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 for the specific task
within specific conditions

Answer 4

Mastered tasks

Question 5

VB-MAPP
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
an appropriate response.

Answer 6

Discriminitive Stimulus

Question 7

Discriminitive Stimulus

Answer 7

Sd

Question 8

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

Answer 8

Motivating Operations

Question 9

Motivating Operations

Answer 9

MO

Question 10

Supplemenatary antecedent stimuli used
to evoke a correct response in the
presence of an EO or Sd that will
eventually control behavior

Answer 10

Prompts

Question 11

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

Answer 11

Artificial Consequences and Schedules

Question 12

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

Answer 12

Reinforcement

Question 13

Get behavior going
Strengthen a dimension of an already acquired
skill
Keep behavior going (maintenance)

Answer 13

Reinforcement should be used to

Question 14

Identify appetitive stimuli (potential reinforcers)
Collect baseline data
Deliver the appetitive stimulus contingent upon
the target response
Continue to collect data

Answer 14

Using Positive Reinforcement

Question 15

Identify aversive stimuli/conditions
Collect baseline data
Remove the aversive condition contingent upon
the target response
Continue to collect data

Answer 15

Using Negative Reinforcement

Question 16

Consequence delivered after every response.

Typically used to build or strengthen a skill

Answer 16

Continuous schedules (FR1)

Question 17

Consequence delivered after some number of
responses, time or interval. Typically used to
maintain behavior over time

Answer 17

Variable Schedule

Question 18

Unsteady responding (pause and burst)

Answer 18

Pattern of Bx produced using fixed schedules

Question 19

Steady responding

Answer 19

Pattern of Bx produced using variable schedules

Question 20

Produce higher rates of responding

Answer 20

Ratio Schedules

Question 21

Very high rates of responding

Answer 21

Fixed Ratio

Question 22

Scalloped responding

Answer 22

Fixed Interval

Question 23

High steady rates

Answer 23

Variable Ratio

Question 24

Low to moderate steady rates of responding

Answer 24

Variable Interval

Question 25

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

Answer 25

Prompts may be given

Question 26

``` In skill acquisition programs To evoke a low-probability behavior To evoke a chain of behavior by prompting the first step (response priming) To prompt behaviors incompatible with an inappropriate behavior ```

Answer 26

Prompts are used

Question 27

Operate directly on the response

Answer 27

Response prompts

Question 28

Verbal Modeling Physical

Answer 28

Types of response prompts

Question 29

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

Answer 29

Stimulus Prompts

Question 30

Item being taught placed closer to student

Answer 30

Position cue

Question 31

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

Answer 31

Movement Cue

Question 32

One or more stimulus/ response dimension | paired with correct choice

Answer 32

Redundancy of antecedent stimuli

Question 33

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

Answer 33

Gestural Prompt

Question 34

A technique used to gradually transfer stimulus control from supplementary antecedent stimuli (prompts) to naturally occurring EO’s and/or discriminative stimuli

Answer 34

Fading

Question 35

Most-to-least prompts (fading out) Least-to-most prompts (fading in) Time delay (constant or progressive) Graduated guidance

Answer 35

Procedures for fading response prompts

Question 36

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

Answer 36

Graduated Guidance

Question 37

A single movement and can be taught without | breaking it down into smaller steps

Answer 37

Single Skill Response

Question 38

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

Answer 38

Multiple Response Skill

Question 39

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 39

Differential Reinforcement

Question 40

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

Answer 40

Prompt Fading

Question 41

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

Answer 41

Shaping

Question 42

Highlighting a physical dimension (e.g., color, size, position) of a stimulus to increase the likelihood of a correct response

Answer 42

Stimulus Fading

Question 43

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

Answer 43

Effects of stimulus fading on problem behaviors

Question 44

Use an initial stimulus shape that will prompt a | correct response

Answer 44

Stimulus shape transformations

Question 45

Breaking down a chain into its component | responses

Answer 45

Task Analysis

Question 46

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

Answer 46

Developing a Task Analysis

Question 47

Backward chaining Backward chaining with leaps ahead Forward chaining Total task chaining

Answer 47

Types of chaining procedures

Question 48

The responses in the chain are taught, one at a | time, in the same order as they naturally occur

Answer 48

Forward Chaining

Question 49

The responses in the chain are taught, one at a | time, but beginning with the last step in the chain

Answer 49

Backward Chaining

Question 50

The learner contacts the natural reinforcement | contingencies in every learning trial

Answer 50

Advantages of Backward Chaining

Question 51

Same as backward chaining except some steps | are skipped and probed instead

Answer 51

Backward Chaining with Leaps Forward

Question 52

May reduce training time

Answer 52

Advantages of Backward Chaining with Leaps Forward

Question 53

All the steps are trained in a learning trial

Answer 53

Total Task Chainging

Question 54

Imitative repertoire

Answer 54

Total task chaining seems to work best with | learners with an:

Question 55

Chaining Modeling Instructions (oral/written) Behavioral Skills Training

Answer 55

Procedures for Teaching Response Chain