Term
The full set of behavioral procedures is designed to improve the client’s well-being.
A. Behavior-Change Procedure
B. Behavior-Change Intervention:
C. Behavioral Services:
D. All of the above |
|
Definition
| A. Behavior-Change Procedure |
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|
Term
Provides behavioral help that is explicitly based on the principles and procedures of behavior analysis and is designed to change behavior in meaningful ways. These services include, but are not limited to, assessment, behavior-change interventions training, and consultation, managing and supervising others, and delivering continuing education.
A. Behavior-Change Procedure
B. Behavior-Change Intervention:
C. Behavioral Services:
D. All of the above |
|
Definition
|
|
Term
A reinforcer; delivered by a practitioner to evoke changes in behavior.
A. Naturally Existing Contingency
B. Contrived Contingency
C.Intrinsic Motivation
D. Extrinsic Motivation |
|
Definition
|
|
Term
Follows a specific behavior without the environmental manipulation of a practitioner (This is what we want to program for, because it will maintain the behavior change after we and our services are long gone.)
A. Naturally Existing Contingency
B. Contrived Contingency
C.Intrinsic Motivation
D. Extrinsic Motivation |
|
Definition
| A. Naturally Existing Contingency |
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|
Term
What are all the positive reinforcer strategies?
A. Premark Principle, Grandma law
B. High-Probability Instructional Sequence; Behavioral Momentum
C.. FCT Functional Momentum Training
D.All of the above
E. None of the above |
|
Definition
|
|
Term
An antecedent procedure is designed to teach the client to utilize appropriate communicative behavior as an alternative to problem behavior.
A. Premark Principle,
B. Grandma law
C. High-Probability Instructional Sequence;
D. Behavioral Momentum
E. FCT Functional Momentum Training |
|
Definition
| E. FCT Functional Momentum Training |
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Term
An antecedent intervention that increases compliance by positively reinforcing high compliance behaviors to build up momentum before delivering a low compliance instruction.
A. Premark Principle,
B. Grandma law
C. High-Probability Instructional Sequence;
D. Behavioral Momentum
E. Both C and D |
|
Definition
|
|
Term
An antecedent strategy that uses behavior as positive reinforcement, making the opportunity to engage in preferred behavior contingent on engaging in a low-preference behavior. The high-probability behavior functions as a reinforcer for the low-probability behavior.
A. Premark Principle,
B. Grandma law
C. High-Probability Instructional Sequence;
D. Behavioral Momentum
E. Both A and B |
|
Definition
|
|
Term
A procedure that involves the planned removal of aversive stimuli for the purpose of increasing or maintaining a desired behavior in similar conditions
A. Positive Reinforcement Procedures
B. Negative Reinforcement Procedures
C. Extinction Procedures
D. Avoidance Procedure: |
|
Definition
| B. Negative Reinforcement Procedures |
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Term
DRA A.K.A ALT-R: 2 components 1. Reinforcement is delivered when an alternative/replacement behavior is emitted instead of the problem behavior, and
2. Reinforcement is NOT delivered when the challenging behavior occurs
A. DRI
B. DRA
C.DNRA
D.DNRI |
|
Definition
|
|
Term
A variation of the DRA procedure where the alternative behavior must be topographically incompatible with the target behavior.
Think: The 2 responses can’t be emitted at the same time.
The challenging behavior and the alternative behavior must be mutually exclusive topographical response classes
A. DRI
B. DRA
C.DNRA
D.DNRI |
|
Definition
|
|
Term
1. Reinforcement is delivered when an alternative escape-maintained replacement behavior is emitted instead of the challenged escape-maintained target behavior.
2. Reinforcement is NOT delivered when the challenging target behavior occurs. Think: Extinction.
A. DRI
B. DRA
C. ALL OF THE ABOVE
D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA): |
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Definition
| D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA): |
|
|
Term
A procedure in which reinforcement is contingent on the nonoccurrence of challenging behavior during an interval.
Reinforcement is delivered when challenging behavior has not been displayed throughout an interval or when the challenging behavior is not occurring when the interval ends.
A. DRI
B. DRA
C. Differential Reinforcement of Other Behavior (DRO):
D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA): |
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Definition
| C. Differential Reinforcement of Other Behavior (DRO): |
|
|
Term
A procedure and schedule of reinforcement in which reinforcement is contingent on emitting behaviors that are:
At or below a pre-established rate during a specific period of time
Separated by a specific amount of time (or more) b/t behaviors.
Think: The behavior is OK but needs to occur less often.
A. DRI
B. Differential Reinforcement of Low Rate of Responding (DRL):
C. Differential Reinforcement of Other Behavior (DRO):
D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA): |
|
Definition
| B, Differential Reinforcement of Low Rate of Responding (DRL): |
|
|
Term
A procedure in which reinforcement is delivered when responses are separated by a given period of time or longer.
•Think: Criteria Based on IRT.
•Lower rate of response=Longer IRT
A. DRI
B. Differential Reinforcement of Low Rate of Responding (DRL):
C. Differential Reinforcement of Other Behavior (DRO):
D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA):
A procedure in which reinforcement is delivered when the rate of the target behavior is at a preestablished rate criterion or lower, during a shorter interval within a specified full session.
Think: Break up a full session into small intervals. |
|
Definition
|
|
Term
What are all the positive reinforcer strategies?
A. Premark Principle, Grandma law
B. High-Probability Instructional Sequence; Behavioral Momentum
C.. FCT Functional Momentum Training
D.All of the above
E. None of the above |
|
Definition
|
|
Term
An antecedent procedure is designed to teach the client to utilize appropriate communicative behavior as an alternative to problem behavior.
A. Premark Principle,
B. Grandma law
C. High-Probability Instructional Sequence;
D. Behavioral Momentum
E. FCT Functional Momentum Training |
|
Definition
| E. FCT Functional Momentum Training |
|
|
Term
An antecedent intervention that increases compliance by positively reinforcing high compliance behaviors to build up momentum before delivering a low compliance instruction.
A. Premark Principle,
B. Grandma law
C. High-Probability Instructional Sequence;
D. Behavioral Momentum
E. Both C and D |
|
Definition
|
|
Term
An antecedent strategy that uses behavior as positive reinforcement, making the opportunity to engage in preferred behavior contingent on engaging in a low-preference behavior. The high-probability behavior functions as a reinforcer for the low-probability behavior.
A. Premark Principle,
B. Grandma law
C. High-Probability Instructional Sequence;
D. Behavioral Momentum
E. Both A and B |
|
Definition
|
|
Term
A procedure that involves the planned removal of aversive stimuli for the purpose of increasing or maintaining a desired behavior in similar conditions
A. Positive Reinforcement Procedures
B. Negative Reinforcement Procedures
C. Extinction Procedures
D. Avoidance Procedure: |
|
Definition
| B. Negative Reinforcement Procedures |
|
|
Term
DRA A.K.A ALT-R: 2 components 1. Reinforcement is delivered when an alternative/replacement behavior is emitted instead of the problem behavior, and
2. Reinforcement is NOT delivered when the challenging behavior occurs
A. DRI
B. DRA
C.DNRA
D.DNRI |
|
Definition
|
|
Term
A variation of the DRA procedure where the alternative behavior must be topographically incompatible with the target behavior.
Think: The 2 responses can’t be emitted at the same time.
The challenging behavior and the alternative behavior must be mutually exclusive topographical response classes
A. DRI
B. DRA
C.DNRA
D.DNRI |
|
Definition
|
|
Term
1. Reinforcement is delivered when an alternative escape-maintained replacement behavior is emitted instead of the challenged escape-maintained target behavior.
2. Reinforcement is NOT delivered when the challenging target behavior occurs. Think: Extinction.
A. DRI
B. DRA
C. ALL OF THE ABOVE
D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA): |
|
Definition
| D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA): |
|
|
Term
A procedure in which reinforcement is contingent on the nonoccurrence of challenging behavior during an interval.
Reinforcement is delivered when challenging behavior has not been displayed throughout an interval or when the challenging behavior is not occurring when the interval ends.
A. DRI
B. DRA
C. Differential Reinforcement of Other Behavior (DRO):
D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA): |
|
Definition
| C. Differential Reinforcement of Other Behavior (DRO): |
|
|
Term
A procedure and schedule of reinforcement in which reinforcement is contingent on emitting behaviors that are:
At or below a pre-established rate during a specific period of time
Separated by a specific amount of time (or more) b/t behaviors.
Think: The behavior is OK but needs to occur less often.
A. DRI
B. Differential Reinforcement of Low Rate of Responding (DRL):
C. Differential Reinforcement of Other Behavior (DRO):
D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA): |
|
Definition
| B, Differential Reinforcement of Low Rate of Responding (DRL): |
|
|
Term
A procedure in which reinforcement is delivered when responses are separated by a given period of time or longer.
•Think: Criteria Based on IRT.
•Lower rate of response=Longer IRT
A. DRI
B. Differential Reinforcement of Low Rate of Responding (DRL):
C. Differential Reinforcement of Other Behavior (DRO):
D.Differential Negative Reinforcement of Incompatible/Alternative Behavior (DNRI/DNRA):
E. Spaced-Responding DRL
A procedure in which reinforcement is delivered when the rate of the target behavior is at a preestablished rate criterion or lower, during a shorter interval within a specified full session.
Think: Break up a full session into small intervals. |
|
Definition
|
|
Term
A procedure in which reinforcement is delivered when the rate of the target behavior is at or below a pre-established rate criterion during a specified period of time.
Think: Entire Session
A. DRI
B. Differential Reinforcement of Low Rate of Responding (DRL):
C. Differential Reinforcement of Other Behavior (DRO):
D.Full Session DRL:
E. Spaced-Responding DRL |
|
Definition
|
|
Term
A procedure in which reinforcement is delivered when the rate of the target behavior is at a preestablished rate criterion or lower, during a shorter interval within a specified full session.
Think: Break up a full session into small intervals.
Reinforcement is delivered at the end of the interval IF the client meets the correct rate criterion.
Think: When the reinforcement criteria are above one response, and eliminating the behavior is appropriate.
A. DRI
B. Differential Reinforcement of Low Rate of Responding (DRL):
C. Interval DRL:
D.Full Session DRL:
E. Spaced-Responding DRL |
|
Definition
|
|
Term
A procedure in which reinforcement is delivered when the target behavior occurs at a preestablished rate criterion or lower during a specific interval of time, and the rate criterion is gradually decreased across intervals.
Think: Interval DRL when the reinforcement criteria are above one response, and eliminating the behavior is appropriate.
A.Differential Reinforcement of Diminishing Rates of Responding (DRD):
B. Interval DRL:
c, Full Session DRL:
d. Spaced-Responding DRL |
|
Definition
| a. Differential Reinforcement of Diminishing Rates of Responding (DRD): |
|
|
Term
A procedure and schedule of reinforcement in which reinforcement is contingent on emitting behaviors that are:
At or above a pre-established rate during a specific period.
Separated by a specific amount of time (or less) b/t behaviors
A. Differential Reinforcement of High Rates OF Responding (DRH):
B. Interval DRL:
c, Full Session DRL:
d. Spaced-Responding DRL |
|
Definition
| A. Differential Reinforcement of High Rates OF Responding (DRH): |
|
|
Term
These are all-time-based Reinforcement (e.g., fixed time) schedules.
A.Non-Contingent Reinforcement; NCR for Positive Reinforcement:
B.Variable and Fixed
C.Both A and B
D.DRA A.K.A ALT-R: 2 components |
|
Definition
|
|
Term
Reinforcement that maintains challenging behavior is delivered for free on a fixed or variable schedule regardless of responding.
Think: Reinforcement is dependent on time, not behavior.
A, Non-Contingent Reinforcement:
B. Interval DRL:
c, Full Session DRL:
d. Spaced-Responding DRL
• NCR requires functionally equivalent reinforcement. |
|
Definition
| A, Non-Contingent Reinforcement: |
|
|
Term
Time-based access to attention or tangible rewards prevents the access-maintained challenging behavior.
A.NCR for Negative Reinforcement:
b. NCR for Automatic Reinforcement:
c.NCR for Positive Reinforcement:
d, None of the above |
|
Definition
| c. NCR for Positive Reinforcement: |
|
|
Term
Time-based access to escape from demands prevents the escape-maintained challenging behavior.
A.NCR for Negative Reinforcement:
b. NCR for Automatic Reinforcement:
c.NCR for Positive Reinforcement:
d, None of the above |
|
Definition
| A.NCR for Negative Reinforcement: |
|
|
Term
Time-based access to sensory feedback prevents the automatically maintained challenging behavior.
A.NCR for Negative Reinforcement:
b. NCR for Automatic Reinforcement:
c.NCR for Positive Reinforcement:
d, None of the above |
|
Definition
| b. NCR for automatic reinforcement |
|
|
Term
A set length of time b/t the delivery of noncontingent reinforcement (e.g, every 20 minutes)
A. FIXED TIME SCHEDULE
B. Variable Tine schedule
c. NCR
D. NCR FOR NEGATIVE REINFORCEMENT |
|
Definition
|
|
Term
An average length of time b/t the delivery of noncontingent reinforcement (e.g, every 10,17, 20,12 min An average of 15.
A. FIXED TIME SCHEDULE
B. Variable time schedule
c. NCR
D. NCR FOR NEGATIVE REINFORCEMENT |
|
Definition
| B. Variable time schedule |
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|
Term
A behavior change procedure based on conditioned reinforcement. Students receive reinforcement contingent on different desired behaviors, which they can exchange for a menu of specific conditioned backup reinforcers.
A.Token Economy:
B. token reinforcement system
C.Both a and b
D, Backup reinforcer |
|
Definition
|
|
Term
Dependent on prior learning, they manipulate the availability of reinforcement in the presence of a specific SD and other different consequences for correct or new/alternative behavior vs. challenging behaviors.
A.contingency
b.Contingency Dependent (Function-Based)
c.dependent
d, dependency |
|
Definition
| b. Contingency Dependent (Function-Based): |
|
|
Term
These are all contingency-based antecedent interventions.
A. Motivating SD; DIFFERENTIAL Consequences; decreasing response effort
B, Consequence: increasing response effort
C.NCR
d. None of the above |
|
Definition
| A. Motivating SD; DIFFERENTIAL Consequences; decreasing response effort |
|
|
Term
These are all contingency-based antecedent interventions.
A.Limiting Opportunities to emit challenging behavior: Increasing Opportunities to emit desirable behavior: B, Consequence: increasing response effort
C.NCR
d. None of the above |
|
Definition
| A.Limiting Opportunities to emit challenging behavior: Increasing Opportunities to emit desirable behavior |
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Term
Antecedent control, antecedent manipulations. Interventions that are implemented before and are not contingent on the occurrence of behavior.
A.Non-Contingent Reinforcement:
B.Antecedent Procedures
c.Time-Based Reinforcement
d. ALL OF THE ABOVE |
|
Definition
|
|
Term
When an intervention is designed to manipulate the availability of reinforcement in the presence of a specific SD.
A, Motivating SD;
B, DIFFERENTIAL Consequences:
d, limiting opportunities to emit challenging behavior
c, decreasing response effort |
|
Definition
|
|
Term
Setting up different consequences for correct or new/alternative behaviors vs challenging behaviors.
A.Motivating SD;
B, DIFFERENTIAL Consequences:
C. decreasing response effort
D. All of the above, |
|
Definition
| B, DIFFERENTIAL Consequences |
|
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Term
Interventions that modify the environment in such a way that there is a reduced need to engage in the behavior.
A. Motivating SD;
b. DIFFERENTIAL Consequences:
c. decreasing response effort
d. Limiting Opportunities to emit challenging behavior: |
|
Definition
| d. Limiting Opportunities to emit challenging behavior: |
|
|
Term
Interventions that change the environment in such a way that the desirable behavior is evoked and replaces the challenging behavior.
A, LImitating Opportunities to emit challenging behavior
B, Increasing Opportunities to emit desirable behavior
C. Motivating SD
d, Differential Consequences |
|
Definition
| B, Increasing Opportunities to emit desirable behavior: |
|
|
Term
Interventions that reduce response effort to decrease the MO to engage in escape-maintained behaviors.
A. Motivating SD;
b. DIFFERENTIAL Consequences:
c. decreasing response effort
d. Limiting Opportunities to emit challenging behavior: |
|
Definition
| C. Decreasing Response Effort |
|
|
Term
Any antecedent intervention that manipulates motivating operations (MO) and changes antecedent events to create an evocative or abative effect on behavior.
A.Conditional Discriminations:
b.Contingency-Independent (default interventions
C, Contingency Dependent (Function-Based):
D. Antecedent Intervention Strategy |
|
Definition
| b. Contingency-Independent (default interventions): |
|
|
Term
These are all contingency-independent (default interventions):
A.Antecedent Intervention Strategy
B.Creating a state of satiation
C.Creating a state of deprivation'
D. Both B and C |
|
Definition
|
|
Term
manipulating an AO): This type of intervention decreases the likelihood of a challenging behavior, because the value of the maintaining consequences is altered (e.g., NCR, NET, free-operant learning, enriched environment)
A.Antecedent Intervention Strategy
B.Creating a state of satiation
C.Creating a state of deprivation'
D. Both B and C |
|
Definition
| B.Creating a state of satiation |
|
|
Term
manipulating an EO): This type of intervention increases the likelihood of a desirable behavior when the desirable behavior is the only way to contact reinforcement (e.g, response deprivation hypothesis, Premack principle, N.E.T., free-operant learning, HI-p, FCT
A.Antecedent Intervention Strategy
B.Creating a state of satiation
C.Creating a state of deprivation'
D. Both B and C |
|
Definition
| c.Creating a state of deprivation |
|
|
Term
When only one antecedent stimulus controls a response. Described by a basic three-term contingency. SD-Response-Consequence
Think: Basic stimulus control: An SD signals the availability of reinforcement.
A. Simple Discrimination
B.Conditioned Discrimination
C. Discrimination
D.Both A and B |
|
Definition
| A. Simple Discriminations: |
|
|
Term
The boy is told to stand up when his name is called. He listens to five other names being called, then stands up when he hears his name.
A. Simple Discrimination
B.Conditioned Discrimination
C. Successive Discrimination
D.Simultaneous Discrimination: |
|
Definition
C. Successive Discrimination
A type of simple discrimination that involves discrimination b/t 2 different stimuli that are present at various times (sequentially), one that is associated with reinforcement and one that is not. Think: Discriminating b/t the SD and SDelta at different times. |
|
|
Term
A client is asked to touch a circle that is presented in a field of other shapes (diamond, triangle, square, etc.). If the client correctly touches the circle, reinforcement is delivered.
A. Simple Discrimination
B.Conditioned Discrimination
C. Successive Discrimination
D.Simultaneous Discrimination: |
|
Definition
d, Simultaneous Discrimination:
A type of simple discrimination that involves discriminating b/t two or more stimuli presented at the same time.
USE FOR: Choice-making from an array.
Think: Discriminating the correct choice when given a field of options. |
|
|
Term
These are all types of simple discrimination. Select as many
A. Simple Discrimination
B.Conditioned Discrimination
C. Successive Discrimination
D.Simultaneous Discrimination: |
|
Definition
C. Successive Discrimination
D.Simultaneous Discrimination: |
|
|
Term
A type of simple discrimination that involves discrimination b/t 2 different stimuli that are present at various times (sequentially), one that is associated with reinforcement and one that is not. Think: Discriminating b/t the SD and SDelta at different times.
A. Simple Discrimination
B.Conditioned Discrimination
C. Successive Discrimination
D.Simultaneous Discrimination: |
|
Definition
| C. Successive Discrimination |
|
|
Term
A type of simple discrimination that involves discriminating b/t two or more stimuli presented at the same time.
USE FOR: Choice-making from an array.
Think: Discriminating the correct choice when given a field of options.
A. Simple Discrimination
B.Conditioned Discrimination
C. Successive Discrimination
D.Simultaneous Discrimination |
|
Definition
| d. Simultaneous Discrimination: |
|
|
Term
• When a response that results in reinforcement must occur in the presence of an SD that is conditional upon the presence or absence of another antecedent stimulus. The availability of reinforcement for a specific behavior is conditional upon the presence of an SD and a second antecedent stimulus. Think: Two SDS Described by a four-term contingency with two antecedent stimuli.
Most stimulus control involves conditional discrimination because the natural environment is rarely simple.
A. Simple Discrimination
B.Conditioned Discrimination
C. Successive Discrimination
D.Simultaneous Discrimination: |
|
Definition
| B.Conditioned Discrimination |
|
|
Term
Using a bathroom only when it has a female sign and when it says unoccupied.IS a
A. Simple Discrimination
B.Conditioned Discrimination
C. Successive Discrimination
D.Simultaneous Discrimination: |
|
Definition
| B.Conditioned Discrimination |
|
|
Term
A procedure in which responses are reinforced in the presence of one stimulus condition (the SD) but not in the presence of the other S delta.
• Trains responding more frequently in the presence of an SD than in the presence of the Sdelta and, over time, learning not to respond in the presence of the Sdelta.
• Teaching that is conducted by alternating differential reinforcement and extinction. (Reinforcement is the presence of the Sd, and extinction, or less reinforcement in the presence of the SDelta.) What type of training is this
A. Simple Discrimination
B. Stimulus discrimination training
C. Successive Discrimination
D.Simultaneous Discrimination: |
|
Definition
| B. Stimulus Discrimination Training |
|
|
Term
Prompts that operate directly on the response to indicate the correct response to the learner. Response prompts do not change the task or the antecedent stimuli.
A. Stimulus Prompt
B, Response Prompt
C, Movement Prompt
D.All of the above |
|
Definition
|
|
Term
• Prompts that operate directly on the task stimuli to indicate what is needed for the correct responses when the task’s natural SD is present but has failed to evoke the response. Prompts that call attention to and/or increase the salience of antecedent stimuli/natural SDS. Think: Changes the environment or learning material in a way that evokes a correct response.
Prompt is on the SD, not the response.
A. Stimulus Prompt
B, Response Prompt
C, Movement Prompt
D.All of the above |
|
Definition
|
|
Term
These are all types of response prompts.
A, Movement Prompts; Position Prompts;
B Redundancy Prompts;
C, Within-Stimulus Prompts.
D, None of the above |
|
Definition
D. None of the above
Reaponaw Prompta
Verbal Instructions, Modeling; Physical Guidance. |
|
|
Term
These are all stimulus prompts.
A, Verbal Instructions
B, Modeling
C. Physical Guidance.
D. None of the above |
|
Definition
D. None of the above
These are all Movement Prompts; Position Prompts; Redundancy Prompts; Withing-Stimulus Prompts. |
|
|
Term
Which response prompt is this A trainer helps the learner emit the correct response by demonstrating the correct behavior for the learner (learners must have attending and imitation skills.)
A, Verbal Instructions
B, Modeling
C. Physical Guidance.
D. None of the above |
|
Definition
|
|
Term
A trainer physically guides the client's movements during the behavior to help them emit the correct response. (Effective with younger and disabled learners.)What type of response prompt is this?
A, Verbal Instructions
B, Modeling
C. Physical Guidance.
D. None of the above |
|
Definition
|
|
Term
A trainer delivers additional vocal or non-vocal instruction (e.g., written, spoken, or pictorial) to help the learner emit a correct response. What type of prompt is this?
A, Verbal Instructions
B, Modeling
C. Physical Guidance.
D. None of the above |
|
Definition
|
|
Term
A trainer moves to help the learner discriminate the correct choice (e.g., by pointing to tapping, touching, or looking at the stimulus to be identified). What type of stimulus prompt is this?
A, Movement Prompts;
B Redundancy Prompts;
C, Within-Stimulus Prompts.
D, Position Prompt |
|
Definition
|
|
Term
A trainer helps the learner discriminate the correct choice by placing the correct stimulus closer to the learner.
A, Movement Prompts;
B Redundancy Prompts;
C, Within-Stimulus Prompts.
D, Position Prompt |
|
Definition
|
|
Term
A trainer helps the learner discriminate the correct choice by pairing one or more stimulus or response dimensions (e.g, color, size, shape) with the correct stimulus. What type of response is this?
A, Movement Prompts;
B Redundancy Prompts;
C, Within-Stimulus Prompts.
D, Position Prompt |
|
Definition
B Redundancy Prompts;
a.k.a redundancy cue |
|
|
Term
A trainer manipulates the physical characteristics of a stimulus to evoke a correct response. What type of prompt is this?
A, Movement Prompts;
B Redundancy Prompts;
C, Within-Stimulus Prompts.
D, Position Prompt |
|
Definition
| C. within stimulus prompt |
|
|
Term
Janisa teaches Sergei to put wooden shapes into a container with a corresponding shape cut-out by placing his hands toward the correct hole and helping him position the shape so it can fit in the container. What type of prompt is this?
A, Verbal Instructions
B, Modeling
C. Physical Guidance.
D. None of the above |
|
Definition
|
|
Term
The power button on Heidi’s laptop is painted red to help her discriminate the correct button to turn on the computer. What type of prompt is this?
A, Movement Prompts;
B Redundancy Prompts;
C, Within-Stimulus Prompts.
D, Position Prompt |
|
Definition
| C, Within-Stimulus Prompts. |
|
|
Term
Jacob brushes his hair to model hair brushing for his client, who then imitates Jacob’s movements.
A, Movement Prompts;
B Redundancy Prompts;
C, Within-Stimulus Prompts.
D, Model Prompt |
|
Definition
|
|
Term
Procedures for transferring stimulus control from prompts to the natural SD.
A. Prompt Fading
B. Stimulus Prompting
C, Response Prompting
D. Both B and C |
|
Definition
|
|
Term
Benda is teaching acquisition to a client. Which of the following procedures should be used during the acquisition phase of instruction?
A. Prompt Fading
B. Stimulus Prompting
C, Response Prompting
D. Both B and C |
|
Definition
D. bOTHE b AND C
When there is a reliable occurrence of the desired behavior, stimulus control should be transferred from the prompt to the natural SD. |
|
|
Term
These are all types of prompt fading procedures.
A. Most to least
B least to most;
C. graduated guidance
D. time delay prompting
E. ALL OF THE ABOVE |
|
Definition
|
|
Term
Trainer steadily guides the client through the entire response sequence, systematically reducing the amount of physical assistance.
Typically goes from physical guidance to visual prompts to verbal instruction and finally to the natural SD. What type of prompt fading is this?
A. Most to least
B least to most;
C. graduated guidance
D. time delay prompting
E. ALL OF THE ABOVE |
|
Definition
A. Most to least
USEFOR: When not familiar with a client's learning history, when errors have been found to evoke problem behavior or prevent learning. |
|
|
Term
During each trial, the trainer starts with the least intrusive prompt, allowing the learner to emit the behavior with the least amount of help.
With each successive error, the trainer moves to more intrusive prompting as needed to evoke a correct response.
If a response does not occur within a specified time period, the trainer presents the natural SD and the least restrictive response prompt.
Increase the prompt level with each incorrect response or after another three seconds have passed without responding. What type of prompt fading is this?
A. Most to least
B least to most;
C. graduated guidance
D. time delay prompting
E. ALL OF THE ABOVE |
|
Definition
B. Least to most
USE FOR: Students who acquire skills quickly; learners who exhibit the necessary skills to emit a correct response but are not emitting the correct response. |
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Term
Trainer provides a prompt when/if needed but responds to the learner's ability within each trial (vs. most to least and least to most, which follow a predetermined prompting hierarchy from one trial to the next). Think of it as a dance with the trainer moving in and out as needed to provide just the right amount of support. What type of prompt fading is this?
A. Most to least
B least to most;
C. graduated guidance
D. time delay prompting
E. ALL OF THE ABOVE |
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Definition
|
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Term
The trainer simultaneously presents the natural SD and a response prompt.
After several trials of correct responding, the trainer inserts a delay b/t the SD and the response prompt. Gradually increasing the length of that delay until the unprompted correct response is emitted before the prompt is given. What type of prompt fading is this?
A. Most to least
B least to most;
C. graduated guidance
D. time delay prompting
E. ALL OF THE ABOVE |
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Definition
D. time delay prompting
USE for: Teaching many different skills, including academic, adaptive, and vocational.
(a.k.a prompt delay, time-delayed prompting, delayed cuing, progressive delay, prompting) |
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Term
These are Two Variations of Time Delay Prompting:
A Constant Time Delay Prompting
B, Progressive Time delay
C. Graduated Delay
D. BOth a and b |
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Definition
|
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Term
The trainer presents the natural SD and prompt at the same time for several trials and then gradually and systematically increases the time b/t the SD and the prompts. The delay is increased progressively across trials. What type of delay fade prompt is this.
A. Most to least
B Progressive Time Delay Prompting
C. graduated delay time delay
D. fixed time delay prompting |
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Definition
B Progressive Time Delay Prompting
aka graduated, delay prompting |
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Term
The trainer presents the natural SD and prompt at the same time for several trials, and then introduces a delay, which is kept at a fixed duration for all trials.
A. Most to least
B Progressive Time Delay Prompting
C. graduated delay time delay
D. fixed time delay prompting |
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Definition
D. fixed time delay prompting
or Constant Time Delay Prompting |
|
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Term
The trainer systematically and gradually removes the intrusive stimulus prompts until responding transfers to the natural SD. This is what type of fading.
A. Prompt Fading
B. Stimulus fading
C.Stimulus Shape Transformations
D. stimulus shaping) |
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Definition
B. Stimulus Fading:
Think: Fade out the extra stimulus. |
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Term
After the trainer uses an initial stimulus shape to prompt a correct response, the contrived shape is gradually transformed into the natural SD while maintaining correct responding.
A. Prompt Fading
B. Stimulus fading
C.Stimulus Shape Transformations
D. stimulus shaping) |
|
Definition
Both B and C
Think: Transform the shape from the prompt to the SD. |
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Term
To teach a client to read the word “purple,” the word purple is written in purple and purple is gradually faded until the client reads the word independently.
What type of fade is this?
A. Prompt Fading
B. Stimulus fading
C.Stimulus Shape Transformations
D. stimulus shaping) |
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Definition
|
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Term
These are all types of modeling
A. Live Modeling
B.Synbolic Modeling
C, Panoramic Modeling
D. both a and b |
|
Definition
|
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Term
Watching and listening to a YouTube makeup tutorial. This is a type of model
A. Live Modeling
B.Synbolic Modeling
C, Panoramic Modeling
D. both a and b |
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Definition
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Term
A strategy for establishing new behaviors (or different topographies/ dimensions of an existing behavior) through a process of systematically and differentially reinforcing successive approximations of a behavior toward a terminal outcome.This is called what?
A. Fading
B. sHAPING
c. Stimulus prompting
D. All of the above |
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Definition
|
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Term
What are two types of shaping behaviors?
A.Differential Reinforcement:
B.Successive Approximations:
C, Fading
D, LIVE MODELING |
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Definition
| A.Differential Reinforcement: |
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Term
The gradual and progressive change in the criteria that must be met for differential reinforcement. A sequence of response classes that emerge during the shaping process. Each successive approximation is closer in form to the terminal behavior than the previous response class it replaces. Once the newer (closer) approximation has been emitted and reinforced, previous approximations are placed on extinction.
A.Differential Reinforcement:
B.Successive Approximations:
C, Fading
D, LIVE MODELING |
|
Definition
B.Successive Approximations
Use For: Training animals with clickers; teaching novel behaviors; changing the dimension of a behavior already in the client’s repertoire. Really, shopping should be used everywhere and all the time. Teaching a new skill means shaping throughout the learning process. |
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Term
A client's “inside voice” is too loud. In targeting a lower voice volume, reinforcement is used to gradually lower voice volumes until he consistently speaks at an appropriate volume.
A.Differential Reinforcement:
B.Successive Approximations:
C, Fading
D, LIVE MODELING |
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Definition
| B.Successive Approximations |
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Term
A response change produced by differential reinforcement during shaping, in which reinforced members of the current response class occur more often and unreinforced members occur less often (due to extinction)
A.Differential Reinforcement:
B.Successive Approximations:
C.Response Differentiation
D. All of the above |
|
Definition
C. Response Differentiation
Using this “expanding requests” scenario 1. “More,” 2. “More gummies” 3. “I want more gummies,” 4. “I want more gummies, please.” Each step is a successive approximation to the terminal response, “I want more gummies, please. “Response differentiation is when the client reliably uses, “I want more gummies, please,” because the previous approximations are no longer sufficient for reinforcement. This leads to a novel response. |
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Term
: A child who can’t speak is gradually taught to emit sounds, is rewarded, then emitted sounds are not rewarded but only saying words are rewarded, then saying words are not rewarded, and then increasing the number of utterances is rewarded. Remember what the terminal reinforcer is saying for several utterances. This is an example of what type of shaping.
A. Shaping Across Response Topographies
b.Shaping within response topographies:
C.Response Differentiation:
B.Successive Approximations |
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Definition
| A. Shaping Across Response Topographies: |
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Term
• Shaping a terminal behavior by differentially reinforcing different response forms approximations, until the reinforced response form is the expected terminal behavior and not an approximation.
• Criterion changes=Changes in the response form=. Each Successive approximation varies in some form from the other approximations and gets closer to the terminal behavior/target.
A. Shaping Across Response Topographies
b.Shaping within response topographies:
C.Response Differentiation:
B.Successive Approximations |
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Definition
A. Shaping Across Response Topographies:
• USE FOR: Teaching Novel Behavior |
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Term
The response form is not shaped. It remains the same, BUT some other measurable dimensions of the behavior change (e.g., rate, latency, duration, magnitude, volume). This is an example of?
A. Shaping Across Response Topographies
b.Shaping within response topographies:
C.Response Differentiation:
B.Successive Approximations |
|
Definition
A.Shaping within response topographies:
USE FOR: Shaping behaviors that are already in a client’s repertoire, but a measurable dimension of that behavior isn’t at the desired performance level |
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Term
• Example: Billy practices his sport every day, but he doesn’t practice for enough hours in the day. His coach shapes the duration of his practices.
Example: Crystal takes too long to start her homework after her mother asks her to. To decrease the latency of her responding, shorter and shorter latencies are gradually reinforced until they reach the desired latency. These are all examples of the following.
A. Shaping Across Response Topographies
b.Shaping within response topographies:
C.Response Differentiation:
B.Successive Approximations |
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Definition
| A.Shaping within response topographies: |
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Term
A specific sequence of linked behaviors, in which each completed link serves as a conditioned reinforcer for the previous behavior and is an SD for completing the next behavior, which results in a desired outcome. This a?
A. Behavior Chain
B.Chaning
C.Forward Chaning
D. All of the above |
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Definition
A. Behavior Chain
FUN FACT: Most behaviors or routines are behavior chains (e.g., putting gas in the car, putting on makeup, logging into Zoom, making a sandwich). |
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Term
These are four Behavior Chaining Methods:
A. Forward Chaining
B. Total-Task Chaining
C. Backward Chaining
D. Backward Chaining with leap aheads.
E. All of the above |
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Definition
|
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Term
A method for teaching the components of a specific behavior chain, one at a time, in their naturally occurring order. Requires Mastery of previous steps before moving on to the next. What type of behavior chain is this?
A. Forward Chaining
B. Total-Task Chaining
C. Backward Chaining
D. Backward Chaining with leap aheads.
E. All of the above |
|
Definition
A. Forward Chaining
USE FOR: Teaching long and difficult behavior chains, combining smaller chains to form longer behavior chains (e.g., teaching self-care and self-help routines). |
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Term
Concurrent Chaining, Total-Task presentation, whole-task method.
Every step of the behavior chain is taught during each session.
Prompting (graduated guidance) is used to support any steps that the individual can’t complete independently and help move the individual to the next step. Prompts are then faded as the individual acquires specific steps and can complete the entire behavior on their own. What type of behavior chain is this
A. Forward Chaining
B. Total-Task Chaining
C. Backward Chaining
D. Backward Chaining with leaps ahead.
E. All of the above |
|
Definition
B. Total Task Chaining
USE FOR: Teaching clients who know some of the steps in the behavior chain; clients who have imitation skills; clients who can handle learning complete sequences all at once, teaching shorter sequence chains. |
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Term
A method for teaching the components of a specific behavior chain, in which an instructor completes the entire behavior chain except the last step.
The last step is the first step that the client is taught.
A. Forward Chaining
B. Total-Task Chaining
C. Backward Chaining
D. Backward Chaining with leaps ahead.
E. All of the above |
|
Definition
C. Backward Chaining
USE FOR: Teaching behaviors that have a highly reinforcing terminal outcome (e.g., eating what was prepared). Behaviors that should be completed entirely during each trial (e.g., it would be unnatural to teach handwashing using the forward chain because you wouldn’t complete the routine until the client can do all the steps |
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Term
: A variation of the backward chaining method. Works in the same way as backward chaining, except that not every step in the task analysis needs to be trained! Some steps are only probed, and if they are already in the client's repertoire, they do not need to be formally trained.
What type of chaining is this?
A. Forward Chaining
B. Total-Task Chaining
C. Backward Chaining
D. Backward Chaining with leap aheads.
E. All of the above |
|
Definition
D. Backward Chaining with leaps ahead:
Decreasing the duration of chaining procedures, teaching clients who have some steps already in their repertoire, and teaching clients when they acquire previous steps during the chaining process. |
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Term
A behavior chain method that incorporates specific timing criteria into the training of the routine. In this method, a behavior chain is not only taught to be performed correctly but also to occur within a specified period of time. Using a limited hold would mean a time criterion would be added to ensure that the routine occurs within a reasonable amount of time (could be duration or IRT)
Think: There is a limited time to complete the routine. What type of behavior chain is this?
A. Forward Chaining
B. Total-Task Chaining
C. Backward Chaining
D. Backward Chaining with leap aheads.
E. Behavior Chain with a Limited Hold (LH): |
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Definition
E. Behavior Chain with a Limited Hold (LH):
USE FOR: Teaching a client who can do the steps of the behavior chain, but the entire process takes too long and causes the routine to be ineffective. |
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Term
is used to analyze the individual discrete components of a routine in the order they must occur, to create an effective behavior chain.
A breakdown of a complete behavior into small, teachable units that establish the behavior chain (series of steps) and tasks presented in a specific order, as it will be taught.
Used to assess the client’s performance on each step of the sequence.
A. Behavior Chain
B.Chaning
C.Forward Chaning
D. Task Analysis |
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Definition
|
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Term
These are two types of task analyses?
A.Multiple Opportunity Method:
B. Single opportunity method:
C.Both a and b
D. Task Analysis |
|
Definition
|
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Term
Assess if the client can perform each step. In the task analysis in the correct sequence. Discontinued at the first incorrect step.
A.Multiple Opportunity Method:
B. Single opportunity method:
C.Both a and b
D. Task Analysis |
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Definition
B. Single Opportunity Method
Use For: Assessing a client's skill level when there are time constraints. |
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Term
Used to assess a client’s ability to complete all behaviors with task analysis.
A.Multiple Opportunity Method:
B. Single opportunity method:
C.Both a and b
D. Task Analysis |
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Definition
| A. Multiple Opportunity Method |
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Term
The client wasn’t able to do step 3 on April 21st, so the assessor moved on to assess step 4, step 5, etc., and scored all the remaining steps. This is an example of?
A.Multiple Opportunity Method:
B. Single opportunity method:
C.Both a and b
D. Task Analysis |
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Definition
| A. Multiple Opportunity Method |
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Term
A one-to-one structured teaching methodology that is presented in an organized and controlled environment. This is what type of teaching method.
A. Precision Teaching
B.Discrete-Trial Teaching (DTT),
C. VBMAP
D. None of the above |
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Definition
B. Discrete-Trial Teaching (DTT),
USE FOR: Promoting tightly controlled behavioral repertoires. Responding in restricted conditions, acquiring new academic skills, and verbal operants expanding verbal behavior, etc. |
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Term
These are the four types of DTT training?
A. Mass Training
B. BLOCKING TRAINING
c.Expanded Trial
d.Random Rotation:
E. All of the above |
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Definition
E. All of the above
EXAM TIP: DTT is typically used for acquisition, and natural environment teaching (NET) is used for generalizations and maintenance. |
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Term
The SD for a novel target is presented repeatedly. Ex. Touch Car x 4
A. Mass Training
B. BLOCKING TRAINING
c.Expanded Trial
d.Random Rotation:
E. All of the above |
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Definition
A. Mass Training
EXAM TIP: DTT is typically used for acquisition, and natural environment teaching (NET) is used for generalizations and maintenance. |
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Term
Different SDS are presented several times in blocks. EX. Touch Car x 2, then Touch Bicycle 2 x
A. Mass Training
B. BLOCKING TRAINING
c.Expanded Trial
d.Random Rotation:
E. All of the above |
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Definition
B. Blocking Training
EXAM TIP: DTT is typically used for acquisition, and natural environment teaching (NET) is used for generalizations and maintenance. |
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Term
Previously mastered targets are presented in b/t the current target SDS. Example: The bicycle and airplane are master targets.
: “Touch Car” “Touch Bicycle” “Touch Airplane “” Touch Bus” This is an example of
A. Mass Training
B. BLOCKING TRAINING
c.Expanded Trial
d.Random Rotation:
E. All of the above |
|
Definition
C. Expanded Trail
EXAM TIP: DTT is typically used for acquisition, and natural environment teaching (NET) is used for generalizations and maintenance. |
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Term
Present a set of mastered SDS (TARGETS) randomly.
Touch Car” “Touch Bicycle” “Stand up“” Touch Car” This is an example:
A. Mass Training
B. BLOCKING TRAINING
c.Expanded Trial
d.Random Rotation:
E. All of the above |
|
Definition
d.Random Rotation:
EXAM TIP: DTT is typically used for acquisition, and natural environment teaching (NET) is used for generalizations and maintenance. |
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Term
These are types of Free Operant training:
A. Naturalistic Teaching Method:
B. Incidental Teaching:
c. Pivotal Responses.
D. All of the above |
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Definition
A. ALL OF THE ABOVE
This approach utilizes choice-making, preference assessments programming for generalization |
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Term
A teaching methodology that takes place in a free-time setting in which a child’s interests are learning opportunities. Expands on the client's current skill set. Training depends on what the client wants to do. Teaches clients to learn and use skills in their own environment.
Think: Only ask if the adult is looking at you.
A. Naturalistic Teaching Method:
B. Incidental Teaching:
c. Pivotal Responses.
D. All of the above |
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Definition
|
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Term
An unstructured teaching methodology during which responding isn’t dependent on a trainer's presentation of a directive prompt or SD. The playroom and when specific desired behaviors occur, they are reinforced and recorded.
A. Naturalistic Teaching Method:
B. Incidental Teaching:
c. Pivotal Responses.
D. Free Operant teaching |
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Definition
D. Free Operant Teaching
USE FOR: Desirable free-operant behaviors are typically reported using rate. Promoting independence and generalization. |
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Term
A teaching methodology that focuses on the skills that produce collateral improvement in other skill areas.
A. Naturalistic Teaching Method:
B. Incidental Teaching:
c. Pivotal Responses.
D. All of the above |
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Definition
C. Pivotal Response
USE FOR: Building pivotal social skills and behaviors that we strengthen other skill areas. |
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Term
A one-on-one teaching methodology that takes place during play in a natural setting (e.g., client's home).
A. Naturalistic Teaching Method:
B. Incidental Teaching:
c. Pivotal Responses.
D. All of the above |
|
Definition
A Naturalistic Teaching Method
USE FOR: Teaching functional communication and independent initiations, teaching parents to promote natural communication, and promoting generalization. |
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Term
To plan for naturalistic teaching, use these principle.
1. Natural Environment.
2. Timing: find teachable moments
3. Training: Train Loosely
4. Indiscriminable Contingencies: mimics the natural environment
5. Natural MOS |
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Definition
|
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Term
A group procedure in which the reinforcement for the entire group is dependent on the behavior of one(or a small group of) individuals within the group.
USE For: Improving the behavior of one or a small group of individuals who respond well to peer influence and attention.
A. Dependent
B. Independent
C. Interpendent
D. aLL of the above |
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Definition
A. Dependent
Reinforcement depends on the behavior of one person. Reinforcement Given to: Whole group |
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Term
A group procedure in which reinforcement for the entire group is contingent on EVERYONE in the group meeting the pre-established criterion.
Think: It's on us.
USE FOR: Promoting everyone in the group to perform at a certain level, facilitating group cohesiveness, decreasing challenging behavior in groups with a small number of individuals with disruptive behaviors, and increasing prosocial behavior.
A. Dependent
B. Independent
C. Interpendent
D. All of the above |
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Definition
C. Interdependent:
Reinforcement depends on the Behavior of all members. Reinforcement given to the Whole group. We're all in this together. GOOD BEHAVIOR GAME |
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Term
A group procedure in which reinforcement is only available for the individuals who meet the criterion.
USE FOR: Differentially reinforcing individual performance.
A. Dependent
B. Independent
C. Interpendent
D. All of the above |
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Definition
C. Independent
Reinforcement depends on each individual
Reinforcement Given to: Everyone who met the criterion. |
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Term
All are true except for the following
A.Dense schedule-Frequent reinforcemen
B.Thin SCHEDULE=Less frequent reinforcement
c. Schedule numbers increasing=Thinning schedule (e.g, from VR 4 TO VR6)
d. Schedule numbers decreasing Thickening schedule (e.g, from V6 to VR 4)
E. Thin SCHEDULE=more frequent reinforcement |
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Definition
| E. Thin SCHEDULE=more frequent reinforcement |
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Term
These are all positive punishment procedures:
A.Shock/ Contingent electrical stimulation/ECT; Overcorrection:
B. Reprimands: Response Blocking:
c.Contingent Exercise; Response Interruption and Redirection (RIRD):
D.Time-Out |
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Definition
|
|
Term
The client is required to engage in effortful behavior that’s directly related to the challenging behavior.
A.Shock/ Contingent electrical stimulation/ECT
B. Overcorrection
C.. Reprimands:
D.Response Blocking: |
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Definition
|
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Term
Negative or corrective feedback ( e.g “No,” “Stop”) is delivered contingent on the occurrence of a target behavior. The most common form of punishment.
A.Shock/ Contingent electrical stimulation/ECT
B. Overcorrection
C.. Reprimands:
D.Response Blocking: |
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Definition
|
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Term
Physically intervening to prevent the response.
Example: Wearing Mittens over hands to prevent nail biting.
A.Shock/ Contingent electrical stimulation/ECT
B. Overcorrection
C.. Reprimands:
D.Response Blocking: |
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Definition
|
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Term
A procedure in which the consequence for challenging behavior is physical exercise.
A. Contingent Exercise:
B. Overcorrection
C.. Reprimands:
D.Response Blocking: |
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Definition
|
|
Term
A positive punishment procedure in which demands or distractions are used to interrupt and redirect repetitive, stereotypic, and self-injurious behaviors.
A. Contingent Exercise:
B. Overcorrection
C.. RIRD
D.Response Blocking: |
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Definition
|
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Term
These are types of overcorrections.
A.Restitutional Overcorrection
B.Positive Practice Overcorrection.
C. RIRD
D. Both A and B |
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Definition
|
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Term
A type of overcorrection in which, following a challenging behavior, the client is required to repair the damage caused by their behavior and then engage in additional behavior to make the environment better than its original state.
Example: After Jason spilled water while pouring himself a glass. His mother made him clean the basin and the entire kitchen floor.
A.Restitutional Overcorrection
B.Positive Practice Overcorrection.
C. RIRD
D. Both A and B |
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Definition
| A. Restitutional Overcorrection: |
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Term
A type of overcorrection in which, following a challenging behavior, the client is required to repeatedly perform the correct form of the behavior for a certain amount of time or a certain number of repetitions.
Example: After Jason spilled water all over the floor while pouring himself a glass of water, his mother made him practice by pouring water into every glass in the kitchen without spilling.
A.Restitutional Overcorrection
B.Positive Practice Overcorrection.
C. RIRD
D. Both A and B |
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Definition
| B. Positive Practice Overcorrection: |
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Term
The are types of Response Interruption and Redirect.
A. Restitutional Overcorrection
B.Positive Practice Overcorrection.
C. Mortor RIRD AND VOCAL RIRD
D. Both A and B |
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Definition
.
B.Motor Rird and Vocal Rird |
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Term
Interrupt and Redirect Motor Behavior/stereotype.
A. Motor Rird
B. Vocal Rird
C. Positive Practice Overcoration
D. All of the above |
|
Definition
|
|
Term
Interrupt and redirect vocal behavior/stereotypy
Example: When Teddy engages in excessive and irritating vocal tics, he’s redirected to singing his favorite songs from Frozen.
A. Motor Rird
B. Vocal Rird
C. Positive Practice Overcoration
D. All of the above |
|
Definition
|
|
Term
A procedure in which access to specific reinforcers is prohibited for a period of time following an occurrence of
challenging behavior.
A.Positive Punishment Procedure
B. Negative Punishment Procedure
C. Forward Chaning
D. Punishment Procedure |
|
Definition
| B. Negative Punishment Procedure |
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Term
The client is placed in a time-out room for a period of time and locked in; most effective.
A. Restrained time out
B.Seclusion Time-Out
C.Required Relaxation:
D.Exclusionary time-out: |
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Definition
|
|
Term
The client is expected to lie down for a period of time.
A. Restrained time out
B.Seclusion Time-Out
C.Required Relaxation:
D.Exclusionary time-out: |
|
Definition
|
|
Term
The client's movement is suppressed, and he is held in a therapeutic restraint, incredibly restrictive.
A. Restrained time out
B.Seclusion Time-Out
C.Required Relaxation:
D.Exclusionary time-out: |
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Definition
|
|
Term
Immediate removal of the client from the reinforcing (time in) space.
A. Restrained time out
B.Seclusion Time-Out
C.Required Relaxation:
D.Exclusionary time-out: |
|
Definition
|
|
Term
A group procedure in which the reinforcement for the entire group is dependent on the behavior of one (or a small group of) individuals within the group.
A. Dependent GROUP
B. Interdependent gOUP
C. Independent GROUP
D. Contingency Contracting |
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Definition
| A. Dependent: A group procedure in which the reinforcement for the entire group is dependent on the behavior of one (or a small group of) individuals within the group. |
|
|
Term
A group procedure in which reinforcement is only available for the individuals who meet the criterion.
A. Dependent GROUP
B. Contingency Contracting
C. Independent GROUP
D.Interdependent GROUP |
|
Definition
C Independent
A group procedure in which reinforcement is only available for the individuals who meet the criterion.
USE FOR: Differentially reinforcing individual performance. |
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Term
A contingency contract is also known as a
A. Rule-Governance Contract
B. Behavioral Contract
C. Self-Management Contract
D. Reinforment Contract |
|
Definition
B. Behavioral Contract
A contingency contract |
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Term
Which data collection method is most effective when implementing a contingency contract?
A. Momentary Time sampling
B. Count
C. Duration
D. Permanent Product |
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Definition
D. Permanent Product
Most effective as it shows us the results of engaging in the behavior in a concrete, observable way. |
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Term
What of the following is not an effective use of reinforcement?
A. Initially reinforce each occurance of behavior and gradually thin.
B. Use Indirect reinforcement rather than direct reinforcement whenever possible
C. Pairing praise with other forms of reinforcement such as an edible
D. Vary reinforecers to avoid satiation |
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Definition
| B. You should use direct reinforment that is likely to occur in the natural environment as much as possible. Indirect and contrived reinforcers should only be used as needed and faded as as possible to ensure continued progress after interventions. |
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Term
When reviewing a reinforment thinning schedule, the BCBA notices that her client's behaviors have reappeared. She is concerned because she was very happy with the progress her client made and was confident this would be maintained after thinning. What is likely concerned?
A.Prompt Fading
B. Spontaneous Recovery
C. Ratio Strain
D. Extinction Burst |
|
Definition
C. Ration Strain
If a reinforcer schedule is thinned too quickly or demands become too difficult, it is possible that wanted behaviors decrease and unwanted behaviors increase-this is known as ration strain! |
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Term
lois wants to teach Petter how to do laudry. Lois is considering using either discrete trial teaching DTT or natural environment training NET when teaching Peter this skill
Given that they dont have a washer and dryer at school, but they do have a washer and dryer at home, which teaching method would be best for LOIS TO use and why?
A. DTT DUE TO GENERALIATION OF THE SKILL
B. DTT DUE TO COMPLEXITY OF THE SKILL
C. NET DUE TO GENERALIZATION OF THE SKILL
D. NET due to feasibility |
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Definition
| D. NET due to feasibility |
|
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Term
After learning that a picture of cheddar cheese went with the spoken word"cheese" and that the spoken word queso matches the spoken word cheese, Monica tacted the picture of cheddar queso. This demonstrates
A. Symmetry
B. Reflexivity
c. Reactivity
D. Transitivity |
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Definition
D. Transivity
A=B B=C A=C |
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Term
After learning to match the written word " T-REX" with a picture of a dinosaur, Ross was able to match a picture of a dinosaur with with the written word "T-rex" without any prior training, this represents.
A. Symmetry
B. Reflexivity
c. Reactivity
D. Transitivity |
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Definition
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Term
Joey is able to match a picture of a mearball sandwich to a picture of a meatball sandwich without any prior training with these pictures. This demonstrates
. Symmetry
A.symmetry
B. Reflexivity
c. Reactivity
D. Transitivity |
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Definition
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Term
Each person has to complete thier daily chores in orders for the group to go to the movies on Friday.
A. Independent
B.Dependent
C. interpendent |
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Definition
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Term
Each person who completes 90% of thier assigned duties earns a lunch out with thier supervisor.
A. Independent
B. Dependent
C. Interdependent |
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Definition
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Term
If the sales group toatals sales over 1000 they win a party. Donna makes a sape of $1100 the third day, so the sales group wins the party.
A. Independent
B. Dependent
C. Interdependent |
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Definition
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Term
During homework time, a child often gets up from the table and wanders around the room to avoid working. To reduce this behavior, the parent uses a DRO procedure by setting a three-minute timer and providing praise and a token every time the child stays at the table for the entire interval without getting up. The child is allowed to talk, fidget, or shift in their seat—any behavior is acceptable as long as they do not leave the table. If the child gets up before the timer ends, the interval resets without any comment, and the parent simply starts a new three‑minute period. What is this an example of:
A. DRI
b. DRA
C. DNRA
d. DRO |
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Definition
D.DRO
A procedure in which reinforcement is contingent on the nonoccurrence of challenging behavior during an interval.
Reinforcement is delivered when challenging behavior has not been displayed throughout an interval or when the challenging behavior is not occurring when the interval ends.
Over time, the child learns that staying at the table—even if not perfectly focused—results in positive attention and rewards, while getting up does not, leading to a gradual decrease in the wandering behavior. |
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Term
Janw sets a timer on her phone to go off at unpredictable intervals—sometimes after 30 seconds, sometimes after 2 minutes, sometimes after 45 seconds. Each time the timer sounds, she briefly looks over. If the student is not tapping their pencil at that exact moment, she gives a point toward earning extra computer time at the end of class. If the student is tapping when the timer goes off, no point is given, and the next interval begins with a new, randomly selected duration. What procedure does this exactly correspond to?
A. DRO
B. Momentary DRO
C. Variable Momentary DRO
d. Fixed DRo. |
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Definition
C. Variable Momentary DRO
Variable intervals: The time between checks changes unpredictably.
Momentary check: Reinforcement depends only on whether the behavior is absent at the moment of the check, not the entire interval.
Reinforcement for absence: The student earns points only when the tapping is not occurring.
Reduces timing: The student cannot predict when the check will happen, making the procedure more effective for intermittent behaviors. |
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Term
In a fourth‑grade classroom, a student frequently calls out answers without raising their hand, sometimes doing it more than twenty times during a 30‑minute lesson. The teacher wants to reduce this behavior because the student’s enthusiasm and participation are valuable. She sets a goal: if the student calls out five or fewer times during the entire lesson, they earn a point toward extra recess. Throughout the session, the teacher quietly tracks the number of callouts but does so without interruption. At the end of the lesson, if the student stayed within the limit, they receive the reinforcement; if they exceeded it, they do not, but the next session begins with a fresh opportunity. Over time, the student learns to monitor their own behavior and gradually reduces the number of callouts while still participating appropriately. What is the best example of this procedure?
A. DRL
B. Spaced DRL
C. Interval DRL
d. Full Session DRL |
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Definition
D. Full Session DRL
A procedure in which reinforcement is delivered when the rate of the target behavior is at or below a pre-established rate criterion during a specified period of time.
Think: Entire Session
Reinforcement depends on total occurrences across the whole session.
The behavior is allowed, just at a lower rate.
The criterion is clear (e.g., “five or fewer”).
The learner gets a fresh chance each session. |
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Term
Raina (BCBA) does not know what procedure she wants to use to decrease Kara's behavior. Kara is a 10-year-old who has severe cognitive issues. Raina is considering using a DRL procedure. Should Raina use a DRL procedure?
A. Yes, because she wants to reduce the behavior.
B. Yes, because she wants to reduce, not eliminate, the behavior.
C. No, because the BCBA does not have time for the procedure.
D. No, because the client has a profound disability and may not understand. |
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Definition
D. No, because the client has a profound disability and may not understand.
Caution: Because this procedure does not deliver immediate feedback, it should not be used with learners who cannot understand a description of the contingency. |
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Term
A middle‑school student rarely participates during group discussions, usually raising her hand only once or not at all during a 20‑minute activity. To help her become more engaged, the discussion period is divided into four 5‑minute intervals. For each interval in which the student raises her hand at least once, she earns a point toward a preferred activity at the end of the day. If she does not raise her hand during a particular interval, she simply does not earn the point for that block, but the next interval begins fresh. Over time, the student starts raising her hand more frequently because she learns that participating at least once during each interval leads to rewards, gradually increasing her overall engagement in class. What procedure is this an example of?
A. DRH
B. Full Session DRH
c. Interval DRH
D. Space DRH |
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Definition
c. Interval DRH
Reinforcement is delivered at the end of each interval. If the rate of the target behavior met (or exceeded) the pre-established rate criterion.
Reinforcement does not immediately follow a correct response but is contingent on a correct rate criterion within a specified period.
time-based intervals (e.g., every 5 minutes).
Minimum rate required (at least one hand‑raise per interval).
Reinforcement is delivered only when the rate meets or exceeds the criterion.
The goal is to increase a positive behavior, not reduce a negative one. |
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Term
Bryce inappropriately seeks his mother’s attention every five minutes on average, so his mother started giving him attention every four or so minutes, which successfully decreased the inappropriate attention-seeking. What type of antecedent manipulation behavior does this signify?
A. Noncontingent Positive Reinforment
B. contingency-independent antecedent intervention
C. contingency- dependent antecedent intervention
D. Both a and b |
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Definition
D. Both A and B
• Reinforcement that maintains challenging behavior is delivered for free on a fixed or variable schedule regardless of responding.
Think: Reinforcement is dependent on time, not behavior.
Positive Reinforcement is given. |
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Term
A teacher helps a 6-year-old student. She keeps reinforcers visible, such as placing a token board and the actual tokens on the student’s desk, so the student can clearly see what they are working for while they wait. At first, the student earns a token after just one minute of on‑task behavior, but as the student becomes more successful, the teacher gradually increases the delay to two minutes, then three, and eventually five. During the waiting period, the teacher provides conditioned reinforcers such as praise (“You’re doing great, staying on task”), points on a chart, and occasional verbal reminders like, “You’re getting close to your next token.” The student is also taught to use self‑instruction strategies, practicing quiet statements such as “I can wait a short time” or “When the timer goes off, I get a token,” which helps them manage the delay more independently. Over time, these combined strategies help the student remain engaged in work, tolerate longer waits, and respond successfully to reinforcement schedules used throughout the school day. In this story, the teacher is using what to teach the student?
A. Positve Reinforment
B. Delay to reinforcer/Waiting
C. Non-Contingent Attention
D. Premack Principle |
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Definition
B. Delay to reinforment
1. Make reinforcers visible during the delay.
2. Gradually increase the delay or time engaged in task.
3. Use conditioned reinforcers during the delay, such as tokens, points, praise or verbal reminders.
4. Teach clients self-instruction or self-prompting skills (ex. saying “I only have to wait a short time to get the token.”) |
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Term
Gina makes the power button on Heidi’s laptop painted red to help her discriminate the correct button to turn on the computer. What type of prompt is this?
A. Redundancy Prompt
B. Stimulus Prompt
C. Within Stimulus Prompt
D. Both B and C |
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Definition
D. Both D and C.
Within-Stimulus Prompt: A trainer manipulates the physical characteristics of a stimulus to evoke a correct response.
• Prompts that operate directly on the task stimuli to indicate what is needed for the correct responses when the task’s natural SD is present but has failed to evoke the response.
• Prompts that call attention to and/or increase the salience of antecedent stimuli/natural SDS. |
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