Intro 2 Flashcards
Define stimulus prompts
Stimulus prompts involve changes I how the Sd is presented to a client and often involves some form of manipulation of instructional materials to improve the probability of correct response.
Give 5 examples of stimulus prompts
-positional prompt
-redundancy cue
-voice inflection prompt
-asking questions about a task
-directing a client to perform listener response trials.
Define response prompts
Response prompts are supplemental stimuli that are associated with the topography of the target response. Unlike stimulus prompts, which are concerned with how the Sd is delivered, response prompts are concerned more with ensuring that the form of the student’s response is correct.
Give 5 examples of response prompts
-verbal prompts
-modeling prompts
-echoic prompts
-physical prompts
-early, Intensive Behavioral intervention (EIBI)
Define behavior chain with a limited hold
A behavior chain with a limited hold is a chain that must be completed within a specified time to produce reinforcement. Behavior chains with limited holds are characterized by performance that is accurate and proficient.
Give an example of behavior chain with a limited hold
Example: the burger makers at McDonald’s must complete a burger within a certain amount of time or the customer is angry.
List the 3 rationales for using chaining
*Increase independent-living skills.
*Providing the means by which a series of discrete behaviors can be combined to form a sequence of responses that occasion the delivery of reinforcement.
*Can be combined with other behavior change tactics to build more intricate and adaptive repertoires.
Researchers and practitioners typically construct and validate task analyses using one method, or a combination of four methods. List these methods.
Forward chaining, Total-task chaining, Backward chaining, Backward chaining with leap ahead
Define the single opportunity of assessing mastery
The single-opportunity method is the more conservative measure because the assessment terminates at the first step at which performance breaks down. It also provides less information to the teacher once instruction is initiated; but takes less time to conduct, especially if the task analysis is long, and it reduces the likelihood of learning taking place during assessment.
Define multiple opportunity methods of assessing mastery
The multiple-opportunity method of task analysis assessment evaluates the learner’s level of mastery across all the behaviors in the task analysis. If a step is performed incorrectly or out of sequence, or if the time limit for completing the step is exceeded, the behavior analyst completes that step for the learner and then positions her for the next step. The key to using the multiple-opportunity method for a task analysis assessment is to ensure that teaching is not commingled with assessment. That is, if the learner is unable to perform a task, the behavior analyst would complete that step, position the learner for the next step, and continue with remaining steps.
Essential feature for forward chaining
Forward chaining: the behavior identified in the task analysis are taught in their naturally occurring order
Essential feature for total task chaining
Total-task chaining: variation of forward chaining in which the learner receives training on each step in the task analysis during every session.
Essential feature for backward chaining
Backward chaining: All the behaviors identified in the task analysis are initially completed by the trainers, except for the final behavior in the chain.
Essential chaining for backward chaining with leap aheads
Follows essentially the same procedures as backward chaining, except that not every stp in the task analysis is trained. Selected steps are simply probed.
Completeness of task analysis
the more complete and accurate that task analysis, the more progress the person can make through the sequence.
Length of complexity of the chain
longer or more complex behavior chains take more time to learn than shorter or less complex behavior chains.
Schedule of reinforcement
When a reinforcer is presented subsequent to the performance of a behavior in a chain, it affects each of the responses making up the chain.
Stimulus variation
regardless of the behavior chain, presentation of stimulus variation increases the probability that the correct response will occur in their presence.
Response Variation
when stimulus variation occur, response variation also must occur to produce the same effect. When stimulus variation is introduced, training, or retraining or responses, within the chain may be required.
Antecedent strategies for social attention
proactive interventions to intervene at the level of prevention.
Replacement skills for social attention
Teaching the individual an adaptive way to access social attention, the targeted maladaptive behavior will diminish. Examples of communication responses include teaching a student to raise their hand or touching a communication card.
Reactive strategies for social attention
The use of extinction would simply involve not providing attention following problem behavior. Appropriate punishment procedures may include the use of time out.
Antecedent strategies for restricted access to tangibles
Practitioners can provide access to high preference items/activities on a noncontingent schedule independent of the occurrence of maladaptive behavior.
Replacement skills for restricted access to tangibles
High preference items should be found and requests for these items should be taught while maladaptive behavior contacts extinction or punishment.
Reactive strategies for restricted access to tabgibles
The use of extinction would involve not providing access to preferred items or activities following problem behavior. Appropriate punishment procedures may include the use of response cost.
