Unit 6 Flashcards
A norm-referenced, developmental assessment, and curriculum
VB Mapp
A functional assessment and curriculum
Essential for Living
Include skills that are typically acquired in a specific sequence by typically-developing children
Developmental Instruments
Include skills that are required in other settings Taught in the same circumstances as those in which they typically occur in the absence of which someone would have to perform the skills for them Result in increased access to preferred items, activities, and people
Functional Instruments
Structuring and sequencing learning opportunities so that they occur within a natural setting and which is used to give the learner an opportunity to practice a skill
Incidental Teaching
Echoic response is presented and successive approximations are reinforced
Echoic Training
Pair MO with nonverbal prompts and echoic stimulus
Tact Training
Use MO’s to facilitate stimulus control
Intraverbal Training
More closely resembles language as it naturally occurs Effective responding does not require induction
Functional Tasks
More closely resembles language as it naturally occurs Improves attentiveness Reduce the tendency to exhibit behavior that has resulted in escape
Interspersed and Mixed Tasks
More closely resembles language as it naturally occurs More likely to result in stimulus generalization
Varied and Functional Cues
Providing ‘free’ reinforcement
Reducing the difficulty of tasks and fading-in demands
Capturing and contriving events
MO; Capturing and Contriving
May increase the rate of acquisition and result in more useful discriminations May decrease ‘rote’ responding and result in more useful responses
Teaching functional discriminations and alternative responses
Acquiring particular discriminations by means of instruction designed to prevent errors
Errorless Learning
Minimizes errors May increase the rate of acquisition May decrease the tendency to exhibit behaviors that have resulted in escape
Errorless prompting and rapid prompt fading
Prompt-out latency to achieve fluency Improves attentiveness Results in less frequent problem behavior
Fast paced intense instruction
Improves retention Fluent component skills often result in the rapid acquisition of composite skills
Fluency Building
Present nonverbal stimulus with echoic prompt
Mand training
Say the word Wait for the leaner to repeat the words Provide the requested item or activity
Echoic-Mand transferring procedure
Quickly demonstrate the sign or prompt it hand-over-hand Wait for the learner to form the sign Provide the requested item or activity and say the word
Motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer procedure
Quickly prompt the selection response hand-over-hand Wait for the learner to make the selection response Provide the requested item or activity and say the word
Hand-over-hand prompt-to-selection mand transfer procedure
Say the word Wait for the learner to repeat the word Provide praise
Echoic-tact transferring procedure
Quickly demonstrate the sign or prompt it hand-over-hand Wait for the learner to form the sign Provide praise and say the word
The motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer procedure
Quickly prompt the learner to select the printed word hand-over-hand Wait for the learner to select the printed word Provide praise and say the word
The hand-over-hand prompt-to-selection tact transfer procedure
Ask a question which can be answered by saying, signing, selecting a printed word or previously learned as a tact Point to the corresponding item or activity Wait for the learner to say, sign, or select the word Provide some form of confirmation or approval
The tact-to-intraverbal transfer procedure
