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BEHP5013 Units 1-9 > Unit 4 > Flashcards

Unit 4 Flashcards

1
Q

Prerequisite skills

A 
Pre-attending skills
Instructional control
Verbal behavior
Generalized imitation
Derived relational responding
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2
Q

Behavioral momentum

A

The tendency of behavior patterns to persist once established

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3
Q

High-P request sequence

A

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 target request

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4
Q

When to use High-P request sequence

A

Tendency to become overly prompt dependent
Too big to manage physically
Extremely sensitive to being touched

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5
Q

Behavior cusps

A

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

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6
Q

Pivotal behavior

A

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

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7
Q

Rules

A

Specify contingencies

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

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8
Q

Contingency specifying stimuli

A

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

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9
Q

Rule-governed behavior

A

Behavior controlled by a verbal description of a contingency

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10
Q

Imitation

A

The learner emits behavior which is topographically identical or very similar to the antecedent stimuli, which consists of someone else performing a behavior, which is then imitated by the learner

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11
Q

Generalized imitation

A

Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled

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12
Q

Imitation training

A

Presenting a model that sets the occasion for a specific response by the learner
Providing response prompts as needed, so the learner emits the imitative response within a designated interval
Reinforcing the imitative response

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13
Q

Modeling (procedure)

A

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

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14
Q

Variables influencing effectiveness of modeling

A

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

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15
Q

Behavior Skills Training

A

A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skills

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16
Q

BST

A

Behavior Skills Training

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17
Q

Four components of BST

A

Instructions
Modeling
Rehearsal
Feedback

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18
Q

Verbal instructions

A

Vocal presentation of rationale and description of jobs

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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 providing 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

Performance based training is effective with

A

Single client program and/or simulated clients
Actual clients
Multiple client program

28
Q

Stokes and Baer suggest

A

To program for generality

29
Q

General case conditions

A

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

30
Q

BST has been effective to teach

A 
Guided compliance
Discrete trial training
PECS
Functional analysis
Guarding and ambulation
Gun safety skills
Abduction prevention
31
Q

Ways to conduct rehearsal/feedback

A

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

32
Q

How to create instructions

A

Choose the skill you want to teach
Create a task analysis of the skill
Turn those steps into a checklist

33
Q

Instruction training

A

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

34
Q

Concurrent schedules

A

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

35
Q

Stimulus equivalence

A

The emergence of accurate responding to untrained and non-reinforces stimulus-stimulus responses to some stimulus-stimulus relations

36
Q

Types of stimulus equivalence

A

Reflexivity
Symmetry
Transitivity

37
Q

Matching law

A

The allocations of responses to choices available on concurrent schedules of reinforcement
Rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice-alternative

38
Q

Reflexivity

A

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

39
Q

A=A

A

Reflexivity

40
Q

Symmetry

A

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

41
Q

B=A

A

Symmetry

42
Q

Transitivity

A

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

43
Q

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

A

Transitivity

44
Q

Relational Frame Theory

A

An explicitly behavioral account of human language and cognition
Provides a functional account of the structure of verbal knowledge and cognition

45
Q

RFT

A

Relational Frame Theory

46
Q

Arbitrarily Applicable Relational Responding

A

Learned relational responding that can come under the control of arbitrary contextual cues, NOT solely the formal properties of relata nor direct experience with them

47
Q

AARR

A

Arbitrarily applicable relational responding

48
Q

Characterizations of AARR

A

Mutual entailment
Combinatorial mutual entailment
Transformation of stimulus functions

49
Q

Mutual entialement

A

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

50
Q

Combinatorial entailment

A

When two mutually entailed relations combine

51
Q

Contextual cues

A

Establish what relations exists between stimuli

52
Q

Crel

A

Relational context

53
Q

Cfunc (1)

A

Functional context

54
Q

Cfunc (2)

A

Qualify/Quantify the specifics of a relation between stimuli

55
Q

Stimulus transformers

A

When stimuli are brought into relations

Any change to stimuli then changes all others in the network

56
Q

Relational frames

A

Specific classes of AARR that show contextually controlled properties of mutual and combinatorial entailment and the transformation of stimulus functions, not due solely to 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

57
Q

Framing

A

Relating stimuli in a specific way

58
Q

Kinds of relational frames

A 
Coordination
Opposition
Distinction
Comparison
Hierarchical relations
Deictic relations
Temporal relations
59
Q

Uses for RFT

A 
Reinforcer ID
Observational learning
Joint attention
Establishing mand/tact repertoires
Instructional control
Naming
Reading/spelling
Math
Syntax and grammar
Analogical reasoning
Perspective taking
Empathy
Self-directed rules
60
Q

Teaching self-rules

A

Pliance
Tracking
Augmenting

61
Q

Pliance

A

Following rules because of socially-mediated reinforcement for rule-following

62
Q

Tracking

A

Following rules due to a history of correspondence between the rule and the contingencies actually encountered

63
Q

Augmenting

A

Rules that change the function of a consequence

64
Q

Skills to teach self-rules

A 
Coordination
Comparative
Temporal
Causal relational framing
Perspective-taking

BEHP5013 Units 1-9 (9 decks)

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