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j5020B > Unit 3 Instructors Notes > Flashcards

Unit 3 Instructors Notes Flashcards

1
Q

Outline (Aaron)

A
  • Typical children
  • Intervention (Mand Training)
  • Beyond Mands
  • Teaching IV
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2
Q

Important Milestones

A

-End 7 Months: Responds to Name, No; Express joy & displeasure
End 1 yr-Imitates play & gestures, Orients to named item , cries wen caregiver leaves
-End 2 yrs: Imitates older children, follow simple instructions, Use 2-4 word sentences
-End 3 yrs: Imaginative play; Peer IM, 2-3 part commands, Use pronouns; preps
-End 4 yrs: Basic rules of grammar, can tell stories, Uses 5-6 word sentences
-End 5 yrs: Tells Longer Stories, Uses future tense, counting colors

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3
Q

Basic rules of grammar are typically demonstrated around what age?

a) 2 years
b) 3 years
c) 4 years
d) 5 years

A

c) 4 years

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4
Q

The typical child at 7 months can do which of the following?

a) Orient when name is called
b) Vocally express joy
c) Point to a named object
d) All of the above
e) A and B only

A

e) A and B only

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5
Q

Intervention Program

A 
Assess first
	-Level
Design Individualized Program
	-Strengths
	-Weaknesses
	-Balance!
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6
Q

Intervention Program

A 
Level 1 focus?
	-MANDS!
And what type?
	-Specific
	-Strong MO
	-Compete with Problem Behavior
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7
Q

Do Not Start With

A 
General words:
-More, Please, Help, Eat, Play
Removing aversives:
-All done, no, break, go play
Hard to deliver/remove:
-Outside, Bike ride, playground
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8
Q

Client Profile: Level 1, no mands, no tacts, some echoics and imitation. Problem behavior maintained by escape from task demand and access to favorite snacks (grapes). What is the most appropriate first target?

a) Tacting Grapes
b) Mands for “Snacks”
c) Mands for “Grapes”
d) Mands for “Break

A

c) Mands for “Grapes”

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9
Q

If a “Level 1 learner” is behind in listener discriminations, but near age level in Mands and Tacts, we should:

a) Continue to push ahead in Mands
b) Target Listener Discriminations using the Mands and Tacts as appropriate
c) Begin targeting Intraverbals
d) Focus on Echoics as a way to strengthen all operants

A

b) Target Listener Discriminations using the Mands and Tacts as appropriate

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10
Q

Forms

A
  • Speech, Signs, PECs, Written, AAC devices

- Initially, Speech is primary goal

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11
Q

Establishing the Mand

A
  • Capture or Contrive MO
  • Item present
  • PromptsMAND
  • Praise
  • Specific reinforcer
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12
Q

What best describes the transfer of stimulus control procedure?

a) Only useful in teaching the Mand
b) Helpful in using one established operant to teach another
c) Only effective in contrived environments
d) Steps may occur out of sequence depending on the individual’s learning style

A

b) Helpful in using one established operant to teach another

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13
Q

You are early in teaching first Mands. At the start of the trial you establish the MO, show the item, provide verbal and echoic prompts. The learner responds correctly. What’s next?

a) Praise and repeat the full sequence
b) Praise, repeat sequence but fade sight of item
c) Deliver praise and repeat the sequence with faded prompts
d) Deliver praise and the reinforcer
e) C or D depending on the learner

A

e) C or D depending on the learner

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14
Q

Generalization

A

Generalization:

Methods to increase generalization:
-Different settings
-Different people
-Different materials/stimuli
-Different carrier phrases
Combinations
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15
Q

Expanding

A 
After acquiring 1-2 unprompted mand-tacts:
	-Select more targets
Not yet concerned with:
	-Carrier phrases
	-Fading sight of item
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16
Q

We have established mands for “car” and “ball” while in therapy room using 4 different items of each. What would we likely target next?

a) Increase length, “I want ball/car”
b) Select next highly preferred activity
c) Teach polite refusal, “No”
d) Ensure mands occur in other settings

A

d) Ensure mands occur in other settings

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17
Q

Format

A
  • Discrete trials
  • Short sessions (< 15 mins)
  • Varied locations
  • Mixed target operants
  • Focus first on Mand and Tact
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18
Q

Tact

A

-Child can demonstrate Mands and Echoics/imitation
-Use 3D everyday items
-Ok to use reinforcing items?
YES!
-Use words already in repertoire
-Make a list

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19
Q

When tracking progress, its ok if the first trial is incorrect as long as the learner is above 80% overall for the day

a) True
b) False

A

b) False

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20
Q

VP and MTS

A 
Can establish more complex skills such as:
LRFFC
IV categorization
Advanced LR
Scanning larger arrays

Can help Identify “learner problems”

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21
Q

Conditional Discrimination

A

-One stimulus alters the evocative effect of another stimulus

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22
Q

Intraverbals

A

Multiple targets around one item or relationship:

You kick a ___
What can you do with a ball?
What can you bounce?

Items must be known as Tacts, LDs

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23
Q

Caregiver Training

A
  • How to find and use reinforcers
  • Pairing
  • Stimulus Control
  • Prompting and Fading
  • Prompt hierarchies
  • Differential reinforcement
  • Generalization
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24
Q

Caregiver Training

A
  • Teaching Mands
  • Teaching Imitation
  • Teaching Tacts, etc.
  • Take data on
  • Teaching procedures
  • Child performance
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25
Q

During a tact session the therapist should

a) Mix verbal operants, imitation, and listener responses
b) Exclusively run acquisition targets
c) Mix acquisition and maintenance targets, but Tacts only
d) Seldom run anything but tacts

A

a) Mix verbal operants, imitation, and listener responses

26
Q

When teaching across verbal operants:

a) Introduce new words for each operant
b) Introduce similar sounding words with each new operant
c) Teach same words across operants
d) Select word based on relevance for specific operant only

A

c) Teach same words across operants

27
Q

Caregiver training should target:

a) Verbal behavior: Can explain and provide rationale for procedures
b) Non-verbal behavior: can carry out procedures and take data
c) All skills simultaneously to ensure a radical behaviorist approach
d) All the above
e) A and B only

A

e) A and B only

28
Q

Imitating play emerges around ____ while intraverbals might not emerge until ______.

a) 6 months; 1 year
b) 1 year; 4 years
c) 6 months; 4 years
d) 1 year; 3 years

A

d) 1 year; 3 years

29
Q

Goal of mand training is for learner to exhibit mands:

a) Without having to see the item first
b) Only when asked, “What do you want?”
c) Without echoic prompts
d) For all items that are also in Tact repertoire

A

c) Without echoic prompts

30
Q

Pairing and mand training can help establish

a) Escape and avoidance behavior
b) Complex Intraverbals
c) Generalization
d) Instructional Control

A

d) Instructional Control

31
Q

1) What type of prompting should you implement when using errorless teaching?

a. Least-to-most prompting
b. Most-to-least prompting
c. No-no prompting
d. Whichever works best for the learner

A

b. Most-to-least prompting

32
Q
  1. Teaching based on Skinner’s analysis of verbal behavior can result in:

A. Increases in generalized mands
B. Increases in specific mands
C. Increases in listener behavior
D. No increases in replacement behaviors

A

B. Increases in specific mands

33
Q
  1. The verbal stimulus is gradually faded to and MO in:

A. Functional communication training
B. Echoic to mand transfer control procedures
C. Compliance training

A

B. Echoic to mand transfer control procedures

34
Q
  1. What is a disadvantage of PECS?

A. speaker will not be able to communicate in all situations
B. Symbols become abstract
C. Slower responses & loss of MO
D. All of the above

A

D) All of the above

35
Q
  1. The main advantage of using PECS as opposed to signs, is:

a. Audience
b. Availability
c. Efficiency
d. Simplicity

A

a) Audience

36
Q
  1. All of the following are topography based responding except:

a. saying words
b. typing letters and words
c. forming signs
d. writing words
e. drawing Braille patterns

A

b. typing letters and words

37
Q
  1. What are some of the advantages of topography-based verbal behavior?

a. Rapidity
b. Availability
c. Portability
d. All of the above

A

d. All of the above

38
Q
  1. What verbal operant should you teach first, when working with an “early learner”?

a. Autoclitic
b. intraverbal
c. Mand
d. Tact

A

c. Mand

39
Q
  1. What type of prompting should you implement when using errorless teaching?

a. Least-to-most prompting
b. Most-to-least prompting
c. No-no prompting
d. Whichever works best for the learner

A

b. Most-to-least prompting

40
Q
  1. Which of the following are examples of verbal behavior?

A. Asking someone to make you a sandwich
B. Making a sandwich when someone tells you they want to eat a sandwich
C. Ordering a sandwich in English when you are eating at Shokudo and no one
speaks English
D. All of the above
E. A and C

A

E (a&c) note: It would still be verbal behavior. It has been learned
through social reinforcement and it conforms to the practices of a
verbal community. Same thing if I used sign language and no one
around me understood- it would still be vb!

41
Q
  1. The mand is maintained by which type of reinforcement?

A. Generalized conditioned reinforcement
B. Specific reinforcement

A

B. Specific reinforcement

42
Q
  1. A tact is under the antecedent control of?

A. Verbal stimulus
B. Motivating Operation
C. Non-verbal stimulus
D. Reinforcement

A

C. Non-verbal stimulus

43
Q
  1. Child sees a cookie and asks for the cookie. Mom gives him the cookie and he eats it.
A. Tact
B. Mand
C. Multiply controlled (part mand, part tact)
D. Receptive Response
E. manded stimulus selection
A

C. Multiply controlled (part mand, part tact)

44
Q
  1. Is this an intraverbal? Saying “Skinner” as a result of hearing “Founder of verbal behavior”.

A. Yes
B. No

A

A) yes

45
Q
  1. Is this an intraverbal? Saying “Hello” as a result of seeing a friend approaching who has not seen you.

A. Yes
B. No

A

b) No (its a Mand)

46
Q
  1. Which of the following is NOT an example of verbal behavior?

A. Knocking at the door results in someone answering the door
B. Ringing the bell at the hotel results in the hotel attendant coming to the front
desk
C. Boy hits his head, results in Mom and Dad picking up the boy
D. None of the above are examples

A

C. Boy hits his head, results in Mom and Dad picking up the boy

47
Q
  1. A competent behavior analyst increases the likelihood of mands, tacts, intraverbals
    and receptive responses, while decreasing the likelihood of problem behavior through
    this procedure:

A. Teaching functional tasks
B. Interspersed and Mixed tasks
C. Varied and Functional Cues
D. Capturing & contriving MOs

A

D. Capturing & contriving MOs

48
Q
  1. Which of the following is an intraverbal?

A. Saying dog when you want a dog.
B. Signing “dog” in ASL when you hear the word dog.
C. Saying dog when you see the printed word “dog.”
D. Saying “dog” when you see a dog.
E. B & C

A

B. Signing “dog” in ASL when you hear the word dog.

49
Q
  1. To strengthen the control of a response in a specific operant you should:
A. fade prompts
B. add distractor trials
C. thin/ stretch the rein schedule
D. transfer to naturally existing MOs
E. A &amp; B
D. All of the above
A

E. A & B

50
Q
  1. You need to teach the child to be a
A. SD
B. conditioned reinforcer
C. speaker
D. listener
E. C &amp; D
F. all of the above
A

E. C & D

51
Q
  1. Verbal behavior is functionally defined by its controlling variables. What
    are the IVs??
A. SDs &amp; MOs
B. reinforcement &amp; punishment
C. operants
D. All of the above
E. A &amp; B only
A

E. A & B only

52
Q
  1. In a behavioral analysis of language. What is/are the DV??
A. SDs &amp; MOs
B. verbal behavior
C. words
D. phonemes &amp; morphemes
E. B &amp; C
A

B. verbal behavior

53
Q
  1. According to the CDC, at what age can a child: Point to object or picture
    when it’s named, Recognize names, imitate play and repeats words overheard in
    conversation?

A. By end of 6 months
B. By end of 1 year
C. By end of 2 years
D. By end of 3 years

A

C. By end of 2 years

54
Q
  1. At what age does the child: Responds to own name, echo sounds, and uses voice to express joy & displeasure?

A. By the End of Three Months
B. By the End of 7 Months
C. By The End Of 1 Year (12 Months)
D. None of the above

A

B. By the End of 7 Months

55
Q
  1. Most intraverbals rely on:

A. EOs
B. nonverbal stimuli
C. verbal conditional discriminations
D. SDs

A

C. verbal conditional discriminations

56
Q
  1. Errors in conditional discrimination involve errors in:

A. Stimulus control
B. Nonverbal stimuli
C. Verbal stimuli
D. EOs

A

A. Stimulus control

57
Q
  1. Which of the following are true regarding generalization?

A. Generalization should be a goal for all of the verbal operants.
B. Response should occur under a wide variety of circumstances.
C. Add generalization (vary SDs, materials, people, settings) after a
response is mastered.
D. All of the above.
E. A and B only.

A

E. A and B only.

58
Q
  1. Which of the following should be in the child’s repertoire prior to teaching
    tacts?
A. Has echoic/imitative responses
B. Has at least few mands
C. Can match pictures
D. Has in LR repertoire
E. All of the above
F. Only A, B and D
A

F. Only A, B and D

59
Q
  1. When teaching intraverbals we should:

A. Intersperse relevant nonverbal activities as well as mands
B. Use echiocs & tacts for early learners
C. Use LRFFC transfer for intermediate learners
D. Do hundreds of easy intras before increasing the difficulty
E. All of the above
F. Only A, C and D

A

E. All of the above

60
Q
  1. MTS can be used to help establish a variety of more advanced skills such as…

A. Advanced scanning skills and attending
B. Listener discriminations & LRFFC categorization
C. Intraverbal categorization
D. All of the above
E. Only A & B

A

E) All if the above

j5020B (8 decks)

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