unit 6

Question 1

A norm-referenced, developmental assessment, and curriculum

Answer 1

VB-Mapp

Question 2

A functional assessment and curriculum

Answer 2

Essential for living

Question 3

Include skills that are typically acquired in a specific sequence by typically-developing children

Answer 3

Developmental instruments

Question 4

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

Answer 4

Functional instruments

Question 5

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

Answer 5

Incidental teaching

Question 6

Echoic response is presented and successive approximations are reinforced

Answer 6

Echoic training

Question 7

Pair MO with nonverbal prompts and echoic stimulus

Answer 7

Tact training

Question 8

Use MO’s to facilitate stimulus control

Answer 8

Intraverbal training

Question 9

More closely resembles language as it naturally occurs

Effective responding does not require induction

Answer 9

Functional tasks

Question 10

More closely resembles language as it naturally occurs
Improves attentiveness
Reduce the tendency to exhibit behavior that has resulted in escape

Answer 10

Interspersed and mixed tasks

Question 11

More closely resembles language as it naturally occurs

More likely to result in stimulus generalization

Answer 11

Varied and functional cues

Question 12

Providing ‘free’ reinforcement
Reducing the difficulty of tasks and fading-in demands
Capturing and contriving events

Answer 12

Motivating operations: capturing and contriving

Question 13

May increase the rate of acquisition and result in more useful discriminations
May decrease ‘rote’ responding and result in more useful responses

Answer 13

Teaching functional discriminations and alternative responses

Question 14

Acquiring particular discriminations by means of instruction designed to prevent errors

Answer 14

Errorless learning

Question 15

Minimizes errors
May increase the rate of acquisition
May decrease the tendency to exhibit behaviors that have resulted in escape

Answer 15

Errorless prompting and rapid prompt-fading

Question 16

Prompt-out latency to achieve fluency
Improves attentiveness
Results in less frequent problem behavior

Answer 16

Fast-paced intense instruction

Question 17

Improves retention

Fluent component skills often result in the rapid acquisition of composite skills

Answer 17

Fluency-building

Question 18

Present nonverbal stimulus with echoic prompt

Answer 18

Mand training

Question 19

If the learner repeats single words clearly and reliably

To teach spoken-word mands

Answer 19

Use the echoic-to-mand transfer procedure

Question 20

Say the word
Wait for the leaner to repeat the words
Provide the requested item or activity

Answer 20

The echoic-to-mand transfer procedure

Question 21

If the learner does not repeat single words clearly and reliably, but uses hand and fingers to accomplish many daily tasks

Answer 21

Use motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer procedure

Question 22

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

Answer 22

Motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer procedure

Question 23

if the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks

Answer 23

Use the hand-over-hand prompt-to-selection mand transfer procedure

Question 24

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

Answer 24

Hand-over-hand prompt-to-selection mand transfer procedure

Question 25

Withhold preferred items and activities and do not provide opportunities to mand

Answer 25

If problem behavior occurs while teaching mands

Question 26

Use the echoic-to-tact transfer procedure

Answer 26

If the learner repeats single words clearly and reliably

Question 27

Say the word Wait for the learner to repeat the word Provide praise

Answer 27

The echoic-to-tact transfer procedure

Question 28

Use motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer procedure

Answer 28

If the learner does not repeat single words clearly and reliably but uses hands and fingers to accomplish many daily tasks

Question 29

Quickly demonstrate the sign or prompt it hand-over-hand Wait for the learner to form the sign Provide praise and say the word

Answer 29

The motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer procedure

Question 30

Use the hand-over-hand prompt-to-selection tact transfer procedure

Answer 30

If the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks

Question 31

The hand-over-hand prompt-to-selection tact transfer procedure

Answer 31

Quickly prompt the learner to select the printed word hand-over-hand Wait for the earner to select the printed word Provide praise and say the word

Question 32

Use the tact-to-intraverbal transfer procedure

Answer 32

Regardless of whether the learner uses spoken words or signs or selects printed words

Question 33

The tact-to-intraverbal transfer procedure

Answer 33

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

Question 34

An advantage of this teaching procedure is that it improves attentiveness

Answer 34

Interspersed and mixed tasks

Question 35

An advantage of this teaching procedure is that it promotes stimulus generalization

Answer 35

Varied and functional cues

Question 36

An advantage of this teaching procedure is that it obviates the need for maintenance checks

Answer 36

Teaching functional tasks

Question 37

A competent behavior analyst increases the likelihood of mands tacts intraverbals and receptive responses while decreasing the likelihood of problem behavior through this procedure

Answer 37

Capturing and contriving MOs

Question 38

This teaching procedure can prompt out latency and result in less frequent problem behavior

Answer 38

Fast paced instruction

Question 39

This teaching procedure may decrease rote responding and result in more useful responses and discriminations

Answer 39

Teaching functional discriminations and alternative responses

Question 40

This teaching procedure minimizes errors and decreases likelihood of escape maintained behavior

Answer 40

Errorless prompting and rapid prompt fading

Question 41

If an individual is completely non vocal has limited fine motor skills and has no motor imitation an appropriate way to develop mands would be

Answer 41

Hand over hand prompt to selection

Question 42

If an individual is nonvocal Has no motor imitation but fairly good fine motor skills and appropriate way to develop mands would be

Answer 42

Full physical prompt to mand sign