BEHP 5013, Units 4-6 Flashcards Preview

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Flashcards in BEHP 5013, Units 4-6 Deck (125)
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1

C func

Functional context (qualifies/quantifies the specifics of a relation between stimuli)

2

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behaviors

Differential reinforcement of alternative behavior (DRA)

3

List 7 selection-based response forms

1. Pointing to words, symbols or pictures on a board or an electronic device without voice output
2. Selecting pictures, symbols, or words and handing them to another person
3. Touching pictures, symbols or words on an electronic device with voice output
4. Activating a switch that selects pictures, symbols or words on an electric device with voice output
5. Typing letters and words
6. Making Braille patterns with a Braille writer
7. Pointing to or touching items

4

Modeling in BST often involves ___

A simulated work setting

5

List 8 variables influencing effectiveness of modeling:

1. Whether or not the model's behavior is _____
2. The ______ between the model and the imitator
3. The _____ _____ and _____ of the model
4. The model's emphasis of _____ _____ of the target behavior
5. ______ of the modeled behavior
6. Whether a ______ or ______ model is presented
7. _____ of the learner's ______ ______
8. ____ in effect with respect to the form of ______ available for imitating the modeled behavior

1. reinforced
2. similarity
3. physical attractiveness and prestige
4. critical aspects
5. difficulty
6. mastery or coping
7. strength, imitative repertoire
8. MOs, reinforcement

6

Procedure that uses an individual's imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low

Modeling

7

When stimuli are brought into relations; any change to stimuli then changes all others in the network

Stimulus transformations

8

Teaching functional discriminations and alternative responses may: increase the rate of _____, result in more useful ______, decrease ____ responding, and result in more _____ responses

acquisition, discriminations, rote, useful

9

If a learner does not follow a direction to complete a known task:

- do not ______ ___ ______
- do not _____ ____ _______
- stay with the learner and _____ _____ to reinforcement until he complies
- when the learner complies, do not _____ or ______ with an opportunity to mand
- ________ the same or similar task

- repeat the instruction
- prompt the response
- block access
- praise or reinforce
- re-present

10

Establish what relations exist between stimuli

Contextual cues

11

If the learner does not repeat single words clearly and reliably, and does not use hands and fingers to accomplish daily tasks, use the _____ transfer procedure

HOH-prompt-to-selection mand transfer

12

Errorless prompting and rapid prompt-fading: minimizes _____, may increase the rate of _____, and may decrease the tendency to exhibit ______

errors, acquisition, escape behavior

13

Learned relational responding that can come under the control of arbitrary contextual cues, NOT solely the formal properties of relata nor direct experience with them

Arbitrarily applicable relational responding

14

The emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations

Stimulus equivalence

15

Selecting a named item or following a direction to complete a task

Manded stimulus selection

16

C rel

Relational context

17

List several uses for RFT

Reinforcer ID
Observational learning
Joint attention
Developing mand/tact repertoires
Instructional control
Naming
Reading/spelling
Math
Syntax and grammar
Analogical reasoning
Perspective taking
Empathy
Self-directed rules

18

The verbal antecedent stimulus or "rule" actually alters the function of other stimuli, such as a previously neutral stimulus may function as a discriminative stimulus or a reinforcer

Contingency specifying stimuli

19

Fluent _____ skills often result in the rapid acquisition of _____ skills

component, composite

20

2 characteristics of rules

Specify contingencies
Tell the listener to what to do to gain or avoid certain consequences

21

The learner emits behavior which is topographically identical or very similar to the antecedent stimuli, which consists of someone else performing a behavior, which is then imitated by the learner

Imitation

22

One of the most common procedures in staff training

Verbal instructions

23

A functional assessment and curriculum

Essentials for Living

24

List 3 steps to create instructions

1. Choose the skill you want to teach
2. Create a task analysis of the skill
3. Turn those steps into a checklist

25

Instruments that include skills typically acquired in a specific sequence by typically-developing children

Developmental instruments

26

List 3 components of AARR

Mutual entailment
Combinatorial entailment
Transformation of stimulus functions

27

Functional tasks more closely resemble ____ as it typically occurs, and effective responding does not require ______

language, induction

28

A procedure for decreasing problem behavior in which reinforcement is contingent the absence of the problem behavior during or at specific times

Differential reinforcement of other behavior (DRO)

29

Structuring and sequencing learning opportunities so that they occur within a natural setting - used to give the learner the opportunity to practice a skill

Incidental teaching

30

An elementary verbal operant involving a spoken verbal stimulus that evokes a writtten, typed, or finger-spelled response

Transcription - a form of codic