Week 8 Flashcards
(18 cards)
An inventory that provides descriptions of different skills (usually in hierarchical order) and the conditions under which each skill should be observed.
a) differentiation checklist
b) behavioral assessment
c) behavior checklist
d) celeration time period
c.) behavior checklist
Any contingency of reinforcement (or punishment) designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a targeted behavior change.
a) generalization setting
b) behavior trap
c) contrived contingency
d) indiscriminable contingency
c.) contrived contingency
Any stimulus made functional for the target behavior in the instructional setting that later prompts or aids the learner in performing the target behavior in a generalization setting.
a) programming common stimulus
b) generalization setting
c) contrived mediating stimulus
d) stimulus exemplars
c.) contrived mediating stimulus
A contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement.
a) generalization setting
b) indiscriminable contingency
c) generalization contingency
d) contrived contingency
b.) indiscriminable contingency
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) multiple exemplar training
b) in situ training
c) functional communication training
d) discrimination training
a.) multiple exemplar training
The belief that people with disabilities should, to the maximum extent possible, be physically and socially integrated into the mainstream of society regardless of the degree or type of their disability.
a) disability integration
b) naturalization
c) vertical integration
d) normalization
d.) normalization
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.
a) programming common stimuli
b) teaching loosely
c) response maintenance
d) behavior trap
a.) programming common stimuli
Effects of an observation and measurement procedure on the behavior being measured.
a) rate
b) reactivity
c) frequency
d) topography
b.) reactivity
Randomly varying functionally irrelevant stimuli within and across teaching sessions.
a) programming common stimuli
b) instructional stimulus
c) self-instructional training
d) teaching loosely
d.) teaching loosely
A strategy for promoting generalized behavior change that consists of teaching the learner to respond to a subset of all of the relevant stimulus and response examples, and then assessing the learner’s performance on untrained examples.
a) teaching sufficient examples
b) programming common stimuli
c) self-instructional training
d) teaching loosely
a.) teaching sufficient examples
Using differential reinforcement to produce a series of gradually changing response classes; each response class is a successive approximation toward a terminal behavior.
a) chaining
b) shaping
c) imitation
d) fading
b.) shaping
The process of breaking a complex skill or series of behaviors into smaller, teachable units; this term also refers to the results of this process.
a) fading
b) shaping
c) task analysis
d) total-task chaining
c.) task analysis
Various procedures for teaching behavior chains.
a) imitation
b) chaining
c) clicker training
d) differential reinforcement
b.) Chaining
A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior in the task analysis.
a) behavior chain interruption strategy
b) forward chaining
c) total-task chaining
d) chaining
b.) forward chaining
A teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who then receives reinforcement for completing the chain.
a) backward chaining with leap-aheads
b) backward chaining
c) behavior chain
d) total-task chaining
b.) backward chaining
A variation of forward chaining in which the learner receives training on each behavior in the chain during each session.
a) forward chaining
b) total-task chaining
c) behavior chain interruption strategy
d) terminal chaining
b.) total task chaining
A sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in the chain.
a) behavior chain
b) total-task chaining
c) efficiency chaining
d) forward chaining
a.) behavior chain
The end product of shaping.
a) temporal behavior
b) terminal behavior
c) telescoped behavior
d) terminal chaining
b.) terminal behavior
