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 intstruments

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 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

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 the 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 it naturally occurs
Improve 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

Acquiring particular 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 acquisition
May 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 learner 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 say the word

Question 23

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

Answer 23

If the learner 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 his 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 learner 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