| Question | Answer |
| What are two different teaching methods? | Discrete trial training DTT and natural environment teaching NET |
| What is DTT? | Discrete trial training - highly structure teaching environment- simple behaviors are taught first and then build into more complex skills, lots of repetition - mostly uses contrived reinforcers |
| What is NET? | Natural environment teaching - Setting the occasion for behaviors to occur in the natural setting - using natural reinforcers (MO) - prompting when needed - using the client's most immediate interests |
| DTT uses what two different stages of teaching? | Mass Trail (MT) and Random Rotation (RR) |
| What is MT? | Mass Trail (MT) - uses the same SD throughout the set of trials |
| What is RR? | Random Rotation (RR) - no pattern of target delivery - target continually interspersed throughout the drill with other mastered instructions in no particular order |
| What are the three main components that make up NET? | Motivation. generalization, and a relationship between the desired response and a related reinforcement |
| What is incidental teaching? | An SD is created based on the interaction between BT and client (playing a game of cards - SDs can be created by placing the cards out of reach and having the client ask for them) |
| What are the rules to setting the occasion? | Setting up the environment in order to increase the possibility for the target skill to occur. |
| What will happen if the MO is very weak? | Behaviors will not be evoked |
| What are the two very important guideline for delivering instructions in NET? | Set up the opportunity for natural teaching and get the client's attention before delivery of instruction (SD) |
| What are the three types of play? | Independent play, parallel play, cooperative play |
| What is the general rule of thumb for mastering a criterion? | 80% or greater across two different BTs within the data collected on Catalyst |
| What is generalization? And what are the three areas of generalization? | The process by which skills learned are utilized in the real world - should be part of a daily routine (people, objects, settings) |
| What is maintenance? | The process by which skills learned are maintained by the natural environment after instruction stops. |
| Maintenance is possible by what four factors? | Parent involvement, Thinning the ratio of reinforcement, Using natural reinforcers, Teaching during incidental opportunities and targeting less often |
| What is shaping and why is it important? | Shaping refers to reinforcing the client to hit the desired target behavior - it is important because the client can begin to hit the desired target behavior and learn the complexity of what makes the behavior socially significant. |
| What is chaining? | Chaining is the procedure of linking behaviors together in a sequence to help teach the client the desired task |
| What is a task analysis? | Words/pictures/diagram that breaks down a behavior chain into a series of smaller "links" (steps to wash hands) |
| Reinforcement is only provided at the "blank" of the task analysis? | End |
| True or false: Verbal prompts should be used when helping a client through a task analysis chain. | False |
| True or false: Verbal prompts are ONLY used to teach communication skills. | True |
| What is forward chaining? | The client is given a task analysis chain and is reinforced then prompted AFTER the FIRST link is completed (AFTER picking up laces to tie shoes) |
| What is backward chaining? | The client is given a task analysis chain and is prompted UNTIL the LAST link (client puts tight (LAST link) shoe laces on their own and THEN is reinforced) |
| What is total task? | An entire task analysis chain is taught simultaneously with random prompts as needed. |
| Is is important to always let the client know "blank" they are working for. | what |
| Task avoidance is "blank" from errors and should be treated differently. | different |
| A reinforcer must be something "blank" to the client. | valuable |
| What are the five important things to remember for every session? | get parent buy-in, have control/confidence, use antecedent strategies to make sure maladaptive behaviors do. not occur, reinforce desired behaviors, collect accurate data |
| Always use "blank" communication with parents. | Professional |
