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Flashcards in unit 6 Deck (42)
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1

A norm-referenced, developmental assessment, and curriculum

VB-Mapp

2

A functional assessment and curriculum

Essential for living

3

Include skills that are typically acquired in a specific sequence by typically-developing children

Developmental instruments

4

Include skills that are required in other settings
Taught in the same circumstances as those in which they typically occur
in the absence of which someone would have to perform the skills for them
Result in increased access to preferred items, activities, and people

Functional instruments

5

Structuring and sequencing learning opportunities so that they occur within a natural setting and which is used to give the learner an opportunity to practice a skill

Incidental teaching

6

Echoic response is presented and successive approximations are reinforced

Echoic training

7

Pair MO with nonverbal prompts and echoic stimulus

Tact training

8

Use MO’s to facilitate stimulus control

Intraverbal training

9

More closely resembles language as it naturally occurs
Effective responding does not require induction

Functional tasks

10

More closely resembles language as it naturally occurs
Improves attentiveness
Reduce the tendency to exhibit behavior that has resulted in escape

Interspersed and mixed tasks

11

More closely resembles language as it naturally occurs
More likely to result in stimulus generalization

Varied and functional cues

12

Providing ‘free’ reinforcement
Reducing the difficulty of tasks and fading-in demands
Capturing and contriving events

Motivating operations: capturing and contriving

13

May increase the rate of acquisition and result in more useful discriminations
May decrease ‘rote’ responding and result in more useful responses

Teaching functional discriminations and alternative responses

14

Acquiring particular discriminations by means of instruction designed to prevent errors

Errorless learning

15

Minimizes errors
May increase the rate of acquisition
May decrease the tendency to exhibit behaviors that have resulted in escape

Errorless prompting and rapid prompt-fading

16

Prompt-out latency to achieve fluency
Improves attentiveness
Results in less frequent problem behavior

Fast-paced intense instruction

17

Improves retention
Fluent component skills often result in the rapid acquisition of composite skills

Fluency-building

18

Present nonverbal stimulus with echoic prompt

Mand training

19

If the learner repeats single words clearly and reliably
To teach spoken-word mands

Use the echoic-to-mand transfer procedure

20

Say the word
Wait for the leaner to repeat the words
Provide the requested item or activity

The echoic-to-mand transfer procedure

21

If the learner does not repeat single words clearly and reliably, but uses hand and fingers to accomplish many daily tasks

Use motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer procedure

22

Quickly demonstrate the sign or prompt it hand-over-hand
Wait for the learner to form the sign
Provide the requested item or activity and say the word

Motor imitation-to-sign mand or hand-over-hand prompt-to-sign mand transfer procedure

23

if the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks

Use the hand-over-hand prompt-to-selection mand transfer procedure

24

Quickly prompt the selection response hand-over-hand
Wait for the learner to make the selection response
Provide the requested item or activity and say the word

Hand-over-hand prompt-to-selection mand transfer procedure

25

Withhold preferred items and activities and do not provide opportunities to mand

If problem behavior occurs while teaching mands

26

Use the echoic-to-tact transfer procedure

If the learner repeats single words clearly and reliably

27

Say the word
Wait for the learner to repeat the word
Provide praise

The echoic-to-tact transfer procedure

28

Use motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer procedure

If the learner does not repeat single words clearly and reliably but uses hands and fingers to accomplish many daily tasks

29

Quickly demonstrate the sign or prompt it hand-over-hand
Wait for the learner to form the sign
Provide praise and say the word

The motor imitation-to-sign tact or hand-over-hand prompt-to-sign tact transfer procedure

30

Use the hand-over-hand prompt-to-selection tact transfer procedure

If the learner does not repeat single words clearly and reliably and does not use hands and fingers to accomplish daily tasks