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BACB Exam Prep > Foundation Knowledge- The Super Hard Stuff > Flashcards

Foundation Knowledge- The Super Hard Stuff Flashcards

1
Q

Response Generalization

A

Extent to which an individual exhibits novice responses that are functionally equivalent to the trained target response

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2
Q

How To Plan for Generalization

A

Select target behaviors that will meet with natural contingencies or reinforcement
Specify all desired variations of the behavior and the situations in which it should occur after instruction

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3
Q

7 Strategies To Promote Generalization

A 
CLEMING
Common Stimuli
Loosely train
Exemplars
Mediation
Indiscriminable contingencies
Negative teaching examples
General case analysis
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4
Q

Programming Common Stimuli

A

The likelihood that the correct will be occasioned in the generalization setting is increased if there is a lot of similarity between instructional setting and generalization setting

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5
Q

Loosely Training

A

Noncritical elements of the teaching setting are altered in arbitrary ways

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6
Q

Exemplars

A

The more examples utilized when teaching

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7
Q

Mediation

A

Instruct others who will maintain and generalize the newly acquired behaviors

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8
Q

Indiscriminable contingency

A

An individual is not able to discriminate when his or her responses will be reinforced

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9
Q

Negative teaching examples

A

Instructing individuals regarding settings, times and conditions in which is it NOT appropriate to display a certain behavior

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10
Q

General case analysis

A

Ensuring that you are teaching all the different stimulus variations and response variations the individual may encounter in the generalization post intervention environment

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11
Q

Terminating Successful Interventions

A

Systematically terminate
From the beginning attempt to reduce the need to generalize
Probe for generalization

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12
Q

Maintenance

A

Following removal of an intervention the extent to which a particular response remains in the individual’s repertoire over time

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13
Q

Verbal Behavior

A

Behavior that is reinforced through the mediation of another’s behaviors
Defined by the function of the response not topography
Not necessarily verbal, could be signed, written
Listener and Speaker

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14
Q

Form vs function of verbal behavior

A

Formal properties of language involved the topography

Function effects of the response

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15
Q

Verbal Operant

A

Unit of analysis in verbal behavior

MO/SD >Response >Consequence

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16
Q

Verbal Repertoire

A

A set of verbal operants emitted by someone

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17
Q

How are verbal operants used as the basis for language assessment?

A

Assess current effectiveness of each verbal operant
Obtaining info about clients mand
Conduct a VBMAPP

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18
Q

6 Types of Elementary Verbal Operants

A 
EMITT
Echoic
Mand
Intraverbal
Tact
Textual
Transcription
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19
Q

Echoic

A 
Speaker repeats verbal behavior of another speaker
Controlled by a Verbal SD
Point to Point
Verbal Similarity
GCSR
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20
Q

Mand

A

Type of verbal operant in which the speaker asks for what he or she wants or needs
Controlled by MO
First verbal operant
Items manded for

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21
Q

Mand Training

A

Choose words related to strong motivation
Needs to be controlled access
Easy to deliver

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22
Q

2 Types of Mands

A

Regular

Extended

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23
Q

Regular mands

A

Mands that can actually be reinforced

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24
Q

Extended mands

A

Emitting mands to objects or animals that can’t supply an appropriate response

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25
Q

2 Extended Mands

A

Superstitious

Magical

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26
Q

Intraverbal

A

Answering a question
Verbal Discriminative Stimulus
NOT point to point
GSCR

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27
Q

Intraverbal Training

A

Pre req- 50 mands and tacts
Prompting, fading and chaining
Begin with fill in’s
Should be taught systematically

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28
Q

Tact

A

Speaker has direct contact with
Labeling
Nonverbal SD
GSCR

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29
Q

Tact Training

A

Start with echoics
5-10 mands
Choose words used during tact training
Teach with mand components “What is that” “What do you see”
Ultimate goal is labeling independently without “what is that”

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30
Q

Tact Extensions

A

There is not one way to describe one thing

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31
Q

4 Types of Tact Extensions

A 
SMMG
Solistic
Metaphorical
Metonymical
Generic
32
Q

Solistic Extension

A

Poor use of language

33
Q

Metaphorical Extension

A

Metaphors

34
Q

Metonymical Extension

A

Verbal responses to novel stimuli that don’t share relevant features

35
Q

Generic Extension

A

Stimulus Generalization

36
Q

Textual

A

Reading written words
Verbal SD
Point to point
GCSR

37
Q

Transcription

A

Taking Dictation
Verbal SD
Point to point
GCSR

38
Q

Listener Training

A

Listener acts as an SD for speaker’s behavior

39
Q

Autoclitic

A

Verbal behavior about one’s own VB

Modifies other forms of verbal behavior

40
Q

Schedules of Reinforcement

A

A rule that describes a contingency of reinforcement

41
Q

Continuous Reinforcement

A

Every occurrence of target behavior

42
Q

CRF and Extinction are

A

Bookends of all schedules of reinforcement

43
Q

Intermittent Schedules of Reinforcement

A

Between CRF and EXT
Some occurrences
Used for maintaining behaviors already established

44
Q

4 Basic Schedules of INT Reinforcement

A 
FVFV
Fixed Ratio
Variable Ratio
Fixed Interval
Variable Interval
45
Q

Fixed ratio

A

Basic schedules of reinforcement
Constant set criteria when certain number of occurrences of the behavior before reinforcement
FR4 - Reinforcement every 4th CORRECT response
Looks like steps on a graph

46
Q

Patterns of Responding with FR

A

Completes required responses with little hesitation

Postreinforcement pause- not responding for certain time after reinforcement

47
Q

Variable Ratio

A

Strongest basic schedule
Average number of responses for certain number of occurrences of targeted behavior for reinforcement
Super fast and steep line
VR- Reinforcement delivered after an AVERAGE of every 4th CORRECT response

48
Q

Pattern of Responding with VR

A

Produces consistent steady rates of response

49
Q

Fixed Interval

A

Basic INT schedule
Constant set criteria with specific amount of time elapsing before a single CORRECT response produces reinforcement
FI5- Reinforcement delivered after 1st correct response occurring AFTER 5 minutes
Scalloped

50
Q

Pattern of Responding Produced with FI

A

Postreinforcement pause evident but only during early part of interval. At the end there is an accelerated rate.

51
Q

Rate of Response Produced by FI

A

Slow to moderate

Larger FI requirement, longer postreinforcement pause

52
Q

Variable Interval

A

Changing set criteria after a specific amount of time elapses before a single correct response produces reinforcement
VI 12- Reinforcement delivered after the 1st CORRECT response that occurs after an AVERAGE of 12 minutes
Straight lines but not steep

53
Q

Patterns of Responding by VI

A

Constant, stable rates of response

Few hesitations

54
Q

Rate of Response by VI

A

Low to moderate rate of response

Larger interval lower overall rate of response

55
Q

FR vs FI

A

Both produce post reinforcement pause

Variable Schedules do not produce PRP

56
Q

Thinning INT Reinforcement

A

Gradually increasing response ratio or the duration of the time interval
VR 4 to VR 6
VR 6 to VR 4

57
Q

Limited Hold

A

A restriction placed on an interval schedule requiring that to be eligible for reinforcement, the primed response must occur within specified span of time following that interval
Can be imposed on any type of schedule
To speed up response rate
FR 5 with LH 2 minutes- Must complete the 5 tasks within 2 minutes

58
Q

3 Variations of Basic INT Schedules of Reinforcement

A

HDL
DRH
DRD
DRL

59
Q

Differential Reinforcement

A

Used when challenging behavior has to do with rates of response

60
Q

DRH- Higher Rates

A

A schedule of reinforcement that provides reinforcement for emitting behaviors are at or above pre-established rate
Increases behavior that displayed too little

61
Q

DRD- Diminishing Rates

A

A schedule of rein. that provides reinforcement when the number of responses in a specified time period is less than or equal to limit
Decreases behavior that displays too much

62
Q

DRL- Low Rates

A

A schedule of rein. that provides reinforcement only if behavior occurs following a specific time during which it did not occur or since last time it occurred
IRT identifies duration
Lower IRT lower rate of response
Decreases behavior that displays too much

63
Q

Progressive Schedules of Reinforcement

A

A variation of basic INT schedules of rein
Systematically thins each successive of rein. opportunity independent of the participant’s behavior
An assessment procedure for identifying reinforcers that will maintain treatment effects across increasing schedule requirements.
Increasing requirement for rein.

64
Q

Compound Schedules of Reinforcement

A

Combination of CRF
4 INT of reinforcement
DR of various responding
Extinction

65
Q

7 Compound S of R

A 
CMCMTAC
Concurrent
Multiple
Chained
Mixed
Tandem
Alternative
Conjunctive
66
Q

Concurrent S of R

A

Occurs when 2 or more contingencies of rein., operate independently and simultaneously for 2 or more behaviors
We make choices among concurrently available events every day
Choice making
Matching Law

67
Q

Matching Law

A

A phenomenon according to which organisms MATCH their responses according to the proportion of payoff during CHOICE situations.
Given 2 concurrently available behaviors we choose to engage in the behavior with highest rate of reinforcement

68
Q

Formula of Matching Law

A

B1/B1+B2 - R1/R1+R2

69
Q

Multiple S of R

A

Present 2 or more basic schedules of reinforcement in an alternating, usually random, sequence for only 1 or more behaviors.
SD correlated with each basic schedule

70
Q

Chained S of R

A

2 or more basic schedule requirements that occur successively and has an SD correlated with each independent schedule with 1 or more behaviors

71
Q

Mixed S of R

A

Identical multiple schedules except the mixed schedule has no SD correlated

72
Q

Tandem S of R

A

Similar to the chained schedule except does not use and SD not specific order

73
Q

Alternative S of R

A

Provides reinforcement when requirement either ratio or interval schedule is met

74
Q

Conjunctive S of R

A

Provides reinforcement when completion of the response requirements for both a ratio and interval schedule

75
Q

Adjunctive behavior

A

Behaviors that are brought about by schedules of reinforcement during times when reinforcement is unlikely to be delivered.

76
Q

Schedules of Punishment

A

All info provided about S of R are also relative to how to schedule punishment- Recommend reinforcement rather than punishment

BACB Exam Prep (32 decks)

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