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Flashcards in Unit 4 Deck (28)
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1
Q
Pre-attending skills
Instructional control
verbal behavior
generalized imitation
derived relational responding
A

Prerequiste skills

2
Q

The tendency of behavior patterns to persisit once established

A

Behavioral momentum

3
Q

A procedure in which a person presents a series of easy-to-follow requests with which the behaver has a history of compliance in a sequence and then finishes with target request

A

High-P request sequence

4
Q

Tendency to become overly prompt dependent
Too big to manage physically
Extremely sensitive to being touched

A

When to use High-P request sequence

5
Q

A behavior change that has consequences for the organism beyond the change itself, some of which may be considered important

A

Behavior cusps

6
Q

Behavior, that once learned, produces corresponding modification or covariations in other adaptive untrained behaviors.

A

Pivotal behavior

7
Q

Specify contingencies

Tell the listener what to do to gain or avoid certain consequences

A

Rules

8
Q

The verbal antecedent stimulus or “rule” actually alters the function of other stimuli, such as previously neutral stimulus may function as a discriminate stimulus or a reinforcer.

A

Contingency specifying stimuli

9
Q

Behavior controlled by a verbal description of a contingency

A

Rule-governed behavior

10
Q

The learner emits behavior which is topographically identical or very similar to the antecedent stimuli, which consists of someone else performing a behavior, which is then imitated by the learner.

A

Imitation

11
Q

Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled.

A

Generalized imitation

12
Q

Presenting a model that sets the occasion for a specific response by the learner.
Providing response prompts as needed, so the learner emits the imitative response within a designated interval.
Reinforcing the imitative response.

A

Imitation training

13
Q

Uses an individual’s imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low.

A

Modeling (procedure)

14
Q

Whether or not the model’s behavior is reinforced
The similarity between the model and the imitator
The physical attractiveness and prestige of the model
The model’s emphasis of critical aspects of the target behavior
difficulty of the modeled behavior
Whether a “mastery” model is presented or a “coping” model.
Strength of the learner’s imitative reperatoire
Motivating operations in effect with respect to the form of reinforcement avaiable for imitating the modeled behavior

A

Variables influencing effectiveness of modeling

15
Q

A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skill

A

Behavior Skills Training

16
Q

Behavior Skills Training

A

BST

17
Q

Instructions
Modeling
Rehearsal
Feedback

A

Four components of BST

18
Q

Vocal presentation of rationale and description of jobs

A

Verbal instructions

19
Q

Vocal instructions

A

One of the most common procedures in staff training

20
Q

Instructions provided in writing

A

Written instructions

21
Q

role-playing with trainers/trainees

A

Modeling

22
Q

Modeling in BSD

A

Often involves simulated work setting

23
Q

Trainee rehearses skills to be learned

A

Rehearsal

24
Q

Information provided to staff regarding their performance.

A

Feedback

25
Q

Feedback in BST

A

Usually comes immediately after the skill has been demonstrated

26
Q

Performance based training

A

How to program models/feedback

27
Q

Single client program and /or simulated clients
Actual clients
Multiple client program

A

Performance based training is effective with these.

28
Q

To program for generality

A

Stokes and Baer suggest