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HumBehv 2C03 - SIS > Verbal Behaviour pt. 2 > Flashcards

Verbal Behaviour pt. 2 Flashcards

1
Q

What are the main verbal operants for teaching in ASD?

A
  • Mand
  • Tact
  • Receptive
  • Intraverbal
  • Echoic
  • Textual
  • Mimetic
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2
Q

What is a ‘Mand’?

A

To make a request based on an internal motivational state like hunger or desire

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3
Q

What is the consequence of a Mand?

A

Specific reinforcer that is directly related to what was asked for

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4
Q

What are the two categories of Receptive Responses?

A
  • Receptive identification
  • Receptive instruction
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5
Q

Define ‘Receptive Identification’.

A

When asked to point to a picture or object to demonstrate knowledge of identity

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6
Q

Define ‘Tact Responses’.

A

Responding to something seen in the environment, like labeling
VISUAL AND VERBAL

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7
Q

What is an Intraverbal Response?

A

A unique response made to another person’s verbal response, often in conversation

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8
Q

What does the acronym NET stand for?

A

Natural Environment Learning

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9
Q

What is the focus of Natural Environment Learning (NET)?

A

Language development in contextually relevant locations and activities

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10
Q

What does ITI stand for?

A

Intensive Training Interval

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11
Q

What is the purpose of Intensive Training Interval (ITI)?

A

To focus on specific practices and skill development in a formal location

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12
Q

What are the advantages of NET?

A
  • Pairs instructor with reinforcement
  • Opportunity for learners to access reinforcement
  • Ensures generalization of skills
  • Skills taught under natural conditions
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13
Q

What are the disadvantages of NET?

A
  • Cannot work on attending and compliance
  • Cannot work on complex conditional discrimination skills
  • Learners may be distractible
  • Involves extensive preparation and planning
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14
Q

What is the purpose of Transfer Trials in teaching?

A

To rapidly transfer stimulus control using prompt fading to teach a learner to respond to new stimuli

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15
Q

What does ABLLS stand for?

A

Assessment of Basic Language and Learning Skills

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16
Q

What is the purpose of the ABLLS assessment?

A

To assess a variety of early language skills through professional interviews and repeated measures

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17
Q

What are the similarities between DTT and AVB?

A
  • Behavioural methodology
  • Breaks complex skills into small units
  • Uses discrete trial format
  • Data-based decision making
  • Variety of settings
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18
Q

What are the differences between DTT and AVB?

A
  • AVB is language focused
  • AVB uses more interspersed trials
  • AVB incorporates more NET teaching
  • AVB has a more functional approach to language
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19
Q

True or False: Traditional DTT uses trial by trial data collection.

A

True

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20
Q

What is the role of ‘Pairing with Reinforcement’ in AVB?

A

To establish a preferred relationship with the child so they want to engage with the instructor

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21
Q

What is the initial focus when teaching Mands?

A

Teaching reinforcers in a Natural Environment Learning context

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22
Q

Fill in the blank: A child should independently mand for _______ preferred stimuli.

A

[5-8]

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23
Q

What is the goal of Intro Mand Training?

A

To teach the child that signing, PECs, or talking can replace inappropriate behaviors to obtain preferred items

24
Q

What should the environment be like when teaching Mands?

A

Clear of freely accessible preferred items to establish motivation to communicate

25
What is the focus of Intermediate Mand Training?
To teach mands that include specific attributes of desired items
26
What is a key method for teaching Echoics?
Making it fun through songs and playful repetition
27
What is the primary goal of Advanced Mand training?
To teach mands for information
28
What is the purpose of teaching mands?
To include specific attributes of desired items ## Footnote E.g. Asking which ball a child wants by specifying colors like red or blue.
29
What is an example of advanced mand training?
Requesting for big or little items ## Footnote This encourages specificity in requests.
30
What is a fun way to teach echoics?
Using songs like 'Row, row your boat' ## Footnote Engaging activities help in learning.
31
How can echoics be taught effectively?
By modeling and providing praise ## Footnote E.g. Saying 'chair' and praising the child for repeating it.
32
What is mimetic training?
Teaching body movement imitation ## Footnote It is foundational for teaching sign language.
33
What is the goal of teaching receptive instructions?
To enhance understanding and following of commands ## Footnote This involves teaching the child to respond to verbal cues.
34
What are the two ways to teach tacts?
Echoic to tact and mand to tact ## Footnote These methods facilitate the development of labeling skills.
35
What are intraverbals?
Responses that are generated from a preceding verbal stimulus ## Footnote They can include fill-ins like 'ready, set,...'.
36
What is the concept of errorless teaching?
Minimizing mistakes during instruction ## Footnote This method helps in building confidence in learners.
37
What does a variable ratio of reinforcement (R+) involve?
Using a variable format for reinforcement ## Footnote Not reinforcing every single response encourages engagement.
38
What does mixing instructional demands refer to?
Saying different things and responding to various environmental variables ## Footnote This keeps the learning dynamic and relevant.
39
What is the recommended split for interspersing easy and hard demands?
An 80/20 split of old and new demands ## Footnote This supports behavioral momentum.
40
What is the goal of fluency in teaching?
To encourage quick responding ## Footnote Prompting within a few seconds enhances fluency.
41
What are receptive responses?
Responses to instructions (e.g. Show me the....) - Non-vocal responses - ***NON SPECIFIC social reinforcement*** **VISUAL AND NON VERBAL**
42
What is Receptive Instruction?
When Bobby is asked to put on his coat, so he listened and put on his coat - Following the instructions and doing what was asked
43
ABC of Manding
A - some internal motivational state B - asking for something C - specific reinforcer to request
44
ABC of Receptive Response
A - Some form of instruction B - Non Verbal Action C - non specific reinforcement
45
ABC of Tacting
A - See something in the environment B - vocal response to label (or signed) C - NON SPECIFIC social praise
46
ABC of Intraverbals
A - someone's verbal stimulus B - non matching verbal response C - social praise or continuing conversation (non-specific) NO VISUAL, VERBAL
47
Why is learning FFC of an object importnat?
Helps children acquire a full language repertoire, so they know more well-rounded words and can describe all things fully
48
What are echoics
When the learner repeats what is said - Doesn't need visuals - Not like intraverbal - **helps teach new words to new learners**
49
Textual Operants?
Learner reads a word and says it out loud - the reinforcer is a non-specific verbal praise (is like a tact but based off written word, not a visual)
50
What is the most important factor in NET? What things should you know?
Planning! (Revolves around what you will try teach the learner to talk about) Need to know: - interests and current mastered skills - know which skills to teach - know how environment needs to be set up - how the skill may be prompted - how you will monitor program
51
Writing a NET Lesson Plan Important Concepts
- Write up the plan ahead of time to ensure that you are incorporating as many skills into the lesson as feasible. - Incorporate skills from across skill domains - The plan= include the activity, what the teacher will say, how the learner should respond, data to indicate whether or not the learner was successful at learning/generalizing the skill. - Give free access to items, do manding, and present mastered skills so as to prevent killing the motivation for the activity. (make environment as enjoyable as possible) - Make sure you do not run the same lesson plan each session otherwise you run the risk of teaching rote responding. The goal is generalization not memorization
52
Similarities between DTT and AVB
- Behavioural methodology - Breaks complex skills into small units of behaviour - Used discrete trial format of a task direction, response and consequence - Uses data-based decision making - Variety of settings - Both use structured and incidental models of instruction
53
How do we collect data in AVB?
Through probe data. This is much less intensive, probes kids 1-2x a day, no data is taken during each trial. - Typically requires 3 consecutive days to aster
54
3 Things that Let us Know we successfully paired ourselves as reinforcment?
1. Approach 2. Engagement 3. Communication
55
How do we teach mands?
- Through NET (think motivating operations - clear the environment of freely accessible reinforcers but that they can still see) - Need to establish motivation so they will communicate with you - Teach the child that functional communication can replace inappropriate behaviour to obtain things - Uses deprivation (MO) - Teach only mands that you can promtp so high success - Teach mands in different environments
56
What if there is no response during the 2 second pause we given while teaching mands?
○ If echoic: you say juice and wait 2 secs for child to vocally imitate, then give ○ If able to imitate: model sign for juice and wait up to 2 seconds for the child to imitate and then give item ○ If using PECS:" prompt PECS exchange or put in hand and prompt ○ Reinforce any approximation of the response made by the child by delivering the item being requested ○ After some success, refer back to the transfer trial to establish the response under correct antecedent stimulus ○ If still no response, pause and move on to another trial of the same mand response or assess for another preferred item to teach a mand response
57
What are the 6 teaching variables for AVB?
1. Errorless teaching 2. Most-to-least prompting 3. Variable ratio of R+ 4. Mix and vary instructional demands 5. Intersperse easy and hard demands 6 Fluency

HumBehv 2C03 - SIS (3 decks)

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