Unit 1

Question 1

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

Answer 1

Reasons for selecting target behavior

Question 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

Answer 2

Problems with behavior

Question 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

Answer 3

Adaptive behavior

Question 4

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

Answer 4

Mastered tasks

Question 5

VB-MAPPING
Essential for living
The MOVE curriculum

Answer 5

Examples of assessments used to identify skills to target for acquisition

Question 6

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

Answer 6

Discriminative stimulus

Question 7

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

Answer 7

Motivating operation

Question 8

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

Answer 8

Prompts

Question 9

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

Answer 9

Artificial consequences and schedules

Question 10

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

Answer 10

Reinforcement

Question 11

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

Answer 11

Reinforcement should be used to

Question 12

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

Answer 12

Using positive reinforcement

Question 13

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

Answer 13

Using negative reinforcement

Question 14

Consequences delivered after every response

Typically used to build or strengthen a skill

Answer 14

Continuous FR1 schedules

Question 15

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

Answer 15

Variable schedules

Question 16

Unsteady responding pause and burst

Answer 16

Pattern of behavior produced on a fixed schedule

Question 17

Steady responding

Answer 17

Pattern of behavior produced on variable schedules

Question 18

Produce higher rates of responding

Answer 18

Ratio schedules

Question 19

Very high rates of responding

Answer 19

Fixed ratio

Question 20

Scalloped responding

Answer 20

Fixed interval

Question 21

High steady rates

Answer 21

Variable ratio

Question 22

Low to moderate steady rates of responding

Answer 22

Variable interval

Question 23

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

Answer 23

Prompts maybe given

Question 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

Answer 24

Prompts are used

Question 25

Operate directly on the response

Answer 25

Response prompts

Question 26

Verbal modeling physical

Answer 26

Types of response prompts

Question 27

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

Answer 27

Stimulus prompts

Question 28

Item being talked place closer to student

Answer 28

Position Cue

Question 29

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

Answer 29

Movement Cue

Question 30

One or more stimulus response dimension paired with correct choice

Answer 30

Redundancy of antecedent stimuli

Question 31

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

Answer 31

Gestural prompts

Question 32

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

Answer 32

Fading

Question 33

Most to least least to most time delay graduated guidance

Answer 33

Procedures for fading response prompts

Question 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

Answer 34

Graduated guidance

Question 35

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

Answer 35

Single response skill

Question 36

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

Answer 36

Multiple responses skill

Question 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

Answer 37

Differential reinforcement

Question 38

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

Answer 38

Prompt fading

Question 39

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

Answer 39

Shaping

Question 40

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

Answer 40

Stimulus fading

Question 41

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

Answer 41

Effects of stimulus fading on a problem behavior

Question 42

Use an initial stimulus shape that will prompt a correct response

Answer 42

Stimulus shape transformations

Question 43

Breaking down a chain into its component responses

Answer 43

Task analysis

Question 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

Answer 44

Developing a TA

Question 45

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

Answer 45

Types of chaining procedures

Question 46

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

Answer 46

Forward chaining

Question 47

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

Answer 47

Backward chaining

Question 48

The learner contacts the natural reinforcement contingencies in every learning trial

Answer 48

Advantages of backward chaining

Question 49

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

Answer 49

Backward chaining with leaps ahead

Question 50

May reduce training time

Answer 50

Advantage of backward chaining with leaps ahead

Question 51

All the steps are trained in the learning trial

Answer 51

Total task chaining

Question 52

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

Answer 52

Imitative repertoire

Question 53

Chaining modeling instructions behavioral skills training

Answer 53

Procedures for teaching response chains