Unit 6

Question 1

VB-MAPP

Answer 1

A norm-referenced, developmental assessment, and curriculum.

Question 2

Essential for Living

Answer 2

A functional assessment and curriculum

Question 3

Developmental instruments

Answer 3

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

Question 4

Functional instruments

Answer 4

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.

Question 5

Incidental teaching

Answer 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.

Question 6

Echoic training

Answer 6

Echoic response is presented and successive approximations are reinforced.

Question 7

Tact training

Answer 7

Pair MO with nonverbal prompts and echoic stimulus.

Question 8

Intraverbal training

Answer 8

Use MO’s to facilitate stimulus control.

Question 9

Functional tasks

Answer 9

More closely resembles language as it naturally occurs.

Effective responding does not require induction.

Question 10

Interspersed and mixed tasks

Answer 10

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

Question 11

Varied and functional cues

Answer 11

More closely resembles language as it naturally occurs

More likely to result in stimulus generalization

Question 12

Motivating operations: capturing and contriving

Answer 12

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

Question 13

Teaching functional discriminations and alternative responses

Answer 13

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

Question 14

Errorless learning

Answer 14

Acquiringparticular discriminations by means of instruction designed to prevent errors.

Question 15

Errorless prompting and rapid prompt-fading

Answer 15

Minimizes errors.

May increase the rate of acquisitionMay decrease the tendency to exhibit behaviors that have resulted in escape.

Question 16

Fast-paced intense instruction

Answer 16

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

Question 17

Fluency-building

Answer 17

Improves retention.

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

Question 18

Mand training

Answer 18

Present nonverbal stimulus with echoic prompt.

Question 19

Use the echoic-to-mand transfer procedure

Answer 19

If the learner repeats single words clearly and reliably.

To teach spoken-word mands.

Question 20

The echoic-to-mand transfer procedure

Answer 20

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

Question 21

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

Answer 21

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

Question 22

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

Answer 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 saythe word

Question 23

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

Answer 23

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

Question 24

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

Answer 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

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

The echoic-to-tact transfer procedure

Answer 27

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

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

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

Answer 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.

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 thelearner 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.