Language Acquisition, Matching Law, Behavioral Momentum

Question 0

Visual learners

Answer 0

Have difficulty expressing themselves and may need to rely on PECS and other visually based forms of communication

Question 1

Auditory learners

Answer 1

Tend to quickly learn vocal imitation and expressive language, and may acquire language indistinguishable from non-handicapped peers

Question 2

Implementing behavioral momentum sequence

Answer 2

Issue three or four high probability requests followed by a low probability request. Requests should be spaced out 10 seconds apart

Question 3

Matching law

Answer 3

Predicts that all other things remaining constant, the rate of responding to one stimulus is proportional to the rate of reinforcement it receives relative to other stimuli. However variables such as immediacy with which reinforcement and response effort to obtain reinforcement all influence the rate of reinforcement

Question 4

Verbal prompts should

Answer 4

Be direct and brief, avoid requests. Think of stimuli that may occasion any vocalization.

Question 5

phases of vocal imitation

Answer 5

Phase 1 = increasing vocalizations
Phase 2 = temporal control
Phase 3= sounds
Phase 4 = consonant-vowel combinations
Phase 5= words
Phase 6 = simple phrases
Phase 7 = volume/pitch/speed

Question 6

With respect to teaching two part instructions

Answer 6

Combine instructions already learned. Insert delay between parts ( say clap and the. As he is clapping say touch your nose)

Question 7

First receptive responses to teach should be those that involve

Answer 7

Object manipulation bc they include visual cues and motor movements that are easier for the teacher to prompt

Question 8

When teaching imitation of consonant-vowel chains

Answer 8

Teach homogeneous chains first. Homogeneous chains (papa, mama. Dada) are more easily imitated then heterogeneous chains ( apple, table, baby)

Question 9

Phase 3 (imitating sounds) if a student fails to respond to vocal and visual prompts

Answer 9

Use physical prompts such as gently closing the lips to make an “mmm” sound

Question 10

Imitation of simple phrases and sentences (phase 6) may

Answer 10

Be a means of prompting correct responses

Question 11

When teaching imitation of consonant-vowel chains, failure to say a second syllable may be due to

Answer 11

Prompt dependence. Try a prompt delay procedure

Question 12

In phase 3 ( imitating sounds) begin with sounds that

Answer 12

Begin with sounds that can be prompted, that the student tends to make, and which are heard in the environment, particularly be typically developing children

Question 13

In phase 4, teach consonant-vowel combinations

Answer 13

Using shaping and chaining. Chaining may be needed to teach the student to put the sounds together to form a word or word-fragment

Question 14

On phase 5, imitation of words, use

Answer 14

First try shaping-reinforce closer and closer approximations of the word. If the student fails to approximate the SD’s, break the word down into its component sounds and use chaining to combine them

Question 15

If a child has not made any approximations on a sound after 100 or 200 trials

Answer 15

You could discontinue training on that sound and pick up on it after other imitations have been learned

Question 16

In phase 3

Answer 16

You want specific sounds to be imitated. You can sometimes prompt sounds by naming objects such as pictures of letters or animals numbers or people. Observe the child to determine stimuli that occasion specific sounds

Question 17

Teaching the first imitation (phase 3) involves

Answer 17

Differentials reinforcing and shaping correct imitations, presenting the SD in a mass trial format, continuing with the first SD until a criterion of approximately 9 out of 10 correct is achieved