BEHP 5018 and 5020B Flashcards
(339 cards)
1
Q
Skinner wrote the book Verbal Behavior after a challenge by _________________
A
Alfred North Whitehead
2
Q
Behavior reinforced through the mediation of other persons
A
Verbal behavior
3
Q
Verbal operant
A
antecedent - behavior - consequence
4
Q
Verbal operant under the antecedent control of an MO
A
mand
5
Q
Verbal operant under the antecedent control of a nonverbal stimulus
A
tact
6
Q
Verbal operant under the antecedent control of a verbal stimulus
A
intraverbal
7
Q
Describe 4 roles of the listener:
- __________ for a verbal episode
- The listener _________ the speaker’s bx
- The listener functions as an ______ for verbal bx
- The listener takes ________ _________
A
- Necessary for a verbal episode
- The listener consequates the speaker’s behavior (mediates reinforcement)
- The listener functions as an Sd and MO for verbal behavior
- The listener “takes additional action”
8
Q
Additional actions of the listener include:
- nonverbal respondent bx: __________ ________
- nonverbal operant bx: ___________ __________
- verbal bx: __________ __________
A
- emotional reactions
- receptive language
- speaker behavior
9
Q
Skinner does not include ______ under listener bx.
A
covert verbal bx (thinking, understanding, processing)
10
Q
Two components of a verbal antecedent where one verbal stimulus alters the evocative effect of the second verbal stimulus, and collectively they evoke a differential response
A
Verbal conditional discriminations
11
Q
Verbal extensions is another term for _________
A
generalization
12
Q
Which type of extended tact?
the novel stimulus shares all of the relevant or defining features of the original stimulus
A
Generic
13
Q
Which type of extended tact?
the novel stimulus shares some, but not all of the relevant features
A
Metaphoric
14
Q
Which type of extended tact?
the novel stimuli have none of the relevant features of the original stimulus, but some irrelevant but related feature has acquired stimulus control
A
Metonymical
15
Q
Which type of extended tact?
the property which gains control of the response is only distantly related to the defining properties or is similar for irrelevant reasons
A
Solistic
16
Q
Which type of multiple control?
– the strength of a single verbal response is a function of more than one variable
A
Convergent multiple control
17
Q
Which type of multiple control?
– When a single antecedent variable effects the strength of more than one response
A
Divergent multiple control
18
Q
List 6 points from Radical Behaviorism re: private events:
- Behavior is a _______ of the environment (entire universe)
- Part of the universe is ________ within the organism’s own skin
- Some ______ or ____ may be related to bx in a unique way
- We need not suppose that private events have _______ _______. They are just stimuli.
- We acquire VB under control of public stimuli by the ________ of others to our bx in the presence of those stimuli.
- We acquire VB controlled by private stimuli in 4 ways
A
- function
- enclosed
- stimuli or MOs
- special properties
- reactions
19
Q
List the 4 ways that we acquire VB controlled by private stimuli:
- P________ A___________
- C________ R___________
- C________ P___________
- R________ R___________
A
- Public accompaniment
- Collateral responses
- Common properties
- Response reduction
20
Q
Occur when an observable stimulus accompanies a private stimulus (and as a result an observer is able to teach VB for the private stimulus)
A
Public accompaniment (e.g., seeing child bump his head)
21
Q
Occurs when an observable behavior accompanies a private stimulus (and as a result an observer is able to teach VB for the private stimulus)
A
Collateral responses (e.g., seeing child hold head and cry)
22
Q
Occurs when a speaker learns to tact temporal, geometric, or descriptive properties of objects, and then generalizes those tact relations to private stimuli
A
Common properties (e.g., tacting emotional feelings)
23
Q
Occurs when a speaker learns to tact features of their own body such as movement or position and the kinesthetic stimuli acquire control over verbal responses so that when the movements become covert , the learner is still able to tact the stimuli
A
Response reduction (e.g., learner tacts imagining swimming)
24
Q
Occurs when part of the behavior of an organism becomes in turn one of the variables controlling another part
A
Autoclitic relation
25
Verbal behavior that is based upon or depends upon other verbal behavior
Autoclitic
26
Autoclitic behavior is concerned with ________ ______ on the part of the listener
practical action
27
Name the two levels of verbal behavior involved in autoclitic relations:
Primary verbal operant / standard relation
| Secondary verbal operant / autoclitic relation
28
Informs the listener with respect to some nonverbal aspect of the primary response (including its controlling variables) and is therefore controlled by nonverbal stimuli
Autoclitic tact
29
Enjoins the listener to behave in some way with respect to the primary response and is controlled by MOs
Autoclitic mand
30
The distinction between what is/is not autoclitic bx cannot be made on the basis of the _______ ______ alone.
response form
31
Autoclitic bx is concerned with practical action on the part of the _______
listener
32
List 4 effects of punishment (related to self-editing):
- concealing the identity of the speaker
- recession to the covert level
- talking to one's self
- disguised speech
33
List 4 types of self-editing problems:
- ______ - behavior evoked by an EO involving a high value of positive listener reactions to VB
- _______ - behavior evoked by an EO involving a high value of negative listener reactions to VB or evoked by an Sd without an EO variable related to positive listener reaction
- _______ - a speaker who tacts his own VB, the sources of control, and a listener's responses
- _______ - a speaker who does not tact the contingencies related to his VB and is not under good audience stimulus control
Caring
Not Caring
Aware
Unaware
34
A speaker who is "aware and caring" likely has a _______ ________ _________
weak verbal repertoire
35
A speaker who is "unaware and caring" is likely to engage in a ______ _______ __________
high rate of VB
36
A speaker who is "aware and not caring" is likely to engage in _________ _________
offensive VB
37
A speaker who is "unaware and not caring" is likely to engage in ________ _________ _________
delusional, rambling self-talk
38
Self-editing problem defined by:
- weak public speaking repertoire
- weak intraverbals
- weak mands for information
- weak autoclitics
- not getting to the point
- may appear shy or have low confidence
"Aware and caring"
39
Self-editing problem defined by:
- high rate of trivial verbal behavior
- useless tacts of commonplace stimuli
- high rate of mands
- dominates a conversation
- exaggerates, repetitive, too loud
"Unaware and caring"
40
Self-editing problem defined by:
- hurtful VB
- lying, cursing
- obnoxious VB
- offensive VB
- socially inappropriate
"Aware and not caring"
41
Self-editing problem defined by:
- illogical rambling
- incoherence, mumbling
- self-talk
- odd mands
"Unaware and not caring"
42
The highest form of verbal behavior is _________
self-editing
43
__________ seems to be the main independent variable responsible for shaping self-editing
Punishment
44
The unit of analysis in verbal behavior is:
the three-term contingency (ABC)
45
List 4 antecedent conditions for verbal behavior:
- state of _________ or _________ stimulation
- some aspect of ______________
- other _______ ________
- own _______ _________
- state of deprivation or aversive stimulation
- some aspect of the environment
- other verbal behavior
- own verbal behavior
46
List two consequence conditions for verbal behavior:
- related to the ________ _________
- educational (________)
- related to the motivating operations
| - educational (social)
47
List the 4 base elements of the Pyramid Approach:
- functional ________
- powerful ________
- functional _________
- contextually __________ behaviors
- functional activities
- powerful reinforcers
- functional communication
- contextually inappropriate bxs (focus on functionally equivalent alternative bxs)
48
List the 5 top elements of the Pyramid Approach:
- g__________
- effective ________
- specific _________ strategies
- minimizing and correcting _______
- ______ __________
- generalization
- effective lessons (sequential, discrete, incidental)
- specific teaching strategies (goal is to eliminate prompts)
- minimizing and correcting errors
- data collection
49
PECS Phase 1: How to ______________
Communicate
- teaches initiation using 2 person prompt procedure
- no discrimination
50
PECS Phase 2: Increasing __________ and _______
Increasing Spontaneity and Range
- adult moves away, picture book moved further away
- persistence taught
- no discrimination, but variety of people/activities/locations/reinforcers involved
- communicative partner does not prompt
- traveling taught with shaping
51
PECS Phase 3A: Simple ___________
Simple Discrimination
- discrimination between preferred/ non-preferred
- reinforce when picture is touched
- error correction: Show, Practice, Switch, Repeat
- vary distracters
52
PECS Phase 3B: ___________ Discrimination
Conditional Discrimination
- discriminate between equally reinforcing
- conduct correspondence checks
- use error correction for mistakes
53
PECS Phase 4: Building ___________
Building Sentences
- "I want" and picture on sentence strip
- Learner taps symbols
- add 3-5 sec time delay before naming reinforcer
- add attributes and increase sentence length
54
PECS Phase 5: Answering __________
"What do you want?"
| - leads to commenting
55
PECS Phase 6: ___________
Commenting
- answering comment questions
- discriminating between comment questions
- teach using elements such as surprises and novelty
56
This phase of PECS requires no discrimination and uses a 2 person prompting procedure
Phase 1
57
This phase of PECS teaches the learner to travel to the book and communication partner
Phase 2
58
This phase of PECS teaches the learner to discriminate between a preferred and non-preferred picture
Phase 3A
59
This phase of PECS teaches the learner to discriminate between equally reinforcing pictures
Phase 3B
60
This phase of PECS introduces a sentence strip, tapping symbols, time delay and using attributes
Phase 4
61
This phase of PECS introduces the question "What do you want?"
Phase 5
62
This phase of PECS teaches commenting
Phase 6
63
Name the 4 steps in the PECS error correction sequence:
Model/Show
Practice
Switch (distract)
Repeat
64
Researcher who found that individuals with limited verbal bx or who do not respond to multiple communication interventions, should be offered the opportunity to use PECS
Maglione (2012)
65
Researcher who found stronger links between speech development and PECS vs sign language
McCleery (2013)
66
Research study that found PECS and PRT to be equally effective interventions
Schreibman and Stahmer (2013)
67
List the 3 general views of language:
- biological
- cognitive
- environmental
68
Many credit Chomsky's critique of VB with starting the ________ ________
"cognitive revolution"
69
List 3 reasons to avoid receptive/expressive framing of language:
- implies different manifestations of the same ________ ________ ________
- implies that __________ __________ is language
- implies that understanding the meaning of a word is the same as __________ words
- underlying cognitive processes
- listener behavior
- expressing
70
The main source of control for most intraverbal behavior is ______ _________ _________
verbal conditional discriminations
71
During Phase 4 of PECS instruction, the learner must be taught where to place an attribute card on the sentence strip and also how to __________ the variations between _________
discriminate the variations between attributes (does not require receptive mastery)
72
Behavior defined by its impact upon the environment
Operant behavior
73
The goal of the Pyramid Approach to education is to:
use the methods of science to develop effective educational strategies
74
Natural sciences use an ___________ approach
inductive (bottom up)
75
This approach to science requires collection of data prior to developing interpretations
Inductive science
76
This approach to science develops hypotheses and then tests them
Deductive science
77
List 6 characteristics of the natural science of behavior:
1. It is an ___________ science
2. Intimate contact with the ___________ of interest
3. Focus on _________ behavior and __________, __________ definitions
4. Use of standard, __________, and universal units of measurement
5. ____________ analysis
6. Identification of __________ ____________
1. It is an inductive science
2. Intimate contact with phenomenon of interest (as in biology, chemistry, physics)
3. focus on observable behavior and objective, operational definitions
4. use of standard, absolute, and universal units of measurement
5. experimental analysis
6. identification of functional relations
78
Name the two essential properties of behavior
Count and time
79
List 3 characteristics of the units of measurement:
Standard, absolute, universal
80
In reference to units of measurement, "standard" means:
everyone uses them
81
In reference to units of measurement, "absolute" means:
value does not change from one instance to the next
82
In reference to units of measurement, "universal" means:
applies to every instance of the phenomena
83
List 5 characteristics of Dimensional Quantities of bx:
- able to be ______ as it is occurring
- ____________ in the bx itself
- not an ____________
- ____________ to changes in the IV
- __________ to the naked eye
- able to be seen as it occurring in the environment
- entailed in the behavior itself
- not an abstraction (not a rating scale, for example)
- sensitive to changes in the independent variable
- visible to the naked eye
84
Name the 5 dimensional quantities of bx:
- frequency/rate (count per time)
- latency (temporal locus)
- duration (temporal extent)
- celeration (count/time/time)
- IRT
85
Name 2 characteristics of dimensionless quantities of bx:
- ___________ from the bx of interest
- ___________ to environmental variables
- abstractions
| - insensitive
86
Likert scales, ratios, and percent correct are examples of ________ ___________
dimensionless quantities
87
Ongoing data collection under controlled conditions before interpretations are made
Inductive science
88
BF Skinner adhered to a ________ science of bx.
natural
89
BF Skinner's system of measurement was ______ of ______
rate of response (frequency)
90
BF Skinner focused on ______ -__________ responding
free-operant
91
BF Skinner's cumulative record was a _________ ________ _________
standard graphic display
92
List 3 characteristics of free-operant responding:
- can be _________ at any time
- _______ (does not require much time)
- produces a wide range of _______ _______
- emitted
- discrete
- response rates
93
A dimensional unit of behavior sensitive to subtle manipulations of the independent variable.
Rate of response
94
List 4 characteristics of a Standard Graphic Display (cumulative record):
- ratio of ______ / ________
- ___________ recording
- produced standard _______ that represented rate of responding
- allowed ease of _________ and __________
- ratio of count/time
- continuous recording
- produced standard slopes
- allowed ease of interpretation and comparison
95
Student of BF Skinner who created the Standard Celeration Chart:
Ogden Lindsley
96
A measure of change in rate over time
celeration
97
A Standard Celeration Chart depicts human behavior more accurately than an equal interval graph because bx changes ___________
exponentially
98
SCC: The lowest point on y axis of the SCC represents bx occurring ________
1 time/day
99
SCC: The highest point on the y axis of the SCC represents bx occurring _________
1000 times/minute
100
Features of the SCC:
| Line depicting change in rate over time
Celeration Line
101
Features of the SCC:
| Axis indicating successive calendar days
Bottom axis
102
Features of the SCC:
| Axis indicating successive calendar weeks
Top Axis
103
Features of the SCC:
| Axis indicating count/minute from .001 to 1000/min
Left Y axis
104
Features of the SCC:
| Indicates weekdays
thin vertical lines
105
Features of the SCC:
| Indicates Sundays
thick vertical lines
106
Features of the SCC:
| Depicts standard slopes and allows for quick comparisons
Celeration Fan
107
Features of the SCC:
| Axis indicating time periods for the bottom of the chart
Right y axis
108
A logarithmic scale may also be called an _______ _______ scale
equal ratio
109
Name a benefit of the logarithmic y-axis on the SCC:
preserves proportional amounts of bx change
110
The Standard Celeration Chart may also be called (2):
- Standard Behavior Chart
| - Six-cycle Chart
111
List 4 problems with equal interval line graphs:
- charts are not __________
- slope is __________ as you move up the chart
- baseline ___________ is a confound
- if using % correct, creates an _________ _________
- standard
- inflated
- frequency
- artificial ceiling
112
All Standard Celeration Charts start on the same date - this is called ___________
calibration
113
List the steps for completing a daily record on the SCC:
1. Calculate counting time floor
2. Calculate frequency correct
3. Calculate frequency incorrect
4. Find where day line and frequency line intersect and chart at intersection
114
In Precision Teaching, charting both correct/incorrect or bx to increase and decrease on the same chart is termed a ______ ______
"fair pair"
115
SCC: Observation or recording period, or amount of time spent counting the behavior
Counting time floor
116
SCC: Explain how to calculate the counting time floor
1/minutes spent recording
| or 60/number of seconds
117
SCC: Dropping timing floors indicate _______ timing durations
longer
118
SCC: Explain how to chart frequencies
Count/number of minutes spent recording or
| Count x counting time floor
119
SCC: Find the count/minute for a bx that occurs 10 times in 20 minutes
.5
120
SCC: Find the count/minute for a bx that occurs 10 times in 2 minutes
5
121
SCC: Find the count/minute for a bx that occurs 25 times in 30 seconds
50
122
SCC: Find the count/minute for a bx that occurs 25 times in 15 seconds
100
123
SCC: Find the counting floor for a 30 second observation period
2
124
SCC: Find the counting floor for a 10 minute observation period
.1
125
SCC: Find the counting floor for a 2 minute observation period
.5
126
Describe how to indicate a frequency of zero on the SCC
Place an X or ? below the counting time floor
127
How is frequency/rate plotted on the SCC?
count divided by minutes spent recording
128
SCC: Behavior has the opportunity to occur but is not observed or recorded.
This is termed a ________ day and data points are ___________ across this day.
ignore, connected
129
SCC: Behavior does not have the opportunity to occur.
This is termed a __________ day and data points are ___________ across this day.
no chance, not connected
130
SCC: Vertical line drawn between day lines
Phase change line
131
SCC: Number of minutes behavior is able to occur
Behavior floor
132
SCC: Explain how to calculate the behavior floor
1/number minutes behavior can occur
133
SCC: The closer together the counting time floor and the behavior floor, the ________ reliable the data will be.
more
134
SCC: Number of observation minutes (when time sampling)
Record ceiling
135
SCC: Explain how to calculate the record ceiling
1/number of observation minutes
| (e.g., 1/10 if doing a MTS every 10 minutes
136
SCC: Explain how to calculate latency
1/latency
137
SCC: Explain how to denote latency
Forward slash
138
SCC: Forward slashes moving down the chart indicate ________ latency, while forward slashes moving up the chart denote ________ latency
longer, shorter
139
SCC: A forward slash indicates a measure of ______
latency
140
SCC: A backward slash indicates a measure of ________
duration
141
SCC: Explain how to calculate duration
1/duration
142
SCC: Explain how to denote duration data
Backward slash
143
SCC: Backward slashes moving ________ the chart indicate longer duration, while backward slashes moving _________ the chart indicate shorter duration.
down, up
144
SCC: An index of learning
Celeration
145
SCC: List the steps for estimating celeration:
1. Determine the _______ and ________ of the line
2. Draw a __________ through the data series
3. Ensure _______ of data points intersecting, above and below the celeration line
1. slope and direction
2. line-of-best-fit
3. equal number
146
SCC: To find celeration values, draw a line parallel to the celeration line, passing through a ________ and a _______ line
1-line, Sunday line
147
SCC: If the celeration is increasing, draw a parallel line and then read the frequency of the ______ ________
next Sunday line
148
SCC: If the celeration is decreasing, draw a parallel line and then read the frequency of the ______ ________
previous Sunday line
149
A system of measuring and analyzing behavior using the Standard Celeration Chart:
Precision Teaching
150
Precision Teaching was founded by:
Ogden Lindsley
151
Precision Teaching - how one member of a class of behaviors affects the whole class is referred to as _____ /_____ relations
component / composite
152
Precision Teaching: Functional mastery criteria involve (3):
- fluency
- aims
- RESAA
153
Precision Teaching: RESAA stands for:
- Retention (maintenance/memory)
- Endurance (resistance to distractions, attention span)
- Stability (low variability)
- Application (generalization)
- Adduction (emergence of new repertoires)
154
"Fluency" as a term to describe mastery was introduced by:
Carl Binder
155
Fluency is ________ plus _______
accuracy plus speed
156
Higher rate behavior is more likely to occur again - this is termed ________ __________
response probability
157
Fluency is a product of _________
practice
158
If we want bxs to occur when they are needed, we need to make sure they occur at a high rate so they are more likely to be _________ by the environment.
Selected (selectionist account)
159
Mastery that produces a measurable outcome
Functional mastery
160
Explain how the notion of fluency relates to a selectionist account of behavior:
- rate is a measure of ________ _________
- higher rate bxs have a greater _________ of occurrence
- higher rate bxs are more likely to be __________ by contingencies of reinforcement
- response probability
- likelihood
- selected
161
In Precision Teaching the acronym for mastery is:
RESAA
| retention, endurance, stability, application, adduction
162
Progress monitoring needs to be both _________ and _________
proximal and distal
163
Progress monitoring focused on ongoing specific training targets (pinpoints) is termed _________
proximal
164
Progress monitoring focused on movement toward outcomes and curriculum-based measurement is termed _________
distal
165
SCC: Describe the benefits of standard charting:
- _________, absolute, _________
- includes both ___________ of bx
- uses ____________ units
- standard visual display enables ease of _________
- ease of __________ across bxs, settings, learners
- celerations produce ________ _________
- times _____ or greater celeration is both clinically and statistically significant
- broad scale ________
- standard, absolute, universal
- properties
- dimensional
- interpretation
- comparison
- standard slopes
- 2
- impact
166
When using the SCC, __________ becomes synonymous with intervention
assessment
167
SCC: ________ and ________ are seemingly polar notions, but one informs the other
Precision, scope
168
The primary founders of behavior analysis were:
Skinner and Fred Keller
169
The university professor who has been the primary teacher of Skinner's analysis of VB over the past 50 years is:
Jack Michael
170
Developed the Assessment of Basic Learning Abilities (ABLA):
Meyerson
171
Founder of JABA
M. Wolf
172
The clinical researcher who was first to systematically apply Skinner's analysis of VB to language assessment and intervention:
J Spradlin
173
During the 70s, approximately 50 VB research projects were conducted at the _______ ________ Multihandicap Center
Kalamazoo Valley
174
The ABLLS was created by:
Partington & Sundberg (1998)
175
The VB-MAPP was created by:
Sundberg (2008)
176
The purpose of language assessment is to determine the ________ _______ (aka baseline) of a child's skills in order to compare it to typical language development data
operant level
177
Traditional language assessments view _______ and/or ________ variables as the primary sources of control for verbal responses.
cognitive, biological
178
In behavioral language assessments, the _______ ______ is the functional unit, and __________ _________ are viewed as the relevant sources of control for verbal responses.
```
verbal operant (form and function)
environmental variables
```
179
Most verbal operants are under ....
multiple sources of control
180
The application of Skinner's analysis of VB to language assessment suggests that language should be assessed in terms of its ______ and _______
form and function
181
Skinner's analysis of VB proposes that the unit of analysis in the measurement of language should be ...
the ABC relation
182
In addition to assessing the elementary verbal operants, it is also important to analyze and assess the _________ __________ that may be preventing verbal development
linguistic barriers
183
The problem with assessment based on the traditional distinction between expressive and receptive language is that the categories _______ important distinctions between the verbal operants
blend
184
The focus of traditional language assessment is on:
- ________ form
- _______ ________ of _________
- age _______________
- response form
- mean length of utterance
- age equivalents
185
A standardized language assessment is ...
norm-referenced
186
List the 5 components of the VB-MAPP (important)
- M_________ assessment
- B_________ assessment
- T_________ assessment
- Skills ______ ________ and Tracking
- ____________ and IEP Goals
- Milestones Assessment
- Barriers Assessment
- Transition Assessment
- Skills Task Analysis and Tracking
- Placement and IEP Goals
187
The VB-MAPP targets 16 verbal operants and related skills across 3 developmental levels:
Level 1 - ____ to ____ months
Level 2 - ____ to ____ months
Level 3 - ____ to ____ months
0-18 months
18-30 months
30-48 months
188
The VB-MAPP Milestones Assessment covers the language skills of a typically developing child between 0 and _____ years old.
4
189
Many of the early language skills emitted by typically developing children are _______ _________
multiply controlled
190
The VB-MAPP Milestones Assessment should be conducted:
once a year
191
The Early Echoic Skills Assessment (EESA) was developed by:
Barbara Esch
192
The best results from a VB-MAPP assessment are obtained by someone who is:
- formally trained in _______ _______
- trained in ________ ________ of VB
- has working knowledge of basic _________ ________ and grammar
- behavior analysis
- Skinner's analysis
- linguistic structure
193
The VB-MAPP Barriers Assessment is scored using a _______ _______
Likert scale (0-4)
194
Occurs when one Sd or MO alters the evocative effect of a second stimulus, and establishes the 2nd stimulus as an SD or MO, and they collectively evoke a response
Conditional Discrimination
195
Most intraverbal behavior requires ...
verbal conditional discriminations
196
Typical children begin to emit intraverbal behavior when they are about ____ years old
2
197
The VB-MAPP intraverbal subtest research found that children with autism made ________ errors as typical children who scored at their level
the same
198
The VB-MAPP Intraverbal Subtest contains ____ intraverbal tasks that are _________ sequenced
80, developmentally
199
The development of the Standard Celeration Chart focused classroom instruction on:
- ______ ________ responding
- __________ of response
- __________ of learning
- free-operant responding
- frequency of response
- celeration of learning
200
List the 6 basic tenets of Skinner's EAB:
- __________ control operant behavior
- the ________ knows best
- work with _________ behavior
- monitor _________ daily
- use frequency as a ________, standard and ________ measure of behavior
- use a ________ ________ for data
- consequences control operant behavior
- the learner knows best
- work with observable behavior
- monitor frequency daily
- use frequency as a universal, standard, and absolute measure of behavior
- use a standard display for data
201
List the 4 values of the natural science for precision teaching:
- be ______ when collecting data
- be ______ to publish
- be ______ and _______ about conclusions
- collect _______ data than necessary
- be tough when collecting data
- be slow to publish
- be careful and cautious about conclusions
- collect more data than necessary
202
Name 2 characteristics of developmental language assessments:
- based on _________ and ________ distinctions
- ______-__________
- expressive and receptive
| - norm-referenced
203
List 3 characteristics of natural science:
- an _________ approach
- _________ analysis
- _________ measurement
- inductive approach
- experimental analysis
- standard measurement
204
What is used to determine functional mastery criteria?
data on rates of responding
205
List 3 challenges of standardized assessments:
- difficult to ________ to a specific child
- often conducted in a ________ environment
- time-consuming to ________ __________
- generalize
- tightly controlled
- norm reference
206
The VB-MAPP does not assess ________________ after 18 months.
spontaneous vocal behavior
207
In order to acquire an intraverbal, the learner must attend to the ________ rather than the ________ of the antecedent verbal stimulus.
content rather than the structure
208
Children begin to turn toward sounds, respond to social smiles, and show very early imitation and babbling by ______
3 months
209
Speech becomes a conditioned reinforcer for a child by _______
3 months
210
A child typically responds to his name by ______
7 months
211
Imitation and echoic skills begin to emerge by _____
12 months
212
A child typically can look at a named picture by _______
12 months
213
A child typically begins to respond to simple verbal requests by _________
12 months
214
Early mands and tacts usually emerge around _______
12 months
215
By 2 years old, typical children:
- engage in _______ _______
- begin to sort by _______ and _______
- _________ items or pictures when named
- use _______ word sentences
- engage in social imitation
- begin to sort by color/shape
- points to items when named
- uses 2-4 word sentences
216
Sorting by shape or color typically emerges by age _____
2
217
Pointing to items when named usually emerges by age _____
2
218
The first skills to develop for typical children are (4):
mand, echoic, listener, tact
219
A typically developing 2yo may have _______ mands and tacts
100-200
220
A solid mand/tact repertoire (100-200) usually develops before ______, ________, matching to sample, or ___________.
matching, sorting, categorization
221
Typical children understand "mine" and "his/hers" by age ____
3
222
Match-to-sample skills typically emerge by age _____
3
223
Pretend play skills typically develop by age _____
3
224
A typical child can follow a 2-3 part direction at age ____
3
225
A typically developing child understands simple position words by age _____
3
226
A typical 2-year old emits _________ words per day
12-15,000
227
A typical 3-year old uses ______ word sentences
4-5
228
Typical 3 year olds emit _______ words per day
20,000
229
At what age can a typical child state name, age and sex?
3
230
At what age do pronouns emerge?
3
231
At what age can most spoken words be understood by a stranger?
3
232
Naming colors and counting typically emerge by age ____
4
233
The concepts of "same" and "different" are typically understood by age _____
4
234
By age 4, typical children speak in _____ word sentences
5-6
235
A typical child can count 10+ objects, say name and address, and tell stories by age _____
5
236
Young children may learn colors as ______, not ________
nouns, not adjectives
237
It is important to consider typical language development when designing a language program because it:
- allows further identification of the _________ of language
- provides __________ on where to start and how to proceed
- makes it possible to develop a __________ _________ as close as possible to that of a typical child
- function
- direction
- language repertoire
238
List 4 steps for beginning a VB intervention program:
- Conduct a _______________
- Determine the _________________
- Determine _________ __________ and _________
- Work on ___________ ________ skills
- Conduct a VB-MAPP assessment
- Determine the VB-MAPP level
- Determine the skill strengths and weaknesses
- Work on balancing out skills
239
VB-MAPP: What content is primarily focused on with a Level 1 learner?
Mands
240
VB-MAPP: List the preferred order of response forms from most to least preferred:
Speech, sign, PECS/AAC, written
241
List the steps of developing a VB intervention program for a Level 1 learner:
1. Identify _________ and _____ levels
2. Identify _________ skills
3. Identify _________ and conduct necessary ________
4. Identify _________ _______
5. Determine __________ levels
6. Develop _______ ________ based on VB-MAPP scores
7. ____________ and data collection
8. _______ vs ________
9. Prepare the _________ ________
10. Daily _________
11. _________ training
1. Identify reinforcers and MO levels
2. Identify existing skills
3. Identify barriers and conduct necessary descriptive/functional analyses
4. Identify response form
5. Determine baseline levels
6. Develop IEP goals based on VB-MAPP scores
7. Measurement and data collection
8. DTT vs NET
9. Prepare the teaching setting (materials, data sheets, reinforcers)
10. Daily schedule
11. Parent training
242
Name 3 ways to fade an echoic prompt:
- delayed prompt
- partial echoic prompt
- combination of delayed and partial prompt
243
List the steps of the stimulus transfer procedure:
1. Present target Sd and _______ prompt ("What do you want?"
2. If correct ... reinforce
3. If incorrect, present _______ prompt
4. If correct response, repeat #1 (_______ _______)
5. Add __________
6. Repeat ________
1. Present target Sd (eg. hold up bubbles) and verbal prompt
2. If correct, reinforce
3. If incorrect, present echoic prompt
4. If correct response, repeat #1 (transfer trial) "Say ...."
5. Add distracter trial (e.g., imitation)
6. Repeat cycle with more distracters
244
When training on mands and tacts, use _________ data
first trial
245
List 6 important skills to teach early learners in a VB program:
mand, tact, echoic, imitation, listener responding, match to sample
246
Match-to-sample skills can help develop the following skills:
- advanced _________ and __________
- natural environment training
- listener ___________
- _________
- IV ____________
- advanced scanning and attending
- NET
- listener discrimination
- LRFFC
- IV categorization
247
Distracter trials are used to strengthen _________ and __________ control
stimulus, motivational
248
After several nouns are acquired as tacts, training should begin on:
verbs
249
Echoic skills can be increased by using a _______ context and ________ procedures
mand, pairing
250
List skills that staff/parents need for an effective VB program:
- basic _________ teaching procedures
- how to ________ _________
- elementary ________ _________
- child __________ skills
- basic behavioral teaching procedures (prompting, fading, reinforcement)
- how to collect data
- the elementary verbal operants
- child management skills
251
Stimulus control means that a _________ ________ evokes a __________ _________
particular stimulus, particular response
252
When a particular stimulus evokes a particular response, _________ __________ has occurred
stimulus control
253
A main objective of the VB approach is ....
stimulus control
254
Stimulus control allows a child to _________ between different items
discriminate
255
Most child management skills are ______ ______
common sense
256
The two major components of parent/staff training for language programming are:
1. Knowledge of basic ________ _________ procedures
2. Knowledge of the _______ ________
behavior modification procedures
| verbal operants
257
The meaning of a response is found in the _________
antecedent ("Why" did the learner respond by picking up the car?)
258
Match to sample, receptive ID, RFFC and intraverbals all involve __________ ____________
conditional discriminations
259
A discrimination in which reinforcement of responding during a stimulus depends on other stimuli
conditional discrimination
260
When the nature or extent of operant control by a stimulus condition depends on some other stimulus condition
conditional discrimination
261
In a MTS task, what behavior is evoked by presenting the sample stimulus (Sd)?
scanning
262
In a MTS task, what behavior is evoked by seeing the target item in the field (Sd)?
selection
263
If a learner is making errors with RFFC or intraverbal tasks, look for errors in the _______ tasks
matching-to-sample (scanning/selection responses)
264
Learner errors during conditional discrimination tasks may include:
- _______ stimulus control
- defective _________
- weak conditional discriminations
- difficulty with _______ _______
- difficulty with _______ _______ in the array
- establishing verbal stimulus control
- defective scanning
- weak conditional discriminations (esp auditory to visual)
- difficulty with large arrays and NET
- difficulty with similar stimuli
265
When teaching MTS skills, make sure to include all the following variables in training:
- size of _______
- size and ___________ of the stimuli
- similar _________ in array
- adding __________
- using different ________, _______ and _______
- finding the item in its ________ __________
- size of array
- size and orientation of stimuli
- similar stimuli in array
- adding a background
- using different colors, shapes and styles
- finding the item in its natural context
266
Conduct the VB-MAPP Intraverbal subtest if the child's Milestones score is entering _______
Level 2
267
In a ________ class, several different stimuli (car, bus, train) can evoke the same response (vehicle)
stimulus
268
In a _________ class, one stimulus (vehicle) can evoke several different responses
response
269
# Fill ins:
- are not used in _______ language
| - act as prompts for teaching ______
- are not used in everyday language
| - act as prompts for teaching WH questions
270
The goal of advanced verbal training is to:
- avoid establishing ______ _________
- expand the ________ and _________ of verbal stimuli and responses
- avoid establishing rote responding
- expand content and variation
NOT to teach new words
271
Task materials and relevant instructions do not occasion predetermined level of performance in absence of prompts
Skill deficit
272
The skill is intact, but the person is unmotivated to respond under appropriate stimulus conditions
Performance deficit
273
Performance deficits can be accurately distinguished from skill deficits on basis of whether __________ __________ for correct responding rapidly increases accuracy
supplemental reinforcement
274
Occurs when some property of responding is gradually changed by differentially reinforcing successive approximations to target behavior
Shaping
275
_______ ________ specify changes in reinforcement criteria (based on latency, effort, location or duration) as bx moves toward the shaping target.
Percentile schedules
276
Name 2 methods to increase response diversity:
- extinction induced variability
| - lag reinforcement schedules
277
The ultimate goal of prompting is to promote _______ ________
independent responding
278
An _________ reward is naturally related to the responses that produce it
intrinsic
279
An _________ reward is arbitrarily related to the responses that produce it
extrinsic
280
This theory states that "Reinforcement contingencies (extrinsic rewards) lead to decrements in enjoyment (intrinsic rewards) and thus result in decreases in engagement"
Overjustification
281
List 3 factors that may account for what appears to be lessened intrinsic motivation when reinforcement is used:
- satiation
- contrast effects
- learned helplessness ("It doesn't matter how well I do")
282
Changes in rate of reinforcement under one condition can produce an opposite change in rate of responding in another condition
contrast effects
283
Under what conditions do overjustification effects appear to be more pronounced?
when bx is already occurring at a high level
284
List 4 experimental arrangements for reinforcer assessments:
- single operant
- concurrent schedule
- progressive ratio
- demand curves
285
A single reinforcer schedule is arranged for a specific response in a ________ ________ reinforcer assessment
Single operant
286
The most common type of reinforcer assessment is ______ _______
single operant
287
The dependent variable in a single operant reinforcer assessment is:
rate of response/frequency
288
A concurrent schedule reinforcer assessment is _______ sensitive to relative reinforcer effectiveness than a single operant assessment.
more
289
In a concurrent schedule reinforcer assessment, the dependent variable is relative _________ _________ across available alternatives
response allocation
290
Concurrent schedule reinforcer assessments may be sensitive to small differences in __________ reinforcer value. However, just because an item is less preferred in a concurrent schedule, it may still be an effective reinforcer in an _________ sense
relative, absolute
291
A single-operant reinforcer assessment may mask differences in ________ reinforcer efficacy
relative
292
A concurrent schedule reinforcer assessment may mask __________ _________ for lower preference stimuli.
reinforcer effects (lower preference items may still be effective reinforcers)
293
In a progressive ratio reinforcer assessment, the session ends when the learner:
stops responding for a specified period of time
294
The dependent variable in a progressive ratio reinforcer assessment is the ______ ______, which is the value of the ______ _________ schedule requirement
"break point", last completed
295
"All else being equal, as unit price increases, demand (consumption) decreases. And vice versa."
Law of Demand
296
A demand curve reinforcer assessment relates to ______ _______ of the item, and the ______ _______ that is consumed
unit price, total amount
297
A ___________ __________ reinforcer assessment may mask differences in relative reinforcer efficacy
single operant
298
A __________ __________ reinforcer assessment may mask reinforcer effects for lower preference stimuli
concurrent schedule
299
Describe the 2-step process for identifying reinforcers:
1. Conduct preference assessment to determine predictions about relative reinforcer efficacy
2. Test predictions using a reinforcer assessment
300
List the 3 general categories of preference assessments:
- indirect assessment (client/caregiver report)
- naturalistic (in-vivo) direct observation
- direct assessment (free operant or approach based)
301
Which general type of preference assessment is most accurate?
direct assessment
302
Which general type of preference assessment is generally least effortful?
indirect assessment
303
According to Graff and Karsten (2012), which preference assessment method was most commonly used across all respondents?
informal observation (in-vivo)
304
According to Cote et al. (2007), which of the following best describes the outcomes of the comparisons of teacher and SPA ranking?
negative correlation in 5/9 cases
305
List 4 approach/selection-based preference assessments:
single item, paired stimulus, MSW, MSWO
306
In approach/selection-based preference assessment, hierarchies are derived from calculations of the number of times a stimulus is _________ given the number of times each is _________
selected, available
307
Which preference assessment method presents one item at a time, measures whether or not approach occurs, and creates a hierarchy based on approaches/trials?
Single-item, approach method
308
Which preference assessment is prone to false positives?
single stimulus
309
Which preference assessment method may be more sensitive to relative preferences and allows one to include a large number of stimuli?
paired stimulus
310
List two types of duration-based preference assessments:
- single item
| - free operant / multiple stimulus
311
o Duration based assessments used also to determine the extent to which stimuli displace problem behavior
Competing stimulus preference assessment
312
Name the two measures used in a competing stimulus preference assessment:
- stimulus engagement
| - problem behavior
313
List 3 variables to consider when selecting a preference assessment method:
- abilities
- position biases
- problem behavior
314
Two preference assessment options for individuals with limited motor skills are:
- microswitches
| - indices of happiness
315
List 3 possible methods to treat position bias:
- quality training (choice btw preferred / nonpreferred)
- magnitude training (magnitude of 1 stimulus 5x greater)
- error correction (blocking the incorrect selection on repeated trials)
316
List 3 alternative ways to arrange stimuli for individuals with position biases:
- place stimuli vertically
- hold stimuli in front of the learner
- place stimuli in opposite corners of the room
317
Conyers et al compared accuracy while comparing 3 preference assessment conditions - objects, spoken words, or pictures - and found that _______ and ________ preference assessments should be reserved for individuals with established __________ abilities
verbal, pictoral - discrimination
318
List 3 considerations when selecting a stimulus preference assessment:
- time available
- function of problem bx
- whether the stimulus can be delivered immediately after selection
319
_______ preference assessments require less time to implement than _______ and DeLeon and Iwata (1996) found that they generated similar preference hierarchies
MSWO, paired stimulus
320
If you wish to include a large number of stimuli, use a _______ ________ preference assessment, or a _______ ________ if time allows
single stimulus, paired stimulus
321
Hanley et al evaluated preference using pictures and found that in most cases, ___________ preference hierarchies established only when selected items were immediately ________ following selection
differentiated, delivered
322
If time is limited, which preference assessment would perhaps be LEAST appropriate?
paired stimulus
323
According to the study by Kang et al., which PA method was NOT likely to evoke problem bx maintained by tangibles?
free operant
324
According to the study by Kang et al., which PA method was most likely to evoke problem bx maintained by attention?
free operant
325
Fisher et al found that top-ranked items identified by caregiver predictions based upon _____ were more preferred than the top-ranked items identified by predictions based upon a _______ _______ of items
RAISD, standard list
326
Describe what is meant by the ecological fit of reinforcer:
- Is it easily _________?
- Does it ______ much?
- Does it fit ____________ in the environment in which it will be used?
- Can its use cause other ________ _________?
- Does its ____________ wane easily?
- Does its _________ disrupt ongoing behavior?
Is it easily replenished?
Does it cost much?
Does it fit naturally in the environment in which it will be used?
Can its use cause other sorts of detrimental effects?
Does its effectiveness wane easily across short periods of time?
Does its delivery disrupt ongoing behavior?
327
According to the reinforcer selection flowchart suggested by DeLeon et al (2013), which type of stimulus should be considered first?
Social reinforcers / praise
328
What has been revealed by research examining preference assessments that include mixed arrays?
food items often displace leisure items
329
According to research conducted by Graff and Karsten (2012), which type of stimulus were respondents most likely to report using as reinforcers?
social reinforcers
330
Two strategies that have been used for assessing preference for social stimuli are:
- pictorial assessments
| - alternating social consequence as a reinforcer vs. extinction condition
331
When pairing social stimuli with primary reinforcers, "noncontingent pairing" refers to:
Primary reinforcers delivered freely and attention is consistently provided during consumption
332
When pairing social stimuli with primary reinforcers, "contingent pairing" refers to:
Primary reinforcers and attention simultaneously provide contingent on the completion of a task
333
Dozier et al attempted to pair social stimuli with primary reinforcers and found that __________ pairing was ineffective and _________ pairing was effective in about half of cases.
non-contingent, contingent
334
Preference assessment: If the individual has the requisite visual scanning and motor skills, ___________ assessment should be used if time permits, __________ if time is limited.
paired stimulus, MSWO
335
Preference assessment: If motor skills are intact but the individual cannot visually scan an array of stimuli, the _________ assessment may be most appropriate.
single stimulus
336
Preference assessment: For individuals with side biases, the _________ or _________ assessments should be considered if training to overcome the side bias proves ineffective.
single stimulus, free operant
337
Preference assessment: Complex stimuli can be assessed through the use of pictorial or verbal preference assessments if the individual has the requisite _______ _______ skills (visual MTS for the pictorial assessment and auditory MTS for the verbal assessment).
identity matching
338
When identifying the items to be included in the preference assessment, one should consider both the _________ fit and likely _________
ecological, effectiveness
339
Which preference assessment should one NOT use if an individual has problem bx maintained by attention?
free operant
