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Flashcards in Unit 1 Deck (53):
1

Helps Individual achieve outcomes. Behavior deficit makes the person too dependent on others

Reasons for selecting target behavior

2

Can’t do skill deficit
problem with strength
won’t do
does but only under limited circumstances does at the wrong time or in the wrong place

Problems with behavior

3

Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group

Adaptive behavior

4

Tasks for which the person has met the performance criteria set forth a specific task within specific conditions

Mastered tasks

5

VB-MAPPING
Essential for living
The MOVE curriculum

Examples of assessments used to identify skills to target for acquisition

6

Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should after teaching evoke the correct or appropriate response

Discriminative stimulus

7

Antecedent stimuli that may temporarily increase or decrease the value of a reinforcer an event behavior that has resulted in that reinforcer previously

Motivating operation

8

Supplementary antecedent stimuli used to evoke correct response in the presence of an EO or SD that will eventually control behavior

Prompts

9

Consequence stimuli or schedules a presentation that may result in the learner making the correct or an appropriate response more frequently

Artificial consequences and schedules

10

The presentation or removal of a stimulus following a response that increases or maintains the future frequency of that response

Reinforcement

11

Get behavior going
strengthen a dimension of an already acquired skill
keep behavior going

Reinforcement should be used to

12

Identify appetitive stimuli
collect baseline data
deliver the appetitive stimuli contingent upon the target response
continue to collect data

Using positive reinforcement

13

Identify aversive stimuli conditions collect baseline data
remove the aversive conditioning contingent upon the target response
continue to collect data

Using negative reinforcement

14

Consequences delivered after every response
Typically used to build or strengthen a skill

Continuous FR1 schedules

15

Consequences delivered after some number of responses timer interval typically used to maintain behavior over time

Variable schedules

16

Unsteady responding pause and burst

Pattern of behavior produced on a fixed schedule

17

Steady responding

Pattern of behavior produced on variable schedules

18

Produce higher rates of responding

Ratio schedules

19

Very high rates of responding

Fixed ratio

20

Scalloped responding

Fixed interval

21

High steady rates

Variable ratio

22

Low to moderate steady rates of responding

Variable interval

23

Before a response begins to occur or during a response cycle to aid the performance of the behavior

Prompts maybe given

24

In skill acquisition programs
to evoke a low probability behavior
To evoke a chain of behavior by prompting the first step
to prompt behaviors in compatible with inappropriate behavior

Prompts are used

25

Operate directly on the response

Response prompts

26

Verbal
modeling
physical

Types of response prompts

27

Operate directly on the antecedent task stimuli to Cue correct response in conjunction with a critical SD

Stimulus prompts

28

Item being talked place closer to student

Position Cue

29

Pointing to, tapping, touching, looking at an item being taught

Movement Cue

30

One or more stimulus response dimension paired with correct choice

Redundancy of antecedent stimuli

31

Response prompt if the prompt operates on the response and the stimulus prompt if the prompt operates on the antecedent stimulus

Gestural prompts

32

A technique used to gradually transfer stimulus control from the supplementary antecedent stimuli (prompts) to naturally occurring Ims and or discriminative stimuli

Fading

33

Most to least
least to most
time delay
graduated guidance

Procedures for fading response prompts

34

Hand over hand assistance in the combine to use a physical prompting and fading resulting in a systematic gradual reduction in the intensity or intrusiveness of the physical prompt

Graduated guidance

35

A single movement and candy talk without breaking it down into smaller steps

Single response skill

36

Requires breaking down the scale into multiple steps or responses to effectively teach it

Multiple responses skill

37

Providing a reinforcer when the correct or an appropriate response occurs and not doing so when it does not occur or another response occurs

Differential reinforcement

38

When the correct or an appropriate response begins to occur gradually providing less prompts and an additional level of differential reinforcement

Prompt fading

39

Using differential reinforcement to produce a series of gradual changing response classes. Reinforcement is provided one closer approximations to the correct response occurs

Shaping

40

Highlighting a physical dimension of a stimulus to increase the likelihood of a correct response

Stimulus fading

41

Functions as an abolishing operation and abates problem behavior
evokes appropriate behavior

Effects of stimulus fading on a problem behavior

42

Use an initial stimulus shape that will prompt a correct response

Stimulus shape transformations

43

Breaking down a chain into its component responses

Task analysis

44

Perform the task or watch someone perform the task
write down each individual step in the sequence
perform or-have someone perform a task according to the steps listed

Developing a TA

45

Backward chaining
backward chaining with Leaps ahead
forward chaining
total task training

Types of chaining procedures

46

The response in the chamber taught one at a time in the same order the naturally occur

Forward chaining

47

The responses in the chain are taught one at a time the beginning of the last step in the chain

Backward chaining

48

The learner contacts the natural reinforcement contingencies in every learning trial

Advantages of backward chaining

49

Same as backward chaining except some steps or skip and probe instead

Backward chaining with leaps ahead

50

May reduce training time

Advantage of backward chaining with leaps ahead

51

All the steps are trained in the learning trial

Total task chaining

52

Total task chaining seems to work best with a learners with a

Imitative repertoire

53

Chaining
modeling
instructions
behavioral skills training

Procedures for teaching response chains