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BEHP 5013 April > Unit 4 > Flashcards

Unit 4 Flashcards

1
Q 
Pre-attending skills
Instructional control
Verbal behavior
Generalized imitation 
Derived relational responding
A

Prerequisite skills

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2
Q

The tendency of behavior patterns to persist once established

A

Behavioral momentum

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3
Q

A procedure in which a person presents a series of easy to follow requests with which the behaver has a history of compliance in a sequence and then finishes with the target request

A

High-p request sequence

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4
Q

Tendency to become overly prompt dependent

Too big to manage physically

Extremely sensitive to being touched

A

When to use high-p request sequence

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5
Q

A behavior chance that has consequence for the organism beyond the change itself some of which may be considered important

A

Behavior cusps

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6
Q

Behavior, that once learned, produces corresponding modification or covariations in other adaptive untrained behaviors

A

Pivotal behavior

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7
Q

Specify contingencies

Tell the listener what to do to gain or availed certain consequences

A

Rules

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8
Q

The verbal antecedent stimulus or rule actually alters the function of other stimuli such as a previously neutral stimulus may function as a discriminate stimulus or a reinforcer

A

Contingency specifying stimuli

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9
Q

Behavior controlled by a verbal description of a contingency

A

Rule-governed behavior

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10
Q

The learner emirates behavior which is topographically identical or very similar to the antecedent stimuli which consist of someone else performing a behavior which is the imitated by the learner

A

Imitation

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11
Q

Imitative behavior which occurs

Without the person receiving training and reinforcement to imitate the specific behavior modeled

A

Generalized imitation

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12
Q

Presenting a model that sets the occasion for a specific response by the leaner

Providing response prompts as needed so the learner emits the imitative response within a designated interval

Reinforcing the imitative response

A

Imitation training

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13
Q

Uses an individuals imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low

A

Modeling (procedure)

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14
Q

Whether or not the models behavior is reinforced
The similarity between the model and the imitator
The physical attractiveness and prestige of the model
The models emphasis of critical aspects of the target behavior
Difficulty of the modeling behavior
Whether a mastery model is presented or a coping model
Strength of the learners imitative repertoire
Motivating operations in effect with respect to the form of reinforcement available for imitating the model behavior

A

Variable influencing effectiveness of modeling

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15
Q

A training package that utilizes instructions modeling rehearsal and Feedback in order to teach a new skill

A

Behavior skills training

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16
Q

BST

A

Behavior skills training

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17
Q

4 components of BST

A

Instructions
Modeling
Rehearsal
Feedback

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18
Q

Vocal presentation of rationale and description of jobs

A

Verbal instructions

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19
Q

One of the most common procedures in staff training

A

Vocal instructions

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20
Q

Written instructions

A

Instructions provided in writing

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21
Q

Modeling

A

Role-playing with trainers/trainees

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22
Q

Often involves simulated work setting

A

Modeling in BST

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23
Q

Rehearsal

A

Trainee rehearses skills to be learned

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24
Q

Feedback

A

Information provided to staff regarding their performance

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25
Q

Usually comes immediately after the skill has been demonstrated

A

Feedback in BST

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26
Q

How to program models/feedback

A

Performance based training

27
Q

Single client Program and/or simulated clients
actual clients
multiple client Program

A

Performance based training is effective with

28
Q

Stokes and Baer suggest

A

To program for generality

29
Q

Provide broad range of program exemplars with which they are likely to interact sampled the instructional universe for all skills needed

A

General case conditions

30
Q 
Guided compliance
Discrete trial training 
PECS
Functional analysis 
Guarding and ambulation 
Gun safety skills 
Abduction prevention
A

BST has been effective to teach

31
Q

Correct at the error
instruct the model and have the trainee rehearse step correctly
at the end of a sequence provide correction on which steps were incorrect and then instruct , model , and have a trainee rehearse sequence correct at error or at the end without rehearsal of the sequence

A

Ways to conduct rehearsal/feedback

32
Q

Choose the skill you want to teach create a task analysis of the skill turn those steps into a checklist

A

How to create instructions

33
Q

Read instructions to a trainee
Present instructions verbally
Print out and hand instructions for trainee to read

A

Instruction training

34
Q

Two or more schedules operating simultaneously but independently of each other, each for a different response

A

Concurrent schedules

35
Q

The emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations

A

Stimulus equivalence

36
Q

Types of stimulus equivalence

A

Reflexivity
Symmetry
Transitivity

37
Q

The allocations of responses to choices available on concurrent schedules of reinforcement

rates of responding across choices are distributed in proportion’s that match the rates of reinforcement received for each choice alternative

A

Matching law

38
Q

In the absence of training and reinforcement a response will select a stimulus that is matched to itself

A

Reflexivity

39
Q

A=A

A

Reflexivity

40
Q

After learning that A=B the learner demonstrates that B=A Without direct training on that relationship

A

Symmetry

41
Q

B=A

A

Symmetry

42
Q

After learning that A=B and B=C the learner demonstrates that A=C that emerges without direct training on that relationship

A

Transitivity

43
Q

If A=B and B=C then A=C

A

Transitivity

44
Q

And explicitly behavioral account of human language and cognition provide the functional Account of the structure of verbal knowledge and cognition

A

Relational frame theory

45
Q

RFT

A

Relational frame theory

46
Q

Learned relational responding that can come under the control of arbitrary contextual cues not solely the formal properties of relations Nor direct experience with them

A

Arbitrarily applicable relational responding

47
Q

AARR

A

Arbitrarily applicable relational responding

48
Q

Mutual entailment

combinatorial mutual entailment transformation of stimulus functions

A

Characterizations of AARR

49
Q

When in a given context A is related in a characteristic way to B and as a result B is now related in another characteristic way to A

A

Mutual entailment

50
Q

Went two mutually entailed relations combine

A

Combinatorial entailment

51
Q

Establish what relations exist between stimuli

A

Contextual cues

52
Q

Crel

A

Relational context

53
Q

Cfunc

A

Functional context

Qualify/quantify the specifics of a relation between stimuli

54
Q

When stimuli are brought into relations

any change to stimuli that changes all other in the network

A

Stimulus transformers

55
Q

Specific classes of AARR That show contextually controlled properties of mutual and combinatorial Entailment and the transformation of stimulus functions not due Solely to the formal properties or to direct training with the stimuli involved but due to a history of such relational responding and the presence of contextual cues that evokes this pattern of responding

A

Relational frames

56
Q

Framing

A

Relating stimuli in a specific way

57
Q 
Coordination 
opposition 
distinction
 comparison
Hierarchical relations
Deictic relations
Temporal relations
A

Kinds of relational frames

58
Q 
Reinforcer ID
Observational learning
Joint attention
Establishing mans/tact repertories
Instructional control 
Naming 
Reading/spelling
Math
Syntax and grammar
Analogical reasoning 
Perspective taking 
Empathy 
Self directed rules
A

Uses for RFT

59
Q

Pliance
Tracking
Augmenting

A

Teaching self rules

60
Q

Pliance

A

Following rules because of socially mediated reinforcement for rule following

61
Q

Tracking

A

Following rules due to a history of correspondence between the role in the contingencies actually encountered

62
Q

Rules that change the function of a consequence

A

Augmenting

63
Q 
Coordination
Comparative
Temporal
Causal relational framing 
Perspective taking
A

Skills to teach self rules

BEHP 5013 April (9 decks)

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