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Stack #4458215
| Question | Answer |
|---|---|
| Exclusionary | Time–out where client is removed from the environment |
| Reinforcement | The process of increasing the likelihood of a specific behavior occurring again by providing a consequence that follows the behavior |
| Non Exclusionary | The client is kept in the time–in space but is not allowed to participate in time in activities |
| Discriminative Stimulus (SD) | A signal or cue that tells someone when a specific behavior will be reinforced or rewarded |
| Which best describes a procedure that involves blocking an individual from engaging in the behavior? | Response Blocking |
| Differential Reinforcement of Alternative Behavior (DRA) | Reinforcing an appropriate substitute (can physically occur at the same time of the maladaptive behavior) response and not reinforcing the problem behavior through extinction procedures |
| Differential Reinforcement of Incompatible Behavior (DRI) | Reinforcing a behavior that cannot physically occur at the same time of the maladaptive behavior and not reinforcing the targeted problem behavior through extinction |
| Differential Reinforcement of Other Behavior (DRO) | Reinforcing the absence of a problem behavior for a specified time (example: reinforcement provides for every 5 minutes the client doesn’t engage in screaming) |
| Shaping | Reinforcing behaviors that are progressively closer to the desired behavior |
| Prompting | Providing assistance or cues to help someone learn a new skill or behavior |
| Which prompting system involves giving the learner the opportunity to respond independently prior to providing a prompt? | Least to Most |
| A technique where you start with the most intrusive (or controlling) prompt to ensure a correct response, and then gradually fade the prompt as the learner becomes more independent | Most to least |
| Within flexible prompt fading the goal of the technician is to keep the learner at___ accuracy (prompted or unprompted) | 80% |
| The three primary components of discrete trial teaching are always which of the following? | Instruction, response, and feedback |
| What is the ideal timing of a prompt during discrete trial teaching? | Immediately after the instruction |
| Stimulus Delta (SΔ) | A stimulus that indicates a particular behavior will NOT be reinforced |
| Task Analysis | A process where we break down a complex behavior / skill into smaller, more manageable steps |
| Forward Chaining | A teaching method where a complex task is broken down into steps, and the learner progresses through the sequence, starting with the first step and building towards mastery of the entire task |
| Total Task Chaining | A method where every steps of a task are taught and prompted simultaneously |
| Duration / Temporal Extent | The length of time a specific behavior occurs, from its start to its end |
| The environmental factor that is intentionally manipulated or changed to potentially affect the behavior of interest | Independent variable. |
| behavior that you are measuring also known as the target behavior | Dependent variable. |
| Within this data collection system, a learner's response is scored on every trial. | Trial–by–trial. |
| Using a completed math sheet as data would be an example of which of the following? | Permanent Product. |
| Which of the following is a potential disadvantage of trial–by–trial data? | Slows teaching. |
| Which data collection system is a hallmark of the Autism Partnership Method? | Estimation Data |
| What point in time does the behavior occur? | Temporal Locus. |
| Rate | the total count per a unit of time |
| Latency | The time between the presentation of a stimulus and the occurrence of a behavior |
| Whole Interval Recording | When the behavior must occur for the entire interval to be recorded |
| Momentary Time Sampling | A data collection method where you observe a behavior at specific points in time, rather than continuously monitoring it |
| Inter–response time (IRT) | The time between the end of one instance of the behavior and the beginning of the next occurrence of behavior. |
| Permanent Product Recording | Measuring the tangible outcome or result of a behavior |
| Functions of Behavior | Attention, Escape, Access, and Sensory |
| What is an antecedent? | A stimulus that occurs before the behavior |
| What is a consequence? | A stimulus that occurs after the behavior |
| Functional Behavior Assessment (FBA) | A set of interviews conducted to identify the purpose of a behavior, observations of the problem behavior (including when / where it might be happening and what may be maintaining it) |
| What does the ABC stand for? | Antecedent, Behavior, Consequence |
| A reinforcer is... | A stimulus that increases or maintains the frequency of a behavior |
| A punisher is... | A stimulus that decreases the future frequency of a behavior. |
| The manipulation of Motivating Operations is a(n)... | Antecedent intervention |
| What are the four schedules of intermittent reinforcement? | Fixed–ratio, fixed interval, variable–ratio, variable–interval |
| When teaching with DTT how quickly should you deliver reinforcement after a correct response? | Within 1–2 seconds. |
| Provide 3 examples of a prompt | Gestural, verbal, physical. |
| Stimulus Control | A specific stimulus or cue consistently triggers a particular behavior |
| If a client can perform a skill in a different context then it was taught, that skill has... | Generalized |
| Types of Continuous Measurements | Frequency, Rate, Duration, Latency, and Inter Response Time (IRT) |
| Frequency | recording each instance of behavior |
| Extinction | Reinforcement of a previously reinforced behavior is discontinued resulting in a decrease in the frequency of behavior. |
| Extinction Burst | A predictable, temporary increase in the rate and intensity of a behavior when an extinction procedure is first used. |
| Spontaneous Recovery | A behavior reappears after it has decreased or stopped entirely during extinction procedures |
| Systematic Desensitization | Involves gradually providing a client with longer and longer exposures and closer approximations to feared sounds, environments, items, and/or activities while encouraging relaxation. |
| Positive reinforcement | Adding a desirable stimulus after a behavior to increase the likelihood of that behavior happening again |
| Negative Reinforcement | Removing a undesirable stimulus after a behavior to increase the likelihood of that behavior happening again |
| Differential Reinforcement | Reinforcing a desired replacement behavior with withholding reinforcement for an undesirable behavior |
| Replacement Behaviors | appropriate behaviors chosen to replace maladaptive behaviors that require equal or less effort, serve the same function, and provide the same or greater reinforcement than the maladaptive behavior. |
| Non–Contingent Reinforcement | providing access to preferred items/activities, automatic reinforcement, and/or breaks from demands throughout the day in the absence of maladaptive behaviors. |
| Automatic Reinforcement Interventions: | providing a client with automatic reinforcement or teaching a client to provide him/herself with automatic reinforcement appropriately by providing breaks or a time to engage in these activities. |
| Behavior Reduction Interventions | Antecedent Based and Consequence Based Interventions designed to reduce maladaptive/problem behaviors. |
| Deprivation | Increasing the effectiveness of a reinforcer by withholding access to a reinforcer for a specified period of time prior to a session |
| Discrete Trial Training (DTT) ~ Also Discrete Trial Teaching / Discrete Trial Instruction | Breaking down complex skills into smaller, manageable steps, repeated with clear instructions, responses, and reinforcement |
| Free Operant Preference Assessment | A preference assessment where you observe a client in a natural setting and record what they choose to play with |
| Descriptive Assessment | Direct observation of behavior under naturally occurring conditions |
| Types of Preference Assessments | Free Operant, Paired / Forced Choice, Multiple Stimulus with Replacement (MSW), and Multiple Stimulus without Replacement (MSWO) |
| Indirect Assessment | Involves using interviews, questionnaires, and rating scales to obtain information on the target behavior from the person exhibiting the behavior or from others |
| Skill Assessment | Evaluation tools used to measure existing skill sets, and to provide guidance in determining and planning which skills to target for strengthening or acquisition |
| Multiple Stimulus with Replacement | Assessment technique where a person selects from an array of stimuli, and after their selection, the chosen item is replaced in the array along with other items, creating a new set of options for the next trial |
| Continuous Schedule of Reinforcement | reinforcing every occurrence of the target behavior |
| Fixed Ratio Schedule | reinforcement is provided after a set number of responses |
| Variable Ratio (VR) | Reinforcement is provided based on a varying number of responses |
| Fixed interval | reinforces a response only after a specified time has elapsed |
| Noncontingent Reinforcement (NCR) | Providing reinforcers independent of the target behavior ~ the individual does not need to "earn" the reinforcement |
| Skill Acquisition Plan | A document that outlines procedures for teaching a new skill |
| Primary Reinforcers / Unconditioned Reinforcers | Stimuli that inherently motivate behavior because they satisfy basic survival needs |
| Conditioned Reinforcers / Secondary Reinforcers | Stimulus that gains its reinforcing value through association with a primary reinforcer or another conditioned reinforcer Example: Money |
| A teaching method where a complex task is broken down into steps and the individual is taught the steps in reverse order, starting with the last step and working backwards | |
| Discrimination Training | A method to teach individuals to distinguish between different stimuli and respond appropriately to each one |
| Generalization Training | Teaching individuals to apply learned skills across different situations, settings, and people |
| Maintenance training | The ability to retain a previously acquired skill and perform it once the applied behavior procedures have been removed |
| Discontinuous Measurement | A data collection method that involves recording a sample of behavior during a specific period |
| Continuous Measurement | A method of data collection where every instance of a specific behavior is recorded during an observation period |
| Types of Discontinuous Measurements | Partial Interval, Whole Interval, and Momentary Time Samplings |
| Paired / Forced Choice | A preference assessment technique where the individual is presented with two options at a time and must choose one |
| Multiple Stimulus with Replacement (MSW) | A preference assessment technique where multiple items are presented to an individual, and after they make a choice, the chosen item is replaced back into the array, along with other items (that may or may not be changed) |
| Multiple Stimulus without Replacement (MSWO) | A preference assessment technique where multiple items are presented to an individual, and after they make a choice, the chosen item is removed from the array, and the remaining items are presented again |
| Natural Environment Teaching (NET) ~ Also Naturalistic Teaching | A method of instruction that integrates learning into everyday activities and environments Eg: Teaching colors while playing with toys |
| Incidental Teaching | A method of instruction focusing on naturally occurring moments to teach skills, rather than pre–planned learning opportunities Eg: While at the store, a child is asked to identify the color of a specific item or to find a specific item. |
| Chaining | A teaching strategy where a complex task is broken down into a series of smaller, discrete steps, and each step is taught individually and then linked together |
| Communication Goals | Goals focus on improving a child's ability to effectively express their needs, wants, and ideas Example: Manding, pointing, following instructions |
| Socialization Domain | Goals focusing on improving a child's ability to interact with others Example: Initiating and responding to conversations, taking turns, sharing |
| Functional Skills Domain | Goals focusing on teaching daily living skills to enhance independence and participation in everyday activities Example: Learning to dress independently or performing personal hygiene tasks like brushing teeth or washing hands |
| Behavior Improvement Domain | Goals focused on reducing or modifying problem behaviors Example: Addressing tantrums, aggression, or self–injurious behaviors (SIB) |
| Functional Analysis | A process used to understand the purpose of a challenging behavior |
| Motivating Operations (MO) | Environmental factors that influence the frequency of behaviors that are associated with those consequences |
| Types of Motivating Operations (MOs) | Establishing Operations (EOs) and Abolishing Operations (AOs) |
| Establishing Operations (EOs) | A type of motivating operation that increases the value or effectiveness of a consequence, making the behavior more likely to occur |
| Abolishing Operations (AOs) | A type of motivating operation that makes the stimulus less desirable (less effective as a reinforcer) Eg: After eating a very large meal, client is satiated and food is not reinforcing |
| Partial Interval Recording | A data collection method where an observer notes whether a target behavior occurs at any point during a specific interval of time |
| Simple / Open Choice | Providing a choice or questions that does not limit the stimuli available for the client to select from |
| Independent Response Trial | Where the learner successfully demonstrates the target skill without any prompting or assistance from the therapist |
| Trial Utilizing Errorless Learning | A structured teaching session designed to prevent errors during the learning process (The goal is to set up materials and prompts in a way that the student is likely to provide the correct answer from the start, increasing the chances of learning) |
| Trial Utilizing Error Correction | Systematically addressing these incorrect responses to help the child learn the correct ones |
| Functional Communication Training (FCT) | A technique used to teach individuals alternative communication methods to replace challenging behaviors Example: A child who throws objects to avoid a task might be taught to use a visual card to request a break |
| Premack Principle | People will do a less preferred activity (like cleaning their room) to gain access to a more preferred activity (like watching TV) |
| Priming | A strategy used to prepare individuals for upcoming tasks or changes in their routine (Verbal reminders, visual schedule, or role–playing) |
| Behavioral Momentum | A technique using a series of easy requests followed by more challenging request to increase the likelihood of compliance with more challenging request |
| Stimulus Control Transfer | A process in which prompts are removed once the target behavior is occurring in the presence of the discriminative stimulus (SD) |
| Model Prompt | Demonstrating the desired behavior for a learner to imitate |
| Gesture Prompt | A non–verbal cue that guides a learner towards a desired response Example: pointing, nodding, or looking at an object |
| Verbal Prompt | A spoken cue or instruction given to guide a learner toward a desired behavior or response Example: Giving a part of the instruction or response, such as the first sound of a word or the first word in a sentence |
| Physical Prompt | A form of guidance used to help a learner complete a task or perform a desired behavior (also known as hand over hand) |
| Types of Prompts (Least to Most Intrusive) | Visual, Verbal, Gestural, Modeling, Partial Physical and Full Physical |
| Prompt Fading | The systematic reduction of a prompt until it is eliminated from thecontingency and the client is performing the targeted behavior independently |
| Lessening Demand | Reducing the response effort required by the client PRIORto a maladaptive behavior occurs. |
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