Unit 5 T Flashcards
(15 cards)
Hannah is a 3-year old girl with a very limited verbal repertoire. Gina, a BCBA, focuses on increasing Hannah’s verbal repertoire. In the program, Hannah receives a small piece of chocolate whenever she does not engage in SIB for 4 consecutive minutes during teaching sessions. If she engages in SIB, the timer is simply reset to 4 minutes. After one week of sessions using this procedure, the rate of Hannah’s self-injurious contacts has decreased by 33%. However, Hannah’s verbal behavior repertoire has not changed in any way. This scenario helps to demonstrate the ineffectiveness of using which of the following schedules of reinforcement for training communication skills.
X = DRA
Y = DRO
Z = DRI
Y only
This is a question about communication skills, and DRO does not result in the strengthening of any behavior in particular, including any communication skill. DRO can be effective in reducing problem behavior, and although it appears that the decrease in SIB may be a result of using DRO, it is not at all certain (this experimental design has no internal validity). This scenario includes no information regarding the use of DRA or DRI.
Which of the following describes a person engaging in a tact?
A gorilla bangs his chest in the lowland jungle, and Diane says, “Ape”
One night at a bad French restaurant, Audrey says, “I want to fly to Paris”
Solely as a result of reading a door sign saying “This way to the egress”, Barnum says, “egress”
All of these are tacts
a. A gorilla bangs his chest in the lowland jungle, and Diane says, “Ape”
In the correct answer, Diane is tacting the type of animal (a non-verbal stimulus). Audrey saying, “I want to fly to Paris” is most likely a mand. Barnum saying, “Egress” when reading a sign that says, “egress” is a codic response—textual—translating from a written to a vocal modality.
I am walking down the road and see a picture of a cool new gadget I want. Below that picture, a website address is listed. I pull out a pen and paper and write down the website. This is an example of:
Textual
All of these are correct
Duplic
Mand
Duplic
Note the corresponding stimuli and response share the same form, therefore it is duplic, but the antecedent is written, not vocal, so it is not echoic. Even though “I want it”, this does not constitute a mand since writing the website address does not result in me getting the gadget (as a result of engaging in that writing response). A textual response is also known as “reading” – a codic translation from written to spoken form
Give me a big cookie, please.” Which of the following is most likely NOT an autoclitic? Please All are autoclitics Give Big
Give
In the sentence, “Give me a big cookie, please”, there is a mand: “give me cookie”, with three autoclitics, “a”, “big”, and “please”. Remember, an autoclitic is a verbal operant about another verbal operant – that modifies the response of the trained verbal audience. So, “a” means one, “big” characterizes how large of a cookie, and “please” enhances the mand and most likely modifies the audience response to, “give me”. Consider the difference you would experience as an audience of someone who said, “Give me a big cookie!” versus, “Give me a big cookie, please.” See? “Please” modifies YOUR response to the mand.
Autoclitics are maintained by their ability to ________ the primary operant.
Change the meaning of
Completely change the type of
Modify the audience response to
Negate the effect of
Modify the audience response to
Autoclitics are secondary operants that are maintained by their ability to modify the effect of the audience response to the primary operants. They can either attenuate or magnify the response (depending on the autoclitic). For example if the mand for compliance is, “pick up the books”, then an autoclitic would be “three”—“pick up those three books”. The word “three” modifies the response of the trained verbal audience.
Autoclitics tend to be acquired ______ the mands to which they are related.
Before
Simultaneously with
After
Regardless of
after
The maintaining consequence for manded stimulus selection is:
Proprioceptive, i.e., automatic positive reinforcement
A nonspecific or generalized reinforcer, such as praise, tangible, or edible
A differential evocative response on the part of the listener
A specific reinforcer, i.e., the stimulus selected
A nonspecific or generalized reinforcer, such as praise, tangible, or edible
Remember first that manded stimulus selection is not in and of itself verbal behavior, but it is maintained by a generalized reinforcer. A mand is maintained by specific reinforcement, and an autoclitic might be maintained by a differential evocative response. However, manded stimulus selection is NOT the mand itself, and is thus NOT maintained by a specific reinforcer.
What is a disadvantage of using the DRA procedure to teach nonverbal replacement behaviors to individuals with limited repertoires?
The replacement behavior is often a listening skill when the deficit is a speaking skill
DRA does not work well with individuals with an impoverished receptive skills repertoire
DRA requires additional procedures to teach essential listening skills
The replacement behavior is a speaking skill when the deficit is a receptive skill
The replacement behavior is often a listening skill when the deficit is a speaking skill
Which of the following terms best describes the learning target when a learner is taught to tap a listener on the shoulder to get their attention, but is not taught how to ask for anything else once attention is given by the listener? Generalized mands Specific mands DRO DRA
Generalized mands
Carla, a BCBA, completed an assessment on Kris, a 5-year old boy who just started school. The assessment indicated that self-injury is maintained by attention from adults and access to preferred items and activities (e.g., DVDs of favorite movies). Kris’ program now focuses almost entirely on teaching him to seek attention by raising his hand and/or tapping his teacher on the shoulder. After a few weeks, Chris engages in hand raising and shoulder tapping at high rates. However, his self-injury has decreased very little if at all. What is your evaluation of Carla’s teaching strategy?
Exemplary, as she taught more than one skill (raising hand and tapping on shoulder) which are functionally equivalent with SIB
An evaluation is premature given that the program has only run for a few weeks
Insufficient, as Kris was not taught what to do once he appropriately obtained attention (e.g., ask for preferred items/activities)
Treatment fidelity is most likely weak, as evidenced by Kris continuing to engage in high rates of self-injury
Insufficient, as Kris was not taught what to do once he appropriately obtained attention (e.g., ask for preferred items/activities)
Asking for attention is a generalized mand – but it often works in conjunction with additional specific mands. In other words, people do not typically seek attention just to have someone look at them. If, for example, someone is hungry, and only learns how to successfully obtain attention from a waiter by saying, “Excuse me”, that person is unlikely to ever obtain reinforcement related to the EO. Treatment fidelity is not addressed in this question, and teaching more than one skill to obtain attention does not address the core problem. An evaluation after several weeks is certainly not premature.
______ procedures result in a learner developing a communication repertoire composed of various types of speaker operants.
FCT (Functional communication training)
VB (Skinner’s analysis of verbal behavior)
DRA (Differential reinforcement of alternative behavior)
All of these training techniques result in a communication repertoire composed of various operants.
VB (Skinner’s analysis of verbal behavior)
A ____ account of language teaches the learner to “use a word” regardless of the circumstance(s) in which the word was learned.
X= Functional
Y= Structural
Z= Formal
X and Y
X and Z
X, Y, and Z
Y and Z
Y and Z
Mands and tacts are X verbal operants, the autoclitic is a Y operant, and manded compliance is a Z operant.
X= Primary Y= Non-verbal Z= Secondary verbal
X= Secondary
Y= Primary Verbal
Z= Non-verbal
X= Primary
Y= Secondary verbal
Z= Non-verbal
X= Primary
Y= Secondary verbal
Z= Non-verbal
Primary verbal operants are under the control of the antecedent and consequent condition under which the verbal operant is emitted—but secondary verbal operants are the same—except that the antecedent is the speakers own verbal operant! An autoclitic is a verbal operant about another verbal operant. Manded compliance is not a verbal operant since it is not an example of speaker behavior—compliance with a request is listener behavior.
Mand may be loosely defined as: Compliance Label Request An answer to a question
Request
Which of the following is an example of a mand?
X = Solely after not drinking fluids for 8 hours, you say “water”
Y = Solely as a result seeing a glass of ice-cold water, you say “water”
Y only
Neither X nor Y
X only
Both X and Y
X only
