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BEHP 5013 Unit 1-9 > Unit 1 > Flashcards

Flashcards in Unit 1 Deck (55):
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 for the specific task
within specific conditions

Mastered tasks

5

VB-MAPP
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
an appropriate response.

Discriminitive Stimulus

7

Discriminitive Stimulus

Sd

8

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

Motivating Operations

9

Motivating Operations

MO

10

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

Prompts

11

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

Artificial Consequences and Schedules

12

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

Reinforcement

13

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

Reinforcement should be used to

14

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

Using Positive Reinforcement

15

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

Using Negative Reinforcement

16

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

Continuous schedules (FR1)

17

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

Variable Schedule

18

Unsteady responding (pause and burst)

Pattern of Bx produced using fixed schedules

19

Steady responding

Pattern of Bx produced using variable schedules

20

Produce higher rates of responding

Ratio Schedules

21

Very high rates of responding

Fixed Ratio

22

Scalloped responding

Fixed Interval

23

High steady rates

Variable Ratio

24

Low to moderate steady rates of responding

Variable Interval

25

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

Prompts may be given

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

Prompts are used

27

Operate directly on the response

Response prompts

28

Verbal
Modeling
Physical

Types of response prompts

29

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

Stimulus Prompts

30

Item being taught placed closer to student

Position cue

31

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

Movement Cue

32

One or more stimulus/ response dimension
paired with correct choice

Redundancy of antecedent stimuli

33

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

Gestural Prompt

34

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

Fading

35

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

Procedures for fading response prompts

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

Graduated Guidance

37

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

Single Skill Response

38

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

Multiple Response Skill

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

Differential Reinforcement

40

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

Prompt Fading

41

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

Shaping

42

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

Stimulus Fading

43

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

Effects of stimulus fading on problem behaviors

44

Use an initial stimulus shape that will prompt a
correct response

Stimulus shape transformations

45

Breaking down a chain into its component
responses

Task Analysis

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

Developing a Task Analysis

47

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

Types of chaining procedures

48

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

Forward Chaining

49

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

Backward Chaining

50

The learner contacts the natural reinforcement
contingencies in every learning trial

Advantages of Backward Chaining

51

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

Backward Chaining with Leaps Forward

52

May reduce training time

Advantages of Backward Chaining with Leaps Forward

53

All the steps are trained in a learning trial

Total Task Chainging

54

Imitative repertoire

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

55

Chaining
Modeling
Instructions (oral/written)
Behavioral Skills Training

Procedures for Teaching Response Chain