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BEHP 5003 (FIT BCBA) > Unit 3 > Flashcards

Unit 3 Flashcards

Teaching Verbal Behavior

1
Q

functional assessments and DRAs will often lead to

A

poor speakers becoming better listeners.

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2
Q

saying “milk” after eating a spicy meatball sandwich is an example of which verbal operant?

A

mand

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3
Q

fiona says “cat” she shrek says “cat”. this is an example of an

A

echoic

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4
Q

in a functional account of language, the unit of analysis is the…

A

verbal operant

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5
Q

in terms of writing the word “kite” when you hear the word “kite”, there is…

A

point-to-point correspondence but no formal similarity

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6
Q

ben says, “what is your favorite ice cream flavor?” jerry replies “cherry garcia”. jerry’s statement is an

A

intraverbal

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7
Q

harry asks sam to close the door, closing the door exemplifies:

A

manded stimulus selection

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8
Q

a boy has not eaten for a few hours and walks into a room where cookies are on the table. he says “cookie.” his saying cookie was: (verbal operant)

A

multiply controlled, mand and tact

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9
Q

in the echoic to mand stimulus transfer control procedures, the stimulus gradually faded to a motivational operation is a:

A

verbal stimulus

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10
Q

What are the advantages of picture selection?

A

audience, fine motor control is not needed

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11
Q

What best represents a speaker from a Skinnerian perspective?

A

one whose responses consist of speaking words, presenting pictures, typing words or using signs

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12
Q

with signs, a learner will be able to….

A

say more things to fewer people

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13
Q

carr and durand are noted for developing what procedure?

A

Functional Communication Training (FCT)

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14
Q

one major flaw in the DRO procedure, especially in terms of communication training, is that…

A

it does not target any specific response for reinforcement

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15
Q

_______teaches the client only a few limited, generic speaker responses.

A

Functional communication training (FCT)

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16
Q

skinner’s analysis of verbal bx has led to teaching techniques which can ideally result in

A

speakers with broad verbal repertoires under varying degrees of stimulus control depending upon the operant and the situation

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17
Q

“when a response form occurs reliably as one specific operant, gradually introduce the antecedent and consequent conditions of a new operant and fade the conditions of the original operant until this same response form occurs as the new operant.”

A

transferring stimulus control from one operant to another

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18
Q

what verbal operant should be taught first?

A

mands

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19
Q

What are advantages of interspersed skills/trials and mixed tasks?

A
  • improves attentiveness
  • reduces motivation to escape
  • increases the probability of generalization
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20
Q

in compliance training, if the learner does not comply, the BA should…

A

remain with the learner until they comply

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21
Q

in the motor imitation to mand stimulus control transfer procedure, the demonstration stimulus is gradually faded and replaced by

A

motivational operations

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22
Q

fluency has two basic outcomes…

A

retention and rapid acquisition of complex or composite skills

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23
Q

two advantages of errorless teaching are…

A

minimizes errors and reduces the value of escape as a reinforcer.

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24
Q

interspersed tasks and varied cues, when presented from the beginning of intensive instruction, almost certainly require the use of

A

errorless learning using most-to-least prompt fading

25
Q

if a child is non-compliant with a task, followed by a tantrum, and then followed by compliance with the original task, what should occur next?

A

no praise, no opportunity to mand, and another task

26
Q

after noncompliance has occurred, escape extinction takes the form of…

A

waiting with the learner until they comply

27
Q

verbal bx

A

Behavior that is socially-mediated and that has been trained by a verbal community.

28
Q

Forms of verbal behavior

A
  • speaking
  • signing
  • pointing
  • writing
  • gesturing
29
Q

the speaker (verbalizer)

A

the individual emitting the verbal response

30
Q

the listener (mediator)

A

the individual the speaker interacts with

31
Q

the audience

A

listeners who belong to a trained verbal community

32
Q

Elementary verbal operants

A

• Mands
• Tacts
• Intraverbals
• Duplics (echoic, copying a text, mimetic)
• Codics (textual, taking dictation, finger spelling,
etc. )

33
Q

Mand

A

A verbal response that is evoked by an establishing operation and is maintained by a specific reinforcer.

34
Q

T act

A

A verbal response that is evoked by a non-verbal stimulus and is maintained by socially-mediated reinforcement.

35
Q

Intraverbal

A

A verbal response that is evoked by a verbal stimulus without point-to-point correspondence and with no formal similarity and that is maintained by socially- mediated reinforcement.

36
Q

Duplic

A

A verbal response that is evoked by a verbal stimulus with point-to-point correspondence and formal similarity and that is maintained by socially-mediated reinforcement.

37
Q

Types of duplics

A
  • Echoic (vocal imitation of a verbal response)
  • Copying a text
  • Mimetic (motor imitation of a verbal response)
38
Q

codic

A

A verbal response that is evoked by a verbal stimulus with point-to-point correspondence but without formal similarity and that is maintained by socially- mediated reinforcement.

39
Q

types of codics

A
  • Textual (reading a text)
  • Taking dictation (transcriptive)
  • Fingerspelling words heard
  • Saying words seeing fingerspelled
40
Q

autoclitics

A

“A secondary verbal operant in which some aspect of a speaker’s own verbal behavior functions as an SD or an MO for additional speaker verbal behavior.”

41
Q 
Receptive language
(Manded stimulus selection) (Manded compliance
A

A response evoked by a mand to comply and maintained by socially-mediated reinforcement.

42
Q

Selection-based verbal behavior

A

Verbal behavior that is reinforced by a verbal community based on what is being selected or pointed to.

43
Q

Topography-based verbal behavior

A

Verbal behavior that is reinforced by a verbal community based on the topography (form or shape) of the verbal response.

44
Q

Unit of analysis in a functional account of language

A

The verbal operant

45
Q

Advantages of B. F. Skinner’s analysis of verbal behavior

A

Results in learners with full repertoires of specific, speaker responses.

46
Q

Functional communication training (FCT)

Carr and Durand

A

“An antecedent intervention in which an appropriate communicative behavior is taught as a replacement behavior for problem behavior usually evoked by an established operation (EO); involves differential reinforcement of alternative behavior (DRA).”

47
Q

Limitations with functional communication training

A

Can result in learners with a few limited, generic, speaker responses based on molar functions.

48
Q

Transferring stimulus control from one operant to another

A

“When a response form occurs reliably as one specific operant, gradually introduce the antecedent and consequent conditions of a new operant and fade the conditions of the original operant until this same response form occurs as the new operant.”

49
Q

stimulus control transfer procedures

A
  • Echoic-to-mand
  • Motor imitation-to-mand
  • Full physical prompt-to-mand
  • Mand-to-tact
  • Echoic-to-tact
  • TFFC-to-intraverbal
  • RFFC ‘Bridge’-to-intraverbal
50
Q

Advantages of interspersed skills/trials and mixed tasks

A
  • More closely resemble language as it naturally occurs
  • Reduce motivation to escape
  • Improve attentiveness
51
Q

Advantages of varied cues

A

•
More closely resemble language as it naturally occurs.
Results in generalized responding

52
Q

Advantages of sign language as a response form

A
  • Simplicity
  • Portability
  • Availability
  • Rapidity
  • Continuity
  • Mediation
  • Linguistic
  • Academic
  • Conversational
  • Motivational
53
Q

Advantages of Picture Exchange Communication System (PECS) as a response form

A
  • fine motor coordination

- audience

54
Q

advantages of fast-paced intensive instruction

A
  • Prompts-out latency to achieve fluency
  • Improves attentiveness
  • Results in less frequent problem behavior
55
Q

Outcomes of fluency

A

• Improves retention
• Fluent component skills result in the rapid
acquisition of composite skills

56
Q

advantages of errorless teaching

multiple, rapid prompts and rapid prompt-fading

A
  • minimizes errors

- reduces motivation to escape

57
Q

Fiona says “cat” when Shrek says “cat.” This is an example of..

A

an echoic

58
Q

Fluency has two basic outcomes…

A

retention and rapid acquisition of complex or composite skills

BEHP 5003 (FIT BCBA) (7 decks)

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