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BEHP5013 > 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

Cant do vs wont do

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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

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

A

Mastered tasks

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5
Q

Assessments used to identify skills to target for acquisition

A

VB-MAPP, Essential for Living, The MOVE curriculum

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6
Q

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

A

Discriminative stimulus

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7
Q

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

A

Motivating operations

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8
Q

Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sdthat will eventually control behavio

A

Prompts

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9
Q

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

A

Artificial consequences and schedules

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10
Q

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

A

Reinforcement

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11
Q

Reinforcement should be used to:

A

Get behavior goingStrengthen a dimension of an already acquired skillKeep behavior going (maintenance)

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12
Q

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

A

Using positive reinforcement

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13
Q

Identify aversive stimuli/conditionsCollect baseline dataRemove the aversive condition contingent upon the target responseContinue to collect dat

A

Using negative reinforcement

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14
Q

Consequence delivered after every response. Typically used to build or strengthen a skil

A

Continuous schedule

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15
Q

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

A

Variable schedules

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16
Q

Unsteady responding (pause and burst)

A

Pattern of behavior produced on fixed schedules

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17
Q

Steady responding

A

Pattern of behavior produces on variable schedule

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18
Q

Ratio schedules produce

A

higher rates of responding

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19
Q

Fixed ratios produce

A

very high rates of responding

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20
Q

Fixed intervals produce

A

scalloped responding

21
Q

variable ratio produces

A

high steady rates

22
Q

Variable interval produce

A

low to moderate rates of responding

23
Q

Prompts may be given

A

before a response begins to occur OR during a response cycle to aid the performance of behavior

24
Q

Prompts are used in skill aquisition programs to

A

evoke a low-probabilty behavior; To evoke a chain of behavior by prompting first step

25
Q

Prompts are also used to

A

prompt behaviors incompatible with an inappropriate behavior

26
Q

Operate directly on the response

A

Response prompts

27
Q

Types of response prompts

A

verbal, modeling, and physical

28
Q

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

A

Stimulus prompts

29
Q

Item being taught placed closer to student

A

Position cue

30
Q

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

A

Movement cue

31
Q

One or more stimulus response dimension paired with correct choice

A

Redundancy of the antecedent stimuli

32
Q

Response prompt if the prompt operates on the response and stimulus prompt if the prompt operates on an antecedent stimulus

A

Gestural prompt

33
Q

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

A

Fading

34
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

35
Q

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 promp

A

Graduated guidance

36
Q

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

A

Singe response skill

37
Q

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

A

Multiple response skill

38
Q

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

A

Differential reinforcement

39
Q

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

A

Prompt fading

40
Q

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

A

Shaping

41
Q

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

A

Stimulus fading

42
Q

Functions as an abolishing operation and abates problem behaviorEvokes appropriate behavior

A

Effects of stimulus fading on problem behavior

43
Q

Use an initial stimulus shape that will prompt a correct response

A

Stimulus shape transformations

44
Q

Breaking down a chain into its component response

A

Task analysis

45
Q

Types of chaining procedures

A

Backward chaining.

Backward chaining with leaps ahead Forward chaining Total task chaining

46
Q

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

A

Backward chaining with leaps ahead

47
Q

Advantage of backward chaining with leaps ahead

A

May reduce training time

48
Q

Total task chaining seems to work best with learners with an:

A

imitative repertoire

49
Q

Procedures for teaching response chains

A

Chaining, modeling, instructions, behavioral skills training

BEHP5013 (5 decks)

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