Module 4 Flashcards

Question

preference assessments

Answer 1

formal: ahead of time prior to teaching informal: not done ahead of time. done in context of teaching important for those who cannot indicate what they want

Answer 2

surveyed 402 professionals 32% were BCBA or BCaBAs 89% used in the course of intervention

Answer 3

interviewing the student, teacher, caregiver face-face or filling our an assessment - reinforcer assessment -school reinforcement survey schedule generates a list of potential reinforcers provides choice shown to be unreliable

Answer 4

free access to a variety of stimuli for a duration of time no stimuli are removed record duration or interaction/engagement provides a hierarchy/rank of preferences shorter than formal preference assessments results in lower levels of aberrant behavior

Answer 5

told em to go play and you sit back and relax | watched what he played with and you can determine some potential items that are used as enforcers

Answer 6

present a number of stimuli to the student pre-exposure to stimuli have them play with the stimuli and you can teach them how to components: 1. arrange full array of stimuli 2. instruct student to select one 3. student interacts for period of time (time reasonable for activity) 4. stimulus is removed 5. repeat steps 1-4 provides a hierarchy - shows most preferred item to least preferred they would like to play with

Answer 7

similar to above, but,

Answer 8

``` a choice between two stimuli pre-exposure to stimuli components: 1. present two stimuli 2. instruct student to select one 3. student interacts for period of time 4. repeat steps 1-3 until all stimuli paired Best to conduct multiple assessments Randomize placement creates a hierarchy typically longer then msw(o) can result in problem behavior because they do not want to give up the item ```

Answer 9

no formal preference assessment done ahead of time in the moment assessing what can be a potential reinforcer in the moment and evironment - verbal and non-verbal behavior - frequency of delivery - ability to conidtions look at data to see what stimuli to use

Answer 10

interfering behaviors: some items may interfere verbal behavior: are they saying they want it non verbal: are they smiling or frowning? body language? receptive: hesistant or take ti eight away? playing style: do they know how to play with it? are they having fun? age appropriate: item age apps. to the learner recent performance and past: is behavior changing? if not then we don't have a functional reinforcer health benefits: is it unhealthy physically? too much sugar and calories socialization: can you use it as a single person or part of a game novelty conditioning overall number: how many times did you give them the reinforcer? deprivation or satiation? location: can be used in specific areas?

Answer 11

food is often used, that not healthy man

Answer 12

``` things like barney and the wiggles problem because: self fulfilling prophecy not expanding on limited interests- with autism there is often only selected interests and you need to have them increase their interests so they can socialize Bullying ```

Answer 13

taking a non preferred stimulus and make them preferred as a reinforcer does not require systematic intervention: money, wine, baseball individuals with asd does require systematic intervention: must condition the reinforcers

Answer 14

pairing: neutral (un preferred) stimulus and pair with an established reinforcer observational learning: watching others access stimuli

Answer 15

1. must use it: tangible items and social praise 2. preferences do not equal reinforcers: it's a functional reinforcer if behavior increases as you present it 3. must be made contingent: on that target behavior 4. reinforcement does not equal food 5. reinforcement may have to be conditioned: overtime 6. The concept of reinforcement might have to be taught 7. reinforcement is for skill acquisition and more importantly for reduction of aberrant behavior 8. Reinforcement needs to be thinned: thinning schedule- looks like a vending machine 9. Reinforcement does not equal bribery: bribery- promised reinforcement if behavior stops. reinforcement- student uses appropriate behavior and receives reinforcement problems with bribery: usually works, reinforces disruptive behavior, it facilitates negotiation, it reduces independence 10. Must be age appropriate reinforcers

Answer 16

- Free access: must be sure the children are not getting items freely but that it is contingent upon their behavior - used to entice: not bribery but bribery land. - Reinforcement schedule not thinned - not having it ready - comments don't match performance/ behavior (your verbal behavior must match their performance) - not rotating out (want a lot of toys, items, tangibles) - not creating (make neutral items preferred) - formal preference assessments

Answer 17

commonly implemented student earns tokens contingent upon target behavior tokens are then exchanged for terminal reinforcer in the end examples: diminishing field, competitive token economy, level system

Answer 18

not weird but natural as possible | can take many forms

Answer 19

vary | could be differential

Answer 20

higher quality= more tokens

Answer 21

depends upon the rate of behavior

Answer 22

``` determine target behavior(s) determine criterion for token delivery determine exchange rate ensure quality "time-in" must be trained start with fewer tokens move to more tokens make sure the student is aware they are getting/losing tokens should be able to cash in ```

Answer 23

- A conjugate schedule of reinforcement (continuous) - tokens movements towards the board is contingent upon target behavior - tokens movement stops or restarts contingent upon other behavior

Answer 24

learner is getting tokens throughout session. learner cashes in for preferred items