Module 2

Question 1

skill repertoire

Answer 1

the things a person can do

Question 2

skill repertoire building

Answer 2

building up and adding to what a person is able to do

Question 3

two primary components to an individual’s program

Answer 3

1. skill repertoire

2. behavior reduction

Question 4

skill repertoire

Answer 4

teaching new functional skills

Question 5

behavior reduction

Answer 5

decrease of challenging behaviors which interfere with learning

Question 6

when skill repertoire’s are limited, individuals must develop other ways to get their needs met

Answer 6

this leads to challenging behavior

Question 7

when you increase a persons skill repertoire their challenging behaviors reduce

Answer 7

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Question 8

areas of skill

Answer 8

1. language-
2. adaptive skill
3. play and leiasure
4. motor skills
5. academic skills
6. perspective taking
7. executive function

Question 9

all learners are unique

Answer 9

1. different strengths and weaknesses
2. different presefenecs and desires
3. environments
4. learning styles

Question 10

aba can be used across all age groups

Answer 10

know skills relevant for ages

Question 11

groups aba can help aside from asd

Answer 11

1. adhd
2. neurotypical learners
3. learning disorders
4. behavioral disorders
5. feeding/eating disorders
6. developmental disabilities

Question 12

what we need to know about a person includes

Answer 12

name
age
family dynamic 
living situation 
diagnosis 
medical isses 
developmental history 
current level of skills 
behavioral challenges 
client family priorities 
previous treatment history 
Client preferences

Question 13

individualized assessment procedures

Answer 13

1. identify the specific needs of each learner

2. initial and ongoing assessment is key

Question 14

indirect assessment

Answer 14

gathering information through interviews and questionaiires, record reviews

Question 15

direct assessment

Answer 15

involves observing the learner and gathering data on the actual behavior that is occurring

Question 16

observation of the learner

Answer 16

functional behavior assessment (FBA)data is collected

Question 17

skill assessments and probes

Answer 17

SKILLS
ABLLS-skills
VB-MAPP-directly probed

Question 18

both indirect and direct assessments are needed to gather sufficient information about client prior to starting an aba program

Answer 18

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Question 19

service providers typically start with indirect assessment procedures

Answer 19

1. provides starting point
2. allows caregivers and stakeholders an opportunity to identify priorities and goals
3. may not always be accurate, direct assessment is needed

Question 20

what is a baseline

Answer 20

1. how we know where to start
2. current level of skill
3. provides a good place to set goals

Question 21

who conducts assessments

Answer 21

1. a qualified professional acting in the role of a program supervisor is the person who will design and oversee the assessment protocol
2. aba therapists may be asked to assist in the assessment procedures
3. follow the instructions of the supervisor, and do not attempt to conduct assessment procedures on our own

Question 22

3 types of teaching aba

Answer 22

1. DTT
2. NET
3. Fluency based instruction

Question 23

DTT discrete trial training

Answer 23

clear and direct presentation of learning trials to promote skill acquisition

Question 24

DTT also known as DTI or

Answer 24

discrete trial instruction

Question 25

DTT includes

Answer 25

1. systematic presentation of the 3 term contingency to teach 2. repeated presentation of antecedent 3. consequence delivered right after response 4. antecedent (SD)-presentation of an instruction, question or item 5. response-learner performs behavior 6. consequence-reinforcement or some other outcome is delivered

Question 26

DTT characteristics

Answer 26

1. clear concise, beginning to end 2. consistent and predictable learning sequence 3. adult directed 4. multiple learning opportunities

Question 27

advantages of DTT

Answer 27

1. effective for individuals who have difficulty learning 2. effective for skills that require repetition 3. well suited for teaching skills that are not intrinsically motivating 4. efficient learning time and facilitates consistency

Question 28

other considerations of DTT

Answer 28

1. often does not generalize automatically to natural situations 2. may not be as motivating for some learners as other types of learning 3. can results in rote responding or memorization of responses 4. discrete trial teaching is often most effective when used in conjunction with other types of naturalistic learning strategies

Question 29

NET natural environment training

Answer 29

1. instruction embedded in natural environment 2. learner directed; incorporates 3 term contingency 3. antecedent-natural motivation prevention or instruction 4. response-the learner performs a behavior 5. consequence-naturally related reinforcement or outcomes occurs

Question 30

characteristics of NET

Answer 30

1. instruction in natural environment 2. use of naturally occurring motivations 3. targets are interspersed and contextually relevant

Question 31

advantages of NET

Answer 31

1. can be more motivating for learners-intrinsically motivating 2. requires less training to generalize skills 3. skills are immediately functional for learners-promote initiation skills 4. instruction can take place in any location with multiple individuals

Question 32

other considerations for NET

Answer 32

1. may not be structured enough for some learners 2. may not be offer multiple opportunities to practice a skill 3. can make data collection and consistency difficult 4. opportunities to practice may not naturally occur

Question 33

fluency based instruction

Answer 33

1. targets accurate and quick responses 2. learners are given brief time intervals to complete a skill 3. skills are gradually required to occur more rapidly within these time frames

Question 34

goal of fluency based instruction

Answer 34

1. how to quickly skill can be performed | 2. how many times a skill can be performed accurate within a certain time frame

Question 35

fluency based instruction is effective for learners who are slow to respond or need to perform a skill more quickly used in conjunction with aba precision teaching a particular type of fluency based instruction

Answer 35

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Question 36

advantages of fluency based instruction

Answer 36

1. facilitates effective use of skills in natural settings 2. facilitates learning more complex related skills 3. promotes on task behaviors and retention of new skills 4. often reduces frustration with tasks and the development of challenging behaviors

Question 37

verbal behavior

Answer 37

1. teaching communication skills is an integral part of many aba treatment programs 2. the development of communication frequently leads to the decrease of other challenges behavior by the individual

Question 38

traditional language instruction receptive language

Answer 38

1. involves responding non-vocally to given instructions 2. requires the listener to respond in specified way by performing an action 3. does not require any vocal output from the listener

Question 39

expressive language

Answer 39

1. involves providing a communicative response 2. giving a spoken answer to a question or statement, or saying, something that the individual sees or wants 3. may also include communicating through gestures, exchanging a picture or using an electronic device 4. involves communicative output from individual

Question 40

how is verbal behavior different

Answer 40

1. verbal behavior is an approach that focuses on a word's function instead of its form 2. why is this important

Question 41

skinners verbal behavior

Answer 41

1. language is behavior 2. classified as just another type of behavior that people do 3. same as other responses, such as walking, crying, jumping, or other responses 4. language cane understood according to the same principles that apply to any behavior

Question 42

why is skinner's analysis of verbal behavior useful or important?

Answer 42

1. acquiring language is more than learning "meaning of the words" 2. we can't assume that once an individual has learned, "the memo f a word that he or she will use it in a functional way 3. language should be taught by function using the same teaching principles used ot teach other types of behavior

Question 43

why is skinners analysis of verbal behavior useful or important

Answer 43

1. many learners do not generalize words to different situations or uses 2. languages has many functions 3. verbal behavior calls for instructors to teach lagaueg according to these functions -requesting, commenting, conversing

Question 44

verbal behavior

Answer 44

1. any behavior foe which reinforcement is mediated by another person, who has been trained to respond 2. behavior which is dependent on another person to offer reinforcement 3. behavior which is meant to produce a desired responses from another person

Question 45

verbal verses vocal behavior

Answer 45

1. verbal is not the same as vocal 2. verbal results in reinforcement from someone else 3. not all vocal behavior is verbal 4. some vocal behavior is emitted for the result go gaining socially mediated reinforcement 5. not all vocal behavior requires a listener

Question 46

verbal behavior

Answer 46

1. skinner called each function of behavior an operant | 2. operant-a category of functional relation between response and its controlling variables

Question 47

4 basic verbal operants

Answer 47

1. echoic 2. mand 3. tact 4. intraverbal

Question 48

echoic

Answer 48

1. verbal behavior which is controlled by an matches he verbal antecedent-you hear it you say it 2. the verbal response matches the verbal response matches the verbal stimulus 3. the consequence is non specific; anything other than what was specified by the verbal response

Question 49

typical teaching progression-echoics

Answer 49

1. teach vocal imitation of sounds 2. team vocal imitation of sound blends 3. imitation of words 4. imitation of multiple words

Question 50

the echoic review

Answer 50

1. occurs when the learner repeats what was said, and then is provided with an unrelated consequence 2. is important because it often leads to the development of other operants 3. is often one of the first operants taught in an aba program

Question 51

them and

Answer 51

1. verbal behavior that is controlled by a motivation antecedent and followed by a consequence that is specific so that motivation- you want it you say you get it 2. the verbal response is controlled by motivation 3. the mand is a request 4. the mand directly benefits the speaker

Question 52

benefits of teaching mands

Answer 52

1. manding is a critical skill for independence and success on a daily basis 2. mands reduce the occurrence of other innaprpriate mands challenging behaviors decrease (crying and aggression)

Question 53

benefits of teaching mands

Answer 53

1. mands are acquired faster than other verbal operants 2. directly benefit learner 3. more motivation to learn 4. mands facilitate the aquisition of other verbal operants 5. learning mand behaviors results in faster learning of other verbal skills

Question 54

instructional guidelines

Answer 54

1. goal is to establish pure mands 2. pure operant 3. pure mand 4. impure to pure

Question 55

pure operant

Answer 55

only controlled by the primary antecedent variable

Question 56

pure mand

Answer 56

only controlled by motivation, and not dependent on other cues or prompts from other people

Question 57

impure to pure

Answer 57

initially promo (or extra cues may be needed to help an individual to learn to mand

Question 58

typical teaching progression

Answer 58

1. simple single word mands 2. complex mands frames and sentences 3. teach mands with descriptors 4. softened mands

Question 59

mands lead to development of other language skills

Answer 59

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Question 60

tact define

Answer 60

verbal behavior that is controlled by a non-verbal antecedent and followed by a non specific consequence see hear touch taste smell "you say you do"

Question 61

in a tact the verbal response is controlled by non verbal stimulus

Answer 61

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Question 62

nonverbal stimulus is anything you can

Answer 62

1. see 2. hear 3. touch 4. taste 5. smell

Question 63

tact is not a result of someone else saying something and the consequence is non specific

Answer 63

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Question 64

a tact is

Answer 64

1. a comment when experiencing something in environment 2. directly benefits hearer 3. often difficult to train 4. may involve many prompts and supplemental reinforcement-impure tact 5. eventually prompts are faded until the tact is independently controlled by nonverbal antecedents in the environment-pure tact

Question 65

typical tact teaching progression

Answer 65

1. single words 2. frames 3. multiple word 4. teach complex tacting with description

Question 66

tacts can aid in the development of relationships

Answer 66

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Question 67

tacts are difficult to teach and are not reinforced by social reinforcement

Answer 67

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Question 68

intraverbal

Answer 68

1. verbal behavior that is controlled by a verbal antecedent and does not match the verbal antecedent. it is followed by a non specific consequence 2. respond to other persons verbal behavior with a related but different responses

Question 69

impure to pure intraverbal

Answer 69

initially intraverbal training may involve prompts

Question 70

impure intraverbal

Answer 70

one which requires a prompt by showing an example of an answer after a question

Question 71

typical teaching progression

Answer 71

1. impure intraverbal 2. pure intraverbal 3 intraverbal frame 4. multiple intraverbles toeter

Question 72

static vs flexible responding

Answer 72

1. distinguish between static verse flexible responding 2. example "whats your name?" "I'm David" its static because it won't change

Question 73

flexible example

Answer 73

"what did you do today?" " I went to school" "I saw a movie" "I played a game" etc it is flexible because it changes

Question 74

an intraverbal gets a unrelated consequence

Answer 74

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Question 75

intraverbal is the foundation of conversation skills and complex language

Answer 75

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Question 76

required for most academic situations

Answer 76

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