SPED 306
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | the ability to know when to do something vs not do something
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| what is the principle of discrimination? - what develops as a result of differential reinforcement? | show 🗑
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| what is S^D | show 🗑
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| show | anything other than S^D; represents when a behavior shouldn't occur
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| show | the conditions in which the behavior should occur, the target behavior, the reinforcement plan
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| simple discrimination | show 🗑
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| show | no other stimuli occasion response
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| show | responding to irrelevant stimuli
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| show | class of stimuli that have characteristics in common, all members occasion same response; lots of shapes, letters, numbers; multiple discriminations
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| show | provide feedback for right or wrong; be direct; be specific; simplify discrimination; limit distractors, color code
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| show | stimulus that increases probability that S^D will occasion a resonse
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| why use prompts | show 🗑
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| show | 1. rules; 2. instruction- sequential, complex; 3. hints- "now what do you need to do before..." 4. self-operated verbal prompts
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| show | 1. hold up 5 fingers to be quiet; 2. when asking a question, raise hand
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| visual prompts | show 🗑
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| physical guidance | show 🗑
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| modeling | show 🗑
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| show | decrease assistance, graduated guidance, time delay, increasing assistance
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| whay is fading prompts necessary? | show 🗑
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| show | focus on s^D; non-intrusive; quick fading; use only planned prompts when able
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| three types of task analysis | show 🗑
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| show | counting, alphabet, how to write a story
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| show | different orders: getting dressed
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| show | many different waysa: some must occur in specific order; shoe tying
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| show | determine prerequisite skills; list materials needed; now all components in order of performance
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| show | each task analyzed is a link in a chain; EX: behavioral chain: teacher estabilises chain of behavior, instructional procedure of reinforcin individual responses in sequence to form complex behavior
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| show | math, alphabet (a-z)
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| backward chaining | show 🗑
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| why backward chain? | show 🗑
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| show | S^D for next step
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| show | system of least prompts, graduated guidance; trying to teach people to intervene and pull away
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| shaping | show 🗑
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| what do you need to do before shaping can occur? | show 🗑
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| errorless learning | show 🗑
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| time delay | show 🗑
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| show | generalization, transfer of training
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| Maintenance AKA | show 🗑
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| Response generalization AKA | show 🗑
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| What is stimulus generalization? | show 🗑
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| show | the tendency of learned behavior to occur after programmed contingencies have been removed
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| show | to unprogrammed changes in similar behaviors when target behavior is modified: response class
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| what is response class? | show 🗑
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| show | you must have a plan for generalization; you can't just assume that someone will be able to generalize a new concept
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| what are the three questions that a teacher whould ask when considering generalization training? | show 🗑
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| show | set up reinforcement schedule in other areas the student will be- sped room and reg ed room- help generalize the behavior
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| show | using natural reinforcement whenever possible- peer reinforcement, social setting, grooming- it teaches students to recruit reinforcers from the environment
Compliment ANY GOOD BEHAVIOR. even if doing bad, look for the good
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| show | naturalistic teaching, incidental teaching
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| train sufficient exemplars | show 🗑
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| show | using intermittent reinforcement scheduling, you make it difficult for students to determine when contingencies are in effect- likely to result in greater durability of behavior change- move towards naturally occurring schedule- subject doesn't know y
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| program common stimuli | show 🗑
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| show | self-recording the behavior may change in the desired direction as a function of the self-recording process alone- may be temporary
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| why is self-management important? | show 🗑
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| what is the process of self-management? | show 🗑
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| show | monitoring, eveluating options (what would model do), self-reward
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| show | goal setting, self-recording, self-reinforcement,self-punishment, self-instruction(management)
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| self-reinforcement/self-evaluation | show 🗑
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| show | conusion with words being misused, systematic effort to change behavior is coercive (inhumane) too much work, too little reinforcement, contradicts the popular developmental views of education and psychology
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| show | deterministic- rules governing behavior, create more choice for individuals
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| freedom from a behavioral perspective | show 🗑
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| what should always accompany procedures designed to reduce inappropraite behavior? | show 🗑
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| show | publication of goals, procedures, and results so that they may be evaluated- visable for parents, teachers, administrators, public
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| why is accountability important to the behavioral change process? | show 🗑
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