Term
According to Dr. Sundberg, whihc of the following were used in creating the VB-MAPP? Select all that apply.
1. Field test data from 75 typically developing children
2. Empirical researh from behavior analysis and Skinner's analysis of verbal behavior
3. Field test data from over 200 children with autism
4. Empirical researh from Dr. Slobin and Dr. Brown |
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Definition
1. Field test data from 75 typically developing children
2. Empirical researh from behavior analysis and Skinner's analysis of verbal behavior
3. Field test data from over 200 children with autism |
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Term
Match the description with the correct VB-MAPP component (Milestones assessment, Barriers assessment, Transition Assessment, Task Analysis and Skills Tracking, Placement and IEP Goals)
[image] |
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Definition
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Term
Match the antecedent control with the appropriate verbal operant. (mand, tact, intraverbal)
1. Motivating operation
2. Nonverbal discriminative stimulus
3. Verbal discriminative stimulus |
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Definition
1. Motivating operation- (mand)
2. Nonverbal discriminative stimulus (Tact)
3. Verbal discriminative stimulus (intraverbal) |
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Term
According to Dr. Sundberg, which of the following should be the primary focus of an intervention program for children with autism? Select all the apply.
1. Language skills
2. Social skills
3. Visual motor skills
4. Gross motor skills |
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Definition
1. Language skills
2. Social skills |
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Term
Match the description with the correct person. (Montrose Wolf, Alred North Whitehead, B.F. Skinner, Joseph Spradlin, Jack Michael)
1. Challenged Skinner to use science to explain verbal behavior
2. Publshed the text Verbal Behavior in 1957)
3. Early teacher of Skinner's analysis of verbal behavior starting in 1955
4. First to systematically apply Skinner's analysis of verbal behavior to language assessment and intervention. Created The Parson's Language Sample to assess language
5. Founded the Journal of Applied Behavior Analysis (JABA) and was the first editor |
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Definition
1. Challenged Skinner to use science to explain verbal behavior
(Alred North Whitehead
2. Publshed the text Verbal Behavior in 1957)
(B.F. Skinner)
3. Early teacher of Skinner's analysis of verbal behavior starting in 1955
(Jack Michael)
4. First to systematically apply Skinner's analysis of verbal behavior to language assessment and intervention. Created The Parson's Language Sample to assess language
(Joseph Spradlin)
5. Founded the Journal of Applied Behavior Analysis (JABA) and was the first editor
(Montrose Wolf) |
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Term
Match the description with the appropriate researcher or theory of language. (Cognitive Theory, Biological Theory, Environmental Theory, Jean Piaget, Noam Chomsky)
1. This theory supports that language is innate to humans and primarily a result of physiological processes and functions
2. Wrote a scathing review of Skinner's verbal behavior book, proponent of the biological view
3. This theory supports that language is controlled by internal cognitive processing systems that accept, classify, code, encode, and store verbal information
4. Proponent of the cognitive theory and it's receptive/expressive framework
5. This theory supports that language is learned under the functional control of environmental contingencies |
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Definition
1. This theory supports that language is innate to humans and primarily a result of physiological processes and functions
(Biological Theory)
2. Wrote a scathing review of Skinner's verbal behavior book, proponent of the biological view
(Noam Chomsky)
3. This theory supports that language is controlled by internal cognitive processing systems that accept, classify, code, encode, and store verbal information
(Cognitive Theory)
4. Proponent of the cognitive theory and it's receptive/expressive framework
(Jean Piaget)
5. This theory supports that language is learned under the functional control of environmental contingencies
(Environmental Theory) |
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Term
According to Dr. Sundberg, what are some weaknesses of the Assessment of Basic Language and Learning skills (ABLLS)? Select all that apply.
1. Included assessment of learning and language barriers which is not neccessary to develop a program
2. No transition assessment of placement system included in the assessment
3. Not enough detail provided for each skill assessed
4. Not enough skills assessed
5. Each skill is too small for an educational objective |
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Definition
2. No transition assessment of placement system included in the assessment
3. Not enough detail provided for each skill assessed
5. Each skill is too small for an educational objective |
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Term
Select all the characteristics of Skinner's verbal behavior. Select all that apply.
1. The verbal operant is the unit of analysis
2. The speaker and the listener CANNOT be in the same skin
3. Verbal behavior can be analyzed using the same principles of behavior used to analyze nonverbal beahvior
4. Defined as behavior reinforced through the mediation of other persons who are also trained in verbal behavior.
5. Analysis of verbal behavior can inclde morphemes |
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Definition
1. The verbal operant is the unit of analysis
3. Verbal behavior can be analyzed using the same principles of behavior used to analyze nonverbal beahvior
4. Defined as behavior reinforced through the mediation of other persons who are also trained in verbal behavior. |
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Term
Which of the following are characteristics of a behavioral language assessment? Select all that apply.
1. Many verbal responses are under multiple sources of control
2. Cognitive and biological variables are viewed as the sources of control for verbal operants
3. All verbal operants involve the same sources of control
4. Complex verbal behavior is composed of various combinations of verbal operants |
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Definition
1. Many verbal responses are under multiple sources of control
4. Complex verbal behavior is composed of various combinations of verbal operants |
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Term
In traditional linguisitic analysis, which of the following can be used to measure language? Select all that apply.
1. Syntax and Lexicon
2. Response form including topography and structure
3. Verbal operants (mands, tacts, intraverbals, etc.)
4. Semantics and Grammar
5. Phonemes and Morphemes
6. Classification systems (nouns, verbs, adjectives, etc.)
7. Mean length of utterance |
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Definition
1. Syntax and Lexicon
2. Response form including topography and structure
4. Semantics and Grammar
5. Phonemes and Morphemes
6. Classification systems (nouns, verbs, adjectives, etc.)
7. Mean length of utterance |
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Term
Which of the following are characteristics of a traditional language assessment? Select all that apply.
1. Sees environmental variables as the primary sources of control for verbal responses
2. Based on the expressive-receptive distinction
3. Norm-referenced and standarized
4. Sees cognitive and biological variables as the primary sources of control for verbal responses |
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Definition
2. Based on the expressive-receptive distinction
3. Norm-referenced and standarized
4. Sees cognitive and biological variables as the primary sources of control for verbal responses |
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Term
According to Dr. Sundberg, which of the following are the purpose of a language assessment? Select all that apply.
1. Identify learning and language barriers
2. Demonstate learning, track progress, make changes, and provide outcomes measures
3. Determine the operant level of a child's verbal skills
4. Design an individualized intervention program
5. Compare results to typical language data
6. Determine the child's IQ
7. Determine if intervention is needed and in what environment the intervention should take place |
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Definition
1. Identify learning and language barriers
2. Demonstate learning, track progress, make changes, and provide outcomes measures
3. Determine the operant level of a child's verbal skills
4. Design an individualized intervention program
5. Compare results to typical language data
7. Determine if intervention is needed and in what environment the intervention should take place |
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Term
Verbal behavior requires
A. the behavior of a listener
B. MOs
C. nonverbal behavior |
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Definition
| a: bx of a listener: a trained audience to provide rein |
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Term
A listener is someone who provides reinforcement for_____ _____.
A. producing stimuli
B. nonverbal behavior
C. verbal behavior |
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Definition
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Term
I am always pressed for time. So, in the grocery store I am always searching for the shortest checkout line that has a light “on” vs. “off.” This is an example of:
a. Response Generalization
b. Stimulus Generalization
c. Conditional Discrimination
d. Evocative Effects |
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Definition
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Term
I am teaching a male client to independently use a public bathroom. I teach him to look for a sign that says restroom and then open the door with the male bathroom sign.
A. Stimulus Generalization
B. Response Generalization
C. Simple discrimination
D. Conditional discrimination |
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Definition
| D. Conditional discrimination |
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Term
If it matters how the listeners react to his verbal behavior this is:
A. Caring
B. Uncaring
C. Aware
D. Unaware |
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Definition
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Term
If I say, “I want ice-cream.” Then, the child I am working says, “I want ice-cream.” His response is which verbal operant?
A. Mand
B. Tact
C. Echoic
D. Intraverbal |
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Definition
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Term
Which verbal operant is the following example: Being hot and hungry then, saying, “I want ice-cream.”
A. Mand
B. Tact
C. Echoic
D. Intraverbal |
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Definition
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Term
In the previous example, being hot and hungry is an example of a/n
A. operant
B. Mand
C. EO
D. specific reinforcement |
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Definition
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Term
Which of the following is/are example(s) of Sam’s behavior? X= Sam is reading a book silently Y= Sam is listening to Rahim read a book.
A. X is an example of behavior
B. Y is an example of behavior
C. Both X and Y are examples of behavior D. Neither X nor Y are examples of behavior |
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Definition
| c. both x & y are ex of bx |
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Term
Public or Private Behavior? Standing alone on a pier
A. Public behavior
B. Private behavior
C. Both
D. Neither |
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Definition
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Term
ublic or Private Behavior? Dreaming about dancing
A. Public behavior
B. Private behavior
C. Both
D. neither |
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Definition
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Term
Public or Private Behavior? Smelling a flower
A. Public behavior
B. Private behavior
C. Both
D. Neither |
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Definition
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Term
Which of the following are examples of verbal behavior?
A. Asking someone to make you a sandwich
B. Making a sandwich when someone tells you they want to eat sandwich
C. Ordering a sandwich in English when you are eating at Shokudo and no one speaks English
D. All of the above
E. A and C |
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Definition
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Term
I grew up listening to oldies. My mom and I both love Elvis. She may sing: “You ain't nothin but a hound dog. Cryin all the time.” And then, I will say/sing: “Well, you aint never caught a rabbit. And you ain't no friend of mine.” My verbal behavior is which operant?
A. Mand
B. Tact
C. Echoic
D. Intraverbal |
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Definition
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Term
My mom shows me a picture she found in her scrapbook and I say, “That’s awesome! He had a great voice AND liked dogs!”
A. Mand
B. Tact
C. Echoic
D. Intraverbal |
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Definition
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Term
I ask my mom to turn up the stereo as I am having trouble hearing it. My verbal behavior is which?
A. Mand
B. Tact
C. Echoic
D. Intraverbal |
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Definition
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Term
Child sees ice-cream and asks for the ice-cream. Mom gives her the ice-cream and she eats it.
A. Tact
B. Mand
C. Multiply controlled (divergent)
D. Multiply controlled (convergent)
E. Receptive Response |
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Definition
| D. Multiply controlled (part mand, part tact, convergent) |
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Term
Verbal behavior is defined by:
a. Its meaning
b. its structure/form
c. its controlling variables
d. its function
e. all of the above
f. only c & d |
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Definition
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Term
Autoclicts are a type of
A. primary operants.
B. secondary operants.
C. dependent operants. |
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Definition
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Term
“Receptive language” is a _______ concept. Listener behavior is a _________concept.
A. behavior analytic/ behavior analytic
B. cognitive/cognitive
C. cognitive/behavior analytic
D. behavior analytic/cognitive |
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Definition
| C. cognitive/behavior analytic |
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Term
Parents also teach their children to tact private stimuli by using observable behavior. This is...
A. collateral responses
B. multiple control
C. public accompaniment
D. All of the above
E. A and C |
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Definition
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Term
How does Mark Sundberg define being “unaware”?
A. A speaker who does not tact the contingencies related to their vb
B. A speaker who is not under good audience stimulus control
C. Evoked by EO of neg listener reaction
D. A & B
E. All of these |
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Definition
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Term
he verbal stimulus is gradually faded to and MO in:
A. Functional communication training
B. Echoic to mand transfer control procedures
C. Compliance training |
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Definition
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Term
Which of the following is included in the milestones?
A. mands
B. intraverbals
C. reading
D. A and B
E. all of the above |
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Definition
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Term
hich of the following is not included in the barriers assessment?
A. obsessive compulsive behavior
B. hyperactive behavior
C. noncompliant behavior
D. all of the above
E. none of the above |
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Definition
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Term
Which of the following is not included in the transitions assessment?
A. acquisition rate of new skills
B. weak motivators
C. ability to engage in observational learning
D. all of the above
E. none of the above |
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Definition
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Term
Which of the following is true of the VB-MAPP?
A. criterion based
B. suggestions for placement & IEP goals
C. based on Skinner’s analysis of VB
D. A and C
E. all of the above |
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Definition
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Term
What verbal operant should you teach first, when working with an “early learner”?
a. Autoclitic
b. Listener responding
c. Mand
d. Tact |
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Definition
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Term
What type of prompting should you implement when using errorless teaching?
a. Least-to-most prompting
b. Most-to-least prompting
c. No-no prompting
d. Whichever works best for the learner |
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Definition
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Term
The mand is maintained by which type of reinforcement?
A. Generalized conditioned reinforcement
B. Specific reinforcement
C. Specific MO |
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Definition
| B. Specific reinforcement. The response specifies the reinforcer |
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Term
The milestones are based on ___________.
A. verbal operants
B. typically developing children
C. children on the autism spectrum
D. cognitive markers for language development |
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Definition
| B. typically developing children |
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Term
What should children have in their repertoires behavior teaching intraverbals?
A. carrier phrases
B. Mo to engage in conversation
C. mands and tacts
D. All of the above |
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Definition
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Term
The first mands and tacts should be:
A. functional to the leaner
B. what typically developing kids of the same age have
C. Based on norm referenced assessments
D. A and B
E. All of the above |
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Definition
| A. functional to the leaner |
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Term
Where you should you conduct the VB-MAPP assessment?
A. in a controlled sterilized environment
B. in the natural environment
C. in the classroom that is the goal
D. a combination of the above |
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Definition
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Term
Which of the following is/are reasons to assess language?
A. determine operant levels and deficits
B. select appropriate goals
C. design intervention program and track progress
D. all of the above |
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Definition
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Term
The mand is under the control of an MO. What else must be in place for a mand to occur?
A. Specific reinforcement
B. A listener/SD
C. verbal stimuls
D. All of the above |
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Definition
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Term
When barrier scoring a 3 or 4 has been identified what should be done?
A. conduct a DA and/or FA
B. target the previous milestone to strengthen those responses before moving forward.
C. design and implement programming to target the deficit based on assessment
D. All of the above
E. A and C |
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Definition
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Term
hich of the following is a problem with the ABLLS?
A. Just a listing of skills with examples, and a scoring criteria
B. out of developmental sequence
C. too many skills to assess
D. steps too small for IEP goals
E. all of the above
D. B,C,&D |
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Definition
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Term
The main sources of control for most intraverbal behavior involve:
A. autoclitics
B. A strong repertoire of tacts and listener discriminations
C. Verbal Conditional Discriminations
D. All of the above
E.Only A&C |
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Definition
| C. Verbal Conditional Discriminations |
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Term
In the VB-MAPP the transitions assessment helps to ________.
A. developing programming to help learners move from one activity to
B. assess moving from a preferred activity to a less preferred activity
C. Determine if child can move to a more typical learning environment
D. A & B
E. All of the above
another |
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Definition
| C. Determine if child can move to a more typical learning environment |
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Term
I am always pressed for time. So, in the grocery store I am always searching for the shortest checkout line that has a light “on” vs. “off.” This is an example of:
a. Conditional Discrimination
b. Response Generalization
c. Stimulus Generalization
d. Evocative Effects |
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Definition
| a. Conditional Discrimination |
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Term
About how often should you assess the VB-MAPP?
A. every 6 months
B. once a year
C. constantly |
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Definition
|
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Term
By what age do most children have a generalized imitative repertoire?
A. 4 yrs old
B. 18 months
C. 2.5 yrs old |
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Definition
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Term
How many milestones up do you probe in which the child scores a zero before you stop?
A. one
B. two
C. three
D. you continue to probe all the skills |
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Definition
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Term
An average/typical 18 month old can mand for about ____ items.
A. 1
B. 2
C. 5
D. 10
E. 10-20 |
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Definition
|
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Term
Assess in the natural environment (where the skills are needed) and teaching
will make use of _________.
A. natural trials
B. formal and informal trials
C. formal, informal & natural trials
D. none of the above |
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Definition
| C. formal, informal & natural trials |
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Term
Which of the following are assessed in the VB-MAPP Milestones (SkillS) Assessment? Select all that apply:
1. elementary verbal operants (echoic, mand, tact, intraverbal)
2. vocal output
3. group and classroom skills
4. independent play
5. listener skills
6. defective mand repertoire
7. early academic skills
8. sensory defensiveness
9. social skills and social play |
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Definition
1. elementary verbal operants (echoic, mand, tact, intraverbal)
2. vocal output
3. group and classroom skills
4. independent play
5. listener skills
7. early academic skills
9. social skills and social play |
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Term
Select all of the recommendations to follow when determining the first tact targets
1. select items that are easily presented and available
2. select items that don't rhyme or start with the same letter
3. select items that have multipe names to promote generalization
4. select items that the child interacts with in their environment
5. select words that are multisyllabic to help the child practice putting several syllables together
6. select items that are already in the child's repertoire |
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Definition
1. select items that are easily presented and available
2. select items that don't rhyme or start with the same letter
4. select items that the child interacts with in their environment
6. select items that are already in the child's repertoire |
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Term
Select all the characterisitics of the VB-MAPP Milestones (Skills) Assessment
1. has 4 levels
2. each item is scored a 1, 2, or 3 with being the highest score
3. has 3 levels
4. scoring close to the operant level indicates the skills doesn't need to be tested
5. cliicians should move to testing the next skil if the score is well below the operant level
6. 170 items worth a maximum of 1 point each
7. designed to detemine the operant level for each skill |
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Definition
3. has 3 levels
5. cliicians should move to testing the next skil if the score is well below the operant level
6. 170 items worth a maximum of 1 point each
7. designed to detemine the operant level for each skill |
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Term
According to Dr. Sundberg, which of the following is involved in developing a VB-MAPP level 1 intervention program for a child? Select all that apply.
1. identify existing skills
2. identify the verbal response form (speech, sign, etc.)
3. select verbal operant targets for conversation practice
4. conduct parent training
5. identify educational goals
6. identify reinforcers and MO levels
7. identify barriers and if necessary complete a descriptive or functional anlysis
8. determine advanced intraverbal targets
9. create data collection protocols |
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Definition
1. identify existing skills
2. identify the verbal response form (speech, sign, etc.)
4. conduct parent training
5. identify educational goals
6. identify reinforcers and MO levels
7. identify barriers and if necessary complete a descriptive or functional anlysis
9. create data collection protocols |
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Term
Match the description with the correct VB-MAPP Assessment
[image] |
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Definition
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Term
According to Dr. Sundberg, what are some ways to expand the mand/tact repertoire? Select all that apply:
1. add in carrier phrases as soon as the child has mastered 2 mands/tacts
2. program for generalization
3. collect first-trial data
4. don't fade out the object too soon
5. analyze errors and correct early
6. incorporate intraverbal training as soon as possible
7. add tact targets as soon as the child is spontaneously manding for at least 20 items |
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Definition
2. program for generalization
3. collect first-trial data
4. don't fade out the object too soon
5. analyze errors and correct early |
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Term
Select all the characterisitics of the VB-MAPP Barriers Assessment:
1. uses a Likert-type scale 0-4
2. a score of 0 or 1 indicates a significant barrier
3. tool to identify and sore 24 different learning and language acquisition barriers
4. most common barriers are related to instructional control or behavior programs
5. a score of 2, 3, or 4 requires a descriptive or functional analysis of the barrier
6. a score of 2, 3, or 4 indicates no significant barrier |
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Definition
1. uses a Likert-type scale 0-4
3. tool to identify and sore 24 different learning and language acquisition barriers
4. most common barriers are related to instructional control or behavior programs
5. a score of 2, 3, or 4 requires a descriptive or functional analysis of the barrier |
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Term
Based on Dr. Sundberg's recommendations for selecting first words as mands, which of the following targets could be appropriate early mand targets for a child? Select all that apply:
1. no
2. help
3. train
4. push
5. cracker
6. toy
7. up
8. zoo
9. dad |
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Definition
3. train
4. push
5. cracker
7. up
9. dad |
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Term
Which of the following are assessed in the VB-MAPP Barriers Assessment? Select all that apply:
1. self-help skills
2. hyperactivity
3. articulation
4. defective verbal operants (mand, tact, echoic, intraverbal, etc.)
5. spontaneous behaviors
6. defective motor imitation
7. defective scanning skills
8. weak or atypical MOS
9. behavior problems |
|
Definition
2. hyperactivity
3. articulation
4. defective verbal operants (mand, tact, echoic, intraverbal, etc.)
6. defective motor imitation
7. defective scanning skills
8. weak or atypical MOS
9. behavior problems |
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Term
According to Dr. Sundberg, which of the following are included in the steps to beginning a verbal behavior intervention program? Select all that apply:
1. Determine the child's VB-MAPP level to design an individualized program
2. Conduct a VB-MAPP Assessment to determine the child's skill strengths and weaknesses as well as any learning and language barriers
3. Select targets that will help balance the skills across all levels
4. Conduct a Peabody Developmental Motor Scale assessment to evaluate the child's fine and gross motor skills |
|
Definition
1. Determine the child's VB-MAPP level to design an individualized program
2. Conduct a VB-MAPP Assessment to determine the child's skill strengths and weaknesses as well as any learning and language barriers
3. Select targets that will help balance the skills across all levels |
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Term
Based on Dr. Sundberg's recommendations for selecting first words as tacts, which of the following targets could be appropriate early tact targets for a child? Select all that apply:
1. cat
2. chair
3. wind
4. ball
5. refrigerator
6. shoe
7. octopus |
|
Definition
1. cat
2. chair
4. ball
6. shoe |
|
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Term
Which of the following are assessed in the VB-MAPP Transition Assessment? Select all that apply:
1. rate of acquisition and rentention of new skills
2. scrolling responses
3. defective articulation
4. obsessive-compulsive behavior
5. generalization of skills
6. independent work on academic tasks
7. self-directed play and leisure skills
8. learning from the natural environment
9. adaptibility to change |
|
Definition
1. rate of acquisition and rentention of new skills
5. generalization of skills
6. independent work on academic tasks
7. self-directed play and leisure skills
8. learning from the natural environment
9. adaptibility to change |
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Term
Select all of the recommendations to follow when determining the first mand targets:
1. choose words related to a specific item
2. choose words for removing an aversive
3. choose words related to items that are easy to deliver
4. choose words that will help the child sound polite such as please or thank you
5. avoid words for items that are hard to deliver or remove
6. avoid words that rhyme with each other
7. avoid words related to a variety of motivators
8. no answer text provided |
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Definition
1. choose words related to a specific item
3. choose words related to items that are easy to deliver
5. avoid words for items that are hard to deliver or remove
6. avoid words that rhyme with each other
7. avoid words related to a variety of motivators |
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Term
Select all the characteristics of the Early Echoic Skills assessment:
1. developed by a speech and language pathologist
2. assess simple syllables
3. assesses 2 and 3 syllable combinations
4. assesses word count per sentence
5. assesses total words used per hour |
|
Definition
1. developed by a speech and language pathologist
2. assess simple syllables
3. assesses 2 and 3 syllable combinations |
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Term
Which of the following are involved in implementing a mand training program with a child?
1. program for generalization (use different materials, different settings, different carrier phrases, different tone, different people, etc)
2. identify a strong motivator and make sure the item is present
3. provide an echoic prompt in the beginning while delaying the delivery of the item
4. immediately begin requiring the child to mand the first time you show them the item
5. eventually transfer control from ehcoic prompt to the MO and the item
6. pair the word with the item |
|
Definition
1. program for generalization (use different materials, different settings, different carrier phrases, different tone, different people, etc)
2. identify a strong motivator and make sure the item is present
3. provide an echoic prompt in the beginning while delaying the delivery of the item
5. eventually transfer control from ehcoic prompt to the MO and the item
6. pair the word with the item |
|
|
Term
Match the language development milestone with the correct age.
[image] |
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Definition
|
|
Term
Teaching based on Skinner’s analysis of verbal behavior can result in:
A. Increases in generalized mands
B. Increases in specific mands
C. Increases in listener behavior
D. No increases in replacement behaviors |
|
Definition
| B. Increases in specific mands |
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Term
What is a disadvantage of PECS?
A. speaker will not be able to communicate in all situations
B. Symbols become abstract
C. Slower responses & loss of MO
D. All of the above |
|
Definition
|
|
Term
The main advantage of using PECS as opposed to signs, is:
a. Audience
b. Availability
c. Efficiency
d. Simplicity |
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Definition
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Term
A competent behavior analyst increases the likelihood of mands, tacts, intraverbals and receptive responses, while decreasing the likelihood of problem behavior through this procedure:
A. Teaching functional tasks
B. Interspersed and Mixed tasks
C. Varied and Functional Cues
D. Capturing & contriving MOs |
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Definition
| D. Capturing & contriving MOs |
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Term
According to the CDC, at what age can a child: Point to object or picture when it's named, Recognize names, imitate play and repeats words overheard in conversation?
A. By end of 6 months
B. By end of 1 year
C. By end of 2 years
D. By end of 3 years |
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Definition
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Term
At what age does the child: Responds to own name, echo sounds, and uses voice to express joy & displeasure?
A. By the End of Three Months
B. By the End of 7 Months
C. By The End Of 1 Year (12 Months)
D. None of the above |
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Definition
| B. By the End of 7 Months |
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Term
Which of the following should be in the child’s repertoire prior to teaching tacts?
A. Has echoic/imitative responses
B. Has at least few mands
C. Can match pictures
D. Has in LR repertoire
E. All of the above
F. Only A, B and D |
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Definition
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Term
MTS can be used to help establish a variety of more advanced skills such as...
A. Advanced scanning skills and attending
B. Listener discriminations & LRFFC categorization
C. Intraverbal categorization
D. All of the above
E. Only A & B |
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Definition
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Term
[image]
The screaming
The Therapist
The tablet
The house |
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Definition
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Term
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Definition
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Term
[image]
The driveway
Dad
The empty bucket
Calla |
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Definition
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Term
Which of the following is an example of an establishing effect?
a. Being outside in 15 degree weather without a coat in relation to an immediate increase in coat finding response
b. Having just consumed a large meal in relation to the value of an invitation to a Chinese buffet
c. Being outside in 15 degree weather without a coat in relation to the value of a warm winter coat
d. Having just consumed a large meal in relation to an immediate decrease in eating behavior |
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Definition
| c. Being outside in 15 degree weather without a coat in relation to the value of a warm winter coat |
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Term
Which of the folowing are the value altering effects of MO's on consequences? Select all that apply:
1. abative effect
2. abolishing effect
3. evocative effect
4. establishing effect |
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Definition
2. abolishing effect
4. establishing effect |
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Term
In this method for reducing the problem behavior the teacher would teach the learner to request the removal of the task requirement following delivery of a demand as an alternative to problem behavior.
a. Differential reinforcement plus extinction (DRA + EXT)
b. Functional communication training plus extinction (FCT + EXT)
c. Abolish the CMO-R |
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Definition
| b. Functional communication training plus extinction (FCT + EXT) |
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Term
According to Dr. Sundberg, any person that is a BCBA or BCBA-D is qualified to supervise a verbal behavior program.
true
false |
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Definition
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Term
Which of the following is an example of a conditional discrimination?
a. Hand me the blue marker
b. Find the ball
c. Point to an animal
d. Where is the swing? |
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Definition
| a. Hand me the blue marker |
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Term
Driving around in the Florida summer without A/C makes me very hot! When I get to my destinations, I go straight to the water coolers and get some water. In relation to my getting water, the heat had an: __________.
a. abative effect
b. abolishing effect
c. establishing effect
d. evocative effect |
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Definition
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Term
A discrimination in which reinforcement of responding during a stimulus depends on other stimuli is the defintion of conditional responding.
true
false |
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Definition
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Term
Which of the following are methods of instruction that are frequently used to reduce problem behavior during instruction? Select all that apply:
1. Functional communication training plus extinction (FCT + EXT)
2. 1. Functional communication training plus intermittent reinforcement (FCT + IR)
3. Differential reinforcement plus extinction (DRA + EXT)
4. Abolish the CMO-R |
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Definition
1. Functional communication training plus extinction (FCT + EXT)
3. Differential reinforcement plus extinction (DRA + EXT)
4. Abolish the CMO-R |
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Term
Which of the following is an example of an abolishing effect?
1. Having just consumed a lot of water in relation to an immediate decrease in drinking behaviors
2. Being underwayer deprived of oxygen for 1 minute in relation to an immediate increase in swimming quickly towards the surface
3. Having a headache in relation to the vale of a pain reducing medication
4. Having just watch 20 hours of your favorite television show in relation to watching more episodes |
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Definition
| 4. Having just watch 20 hours of your favorite television show in relation to watching more episodes |
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Term
Match-to-Sample (MTS) programs can be used to identify which of the following learning problems? Select all that apply:
1. defective mands
2. establishing verbal stimulus control
3. weak conditional discriminations
4. difficulty with similar stimuli in the array
5. defective scanning
6. difficulty with large arrays, and the natural environment |
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Definition
2. establishing verbal stimulus control
3. weak conditional discriminations
4. difficulty with similar stimuli in the array
5. defective scanning
6. difficulty with large arrays, and the natural environment |
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Term
Which of the following are potential components of discrete trial instruction that could lead to the development of a CMO-R in the instructional setting? Select all that apply:
1. Low rate of positive reinforcement
2. Frequent social disapproval
3. Difficult responses required
4. Low effort responses required
5. High rate of demands
6. Immediate delivery of reinforcement |
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Definition
1. Low rate of positive reinforcement
2. Frequent social disapproval
3. Difficult responses required
5. High rate of demands |
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Term
According to Dr. Sundberg which of the following are strategies for teaching listener skills? Select all that apply:
1. move away from a neat array of three as soon as possible
2. begin with specific nouns
3. teach tacts and listener discrimintation separately
4. begin listener discrimination as soon as possible
5. incorporate large messy arrays, scenes, and the natural environment |
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Definition
1. move away from a neat array of three as soon as possible
4. begin listener discrimination as soon as possible
5. incorporate large messy arrays, scenes, and the natural environment |
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Term
Match-to-sample (MTS) programs can be used to establish which of the following more advanced skills? Select all that apply:
1. advanced scanning and attending skills
2. listener responding by feature, function, and class (LRFFC) categorization
3. natural environment training
4. listener discriminations
5. intraverbal categorization
6. gross motor skills
7. fine motor skills |
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Definition
1. advanced scanning and attending skills
2. listener responding by feature, function, and class (LRFFC) categorization
3. natural environment training
4. listener discriminations
5. intraverbal categorization |
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Term
Select all the basic components of an ABA/VB Program
1. staff members are paired with reinforcement throughout the life of the program
2. incoporates Discrete Trial Teaching (DTT) and Natural Environmental Teaching (NET)
3. staff refrain from changing discriminative stimuli so as not to confuse the child
4. sessions are a mixture of verbal operants
5. the instructional pace is slow to allow enoguh time for the child to respond
6. difficult tasks are targeted at the beginning of the session and easier tasks towards the end of the session
7. incorporates errorless prompting procedures
8. systematic use of basic behavioral teaching procedures |
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Definition
1. staff members are paired with reinforcement throughout the life of the program
2. incoporates Discrete Trial Teaching (DTT) and Natural Environmental Teaching (NET)
4. sessions are a mixture of verbal operants
7. incorporates errorless prompting procedures
8. systematic use of basic behavioral teaching procedures |
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Term
CMO-R alters the _________ of a consequence and SDs signal the ________ of a consequence.
1. availability/availability
2. availability/value
3. value/value
4. value/availability |
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Definition
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Term
According to Dr. Sundberg, which of the following are recommendations for teaching intraverbal behavior to early learners? Select all that apply:
1. use echoic prompting
2. make the program fun
3. use motivators
4. add more difficult intraverbal targets earlt in the program
5. reinforce novel answers |
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Definition
1. use echoic prompting
2. make the program fun
3. use motivators
5. reinforce novel answers |
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Term
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Definition
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Term
In this method for reducing problem behavior the teacher would maintain the demand after problem behavior occurs as a form of extinction, and then reinforce when correct responding occurs.
a. Differential reinforcement plus extinction (DRA + EXT)
b. Functional communication training plus extinction (FCT + EXT)
c. Abolish the CMO-R |
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Definition
| a. Differential reinforcement plus extinction (DRA + EXT) |
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Term
A motivating operation is any cosnequence that alters the value of some stimulus as a reinforcer and alters the frequency of some response that has produced that antecedent stimulus
true
false |
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Definition
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Term
MOs have both ______________ and _____________ effects
a. stimulus altering/behavior decreasing
b. reinforcing/punishing
c. value altering/behavior altering
d. astonishing/confusing |
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Definition
| c. value altering/behavior altering |
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Term
Which of the following are teaching strategies to abolish the CMO-R in the instructional setting?
a. immediately deliever reinforcement
b. intersperse easy (80%) and hard tasks (20%)
c. mix and vary tasks
d. use positive punishment for problem behavior
e. fade in demands
f. make sure the pace incorporates at least 30 seconds between trials
g. pair the teacher and the instructional setting with valuable and dense reinforcement
h. incoporates errorless teaching procedures |
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Definition
a. immediately deliever reinforcement
b. intersperse easy (80%) and hard tasks (20%)
c. mix and vary tasks
e. fade in demands
g. pair the teacher and the instructional setting with valuable and dense reinforcement
h. incoporates errorless teaching procedures |
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Term
This CMO can be used to condition a previously neutral item as a reinforcer which can then be provided as a consequence for verbal behavior. It is often used to teach advanced manding skills such as manding for information or missing items.
CMO-S
CMO-T
CMO-R |
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Definition
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Term
Which of the following are the behavior altering effects of MO's on consequence? Select all that apply:
1. establish effect
2. abative effect
3. abolishing effect
4. evocative effect |
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Definition
2. abative effect
4. evocative effect |
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Term
Select all the strategies that Dr. Sundberg recommended for using match-to-sample (MTS) to teach receptive discrimination and receptive by feature, function, and class (RFFC).
1. use MTS to teach more advanced conditional discrimination skills
2. use MTS to teach more effective scanning and discrimination skills
3. don't move too quickly to advanced MTS
4. Use MTS as a correction procedure
5. move quickly to add receptive discrimination targets and receptive by feature, function, and class targets |
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Definition
1. use MTS to teach more advanced conditional discrimination skills
2. use MTS to teach more effective scanning and discrimination skills
3. don't move too quickly to advanced MTS
4. Use MTS as a correction procedure |
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Term
Select all the characteristics of echoic and imitation programs according to Dr. Sundberg.
1. incoporate echoic and imitation targets into mand, tact, listener, and matching sessions
2. if very weak, consider specific speech therapy
3. establish stimulus control through prompting, fading, and differential reinforcement
4. even if these skills are very weak, continue to target in the natural environment
5. incoporate echoic and imitation targets into play, social, self-help, and natural environment activities |
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Definition
1. incoporate echoic and imitation targets into mand, tact, listener, and matching sessions
2. if very weak, consider specific speech therapy
3. establish stimulus control through prompting, fading, and differential reinforcement
5. incoporate echoic and imitation targets into play, social, self-help, and natural environment activities |
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Term
According to Dr. Sundberg, what are some methods for increasing vocalizations? Select all that apply:
1. avoid the use of augmentative communication
2. using pairing procedures
3. use a mand frame
4. only target out-of-context echoic trials
5. use differntial reinforcement of vocalizations and shaping |
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Definition
2. using pairing procedures
3. use a mand frame
5. use differntial reinforcement of vocalizations and shaping |
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Term
Which of the following should parents and staff be trained in for teaching in an ABA/VB program?
1. basic behavioral teaching procedures
2. pairing procedures
3. experimental analysis of behavior
4. data collection
5. prompting procedures
6. mixing discrete training (DTT) and natural environment training (NET)
7. elementary verbal operants (echoic, mand, tact, intraverbal) |
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Definition
1. basic behavioral teaching procedures
2. pairing procedures
4. data collection
5. prompting procedures
6. mixing discrete training (DTT) and natural environment training (NET)
7. elementary verbal operants (echoic, mand, tact, intraverbal) |
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