Unit 1

Question 1

Reasons for selecting target behavior

Answer 1

Helps individual achieve outcomes.

Behavior deficit makes the person too dependent on others.

Question 2

Problems with behavior

Answer 2

Cant do vs wont do

Question 3

Adaptive behavior

Answer 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

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

Assessments used to identify skills to target for acquisition

Answer 5

VB-MAPP, Essential for Living, The MOVE curriculum

Question 6

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

Answer 6

Discriminative stimulus

Question 7

Antecedents that may temporarily increase or decrease the value of a consequence. They can be used to evoke a correct or appropriate response.

Answer 7

Motivating operations

Question 8

Supplementary antecedent stimuli used to evoke a correct response in the presence of an EO or Sdthat will eventually control behavio

Answer 8

Prompts

Question 9

Consequent stimuli or schedules of 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

Reinforcement should be used to:

Answer 11

Get behavior goingStrengthen a dimension of an already acquired skillKeep behavior going (maintenance)

Question 12

Identify appetitive stimuli (potential reinforcers)Collect baseline dataDeliver the appetitive stimulus contingent upon the target responseContinue to collect data

Answer 12

Using positive reinforcement

Question 13

Identify aversive stimuli/conditionsCollect baseline dataRemove the aversive condition contingent upon the target responseContinue to collect dat

Answer 13

Using negative reinforcement

Question 14

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

Answer 14

Continuous schedule

Question 15

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

Answer 15

Variable schedules

Question 16

Unsteady responding (pause and burst)

Answer 16

Pattern of behavior produced on fixed schedules

Question 17

Steady responding

Answer 17

Pattern of behavior produces on variable schedule

Question 18

Ratio schedules produce

Answer 18

higher rates of responding

Question 19

Fixed ratios produce

Answer 19

very high rates of responding

Question 20

Fixed intervals produce

Answer 20

scalloped responding

Question 21

variable ratio produces

Answer 21

high steady rates

Question 22

Variable interval produce

Answer 22

low to moderate rates of responding

Question 23

Prompts may be given

Answer 23

before a response begins to occur OR during a response cycle to aid the performance of behavior

Question 24

Prompts are used in skill aquisition programs to

Answer 24

evoke a low-probabilty behavior; To evoke a chain of behavior by prompting first step

Question 25

Prompts are also used to

Answer 25

prompt behaviors incompatible with an inappropriate behavior

Question 26

Operate directly on the response

Answer 26

Response prompts

Question 27

Types of response prompts

Answer 27

verbal, modeling, and physical

Question 28

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

Answer 28

Stimulus prompts

Question 29

Item being taught placed closer to student

Answer 29

Position cue

Question 30

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

Answer 30

Movement cue

Question 31

One or more stimulus response dimension paired with correct choice

Answer 31

Redundancy of the antecedent stimuli

Question 32

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

Answer 32

Gestural prompt

Question 33

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

Answer 33

Fading

Question 34

Procedures for fading response prompts

Answer 34

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

Question 35

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 promp

Answer 35

Graduated guidance

Question 36

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

Answer 36

Singe response skill

Question 37

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

Answer 37

Multiple response skill

Question 38

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 38

Differential reinforcement

Question 39

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

Answer 39

Prompt fading

Question 40

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

Answer 40

Shaping

Question 41

Gradually changing the physical dimension (e.g., color, size, position) of a stimulus until the response is controlled by the critical attributes of the stimulus class

Answer 41

Stimulus fading

Question 42

Functions as an abolishing operation and abates problem behaviorEvokes appropriate behavior

Answer 42

Effects of stimulus fading on problem behavior

Question 43

Use an initial stimulus shape that will prompt a correct response

Answer 43

Stimulus shape transformations

Question 44

Breaking down a chain into its component response

Answer 44

Task analysis

Question 45

Types of chaining procedures

Answer 45

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

Question 46

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

Answer 46

Backward chaining with leaps ahead

Question 47

Advantage of backward chaining with leaps ahead

Answer 47

May reduce training time

Question 48

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

Answer 48

imitative repertoire

Question 49

Procedures for teaching response chains

Answer 49

Chaining, modeling, instructions, behavioral skills training