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SPY 605 > Final Exam > Flashcards

Final Exam Flashcards

(58 cards)

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1
Q

SR+/-

A

Positive and negative reinforcement

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2
Q

SP+/-

A

Positive and negative punishment

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3
Q

S Delta

A

Extinction

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4
Q

Form vs. Function

A

Form = the topography of the behavior
Function = the purpose that a behavior serves

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5
Q

Instructional Hierarchy

A

Acquisition: skills, slow and deliberate (accuracy)
Proficiency: fluency, sub-skills as a unit
Maintenance: can engage with little effort
Generalization: can use the skills in different environments
Adaptation: Make small changes to the skills to be applied to different situations

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6
Q

Prerequisite Skills

A

Behaviors the must be mastered prior to advancing to a more complex behavioral response

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7
Q

Schedules of Reinforcement

A

Fixed
Variable

Time
Ratio

The response effort required in order for a learner to receive reinforcement

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8
Q

Reinforcer vs. Reward

A

Reinforcer: a consequence that increases the likelihood that a behavior will occur again in the future
Reward: a bribe to elicit a desired response

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9
Q

Operant Conditioning

A

Altering the strength or frequency of properties of behavior through reinforcement, extinction, or punishment procedures.

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10
Q

Motivating Operations: EO’s and AO’s

A

EO: A procedure that alters the degree to which a specific postcedent will function as a reinforcer.
AO: A procedure that alters the degree to which a specific postcedent will not function as a reinforcer.

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11
Q

Conditioned Motivating Operation - Reflexive

A

A warning stimulus that an aversive stimulus or set of stimuli is forthcoming.
Establishes escape as temporarily reinforcing
Evokes behavior that will allow for the termination of the CMO-R and by proxy escape, avoid, or postpone the impending aversive
Need to abolish CMO-R in the instructional setting

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12
Q

Stimulus Control

A

Previously neutral stimuli become SDs
In the presence of these stimuli the organism exhibits a specific response

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13
Q

Discrimination

A

Only respond to specific stimuli

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14
Q

Simple Discrimination

A

Distinguish between SD and S-delta
Ex. Pigeons were taught to peck a key in order to gain access to food pellets

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15
Q

Conditional Discrimination

A

More complex response requirement
Involves multiple (2 or more) discriminative stimuli
Match to sample: “Touch cat” - array of 3 pictures

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16
Q

Generalization

A

One of the 7 defining characteristics of ABA
Across time, settings, people, behaviors
Generalizations to situations outside of training
Same response under the presence of different stimuli
Generalization occurs on a spectrum

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17
Q

Strategies to Generalize

A

Select target behaviors that will meet natural contingencies
Specify all desired variations and the settings/situations in which it should or should not occur
Teach multiple exemplars
Good representation of different responses and environments
Teach multiple response topographies
Explicit instruction of where and when not to use the target bx
Instructional setting should be as similar to the generalization setting as possible (program common stimuli)
Teach loosely (Vary non-critical aspects in the instructional setting)
Program indiscriminable contingencies (no clear stimuli that signals reinforcement is available)

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18
Q

Premack Principle

A

First…, then…

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19
Q

Imitation and Modeling

A

Behavioral cusp
Model stimulus is presented to evoke imitative behavior
Formal similarity
Model is an SD for the behavior response
If the behavior occurs in the absence of a model it is not imitation

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20
Q

Generalized Imitation

A

Generalize a rule to imitate models
Teach learners to “do what the model does”

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21
Q

Naturalistic Teaching

A

Techniques conducted in loosely controlled contexts
Multiple exemplars
Incorporate child’s preference into teaching

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22
Q

Free Operant Teaching

A

May or may not be programmed SD
Several responses
No intertrial interval
Ex. Practicing flashcards by yourself, shooting hoops by yourself, greeting people in a lunchroom
Leads to lower rates of responding compared to DTT
Good for testing generalizability of a skill

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23
Q

Pivotal Response Teaching

A

Motivation
Initiations
Self-regulation
Responding to multiple cues

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24
Q

Incidental Teaching

Study These Flashcards
A

Hart and Risley
Primarily used for teaching language
Setting up scenarios for children to express their wants or needs
Naturally occurring reinforcement

25
Direct Instruction
Mastery learning Teach foundational skills to a level of proficiency to learn more complex skills Highly scripted instruction Small group instruction Active student responding - high rate Choral group responding (responses, white boards, response cards)
26
Precision Teaching
Idea that fluency is more important than accuracy Chart progress using standard celeration charts Behaviors to be accelerated and behaviors to be decelerated The more channels a skill is taught in = greater generalization Often paired with Direct Instruction
27
Personalized Systems of Instruction
Self-paced Must demonstrate mastery to move forward Show mastery by completing a test or an experiment Divided into smaller units Less teacher directed Students are proctors
28
Discrete Trial Teaching
Presenting an SD Assess response (only one response) Provide either reinforcement or error correction Errorless teaching is superior to trial and error learning Move from acquisition to fluency to maintenance Criterion for advancing or returning to previous prompt levels
29
Stimulus Prompt
Alteration to the SD materials to increase the probability of a correct response Larger Different color Closer position More salient than the s-delta
30
Response Prompt
Provided by the teacher to increase the probability of a correct response Physical, model, gestural, visual, verbal Voice inflection Facial expressions Glancing at the correct answer
31
Intertrial Interval
The time when therapist/teacher records data and prepares materials for the next trial Brief time where reinforcement is not available Keep this time short Important to have generalized conditioned reinforcement (praise, tokens)
32
Match to Sample
Present stimuli and at least 2 comparison stimuli One will be SD (Equivalent stimulus) Exactly the same, different exemplars of the same object, vocal representation and photo, written and spoken words, written words and photo representation Others will be S-deltas
33
Prompting
Additional stimulus beyond the naturally occurring SD that helps occasion a specific response Socially mediated Shift the antecedent controlling the response from a prompt to naturally occurring antecedent stimulus
34
Faulty Stimulus Control
35
Most to Least Prompting
Starts with the most intrusive prompt that will ensure that the learner will respond correctly Ex. Full physical, Partial physical, Gestural prompt Ex. Full vocal, Phonemic prompt, 5 sec. delay then phonemic prompt Controlling Intermediate Independent Graduated guidance
36
Least to Most Prompting
Not errorless Learner begins to make an error, the teacher attempts to block the error and provides the next higher prompt Ex. Vocal, model, physical 1. Non-specific vocal 2. Specific vocal 3. Gesture 4. Partial physical 5. full physical Better for learners that make errors of omission Self-fading
37
Errorless Teaching
Systematic prompting approach to minimize learner errors Transfer prompt SD to prevent prompt-dependency
38
Time Delay
Response Prompts Progressive: Starts at 0 seconds (SD and then the prompt) Increase time before prompt based on percentage or consecutive correct responses Constant: Only 2 prompting interval lengths Unprompted responses receive high quality reinforcement Prompted responses receive lower quality reinforcement
39
Faulty Stimulus Control
Response comes under the control of an irrelevant antecedent stimulus
40
Verbal Behavior
Any modality of language - not just vocal Behavior that is reinforced through the mediation of another person's behavior Formal properties: form, structure, Functional: causes of the response
41
Unit of Analysis
Verbal operant a. MO and SD b. Verbal response c. Consequences
42
Mand
Speaker asks for what they need or want Under the functional control of motivating operations and specific reinforcement First verbal operant acquired
43
Tact
Speaker names things and actions that they have direct contact with through any sense mode Under the functional control of nonverbal SD Produces generalized conditioned reinforcement
44
Intraverbal
Speaker differentially responds to the verbal behavior of others Does not have point-to-point correspondence with the verbal stimulus Produces generalized conditioned reinforcement
45
Echoic
Speaker repeats the verbal behavior of another speaker Repeating words, phrases, vocal behavior Point-to-point correspondence and formal similarity
46
Rules Governed Behavior
Rules are verbal description of a behavioral contingencies Behavior is under the control of consequences that are too delayed to influence behavior directly Behavior changes without apparent reinforcement Self-generated rules
47
Instructions
Strategic: The general approach to achieve a goal Tactical: The actual steps needed to achieve the goal
48
Task Analysis
Breaking a complex skill or series of behaviors into smaller, teachable units Series of sequentially ordered steps
49
Shaping
Reinforcing successive approximations of a target behavior
50
Chaining
Sequences of discrete behaviors
51
Forward Chaining
Begin teaching with the first behavior in the sequence
52
Total Task Chaining
Teaching is provided for every behavior in the sequence during each training session Prompting on every step
53
Backward Chaining
The teacher completes every behavior in the chain except the last Teaches the last behavior, and moves to the last two behaviors
54
Stimulus Equivalence
When a stimulus that controls a response can be replaced with another stimulus without altering the probability that the response will occur, the two stimuli are the same, in some way, to the learner
55
Derived Relations
Freebies from the transitive property that do not have to be explicitly taught
56
Reflexivity
A=A Generalized identity matching
57
Symmetry
A=B then B=A
58
Transitivity
A=B and B=C, then A=C Derived Relations

SPY 605 (1 decks)

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