Reinforcements / Final

Question 1

Indirect outcome recording

Answer 1

Measures results that produces an observable product in the environment
Example) teacher asking parents to fill questionnaire about child’s behavior at home vs school (check to see if behavior in class is positively effecting home)

Question 2

Direct outcome recording

Answer 2

Instead of relying on memory, data is gathered immediately as the behavior occurs or as it produces results

Question 3

Event Recording

Answer 3

Behavior is observed continuously throughout the observation period and each instance of the behavior is recorded immediately as it occurs
2 criteria:
- does behavior look same every time?
- does behavior have a clear beginning and end?

Question 4

Deprivation

Answer 4

When a person hasn’t had access to a particular reinforcer for a significant period of time

(Makes it more potent)

Question 5

Immediacy

Answer 5

Time between the occurrence of the behavior and the delivery of the reinforcer

• the more immediate, the more effective

Question 6

Size

Answer 6

Magnitude of the reinforcer changes the effectiveness
- not give too much or reinforcer loses its value
-too little, not motivating enough

Question 7

Contingency

Answer 7

When the reinforcer is delivered ONLY for the target behavior, it is more effective

Question 8

Schedules of reinforcement

Answer 8

Specifies how often particular behaviors receive reinforcement

Question 9

Continuous schedule

Answer 9

Used for learning new behaviors, the behavior is reinforced every time

Question 10

Intermittent schedule

Answer 10

Used to maintain behavior once a skill is acquired
- behavior reinforced only some of the time
- generates high response rates and prevents behavior from stopping

Question 11

Fixed ratio schedule

Answer 11

A schedule of reinforcement after a fixed level of responses

Example) reinforce every 5th correct response

Question 12

Variable ratio schedule

Answer 12

An average number of responses must be made before delivery of reinforcement

Example) slot machine

Question 13

Fixed interval Schedule

Answer 13

It doesn’t matter how many times a behavior occurred, the person only gets the reinforcer once the response is given after a fixed amount of time

Example) receiving a paycheck

Question 14

Variable interval schedule

Answer 14

Reinforcer is delivered for the first response that occurs after an unpredictable amount of time has passed

Example (email) ✉️

Question 15

Systematic Desensitization

Answer 15

Treatment practices engaging in successive approximations towards target behavior

• often paired with anxiety reduction exercises + positive reinforcement
• used to treat phobias 🕷️ (gradually exposing to fear in relaxed state)

Question 16

Demand Fading

Answer 16

Incrementally increase demands you place on the student across several sessions

Question 17

Non contingent reinforcement

Answer 17

Reinforcing child without demands in place
Causes to be associated with reinforcement and become a reinforcer
(Rapport building)

Question 18

Pairing

Answer 18

When child has associated you with reinforcement or good things

Question 19

Pace

Answer 19

Increasing pace of instruction decreases escape behaviors

Question 20

Interspersing

Answer 20

Mixing up easy and more difficult tasks

Question 21

Wait program

Answer 21

Teaches student to accept denied request and wait for access to item

• uses visuals and timers
• student taught to wait for items/activity for incremental periods of time

Question 22

Extinction

Answer 22

When the response no longer produces reinforcement

Question 23

Response cost

Answer 23

Taking away reinforcer as a result of behavior
Example) taking care of keys away after missing curfew

Question 24

Functional behavior assessment

Answer 24

A collection of different procedures of gathering information on antecedents, behaviors, and consequences in order to determine the factors that lead to maintaining problem behavior

Question 25

Visual schedules

Answer 25

Pictures that communicate a series of activities / steps of a specific schedule -gives sense of control, predictability, and choice over their schedule

Question 26

Means to an end visual

Answer 26

Shows individual when they are finished or when something new is going to happen (like a transition) Example) timer, token board, first/then board - more likely to story on task if they can see when they get a break [ Bright horizons ]

Question 27

Functional Communication Training

Answer 27

Use of appropriate communicative behavior to replace in appropriate behavior

Question 28

Social stories

Answer 28

A tool to teach children with autism how to act in social situations

Question 29

Transition program

Answer 29

Teaches student to easily transition by reinforcing systematic steps 1) first contrive transition by situations like moving from one chair to another

Question 30

Sensory Diet

Answer 30

The use of sensory activities/exercises to calm certain sensory needs Example) activity schedule, replacement behavior that serves same purpose

Question 31

Over correction

Answer 31

Contingent on target behavior, individual must engage in tedious task directly related to the problem

Question 32

Restitutional Overcorrection

Answer 32

Learner is required to repair the situation to its original state

Question 33

Positive practice overcorrection

Answer 33

Learner is required to practice the correct form or the behavior/behavior that is incompatible as a result of the problem behavior

Question 34

Time out

Answer 34

Withdrawal of opportunity to receive positive reinforcement for specific time

Question 35

Phoneme

Answer 35

Smallest contrastive unit of sound system in language, helps shape articulation

Question 36

Intraverbal prompt

Answer 36

A question that leads child to correct response

Question 37

Video self modeling

Answer 37

When student views videos of themselves as examples of behavior

Question 38

Isolation

Answer 38

Teaches student to pair stimulus with reinforcement once it is paired, you mix it up with other stimulus (distractors)

Question 39

Mixed Trials

Answer 39

Mixing mastered SD’s with target SD’s to ensure discrimination

Question 40

Trial by trial data

Answer 40

Data is collected after each trial on whether or not the response was correct, incorrect, or mastered

Question 41

Probe Data

Answer 41

Data collected on initial trial - only checks initial trial of each program/target to see whether teaching/prompting was enough to maintain target skill following day

Question 42

Transfer trial

Answer 42

When we re-present the original SD and use a lesser prompt than the first -Hailey (Comp assessment)

Question 43

Error Correction

Answer 43

If child begins to emit an incorrect response do not allow to finish response - prompt to show correct response asap - use transfer trial to fade out prompt + distract or trial to come back to SD to test if they got it

Question 44

Cold probe

Answer 44

Used to record whether student was able to independently provide correct response upon first presentation of SD (3 consecutive yes probes = mastered skill)

Question 45

Toy imitation

Answer 45

When teaching play skills, start with items student has shown interest in -> use 2 identical sets so teacher and student have one (SD: “do this”).

Question 46

Gross motor imitation

Answer 46

Imitation of body movements (SD= “copy me”)

Question 47

Fine motor imitation

Answer 47

Imitation of detailed, precise movements - may use materials (SD= “Do this”)

Question 48

Oral motor imitation

Answer 48

Imitation of movement of mouth, tongue, lips, face, head, often prereq to verbal imitation and speech - helps shape articulations & increase vocalizarions (Ex: EC “Up”, “more”)

Question 49

Echoic

Answer 49

Repeating what was heard, auditory SD/discriminative stimulus, consequence = non specific reinforcement (Anything that increases behavior that is not the object being said)

Question 50

Mand

Answer 50

Demand, command, asking or requesting. Asking for what one wants, then as a consequence getting it. Acts as immediate reinforcement using communication.

Question 51

Tact

Answer 51

Coming into contact with the environment through one of our senses - antecedent = non verbal stimulus in environment Example) saying “popcorn” when you see popcorn

Question 52

Intraverbal

Answer 52

Responding to conversation, or a question - antecedent is verbal stimulus

Question 53

Listener Responding

Answer 53

Responding to manda of another - receptive language - not verbal behavior 👁️ (EC)

Question 54

Stimulus-stimulus pairing

Answer 54

Repeated pairing of neutral stimulus with a reinforcing stimulus ; neutral stimulus becomes conditioned as reinforcer, ++ increase in responding (automatic reinforcement)

Question 55

4 Functions of Behavior

Answer 55

1) gain attention 2) escape/avoid a task /situation 3) gain an item/tangible 4) gain automatic reinforcement