Unit 6 Flashcards
VB-MAPP
A norm-referenced, developmental assessment, and curriculum.
Essential for Living
A functional assessment and curriculum
Developmental instruments
Include skills that are typically acquired in a specific sequence by typically-developing children.
Functional instruments
Include skills that are required in other settings.
Taught in the same circumstances as those in which they typically occurIn the absence of which someone would have to perform the skills for them.
Result in increased access to preferred items, activities, and people.
Incidental teaching
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.
Echoic training
Echoic response is presented and successive approximations are reinforced.
Tact training
Pair MO with nonverbal prompts and echoic stimulus.
Intraverbal training
Use MO’s to facilitate stimulus control.
Functional tasks
More closely resembles language as it naturally occurs.
Effective responding does not require induction.
Interspersed and mixed tasks
More closely resembles language as it naturally occursImproves attentiveness.
Reduce the tendency to exhibit behavior that has resulted in escape.
Varied and functional cues
More closely resembles language as it naturally occurs
More likely to result in stimulus generalization
Motivating operations: capturing and contriving
Providing ‘free’ reinforcement.
Reducing the difficulty of tasks and fading-in demands.
Capturing and contriving events
Teaching functional discriminations and alternative responses
May increase the rate of acquisition and result in more useful discriminations.
May decrease ‘rote’ responding and result in more useful responses.
Errorless learning
Acquiringparticular discriminations by means of instruction designed to prevent errors.
Errorless prompting and rapid prompt-fading
Minimizes errors.
May increase the rate of acquisitionMay decrease the tendency to exhibit behaviors that have resulted in escape.
Fast-paced intense instruction
Prompt-out latency to achieve fluency.
Improves attentiveness.
Results in less frequent problem behavior
Fluency-building
Improves retention.
Fluent component skills often result in the rapid acquisition of composite skills
Mand training
Present nonverbal stimulus with echoic prompt.
Use the echoic-to-mand transfer procedure
If the learner repeats single words clearly and reliably.
To teach spoken-word mands.
The echoic-to-mand transfer procedure
Say the word.
Wait for the leaner to repeat the words.
Provide the requested item or activity
Use motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer procedure
If the learner does not repeat single words clearly and reliably, but uses hand and fingers to accomplish many daily tasks.
Motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer 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 saythe word
Use the hand-over-hand prompt-to-selection mand transfer procedure
If the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks.
Hand-over-hand prompt-to-selection 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
Withhold preferred items and activities and do not provide opportunities to mand
If problem behavior occurs while teaching mands.
Use the echoic-to-tact transfer procedure
If the learner repeats single words clearly and reliably.
The echoic-to-tact transfer procedure
Say the word.
Wait for the learner to repeat the word.
Provide praise.
Use motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer procedure
If the learner does not repeat single words clearly and reliably but uses hands and fingers to accomplish many daily tasks.
The motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer 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.
Use the hand-over-hand prompt-to-selection tact transfer procedure
If the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks.
The hand-over-hand prompt-to-selection tact transfer procedure
Quickly prompt the learner to select the printed word hand-over-hand.
Wait for thelearner to select the printed word.
Provide praise and say the word.
Use the tact-to-intraverbal transfer procedure
Regardless of whether the learner uses spoken words or signs or selects printed words.
The tact-to-intraverbal 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.
