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BEHP 5013 Unit 1-9 COPY COPY > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

Helps individual achieve outcomes.
Behavior deficit makes the person too
dependent on others.

A

Reasons for selecting target behavior

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2
Q

Can’t Do: Skill Deficit
Problem with strength
Won’t do
Does, but only under limited circumstances
Does at the wrong time or in the wrong place

A

Problems with Behavior

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3
Q

Those skills or abilities that enable the
individual to meet standards of personal
independence and responsibility that would
be expected of his or her age and social
group

A

Adaptive Behavior

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4
Q

Tasks for which the person has met the
performance criteria set for the specific task
within specific conditions

A

Mastered tasks

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5
Q

VB-MAPP
Essential for Living
The MOVE Curriculum

A

Examples of Assessments used to identify skills to target for acquisition

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6
Q

Antecedent stimulus correlated with the
availability of reinforcement. Stimulus that
should, after teaching, evoke the correct or
an appropriate response.

A

Discriminitive Stimulus

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7
Q

Discriminitive Stimulus

A

Sd

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8
Q

Antecedent stimuli that may temporarily
increase or decrease the value of a
reinforcer and evoke behavior that has
resulted in that reinforcer previously

A

Motivating Operations

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9
Q

Motivating Operations

A

MO

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10
Q

Supplemenatary antecedent stimuli used
to evoke a correct response in the
presence of an EO or Sd that will
eventually control behavior

A

Prompts

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11
Q

Consequent stimuli or schedules of
presentation that may result in the learner
making the correct or an appropriate
response more frequently

A

Artificial Consequences and Schedules

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12
Q

The presentation or removal of a stimulus
following a response, that increases (or
maintains) the future frequency of that
response

A

Reinforcement

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13
Q

Get behavior going
Strengthen a dimension of an already acquired
skill
Keep behavior going (maintenance)

A

Reinforcement should be used to

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14
Q

Identify appetitive stimuli (potential reinforcers)
Collect baseline data
Deliver the appetitive stimulus contingent upon
the target response
Continue to collect data

A

Using Positive Reinforcement

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15
Q 
Identify aversive stimuli/conditions
Collect baseline data
Remove the aversive condition contingent upon
the target response
Continue to collect data
A

Using Negative Reinforcement

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16
Q

Consequence delivered after every response.

Typically used to build or strengthen a skill

A

Continuous schedules (FR1)

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17
Q

Consequence delivered after some number of
responses, time or interval. Typically used to
maintain behavior over time

A

Variable Schedule

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18
Q

Unsteady responding (pause and burst)

A

Pattern of Bx produced using fixed schedules

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19
Q

Steady responding

A

Pattern of Bx produced using variable schedules

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20
Q

Produce higher rates of responding

A

Ratio Schedules

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21
Q

Very high rates of responding

A

Fixed Ratio

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22
Q

Scalloped responding

A

Fixed Interval

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23
Q

High steady rates

A

Variable Ratio

24
Q

Low to moderate steady rates of responding

A

Variable Interval

25
Q

Before a response begins to occur or during a
response cycle to aid the performance of the
behavior

A

Prompts may be given

26
Q 
In skill acquisition programs
To evoke a low-probability behavior
To evoke a chain of behavior by prompting the
first step (response priming)
To prompt behaviors incompatible with an
inappropriate behavior
A

Prompts are used

27
Q

Operate directly on the response

A

Response prompts

28
Q

Verbal
Modeling
Physical

A

Types of response prompts

29
Q

Operate directly on the antecedent task stimuli to
cue a correct response in conjunction with the
critical SD

A

Stimulus Prompts

30
Q

Item being taught placed closer to student

A

Position cue

31
Q

Pointing to, tapping, touching, looking at item

being taught

A

Movement Cue

32
Q

One or more stimulus/ response dimension

paired with correct choice

A

Redundancy of antecedent stimuli

33
Q

Response prompt if the prompt operates on the
response and stimulus prompt if the prompt
operates on an antecedent stimulus

A

Gestural Prompt

34
Q

A technique used to gradually transfer stimulus
control from supplementary antecedent stimuli
(prompts) to naturally occurring EO’s and/or
discriminative stimuli

A

Fading

35
Q

Most-to-least prompts (fading out)
Least-to-most prompts (fading in)
Time delay (constant or progressive)
Graduated guidance

A

Procedures for fading response prompts

36
Q

Hand-over-hand assistance and the combined
use of physical prompting and fading, resulting in
a systematic gradual reduction in the intensity or
intrusiveness of the physical prompt

A

Graduated Guidance

37
Q

A single movement and can be taught without

breaking it down into smaller steps

A

Single Skill Response

38
Q

Requires breaking down the skill into multiple

steps or responses to effectively teach it

A

Multiple Response Skill

39
Q

Providing a reinforcer when the correct or an
appropriate response occurs and not doing so
when it does not occur or another response
occurs

A

Differential Reinforcement

40
Q

When the correct or an appropriate response
begins to occur, gradually provide less prompts
and an additional level of differential
reinforcement

A

Prompt Fading

41
Q

Using differential reinforcement to produce a
series of gradual changing response classes.
Reinforcement is provided when closer
approximations to the correct response occurs

A

Shaping

42
Q

Highlighting a physical dimension (e.g., color,
size, position) of a stimulus to increase the
likelihood of a correct response

A

Stimulus Fading

43
Q

Functions as an abolishing operation and abates
problem behavior
Evokes appropriate behavior

A

Effects of stimulus fading on problem behaviors

44
Q

Use an initial stimulus shape that will prompt a

correct response

A

Stimulus shape transformations

45
Q

Breaking down a chain into its component

responses

A

Task Analysis

46
Q

Perform the task or watch someone perform the
task
Write down each individual step in sequence
Perform or have someone perform a task
according to the steps listed

A

Developing a Task Analysis

47
Q

Backward chaining
Backward chaining with leaps ahead
Forward chaining
Total task chaining

A

Types of chaining procedures

48
Q

The responses in the chain are taught, one at a

time, in the same order as they naturally occur

A

Forward Chaining

49
Q

The responses in the chain are taught, one at a

time, but beginning with the last step in the chain

A

Backward Chaining

50
Q

The learner contacts the natural reinforcement

contingencies in every learning trial

A

Advantages of Backward Chaining

51
Q

Same as backward chaining except some steps

are skipped and probed instead

A

Backward Chaining with Leaps Forward

52
Q

May reduce training time

A

Advantages of Backward Chaining with Leaps Forward

53
Q

All the steps are trained in a learning trial

A

Total Task Chainging

54
Q

Imitative repertoire

A

Total task chaining seems to work best with

learners with an:

55
Q

Chaining
Modeling
Instructions (oral/written)
Behavioral Skills Training

A

Procedures for Teaching Response Chain

BEHP 5013 Unit 1-9 COPY COPY (9 decks)

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