Unit 1 Flashcards by Kathleen Dugan

ASR 1

Which one of the following is a developmental assessment and curriculum?

a. CARS
b. VB-MAPP
c. ADOS
d. Essential for Living

B. VB MAPP

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ASR 2

Which one of the following is a functional skills curriculum?

a. CARS
b. VB-MAPP
c. ADOS
d. Essential for Living

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Which one of the following is not a tool skill?

Attending, TACTS, basic motor Movements, remaining in one location

Tact’s

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Most of the tool skills are in what levels of the VP – MAPP?

1 and 3

2 and 3

1 and 2

There are no tool skills in the VB – MAPP

1 and 2

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Antecedent events that temporarily change the value of reinforcers are

Motivating operations

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Why is it important to distinguish SD’s From Prompts?

So that you know which stimuli to fade

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Reprimands can function rienforcement?

True or false

True

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This schedule of reinforcement is typically used to establish or strengthen a behavior

Continuous schedule

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Which of these is not an unwanted affect of reenforcement?

Creating a Cookie Monster

Emotional responding

Shadowing the SD

Behavior failing to occur

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Why is demonstration on the same prompt hierarchy as full physical?

It appears that way in most textbooks

Demonstration is a less intrusive form of prompt

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The story of Josh and the mud wipe your feet when you enter. Is this And example of prompting?

Yes. The natural EO for wiping your feet should be the mud. The Natural SD for wiping your feet should be the rug.. The availability of wiping your feet is correlated with the rug. The rug makes wiping your feet available. Telling him to do so is an additional supplemental stimulus getting him to do it and then we fade it out

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The story of Brandon and his iPod. Gesturing at your ears for him to remove the iPad, is that an example of prompting

Yes

Lips moving in front of his face should have been the natural cue to evoke the behavior

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The story of Jose and his soup? Telling him he has soup all over him is that an example of prompting?

Yes.

The feeling of the noodle on his chin and feeling of soup seeping through his shirt should be the EO that evokes wiping. And the site of the napkin in front of him should have been the antecedent that evokes grabbing the napkin

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The story of Pat and her worksheet.

Is the teacher telling them to take out the worksheet and example of prompting

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The story of JP and the PowerPoint reminder text .What is the email a prompt

Yes. There should have been other stimuli in the environment that evil completing that PowerPoint so it was a supplementary stimulus a.k.a. prompt

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The story of jack the hotel room and the magnet in it.

Is sticking the magnet to the hotel room door and example of prompting?

Yes. And he faded the prompt out because if he stayed in the hotel for a number of days eventually he would not need the magnet anymore

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The story of Rita and the umbrella On her briefcase.

Putting her umbrella on top of her briefcase is And example of prompting, yes or no

Yes the weather reports and the site of the clouds should have evoked getting the umbrella yeah

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The story of Becky in the book on the playground.

She is getting straight A’s. Telling Becky to put the book away it’s time for a play not study is a prompt yes or no or yes

The friend made a request, there’s nothing in the natural environment that shitty book that behavior if it’s perfectly OK to study on the playground.

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The story of Jhené and the open ended follow up questions. Teaching her to respond to questions with a follow-up question.

What type of prompt is this?

Modeling. Someone demonstrated exactly what she needed to do

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Story of Jim and the open ended follow up questions. Telling him he should ask follow-up questions. What type of product is this

Verbal

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The story of Chris and the cursive writing.

Dot to dot On a paper for him to trace

Stimulus

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The story of Jose and the napkin on the steering wheel.

Putting a napkin over the steering wheel so in the morning when you remove it you will see the empty gas tank symbol. What type of product is this?

Response or stimulus

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Stimulus because it directs his site to the empty light

The story of Bob and His driving in the tap? When Bob is driving over the speed limit, tapping him on the shoulder And he slows down, what type of prompt is this.

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Physical

Story of Juan and drying his hands

Started with full physical prompts. Removed hands and “ moved in and out “ , shadowing,

What type of fading is this?

Most to least

Least to most

Time delay

Graduated guidance

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Graduated guidance

The story of Carole and signing milk The natural EO was having a little cereal in the bowl with No milk. The natural SD was having somebody present who in the past has given her food items when she has asked for food items Trainer asks what do you want, sign milk. Then handover hand help her sign milk. She is given the milk. After after a few trials of this, fade out the full physical to partial physical to no prompts. No longer lien for us if she has to be physically prompted. What type of feeling is this? A. Most to least B. Least to most C. Time delay D. Graduated guidance

A. Most to least Could lead to errorless learning

The story of Gwen and signing milk She has mastered signing milk. But not always signing milk in the presence of the EO and SD Since she is not doing it you ask her what do you want. And you wait 3 to 5 seconds. What type of feeding is this? a. Most to least b Least to most c Time delay d. Graduated kinds

C Time delay

The story of Ted and taking out the trash. He knows how to take it out but has not been doing it. You say, what day is it in the neighborhood. He still doesn’t do it. You say to him please take out the trash. First prompt is settled. Taking out the trash is more direct. What type of fading is this? A. Most to least B. Least to most C. Time delay D. Graduated guidance

B. Least to most

The story of Tim and the TV. Errorless learning or not?

The story of Izzy and signing for key They motored him through learning how to sign for Key Errorless learning or not?

Yes

A task analysis lists the fewest possible steps for any tasks so that the individual learns the complete she quickly. True or false

False

Each task analysis should be individualized based on the needs of the learner e.g., for one person, handwashing could be 12 steps. For another person it could be five steps True or false

True

••The responses in the chain are taught ONE at a time in the SAME order as they NATURALLY occur. (Begin at step they have NOT MASTERED yet.) * •PROMPTING and fading are used to TRAIN a step * •Reinforcement delivered at the END of the step being trained when performed to CRITERION and PREVIOUSLY trained steps are performed INDEPENDENTLY

Forward Chaining

The responses in the chain are taught, ONE at a time, BUT beginning with the lLAST step in the CHAIN Prompting and fading are used to train a step REINFORCEMENT is delivered at the END of the chain provided that CRITERION is Met on the step being trained and the REST of the steps FOLLOWING the training step are performed INDEPENDENTLY

Backward chaining

skill deficits, as covered in BEHP An individual cannot do these tasks even under the most powerful contingencies or most specific and clear instructions

Acquisition tasks

Esther cannot swim even though she is about to drown and die John cannot cook lamb even though he was given all the ingredients to make it and the recipe. And even though he was offered $100,000 if he could cook it for the party.

Examples of acquisition tasks

The trainer motors that are in her through all the untrained steps, uses graduated guidance on the step of been trained then backs off so the learner can complete the rest of the chain independently. The trainer performs untrained steps for the learner and has them begin with the step being trained. Example: tying a shoe. Pulling the bow tight is the step to being trained. Trainer performs all steps except for pulling the boat tight.

Two ways of doing backward chaining

The learner contacts the natural reinforcement of contingencies on every learning trial. That is, the terminal reinforcer is delivered at the end of the chain.

Advantages of backwards chaining

The story of April, her dirty hands and the burritos First, why was April not learning to wash her hands independently? They only washed her hands once a day. They were always providing reinforcement regardless of her performance. Here is how I fixed it! Washed her hands continuously. Used backward chaining.

Example of backward chaining

Same as backward chaining except some steps Are skipped and moved ahead. Advantage: may reduce training time

Backward chaining with Leaps ahead

Similar to forward chaining but all steps are trained in a learning trial Many times props are faded using the least to most procedure However, incorporating graduated guidance may be more effective than least to most prompt fading

Total task Chaining

* •Research is inconclusive * •Anecdotal evidence suggest to use total task chaining mostly for learners who have already mastered many of the steps in the chain but need to learn them in sequence or he’ll get stuck in between steps. * •Total task seems to work best with learners with and imitative repertoire For self-care, backward chaining seems to make most sense. For a shoe tying, forward chaining may work best.

Which chaining procedure to use?

The story of Chad showering. He could turn on the water independently. He could get soap. He could wash himself and put the soap away. He did not rinse. They Reminded him to rinse. They faded out the props Which type of Chaining is this?

Total task. He had mastered most of the steps. They worked on all of the steps concurrently.

The story of Melissa and self disclosure. Teaching Melissa to make self disclosing statements when somebody said something first.

None of the above. It was behavioral skills training

Beth making a sandwich. We have staff prepare sandwich except for putting on the top slice. Worked on Beth putting on the top slice herself. Used GRADUATED guidance for putting on the piece of bread. When she MASTERED that, they worked on putting the mustard etc. What type of chaining should be used. A. Backward B. Forward C. Total task D. None of these

A. Backward

Which of these is NOT a possible unwanted effect of reinforcement?: A. Reinforcement delivery for undesirable behavior B. Learn and follows the SD everywhere C. Continuous manding for Sr delivery D. Increase in rate of target behavior

D. Increase in rate of target behavior

We call targets that a learner cannot do independently……… Tasks

Acquisition

Jean doesn’t tie his shoes when asked. How can his therapist determine if this is a can’t do or won’t do behavioral issue?

Offer strong reinforcers for completing the task Ask his caregivers if they have ever witnessed Jean perform this task independently

A task is considered mastered when it meets: A. A set criteria B. 80% correct C. Caregiver expectations D. A and B are the same

A. A set of criteria

The VB map is a

Developmental assessment Developmental curriculum

Which of the following is a functional curriculum: VB MAPP AFLS Essential for living All of these

Essential for living

If we fail to teach tool skills to fluency with learners, which of the following may occur when we teach related functional skills: A.Delay in mastering those functional skills B. Potential EO for escape during teaching C. Increased problem behavior D all of these

D. All of this

In a developmental curriculum, tool skills are taught____; in a functional curriculum tool skills are taught____

Mostly in early levels; as components of functional skills

Teaching procedure that Works best with learners with imitative repertoire

Total task training

Unit 1 Flashcards

(53 cards)