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RBT > Module 9 > Flashcards

Module 9 Flashcards

1
Q

RBT Task B-03

A

assist w/ individualized assessment procedures (ie curriculum-based, developmental, social skills)

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2
Q

Some common assessment tools (5)

A
  • the verbal behavior milestones assessment and placement program
  • essentails for living
  • the assessment of basic learning and language skills- revised
  • assessment of functional living skills
  • Peak: Relational Training System
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3
Q

VB-MAPP (3)

A
  • commonly sed with younger children with ASD
  • established developmental milestones typically acquired in a specific seqence by typically-developing children
  • sets priorities in order to meet the learner’s educational needs, placement, and educational format
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4
Q

essentials for living

A

skills assessed and taught:
-floowing directions to complete routine activiities, daily living skills, leisure and vocational skills, health and safety skills, tolerating skills and essential mands and related listener responses

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5
Q

RBT Task C-07

A

implement discrimination training

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6
Q

S^D

A

signals the availability of reinforcement

-if do behavior now, the reinforcer is available

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7
Q

S delta (triangle)

A

signals extinction (no reinforcement)

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8
Q

stimulus control

A

demonstrated when a behavior occurs more often in the presence of a stimulus (but not in its absence) due to a past history of reinforcement

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9
Q

discrimination training (2)

A

teaching sessions designed to bring the learner under specific (discriminative) stimulus control
-reinfroce a response in the presence of a stimulus but not in the absence of that stimulus

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10
Q

simultaenous discrimination

A

both the S^D and Sdelta stimlus conditions are presented to the learner at the same time

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11
Q

successive discrimination

A

only one antecednt (SD or Sdelta) is presented to the learner in a given trial

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12
Q

RBT Task C-10

A

implement prompt and prompt fading procedures

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13
Q

prompts

A

extra stimuli added to encourage a correct response

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14
Q

2 types of prompts

A
  • response prompts

- stimulus prompts

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15
Q

response prompts

A

operate directly on the response

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16
Q

3 types of response prompts (5)

A
  • verbal
  • modeling
  • physical
    - manual guidance (full physical)
    - tactual (partial physical)
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17
Q

verbal prompt

A

tell them what they SHOULD do rather than what not to do

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18
Q

RBT Task C-08

A

implement stimulus control transfer procedures

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19
Q

3 step guided compliance

A
  1. instruction
  2. model
  3. physical
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20
Q

stimulus control

A

when a stimulus reliably brings about a response, we say that response is under the stimulus control of that stimulus

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21
Q

stimulus control transfer (2)

A
  • gradually shifting the controlling antecedent stimulus for a given response
  • may be necessary if the controlling antecedent isn’t what SHOULD be controlling the response in the natural environment
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22
Q

stimulus control transfer

can transfer from: (3)

A
  • a prompt to the naturally-occurring stimuli
  • one stimulus to another
  • one environment to another
23
Q

prompts and stimulus control transfer (2)

A
  • if a response is under the control of a prompt or another supplementary antecedent, it’s necessary to transfer stimulus control to naturally occurring antecedents
  • this can be done by introducing the naturally occurring antecedent and fading the prompts
24
Q

prompt fading procedures (4)

A
  • most to least (fading out)
  • least to most (fading in)
  • graduated guidance
  • time delay
25
least to most prompt fading
few prompts are provided initially and more intrusive prompts are added only as needed ie verbal-->gestural-->partial physical--> full physical
26
graduated guidance
physical guidance in which hand over hand guidance is provided only as needeed, and is faded in an out throughout the task
27
RBT Task C-09
implement stimulus fading procedures
28
stimulus prompts (2)
altering something in the correct response more likely to occur -highlights the naturally controlling stimulus (SD) for the response
29
types of stimulus prompts (3)
- gestural (movement) prompt - position (proximity) prompt - redunancy of antecedent stimuli
30
positin (proximity) prompt
the item being taught is placed closest to student
31
redundancy of antecedent stimuli
highlights a characteristic (color, size, shape) of the controlling stimulus
32
stimulus prompting involves
highlighting a physical dimension of a stimulus to increase the likelihood of a correct response
33
fading stimulus prompts
when fading the stimulus prompt, fade that specific dimension that was previously highlighted
34
fading gestural prompts
- may be used when fading more invasive prompts (most to least prompting) - may be used to fade model prompts and by making the gesture progressively more subtle
35
Prompt fading tips
- deliver more reinforcement for unprompted responses than prompted responses - manipulate parameters of reinforcements to fade prompts (independent responses earn more rinfrocement)
36
Backward Chaining | Reinforcement is delivered..
at the end of the step being trained if: -that step is performed to criterion AND... -All of the rest of the steps are performed independently
37
total task chaining
-all steps of the still are trained, in order, in one learning trial
38
total task training used if..
learner can complete many of the required steps, but does it in the wrong order
39
total task chaining | guidance
graduated guidance or least to most prompt fading can be used for an step the learner is unable to complete independently
40
2 main probs with behavior
1. skill deficit | 2. motivational issue
41
chaining
a procedre used to teach as specific sequence of responses that results in a terminal outcome
42
responding differently to diff stimuli as the result of experience w/ these stimuli
discrimination
43
providing physical guidance only as needed (moving in and out) throughout the task
graduated guidance
44
an extra (supplementary) antecedent stimulus that is added to the environment to occasion a response
prompt
45
the purpose of this type of antecedent stimulus is to get the behavior going or prevent an incorrect response from occurring
prompt
46
when a learner continues to require a prompt to initiate the response even though the learner has mastered the skill
prompt dependency
47
technique used to gradually transfer control from the prompt to naturally occuring events in the learner's environment
prompt fading
48
demonstrated when an antecedent stimulus reliably exerts control over a response
stimulus control
49
gradually shifting the controlling antecedent for a response
stimulus control transfer
50
highlighting some aspect of the environment to increase the likelihood of a correct response
stimulus prompt
51
breaking down a skill into smaller sequential steps to produce a complex skill
task analaysis
52
a type of prompt fading procedure in which a pause is added between the instruction and when the prompt is delivered
time delay
53
prompt hierarchy typically used to ensure compliance with a request
three step guided compliance
54
successive discrimination training is characterized by
the presentation of training stimmuli one at a time, over a sequence of trials

RBT (19 decks)

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