Developing, strengthening, Maintaining Behavior Flashcards Preview

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Flashcards in Developing, strengthening, Maintaining Behavior Deck (260)
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1

Problems with behavior

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

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Adaptive behavior

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

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Mastered tasks

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

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Examples of assessments used to identify skills to target for acquisition

VB-MAPP, essential for living, the MOVE curriculum

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Discriminative stimulus

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

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Prompts

Supplementary antecedent stimuli used to evoke the correct response in the presence of an EO or SD that will eventually control behavior

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Artificial consequences and schedules

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

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Prompts maybe given

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

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Prompts are used

In skill acquisition programs, to evoke a low probability behavior, to evoke a chain of behavior by prompting the first step, to prompt behaviors incompatible with an inappropriate behavior

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Response prompts

Operate directly on the response

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Types of response prompts

Verbal, modeling, physical

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Stimulus prompts

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

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Position cue

Item being taught placed closer to the student

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Movement cue

Pointing to, tapping, touching, looking at item being taught

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Redundancy of antecedent stimuli

One or more stimulus/response demention paired with correct choice

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Gestural prompts

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

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Fading

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

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Procedures for fading response prompts

Most to least prompts, least to most prompts, time delay, graduated guidance

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Single response skill

A single movement and can be taught without breaking it down into smaller steps

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Multiple response skill

Requires breaking down the skill into multiple steps or responses to effectively teach it

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Stimulus fading

Highlighting a physical dimension of the stimulus to increase the likelihood of the correct response

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Effects of stimulus fading on problem behavior

Functions as an abolishing operation and abates problem behavior, evokes appropriate behavior

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Stimulus shape transformations

Using initial stimulus shape that will prompt a correct response

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Task analysis

Breaking down a chain into its component responses

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Developing a task analysis

1. Perform the task or watch someone perform the task
2. write down each individual step in sequence
3. Perform or have someone perform a task according to the steps listed

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Types of chaining procedures

Backward, backward with leaps ahead, forward, total task

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Forward chaining

The responses in the chain are taught, one at a time, in the same order as the naturally occur

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Backward chaining

The responses are taught, one at a time, but beginning with the last step in the chain

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Advantages of backwards chaining

The learner contacts the natural reinforcement contingencies in every learning trial

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Backward chaining with leaps ahead

Same as backward chaining except some steps are skipped and probed instead