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Flashcards in Unit 4 Deck (63)
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1

Pre-attending skills
Instructional control
Verbal behavior
Generalized imitation
Derived relational responding

Prerequisite skills

2

The tendency of behavior patterns to persist once established

Behavioral momentum

3

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 the target request

High-p request sequence

4

Tendency to become overly prompt dependent

Too big to manage physically

Extremely sensitive to being touched

When to use high-p request sequence

5

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

Behavior cusps

6

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

Pivotal behavior

7

Specify contingencies

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

Rules

8

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

Contingency specifying stimuli

9

Behavior controlled by a verbal description of a contingency

Rule-governed behavior

10

The learner emirates behavior which is topographically identical or very similar to the antecedent stimuli which consist of someone else performing a behavior which is the imitated by the learner

Imitation

11

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

Generalized imitation

12

Presenting a model that sets the occasion for a specific response by the leaner

Providing response prompts as needed so the learner emits the imitative response within a designated interval

Reinforcing the imitative response

Imitation training

13

Uses an individuals imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low

Modeling (procedure)

14

Whether or not the models behavior is reinforced
The similarity between the model and the imitator
The physical attractiveness and prestige of the model
The models emphasis of critical aspects of the target behavior
Difficulty of the modeling behavior
Whether a mastery model is presented or a coping model
Strength of the learners imitative repertoire
Motivating operations in effect with respect to the form of reinforcement available for imitating the model behavior

Variable influencing effectiveness of modeling

15

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

Behavior skills training

16

BST

Behavior skills training

17

4 components of BST

Instructions
Modeling
Rehearsal
Feedback

18

Vocal presentation of rationale and description of jobs

Verbal instructions

19

One of the most common procedures in staff training

Vocal instructions

20

Written instructions

Instructions provided in writing

21

Modeling

Role-playing with trainers/trainees

22

Often involves simulated work setting

Modeling in BST

23

Rehearsal

Trainee rehearses skills to be learned

24

Feedback

Information provided to staff regarding their performance

25

Usually comes immediately after the skill has been demonstrated

Feedback in BST

26

How to program models/feedback

Performance based training

27

Single client Program and/or simulated clients
actual clients
multiple client Program

Performance based training is effective with

28

Stokes and Baer suggest

To program for generality

29

Provide broad range of program exemplars with which they are likely to interact sampled the instructional universe for all skills needed

General case conditions

30

Guided compliance
Discrete trial training
PECS
Functional analysis
Guarding and ambulation
Gun safety skills
Abduction prevention

BST has been effective to teach