Unit 9 Flashcards
Types of stimulus prompts (3):
(1) Position (proximity)
(2) Redundancy of antecedent stimuli
(3) Movement cues
Stimulus prompt fading (def):
Gradually transfer stimulus control from supplementary antecedent stimuli to the natural SD
Maintenance:
Continued effect of an intervention in its absence
Generalization is the…
Spread of the effects of an intervention to other stimulus conditions or related responses
Stimulus generalization is the…
Spread of effects of training to stimuli not present during training
Response generalization is the…
Spread of effects of reinforcement to other similar unreinforced responses
Sequential modification:
FIRST
Assess for generalization
Sequential modification:
SECOND
Train in the absence of generalization
Introducing naturally maintaining contingencies is when you
Transfer control from the trainer/training environment to natural contingencies
Train sufficient exemplars is when you…
Use relevant exemplars found in the generalized setting in training
General case analysis:
What does the practitioner do?
Investigates various exemplars to use in training
General case programming is when you…
Use a full range of exemplars identified through general case analysis
Train loosely is when you…
Vary the noncritical features of the training context
Using indiscriminable contingencies is when you…
Make it difficult for the learner to discriminate when a consequence will follow a response
Programming common stimuli is when you…
Incorporate stimuli encountered in the natural environment into the training
Mediate generalization is when you…
Use a stimulus or train a response that is likely to facilitate generalization
Train “to generalize” is when you…
Reinforce instances of generalization
Overgeneralization (def)
When a response occurs under extremely broad stimulus conditions
Types of generalization (2)
(1) Stimulus generalization
(2) Response generalization
Strategies for assessing and programming for generalization:
ItLtNMC =_____
Introduce the learner to naturally maintaining contingencies
Strategies for assessing and programming for generalization:
TSE =_____
Train sufficient exemplars
Strategies for assessing and programming for generalization:
TL =_____
Train loosely
Strategies for assessing and programming for generalization:
UIC =_____
Use indiscriminable contingencies
Strategies for assessing and programming for generalization:
PCS =_____
Program common stimuli
Strategies for assessing and programming for generalization:
MG =_____
Mediate generalization
Strategies for assessing and programming for generalization:
TtG = _____
Train to generalization
“Sequential modification”: NOT a generalization strategy because
Only assesses for, but does not target, true generalization
Strategies for promoting maintenance are (5)…
- Mastery criteria
- Instructional pacing
- Intermittent schedules of reinforcement
- Delays to reinforcement
- Fluency
