Unit 4

Question 1

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

Answer 1

Prerequisite skills

Question 2

The tendency of behavior patterns to persist once established

Answer 2

Behavioral momentum

Question 3

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

Answer 3

High-p request sequence

Question 4

Tendency to become overly prompt dependent

Too big to manage physically

Extremely sensitive to being touched

Answer 4

When to use high-p request sequence

Question 5

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

Answer 5

Behavior cusps

Question 6

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

Answer 6

Pivotal behavior

Question 7

Specify contingencies

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

Answer 7

Rules

Question 8

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

Answer 8

Contingency specifying stimuli

Question 9

Behavior controlled by a verbal description of a contingency

Answer 9

Rule-governed behavior

Question 10

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

Answer 10

Imitation

Question 11

Imitative behavior which occurs

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

Answer 11

Generalized imitation

Question 12

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

Answer 12

Imitation training

Question 13

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

Answer 13

Modeling (procedure)

Question 14

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

Answer 14

Variable influencing effectiveness of modeling

Question 15

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

Answer 15

Behavior skills training

Question 16

BST

Answer 16

Behavior skills training

Question 17

4 components of BST

Answer 17

Instructions
Modeling
Rehearsal
Feedback

Question 18

Vocal presentation of rationale and description of jobs

Answer 18

Verbal instructions

Question 19

One of the most common procedures in staff training

Answer 19

Vocal instructions

Question 20

Written instructions

Answer 20

Instructions provided in writing

Question 21

Modeling

Answer 21

Role-playing with trainers/trainees

Question 22

Often involves simulated work setting

Answer 22

Modeling in BST

Question 23

Rehearsal

Answer 23

Trainee rehearses skills to be learned

Question 24

Feedback

Answer 24

Information provided to staff regarding their performance

Question 25

Usually comes immediately after the skill has been demonstrated

Answer 25

Feedback in BST

Question 26

How to program models/feedback

Answer 26

Performance based training

Question 27

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

Answer 27

Performance based training is effective with

Question 28

Stokes and Baer suggest

Answer 28

To program for generality

Question 29

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

Answer 29

General case conditions

Question 30

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

Answer 30

BST has been effective to teach

Question 31

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

Answer 31

Ways to conduct rehearsal/feedback

Question 32

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

Answer 32

How to create instructions

Question 33

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

Answer 33

Instruction training

Question 34

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

Answer 34

Concurrent schedules

Question 35

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

Answer 35

Stimulus equivalence

Question 36

Types of stimulus equivalence

Answer 36

Reflexivity Symmetry Transitivity

Question 37

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

Answer 37

Matching law

Question 38

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

Answer 38

Reflexivity

Question 39

A=A

Answer 39

Reflexivity

Question 40

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

Answer 40

Symmetry

Question 41

B=A

Answer 41

Symmetry

Question 42

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

Answer 42

Transitivity

Question 43

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

Answer 43

Transitivity

Question 44

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

Answer 44

Relational frame theory

Question 45

RFT

Answer 45

Relational frame theory

Question 46

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

Answer 46

Arbitrarily applicable relational responding

Question 47

AARR

Answer 47

Arbitrarily applicable relational responding

Question 48

Mutual entailment | combinatorial mutual entailment transformation of stimulus functions

Answer 48

Characterizations of AARR

Question 49

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

Answer 49

Mutual entailment

Question 50

Went two mutually entailed relations combine

Answer 50

Combinatorial entailment

Question 51

Establish what relations exist between stimuli

Answer 51

Contextual cues

Question 52

Crel

Answer 52

Relational context

Question 53

Cfunc

Answer 53

Functional context Qualify/quantify the specifics of a relation between stimuli

Question 54

When stimuli are brought into relations | any change to stimuli that changes all other in the network

Answer 54

Stimulus transformers

Question 55

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

Answer 55

Relational frames

Question 56

Framing

Answer 56

Relating stimuli in a specific way

Question 57

``` Coordination opposition distinction comparison Hierarchical relations Deictic relations Temporal relations ```

Answer 57

Kinds of relational frames

Question 58

``` 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 ```

Answer 58

Uses for RFT

Question 59

Pliance Tracking Augmenting

Answer 59

Teaching self rules

Question 60

Pliance

Answer 60

Following rules because of socially mediated reinforcement for rule following

Question 61

Tracking

Answer 61

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

Question 62

Rules that change the function of a consequence

Answer 62

Augmenting

Question 63

``` Coordination Comparative Temporal Causal relational framing Perspective taking ```

Answer 63

Skills to teach self rules