Test 2

Question 1

MAND (3)

Answer 1

Demand, request

1. Pure
2. Unprompted
3. Prompted

Question 2

Satiation

Answer 2

Too much, don’t want it

Loses reinforcer effectiveness

Question 3

Deprivation

Answer 3

Haven’t had, want

Increases reinforcer effectiveness

Question 4

Aversive

Answer 4

Do not want, remove

Increases reinforcer effectiveness

Question 5

Pure MAND

Answer 5

Does not have its specified referent in sight

Question 6

Unprompted MAND

Answer 6

Does have its specified referent in sight

Question 7

Prompted MAND

Answer 7

Requires instructional assistance in the form of a prompt

Question 8

Echoic

Answer 8

Verbal imitation
A. Verbal stimulus present
B. Matching verbal response
C. Non-specific reinforcement

Question 9

Mimetic

Answer 9

Motor imitation
Copying motor movements
A. Nonverbal stimulus present
B. Matching nonverbal response
C. Non-specific reinforcement

Question 10

Tacts

Answer 10

Naming something
A. Nonverbal stimulus present
B. Specific verbal response
C. Non-specific reinforcement

Question 11

Receptive response

Answer 11

Verbal request, physical response
A. Specific verbal behaviour
B. Specific nonverbal Response
c. Non-specific reinforcement

Question 12

Receptive identification

Answer 12

Identifying objects that are present
A. Specific verbal behaviour + specific physical stimulus
B. Specific nonverbal response
C. Non-specific reinforcement

Question 13

Feature, Function, Class

Answer 13

Feature: a visible or common element associated with the object
Function: what the object typically is used for or what it does
Class: the category or grouping that the object is a member of

Question 14

RFFC

Answer 14

Receptive by Feature Function Class
A. Verbal + nonverbal stimulus is present
B. Nonverbal response
C. Non-specific reinforcement

Question 15

TFFC

Answer 15

Tact by Feature Function Class
A. Verbal stimulus is not present
B. Non-matching verbal response
C. Non-specific reinforcement

Question 16

Intraverbal

Answer 16

No matching or point to point correspondence between what is heard and what is said
A. Specific verbal behaviour
B. Specific non-matching verbal response
C. Non-specific reinforcement

Question 17

Textual

Answer 17

Read aloud from text
A. Specific nonverbal stimulus
B. Specific verbal response
C. Non-specific reinforcement

Question 18

Teaching Variables (6)

Answer 18

1. Errorless teaching
2. Most-to-least prompts
3. Variable ratio of reinforcement
4. Mix and vary instructional demands
5. Intersperse easy and hard demands
6. Fluency

Question 19

DTT & VB Similarities (6)

Answer 19

1. Uses behavioural methodology
2. Break complex skills into small units of behaviour
3. Use discrete trial format of a task direction, response and consequence
4. Guided by data decision-making evaluation
5. Implemented in a variety of settings
6. Use a mix of structured and incidental models of instruction

Question 20

DTT & VB Differences (4)

Answer 20

1. VB: Behavioural classification of language based on functional units or verbal operants
   DTT: structural approach to language that emphasizes form of words and sentences
2. VB: Mixes trials across verbal operants
   DTT: Mass trialing
3. VB: Focuses on developing manding early in teaching
   DTT: Focuses on developing strong receptive language skills and compliance
4. VB: Equal emphasis on structured/natural environment teaching
   DTT: Emphasis placed on teaching intensively at the table

Question 21

Incidental Teaching

Answer 21

Systematic protocol for intervention or instruction based on principles of ABA
Context: naturally occurring activities and environments
Incorporates: interests & natural motivation
Uses: natural occurring opportunities
Skills: language & social

Question 22

Walden Program (7)

Answer 22

1. Instructor/parent chooses educational objective
2. Arranges natural environment to promote student motivation and interest in materials related to teaching objective
3. Learner shows interest in materials through verbalization or gesture, initiating teaching session
4. Adult encourages learner to elaborate initiation based on developmental level
5. If learner responds correctly to prompt, adult provides specific praise and gives brief access to desired materials
6. If learner gives incorrect response, adult provides up to 3 prompts, then gives praise and brief access to materials
7. Adult takes a turn, then steps begin again

Question 23

Natural Language Paradigm

Answer 23

1. Direct reinforcement of all verbal
2. Turn taking with stimulus materials
3. Task variation and multiple exemplars
4. Shared control
5. Looks at language development as being contextually relevant to various locations and activities that the learner will encounter in natural settings

Question 24

Walden Program (7)

Answer 24

1. Instructor/parent chooses educational objective
2. Arranges natural environment to promote student motivation and interest in materials related to teaching objective
3. Learner shows interest in materials through verbalization or gesture, initiating teaching session
4. Adult encourages learner to elaborate initiation based on developmental level
5. If learner responds correctly to prompt, adult provides specific praise and gives brief access to desired materials
6. If learner gives incorrect response, adult provides up to 3 prompts, then gives praise and brief access to materials
7. Adult takes a turn, then steps begin again

Question 25

Teaching in natural environment

Answer 25

Manding Play skills Social skills Generalizing mastered skills learned in DTT by using lesson plans Most of the intraverbal repertoire Focus on contextually relevant skills Contrive motivation for items while learner is engaged in another activity

Question 26

Guidelines

Answer 26

Use competing reinforcement Do not be a taker Restrict access to preferred items/activities to increase motivation Hold up choice

Question 27

Results of Pairing (4)

Answer 27

1. Creates willing learners 2. Establishes teaching environment as an improving set of conditions 3. Increases motivation to be social and conditions people as reinforcers 4. Keeps value of escape from task demands low and value of teaching high

Question 28

How to Pair

Answer 28

Reserve items that are reinforcing to the learner and make access dependent on instructor The instructor can make an activity more reinforcing because of their involvement Be a giver

Question 29

How the instructor knows they are paired

Answer 29

1. Approach 2. Engagement 3. Communication

Question 30

Teaching the Mand

Answer 30

``` Select target mands Taught in natural environment Arrange environment Provide deprivation if necessary Introduce mand teaching Learner won't be prompted for mands they don't want ```

Question 31

Early Mand

Answer 31

Identify how they may respond most effectively and with least amount of effort Determine what the learner wants Present item At first reinforce any kind of response from learner Do not teach general mands (help, more) One word mands (Item name)

Question 32

Intermediate Mand

Answer 32

Continue to engineer environment start after learning 20-30 mands Contrive manding opportunities by using Transitive MO (1 stimulus condition that increases MO for another stimulus condition) Teach more abstract mands

Question 33

Advanced Mand

Answer 33

Teach when learner can readily and accurately mand for any item or action and for attention Teach mands for information

Question 34

Lesson Plans (5)

Answer 34

1. Observe learner to note interests and skills mastered 2. Know what skills/responses you're looking to teach in various settings 3. How the environment may need to be set up to help facilitate teaching 4. How the skill may be prompted to occur if necessary in various situations 5. How you will monitor the progress being made in incidental teaching

Question 35

Advantages of Natural Environment (4)

Answer 35

1. Pairs instructor with reinforcement 2. First opportunity learners may realize they have means of accessing reinforcement 3. Ensures skills are being generalized to environments 4. Teaches skills under conditions where they would naturally occur

Question 36

Disadvantages of Natural Environment (4)

Answer 36

1. Can't work on attending and compliance 2. Can't work on complex conditional discrimination skills 3. Skill acquisition may be slower 4. Involves lots of prep and planning

Question 37

Goals of incidental Teaching (2)

Answer 37

1. Generalization across stimuli | 2. Elaboration of language

Question 38

PRT Assumptions (3)

Answer 38

1. Treatment in the natural environment 2. Family involvement 3. Treatment of pivotal areas

Question 39

Pivotal Areas (5)

Answer 39

1. Motivation 2. Multiple cues 3. Initiations 4. Self-management 5. Empathy

Question 40

Overall Motivational Package (5)

Answer 40

1. Child choice 2. Direct reinforcement 3. Interspersal of maintenance and acquisition trials 4. Task variation 5. Reinforcing Attempts

Question 41

Shared Control (3)

Answer 41

1. Child is offered choice of physical activities 2. Child is offered choice of pieces to an activity 3. Child is given access to choice of appropriate throwing activities

Question 42

Responsivity to Multiple Cues

Answer 42

Manipulate MO & effort conditions first | Responses during listener behaviour

Question 43

Contingent Reinforcement

Answer 43

Child needs to respond to access reinforcement | Keep 80/20 balance (prompts)

Question 44

Reinforce Attempts

Answer 44

Increases motivation Increases responses Increases intelligibility of responses

Question 45

Natural Reinforcers

Answer 45

Built into activity that child is motivated in Access is immediate Easy

Question 46

Teaching First Words: Progression

Answer 46

1. Intent 2. Object-label correspondence/discrimination 3. Independence/spontaneous use

Question 47

Teaching First Words: General Principles

Answer 47

1. Start with words/verbs, labels for objects/actions 2. Use clear simple antecedents 3. Model entire word Be careful with generic words 4. Reinforce attempts

Question 48

Opportunities for Language

Answer 48

Any question/offer/instruction provided to child where they are expected to respond verbally - Model prompt - Open-ended - Time-delay

Question 49

Initiations

Answer 49

``` 2 functions of language: 1. Requesting 2. Protesting Progression: 1. Requesting 2. Combinations 3. Initiations ```

Question 50

Self-Management

Answer 50

Keep expectations at an achievable level Monitor their own progress Acknowledge and follow through with rewards

Question 51

Socialization Strategies (10)

Answer 51

1. Buddy system 2. Ritualistic interests 3. Social conversation 4. Self-management 5. Sharing 6. Cooperative arrangements 7. Supported play dates 8. Clubs 9. Seeking assistance from peers 10. Priming