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Occ 332 final
| Question | Answer |
|---|---|
| Positive reinforcement | something is presented to the person that is seen as desirable, the targeted behavior is repeated to gain the desired reinforcement. |
| Negative reinforcement | the targeted behavior is done to get away from the reinforcement, which may be viewed as aversive. |
| Classical conditioning | (also called respondent conditioning), a new stimulus becomes capable of evoking a given response because the new stimulus is presented togeth¬er with a stimulus that already evokes the response |
| Operant conditioning | focused his attention on the role of reward or reinforcement in learning and described the process |
| Shaping | any action that is sim¬ilar to or preliminary to the desired behavior is reinforced, as are successive actions that more closely approximate or lead to the desired response. |
| Modeling | has been described as a “rapid method of learning” |
| Token economy | are systems of operant conditioning designed to alter behavior with several or more individuals, especially when internal or intangible reinforcements (e.g., social approval or self-satisfaction) have not proven effective. |
| Consumable reinforcers | are those such as candy, ciga¬rettes, fruit, snacks, and coffee. |
| Social reinforcers | include any signs of attention, hugs, smiles, pats on the back, verbal praise, recognition, etc. |
| Activity reinforcers | cover a broad range and may require some diligence on the part of the therapist and client to identify. |
| Sensory processing | involves the brains ability to organize and make sense of different kinds of sensation entering the brain at the same time. Underlies the development of all motor and social skills and the ability to learn and perform complex adaptive behaviors. The neuro |
| Sensory integration | The neurological process that organizes sensation form one’s own body and the environment and allows for effective use of the body within the environment. |
| Tactile | Provides into to the individual regarding contact with external world. |
| Vestibular | sensory awareness of one’s position in relation to gravity |
| Proprioception | perception of joint and body movement and of the position of the body and its segments (limbs, head and trunk) in space |
| Visual | use of eyes. |
| Vestibular-propriocptive | Provides a reference point allowing you to monitor and control/regulate movement |
| Auditory | use of hearing things. |
| Dyspraxia | Difficulty with motor planning. |
| Somatodyspraxia | One of the most severe dyspraxia involves processing tactile into, difficulty telling where or how often they are touched. Difficulty recognizing shapes through touch and poor sense of body position. |
| Bilateral integration | The brain's ability to allow its right and left sides to work together; for example, walking or riding a bike. |
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