Week 7 Flashcards
(26 cards)
A group of stimuli that all have the same functional effect on a particular behavior. For example, each stimulus in a stimulus class may function as a discriminative stimulus for a particular behavior.
a) stimulus class
b) stimulus category
c) stimulus control group
d) stimulus experimental group
e) three-term contingency
a.) stimulus class
A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus.
a) three-term contingency
b) stimulus class
c) stimulus control group
d) stimulus control
e) stimulus-stimulus training
d.) stimulus control
The conventional procedure requires one behavior and two antecedent stimulus conditions.
a) stimulus discrimination training
b) stimulus equivalence
c) stimulus generalization
d) stimulus delta
e) stimulus control
a.) stimulus discrimination training
The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations.
a) stimulus delta
b) stimulus equivalence
c) reinforcer equivalence
d) stimulus generalization
e) stimulus control
b.) stimulus equivalence
Stimuli that represent the range of relevant stimulus situations in which the response is to occur after training.
a) programming common stimuli
b) self-instructional training
c) teaching loosely
d) stimulus class
e) stimulus exemplars
e.) stimulus exemplars
A graphic depiction of the extent to which behavior that has been reinforced in the presence of a specific stimulus condition is emitted in the presence of other stimuli. The gradient shoes relative degree of stimulus generalization and stimulus control (or discrimination).
a) generalization setting
b) generalization across subjects
c) stimulus generalization gradient
d) generalization contingency
e) generalization probe
c.) stimulus generalization gradient
Some change in an antecedent stimulus or the addition or removal of an antecedent stimulus, with the goal of making a correct response more likely.
a) target prompt
b) modeling prompt
c) gestural prompt
d) stimulus prompt
e) verbal prompt
d.) stimulus prompt
A schedule of reinforcement for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction, and withheld following instances of the problem behavior.
a) differential reinforcement of alternative behaviors (DRA)
b) differential reinforcement of high rates (DRH)
c) continuous reinforcement
d) differential reinforcement of diminishing rate
e) differential reinforcement of other behaviors (DRO)
d.) differential reinforcement of diminishing rate
A schedule of reinforcement in which reinforcement is provided at the end of a predetermined interval, contingent on the number of responses emitted during the interval being greater than a gradually increasing criterion based on the individual’s performance in previous intervals.
a) differential reinforcement of high rates
b) differential reinforcement of alternative behaviors (DRA)
c) differential reinforcement of diminishing rate (DRD)
d) differential reinforcement of other behaviors (DRO)
e) continuous reinforcement
a.) differential reinforcement of high rates
A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (IRT), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion.
a) differential reinforcement of low rates
b) differential reinforcement of other behavior
c) differential reinforcement of incompatible behavior
d) differential reinforcement of high rates
e) differential reinforcement of alternative behavior
a.) differential reinforcement of low rates
An antecedent intervention in which two to five easy tasks with a known history of learner compliance (the high-p requests) are presented in quick succession immediately before requesting the target task, the low-p request.
a) functional communication training
b) high-probability request sequence
c) behavior momentum
d) noncontingent reinforcement
e) low-probability request sequence
b.) high probability request sequence
An inclusive term referring in general to all of a person’s learning experiences, and more specifically to past conditioning with respect to particular response classes or aspects of a person’s repertoire.
a) cognition
b) phylogeny
c) mentalism
d) ontogeny
e) history of reinforcement
e.) history of reinforcement
A contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement.
a) programming common stimulus
b) generalization contingency
c) contrived contingency
d) indiscriminable contingency
e) generalization setting
d.) indiscriminate contingency
Any measurement of a learner’s performance of a target behavior in a setting and/or stimulus situation in which direct training has not been provided.
a) generalization probe
b) generalization across subjects
c) generalized conditioned reinforcer
d) generalization contingency
e) generalization setting
a.) generalization probe
Any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired.
a) general case analysis
b) instructional setting
c) generalization across subjects
d) generalization probe
e) generalization setting
e.). generalization setting
A physical movement or gesture of another person that leads to the correct behavior in the presence of the discriminative stimulus.
a) modeling prompt
b) extra stimulus prompt
c) gestural prompt
d) verbal prompt
e) prompt delay
c.) gestural prompt
A process in which the behavior occurs in the presence of antecedent stimuli that are similar in some way to the discriminative stimulus present when the behavior was reinforced.
a) operant conditioning
b) simultaneous conditioning
c) conditioned emotional response
d) operant behavior
e) generalization
e.) generalization
Changes in the behavior of people not directly treated by an intervention as a function of treatment contingencies applied to other people.
a) generalization setting
b) generalization probe
c) general case analysis
d) generalization across subjects
e) generalization contingency
d.) generalization across subjects
A behavior controlled by any physical movement that serves as a novel model excluding vocal-verbal behavior, has formal similarity with the model, and immediately follows the occurrence of the model.
a) imitation
b) fading
c) shaping
d) chaining
e) response differentiation
a.) imitation
Training that occurs in the natural environment after an in situ assessment in which the child fails to use the skills.
a) involuntary assessment
b) in situ assessment
c) gestural prompt
d) in situ training
e) ecological assessment
d.) in situ training
Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls and response forms.
a) functional communication training
b) in situ training
c) multiple exemplar training
d) discrimination training
e) chaining
c.) multiple exemplar training
A tactic for promoting setting or situation generalization by making the instructional setting similar to the generalization setting. The two-step process involves (1) identifying salient stimuli that characterize the generalization setting and (2) incorporating those stimuli into the instructional setting.
Select one answer
a) teaching loosely
b) behavior trap
c) response maintenance
d) contrived mediating stimulus
e) programming common stimuli
e.) programming common stimuli
The gradual removal of prompts as the behavior continues to occur in the presence of the discriminative stimulus.
a) graduated guidance
b) prompt delay
c) response prompt
d) prompt fading
e) transfer of stimulus control
d.) prompt fading
Randomly varying functionally irrelevant stimuli within and across teaching sessions.
a) self-instructional training
b) instructional stimulus
c) programming common stimuli
d) teaching sufficient examples
e) teaching loosely
e.) teaching loosely
