Unit 1 Flashcards
Reasons for selecting target behavior
Helps individual achieve outcomes.
Behavior deficit makes the person too dependent on others.
Problems with behavior
Cant do vs wont do
Adaptive 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
Tasks for which the person has met the performance criteria set for the specific task within specific conditions
Mastered tasks
Assessments used to identify skills to target for acquisition
VB-MAPP, Essential for Living, The MOVE curriculum
Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or an appropriate response.
Discriminative stimulus
Antecedents that may temporarily increase or decrease the value of a consequence. They can be used to evoke a correct or appropriate response.
Motivating operations
Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sdthat will eventually control behavio
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
Reinforcement should be used to:
Get behavior goingStrengthen a dimension of an already acquired skillKeep behavior going (maintenance)
Identify appetitive stimuli (potential reinforcers)Collect baseline dataDeliver the appetitive stimulus contingent upon the target responseContinue to collect data
Using positive reinforcement
Identify aversive stimuli/conditionsCollect baseline dataRemove the aversive condition contingent upon the target responseContinue to collect dat
Using negative reinforcement
Consequence delivered after every response. Typically used to build or strengthen a skil
Continuous schedule
Consequence delivered after some number of responses, time or interval. Typically used to maintainbehavior over time
Variable schedules
Unsteady responding (pause and burst)
Pattern of behavior produced on fixed schedules
Steady responding
Pattern of behavior produces on variable schedule
Ratio schedules produce
higher rates of responding
Fixed ratios produce
very high rates of responding
Fixed intervals produce
scalloped responding
variable ratio produces
high steady rates
Variable interval produce
low to moderate rates of responding
Prompts may be given
before a response begins to occur OR during a response cycle to aid the performance of behavior
Prompts are used in skill aquisition programs to
evoke a low-probabilty behavior; To evoke a chain of behavior by prompting first step
Prompts are also used to
prompt behaviors incompatible with an inappropriate behavior
Operate directly on the response
Response prompts
Types of response prompts
verbal, modeling, and physical
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 the 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
Procedures for fading response prompts
Most-to-least prompts (fading out)Least-to-most prompts (fading in)Time delay (constant or progressive)Graduated guidance
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
Graduated guidance
A single movement and can be taught without breaking it down into smaller steps
Singe response skill
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
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
Stimulus fading
Functions as an abolishing operation and abates problem behaviorEvokes appropriate behavior
Effects of stimulus fading on problem behavior
Use an initial stimulus shape that will prompt a correct response
Stimulus shape transformations
Breaking down a chain into its component response
Task analysis
Types of chaining procedures
Backward chaining.
Backward chaining with leaps ahead Forward chaining Total task chaining
Same as backward chaining except some steps are skipped and probed instead
Backward chaining with leaps ahead
Advantage of backward chaining with leaps ahead
May reduce training time
Total task chaining seems to work best with learners with an:
imitative repertoire
Procedures for teaching response chains
Chaining, modeling, instructions, behavioral skills training
