Unit 6 Flashcards
VB-Mapp
A norm-referenced, developmental assessment, and curriculum
Essential for living
A functional assessment and curriculum
Developmental intstruments
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 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
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 the 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 it naturally occurs
Improve 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
Acquiring particular discriminations by means of instruction designed to prevent errors
Errorless prompting and rapid prompt-fading
Minimizes errors
May increase the rate of acquisition
May 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 learner 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 say the word
Use the hand-over-hand prompt-to-selection mand transfer procedure
If the learner 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 his 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 the learner 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
