won’t do
Does, but only under limited circumstancesDoes 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

Examples of Assessments used to identify skills to target for acquisition

A

VB-MAPP
Essential for Living
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 operation

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10
Q

Prompts

A

Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sdthat 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 goingStrengthen a dimension of an already acquired skillKeep behavior going (maintenance)

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14
Q

Using positive reinforcement

A

Identify appetitive stimuli (potential reinforcers)
Collect baseline data
Deliver the appetitive stimulus contingent upon the target responseContinue to collect data

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15
Q

Using negative reinforcement

A

Identify aversive stimuli/conditions
Collect baseline data
Remove the aversive condition contingent upon the target responseContinue 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 behavior over time

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18
Q

Pattern of behavior produced on fixed schedules

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 ratio

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

Prompts may be given

A

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

26
Q

Prompts are used

A

In skill acquisition programs
To evoke a low-probability behaviorTo 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

Types of response prompts

A

Verbal
Modeling
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 placed closer to student

31
Q

Movement cue

A

Pointing to, tapping, touching, looking at item being taught

32
Q

Redundancy of antecedent stimuli

A

One or more stimulus/ response dimension paired with correct choice

33
Q

Gestural prompt

A

Response prompt if the prompt operates on the response and 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 discriminative stimuli

35
Q

Procedures for fading response prompts

A

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

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

Singe response skill

A

A single movement and can be taught without breaking it down into smaller steps

38
Q

Multiple response skill

A

Requires breaking down the skill into multiple steps or responses 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

Gradually changing the physical dimension (e.g., color, size, position) of a stimulus until the response is controlled by the critical attributes of the stimulus class

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

Developing a TA

A

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

47
Q

Types of chaining procedures

A

Backward chaining
Backward chaining with leaps ahead
Forward chaining
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 in the chain are taught, one at a time, but beginning with the last step in the chain

50
Q

Advantages of backwards 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

Advantage 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 work best with learners with an:

A

Imitative repertoire

55
Q

Procedures for Teaching Response Chains

A

Chaining
Modeling
Instructions (oral/written)Behavioral
Skills Training

5013 (9 decks)

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