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passthebigabaexam
section 8 antecedent interventions
| Question | Answer |
|---|---|
| Augmentative Communication Device | signing, touching, exchanging picture |
| Antecedent interventions | NCR HPCS FCT |
| NCR advantages | Easier to implement than other strategies Makes + L envir Tx pkg that includes NCR and EXT may reduce ext bursts May coincidentally strengthen and maintain adaptive B |
| NCR disadvantages | Free access may reduce motivation to engage in replacement B May accidentally strengthen problem B NCR escape procedure can disrupt instrxn Doesn't teach new behaviors |
| Fixed Time/Variable Time vs. Fixed Interval/Variable Interval | FT/VT is just based on time going by; noncontingent delivery. FI/VI based on time AND correct response! |
| HPCS | Method using high P B to increase likelihood of low P B Must use with B already existing in repertoire Rapid-fire presentation YAY--extremely non-aversive! Works bc B Momentum |
| FCT (Carr and Durand, 1985) | Teach indv to mand for stimuli rather than display target B Application of DRA Capitalizes on present EO's Always use as part of tx pkg |
| Steps in FCT | 1-Starts with dense schedules of reinf 2-Reduce Prompts (Fade) 3-Thin Schedule |
| Contingency Contracting | Contract developed collaboratively Used in tx pkg Contract serves as response prompt Rule-governed Can help with self-mgmt |
| 3 components of contingency contracts: CuCkoo BRD | B description: who performs, what is B, when, how well, permanent products? Reward description: who decides whether criteria are met? what is reward? who delivers reward? when? how much? Data: Where is data recorded, when will data be reviewed? |
| Token Economy | Contingency Pkg includes 3 parts: 1. Specified list of responses to reinf 2. Tokens for exhibiting specified responses 3. Back-up reinforcers that can be purchased with tokens. 4. Pkg may include response cost |
| Dependent Group Contingency | Group's reinf depndent on B of indv or small group HERO procedure |
| Independent Group Contingency | All mebers of group of offered contingency, but only those who meet contingency earn reinf |
| Interdependent Group Contingency | All indvs in group must meet criterion for group to get reinf. *total group *group average *Good Behavior Game (teams) |
| Self-Management (Skinner) | 2-response phenomenon 1. Controlling response=self-managing B (process) 2. Controlled response=B you want to alter (product) |
| Antecedent-based self-mgmt tactics AKA | Environmental Planning or Situational Inducement |
| Self-monitoring | person observes his/her own behavior systematically and records occurrence/nonoccurrence of B |
| Self-eval | comparison of one's own performance with predetermined criterion |
| Self-instrxn | Self-generated verbal responses, covert or overt that f(x) as response prompts for desired B. Often used to guide self through behavior chain |
| Habit Reversal | Multicomponent tx pkg for reducing unwanted B by identifying preceding events and engaging in competing responses. |
| Self-Directed Systematic Desensitization | Develop hierarchy of situations for you from least-to-most fear-inducing. Gradually expose yourself to each situation on the hierarchy, first imagining the situ and then moving to "in vivo." |
| Massed Practice | Forcing yourself to perform undesired B repeatedly SOMETIMES works: dangerous to try on anyone but self |
| Stimulus prompts | Act on antecedent stimuli, NOT on the response. EX: movement, position, redundancy |
| Response prompts | Act on the response itself 1. Verbal 2. Modeling 3. Physical |
| 4 ways to remove response prompts | Most- to-least Least-to-most Graduated Guidance Delayed Prompting |
| 2 ways to remove stimulus prompts | Fading Shaping |
| Errorless Learning | Instrxnal methods designed to prevent or substanially minimize learner errors that are used to teach particular discriminations Most-to-least prompting/fading Remove prompts so gradually that the likelihood of failure goes away |
| 5 ABA based instrxn methodologies | Discrete Trial Trng Incidental Tchg Direct Instrxn Precision Tchg Personalized System of Instrxn |
| Discete Trial (LOVAAS 1960's) | SD; Prompt; Response; Reinf; Intertrial Interval |
| 4 ways to introduce targets in DTT | Mass Trial (touch car, car, car, car) Block Trial (touch car, car, bicycle, bicycle) Expanded Trial (touch car, bicycle, plane, car); make sure distracters have been mastered Random Rotation: (touch car, bicycle, plane, bus) all mastered |
| Incidental teaching: 6 guiding principles MdGee, Daly, and Jacobs 1994 | Natural Envir Timing (throughout the day, by all) Training loosely Indiscriminable Contingencies Facilitates generalization Uses MO's to build verbal skills to request items |
| Direct Instrxn: 6 guiding principles Siegfried Engelmann | Carefully designed curriculum Small Groups Fast-Paced Teaching (teach more in less time) Scripts Signals and Choral Responding Specific techniques for error correction ***reading, math, spelling, language |
| Precision Teaching: 4 guiding principles Ogden Linsdley | Student is always right Focus on directly observable B Measure of performance is rate/freq (not % correct) Uses SCC |
| Personalized Systen of Instrxn: 5 guiding principles Fred Keller 1963 | Self-pacing (personalized) Unit mastery (90% or better) Written materials--books or online, NO LECTURES Proctors=students who are further along in the program Instructor has admin role; lectures are considered reinf bc they are fun and interesting. |
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allymz93
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