Section 1
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Errorless teaching
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Last updated
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Date created
Mar 1, 2020
Cards (71)
Section 1
(50 cards)
Errorless teaching
Procedure in which the prompt is provided right away.
forward chaining
the behaviors identified in the task are taught in their naturally occurring order. Only targets one step at a time from the beginning.
Unconditioned Reinforcer
a stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement
Indirect Assessment
Assessment that relies on information from others. The information on the problem behavior, antecedents, and consequences is not derived from direct observation but from retrospective report in interviews and questionnaires.
ABC Data
Antecedent, Behavior, Consequence
Multiple Stimulus
simultaneous presentation of an array of 3 or more stimuli
Single Stimulus
present one at a time in random order and the person's reaction to each is recorded
free operant
A response that is emitted without any constraints or prompts, thereby leaving the individual in a position freely to emit the next identical or similar response
acquisition target
Used to describe the SD response relationship that you are currently teaching
backward chaining
A teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who then receives reinforcement for completing the chain. When the learner shows competence in performing the final step in the chain, the trainer performs all but the last two behaviors in the chain, the learner emits the final two steps to complete the chain, and reinforcement is delivered. This sequence is continued until the learner completes the entire chain independently.
80/20 rule
80% of trials conducted should be mastered and only 20% of trials should be on acquisition targets.
Naturalistic free operant observation
Conducted in everyday environments as unobtrusively as possible (e.g., during recess) Observe for a set period of time and record the duration of time target person engages with each stimulus item/activity
intermittent reinforcement
when only some of the responses made are followed by reinforcement
Unconditioned reinforcers
Tokens, money
direct observation
assessment in which the professional observes the client engaged in ordinary, day-to-day behavior in either a clinical or natural setting
duration of behavior
how long a behavior lasts
S-delta
a stimulus that precedes a behavior and is present only if extinction will occur for that behavior
Reinforcement
Refers to consequences that increase the probability of he behavior occurring again under similar circumstances.
Non-behavior examples
Being quiet, not eating candy, not responding
task analysis
The process of breaking a complex skill or series of behaviors into smaller, teachable units; also refers to the results of this process.
errorless discrimination training
the use of a fading procedure to establish a stimulus discrimination so that no errors occur
IOA
the degree to which 2 or more independent observers report the same values after measuring the same events
Skill Acquisition Plan
Programs used to increase specific skills and learning targets for a client
Behavior examples
Laughing, crying, jumping, smiling
contingency
Refers to the relationship or interrelationship between events.
Paired Stimulus
Simultaneous presentation of 2 stimuli. Observer records which of the 2 stimuli the learner chooses. Takes more time because every pair of stimuli must be presented.
behavior
everything we do that can be directly observed
continuous reinforcement
reinforcing the desired response every time it occurs
latency of behavior
the time that elapses between the opportunity to respond and the beginning of the response
Technician will implement continuous measurement procedures accurately and effectively. Assessment Method.
Choose/Set up correct data sheet for type of datat collection Has materials ready for recording Presents clear instructions Records data accurately Demonstrated at least 3 methods fluently.
functional analysis
an analysis of the purposes (functions) of problem behavior, wherein antecedents and consequences representing those in the person's natural routines are arranged within an experimental design so that their separate effects on problem behavior can be observed and measured
Errorless prompting and rapid prompt-fading
Minimizes errors May increase the rate of acquisition May decrease the tendency to exhibit behaviors that have resulted in escape
Contrived Free-Operant Observation
The practitioner fills the environment with a variety of items that the person MAY like
Measurement. Accurately described/implemented steps to collect data.
Has data sheet available Uses timers, clickers, and other recording materials Identifies target behavior Record data immediately/accurately on data sheet Graphs data
Free Operant Observation
observing and timing how long a client engages with an item and which items they engage with
Conditioned reinforcers
Edibles
discrimination training
requires one response and two antecedant stimulus conditions. The response in the presence of one stimulus is reinforced while a response in the presence of the other is not. We are teaching them to make choices.
contingency reinforcement
And antecedent behavior consequence link in which the consequence increases the likelihood that a behavior will occur again in the presence of the antecedent
Demonstrate the correct implementation of naturalistic teaching procedures.
Contrive opportunities by arranging the environment to increasing likelihood of desired behavior occurring Require a specific response Make use of most effective prompts (physical, gestural, verbal, visual) Shape behavior as opportunities arise Reinforce independent responses
Frequency (rate) of behavior
the number of instances of a behavior that occurs in a given period of time
Permanent Product Recording
Recording tangible items or environmental effects that result from a behavior, for example, written academic work (also called outcome recording).
behavioral momentum
Presented 5 easy/mastered task in quick succession immediately before presenting an acquisition target.
contingencies of reinforcement
the occurrence of rewards or punishments following particular behaviors
conditioned reinforcement
occurs when a stimulus reinforces set behaviors through its association with a primary reinforcer
behavior
An act that can be clearly defined and observed.
Total Task Chaining
The chaining procedure which teaches each step of the chain during each training session.
Errorless learning
Instructional methods specifically designed to prevent or substantially minimize any learner errors and are used to teach particular discriminations.
Correctly implement DTT procedures during session by engages in 5/7 of target behaviors listed
Present clear SD Establish expected response Contrive opportunities for response to occur Provide feedback after the response occurs (error correction/prompts, reinforcement) Rearrange field before next trial Use errorless prompts when necessary Train skill to mastery before teaching additional skills
Importance of defining behavior in measurable and observable terms
Behavior is learned
stimulus preference assessment
Refers to a variety of procedures to determine a) stimulus that a person prefers b) the relative preference values (high v low) of those stimuli and c) the conditions under which those preferences value remain in effect.
Section 2
(21 cards)