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RBT Exam > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

(71 cards)

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1
Q

Discrete Trial Training (DTT)

A

highly structured, one-on-one teaching environment, tasks are broken down and taught in increments

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2
Q

Natural Environment Teaching (NET)

A

learner’s natural environment is incorporated into the teaching, development, and generalization of skills

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3
Q

Shaping

A

Process of teaching a skill/behavior by reinforcing small approximations towards the ultimate goal (level 1 buh) (Creating unnatural steps for target)

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4
Q

Chaining

A

Breaking up a target into steps and teaching how to do the skill one step at a time (Making use of the natural steps of the target)

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5
Q

Forward Chaining

A

Begins with the learner starting the target (may be prompted to do so), then the BT fills in the remaining steps

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6
Q

Backwards Chaining

A

BT completes all but the last step of the target which is taught to the kiddo.

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7
Q

Total Task Chaining

A

Kiddo learns and performs all steps of the targets concurrently with prompting from BT

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8
Q

Token Economy

A

Behavior change system that uses conditioned reinforcers to reinforce target behaviors for access to a more powerful reinforcer

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9
Q

Stimulus

A

An object, event, or situation that can trigger or influence a behavior

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10
Q

Stimulus Control

A

Occurs when an organism behaves in one way in the presence of a given stimulus and another way in its absence

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11
Q

Generalization

A

A learned behavior can be executed correctly with different locations, stimuli, and people

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12
Q

Stimulus Control Transfer

A

Occurs when response is elicited from SD AND prompt, an dover time, the prompt is faded so only the SD has control over the response

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13
Q

Discrimination Teaching

A

Teaching individual to differentiate between 2 or more different stimuli: SD receives reinforcement, S-Delta does not receive reinforcement

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14
Q

Response Discrimination

A

Responses receive/don’t receive reinforcement

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15
Q

Stimulus Discrimination

A

Stimuli receive/don’t receive reinforcement

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16
Q

Maintenance

A

Ability to demonstrate previously acquired skills over time and over durations in which the reinforcement schedule has been thinned below the level at which the skill was taught in the first place

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17
Q

Extinction

A

Reinforcement of a previously reinforced behavior is discontinued, resulting in decreases of behavior

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18
Q

Extinction of Automatic Function

A

Removing pleasurable internal consequence

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19
Q

Extinction of Attention Function

A

Withhold or limit attention when behavior occurs; not ignoring client, ignoring behavior

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20
Q

Extinction of Access Function

A

Reinforcement of an item, activity, or experience is not added to environment, following behavior

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21
Q

Extinction of Escape Function

A

Not removing averse stimulus after the behavior occurs

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22
Q

Reinforcement

A

Something desirable that encourages an individual to act/not act in a particular way

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23
Q

Unconditioned Reinforcement

A

Inherent reinforcements: food, water, shelter, sleep, breathing, sexual stimulation

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24
Q

Conditioned Reinforcement

A

Something that has been learned or taught and helps keep learner engaged/entertained: toys, devices, money, etc.

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25
Fixed Ratio Reinforcement
Reinforce after fixed number of correct responses (FR3 - reinforce after every 3rd correct response)
26
Fixed Interval Reinforcement
Reinforce first correct response after fixed amount of time (FI - 2 minutes: reinforce first correct response after 2 minutes)
27
Variable Ratio Reinforcement
Reinforce after average or unpredictable number of responses (VR3; reinforce after 1 response, then 4th, then 2, then 3)
28
Variable Interval Reinforcement
Reinforce after first correct response after average variable time (VI-2 minutes: reinforce after 2 minutes, 1.5 minutes, 3 minutes, 2.5 minutes)
29
Positive Reinforcement
Increase behavior, add stimulus
30
Negative Reinforcement
Increase behavior, remove stimulus
31
Positive Punishment
Decrease behavior, add stimulus
32
Negative Punishment
Decrease behavior, remove stimulus
33
MO
Environmental variable that alters the value of a reinforcer; These can increase or decrease motivation
34
Value Altering Effect: Establishing Operation (EO)
increases motivation for a stimulus; DEPRIVATION (so this MO increases desire)
35
Value Altering Effect: Abolishing Operation (AO)
Decreases motivation for a stimulus; SATIATED (so this MO decreases desire)
36
Behavior Altering Effect: Evocative Effect
Increases frequency of behavior: EVOKE (encourages more behavior)
37
Behavior Altering Effect: Abative Effect
Decreases frequency of behavior: ABATE (decreases behavior)
38
Verbal Operants
Functional units of language that describe how people communicate
39
Verbal Behavior
Communication that is reinforced by person's behavior, can include sign language, reading, communication devices
40
Echoic
Speaker repeats verbal behavior of another speaker; Occurs as a result of verbal SD: "Bread" "Bread"
41
Intraverbal
Speaker responds to verbal behavior of another speaker; Occurs as a result of verbal SD: "What is the weather like?" "It is raining today."
42
Mands
These are requests; Occurs as a result of an MO: "I want more cookies", "I don't want any more cookies"
43
Tacts
Speaker names/labels things and actions that they have direct contact with; Occurs as a result of a nonverbal SD: *upon seeing a car* "Car" or "Vroom"
44
Listener Response
Learner completes direct instruction or selects specific items as a result of a verbal SD: "Grab the red ball", *grabs the red ball*
45
Non-Specific Reinforcement
rewards that are not directly related to a specific behavior, but are given for other verbal behaviors or actions.
46
The ABC of Receptive Language is:
Antecedent: another person's verbal behavior Behavior: non-verbal response Consequence: non-specific reinforcement
47
Receptive Instructions
teaching individuals to understand and respond to spoken or written commands
48
Receptive Identification of Objects
teaching individuals to recognize and respond to verbal cues about objects or items
49
LRFFC (Listener Responding by Feature, Function and Class)
a type of receptive language skill where a student identifies an object or item based on its characteristic, purpose, or category
50
In the Receptive Instructions Program, generally the first step should be...
give instructions to perform preferred tasks in context
51
Which of the following is a good receptive skills program for early learners?
Receptive Identification of Body Parts?
52
True or False: Objects are generally presented before pictures when teaching receptive identification
TRUE
53
When teaching receptive identification if it useful to begin with identification of...
preferred stimuli
54
In receptive identification it is recommended that the array of items should...
increase in size and become messier
55
If a child can respond correctly to "Touch the car", but not respond correctly to "Touch the one you drive" they may be missing what skill?
Listener Responding for Function Feature and Class ･ mands
56
If shown an array of photos and asked, "give me the one that you jump on." This is an example of ...
Function
57
When children produce sounds that resemble those produced by their parents, these sounds may function as...
automatic reinforcement
58
In the beginning level learner you may first want to target...
sounds or parts of words
59
As the student becomes more proficient with verbal imitation, what procedure should be used to shape articulation?
Differential reinforcement
60
Stimulus-stimulus pairing is a fancy name for the procedure of...
pairing reinforcement with vocalizations so talking alone provides reinforcement
61
All of the following should be taken into consideration when choosing targets, EXCEPT
sounds/words that have multiple syllables
62
The following is appropriate to teach in verbal imitation/ echoic training...
Volume, multi-word sentences, intonation... ALL OF THE ABOVE
63
Similar to classical conditioning, when a _____ such as parent vocalizations are paired with a _____ such as food, the vocalizations may become reinforcing themselves
neutral stimulus/ reinforcer
64
The SD for an Imitation skill should be ...
Do this, copy me, do what I'm doing, ALL OF THE ABOVE
65
It's important to remember that _______ action(s) should be taught for the same toy in imitation.
Multiple
66
___________ is perhaps the most fundamental means of acquiring new behaviors and knowledge for humans.
Imitation
67
For a student to be able to begin imitation training, they need to engage in some pre-requisite behaviors, including...
staying seated and attending to the teacher
68
For ASD children that do not easily acquire imitation, skills may need to be...
broken down into basic components, directly taught, and reinforced.
69
The following sequence should be followed in teaching imitation:
probe ->, present model-> prompt ->gradually fade-> reinforce all approximations ->mix up the actions with other mastered actions.
70
The four areas of Motor Imitation are
Toy/Object Imitation, Gross Motor Imitation, Fine Motor Imitation, and Oral Motor Imitation
71

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