Term
|
Definition
| Making the opportunity to engage in high-probability behavior contingent upon the occurrence of low-probability behavior will function as a reinforcer for low-probability behavior |
|
|
Term
| Response Deprivation Hypothesis (RDH) |
|
Definition
| Restricting access to the behavior creates deprivation that serves as the EO |
|
|
Term
|
Definition
F – Formal Similarity
M – Model
I – Immediacy
C – Controlled Relation |
|
|
Term
|
Definition
| when the model is novel and still evokes an imitation |
|
|
Term
|
Definition
|
|
Term
| 5 steps of imitation training |
|
Definition
1. assess and teach prerequisite skills
2. select models
3. pretest
4. sequence models
5. implement training |
|
|
Term
| Guidelines for imitation training |
|
Definition
-keep active and short.
-reinforce prompted and unprompted imitation.
-Pair verbal praise and attention with tangible reinforcers.
-If progress breaks down, back up and move ahead slowly
-Record data
-Fade out prompts |
|
|
Term
|
Definition
| systematically and differentially reinforcing successive approximations to a terminal behavior; teaches novel behavior; changes response requirements |
|
|
Term
| Differential reinforcement |
|
Definition
| reinforcing those responses within a response class that meet a specific criterion along some dimension and placing all other responses in this class on extinction |
|
|
Term
| Successive Approximations |
|
Definition
| Sequence of new responses classes that emerge during the shaping process as a result of differential reinforcement. Each successive approximation is closer to the terminal behavior |
|
|
Term
|
Definition
| behavior change produced by differential reinforcement; Reinforced behaviors occur more frequently; unreinforced occur less frequently; overall result is new response class |
|
|
Term
| Two types of shaping methods (AW) |
|
Definition
|
|
Term
|
Definition
| Shaping across response topographies; topography changes but behavior is in same response class |
|
|
Term
|
Definition
| Shaping within response topographies; topography does not change; another measurable dimension changes |
|
|
Term
|
Definition
| changing antecedent stimuli |
|
|
Term
|
Definition
| specific sequence of discrete responses, each associated with a particular stimulus condition, where each response and the associated stimulus condition serve as an individual component of the chain. When components are linked, they produce a terminal outcome |
|
|
Term
| Each response in chain produces stimulus change that simultaneously serves two functions |
|
Definition
Conditioned reinforcer for the response that produced it and
An SD for the next response in chain |
|
|
Term
| 3 important characteristics of behavior chain |
|
Definition
Performance of specific set of discrete responses
Performance of each response changes the environment so that it produces conditioned reinforcement for the preceding response and an SD for the next response
Chain must be completed in order, usually close in time |
|
|
Term
| Behavior Chain with a Limited Hold (LH) |
|
Definition
| chain must be finished correctly and within a certain amount of time |
|
|
Term
| Behavior Chain vs Chaining |
|
Definition
-Behavior chain – specific sequence of behavior that leads to reinforcement
-Chaining – various methods for linking specific sequences of stimuli and responses to form new performances |
|
|
Term
|
Definition
Increase independent living skills
Increases current repertoire
Can be combined with other strategies in a treatment package |
|
|
Term
|
Definition
| Breaking complex skills into sequential, teachable units in a series of sequentially ordered steps |
|
|
Term
|
Definition
1. Create and confirm task analysis
2. Assess baseline level of mastered steps
3. Decide on behavior chaining methods |
|
|
Term
| Three methods to create task analysis |
|
Definition
Observe a competent individual performing the task
Consult with experts or persons skilled with performing the task
Perform the task yourself |
|
|
Term
| two methods to assess step mastery |
|
Definition
| single opportunity and multiple opportunity |
|
|
Term
|
Definition
| Evaluates baseline level of mastery across all behaviors in task analysis. If a step is wrong, out of sequence, or exceeds the time limit, behavior analyst completes that step and then prompts the learner to do the next step |
|
|
Term
|
Definition
| Assesses ability to perform each behavior in correct sequence. A + or – is scored for each correct or incorrect behavior. Once scored a minus (-) all subsequent steps are assigned – and assessment immediately stops |
|
|
Term
| 4 behavior chaining methods (FB BLAT) |
|
Definition
F – Forward
B – Backward
BLA – Backward with Leap Aheads
T – Total Task |
|
|
Term
|
Definition
| Behaviors taught in naturally occurring order. Once first step has been mastered, learner is required to complete steps 1 and 2 in order to earn reinforcement. This continues for each step until all steps of task analysis are completed correctly |
|
|
Term
|
Definition
Trainer completes all initial steps except for last step at which point…
Individual is taught to complete last step and…
Once individual has mastered last step, they are required to complete last two steps to receive reinforcement |
|
|
Term
| Backward with Leap Aheads Chaining |
|
Definition
| Same protocol as backward but not every step in the task analysis is trained |
|
|
Term
|
Definition
| Every step is taught every session. Each step individual is unable to perform is trained until they are able to perform in correct order |
|
|
Term
| Interrupting and Breaking Behavior Chains |
|
Definition
| Method designed to lessen behavior by unlinking one element of the chain from the next one so that one link no longer serves as an SD for the next link, nor as a conditioned reinforcer for the prior link |
|
|
Term
| Behavior Chain Interruption Strategy (BCIS) |
|
Definition
| Relies on ability to perform critical steps of the chain independently but the chain is interrupted at a predetermined step so that another behavior can be emitted |
|
|
Term
| Breaking an Inappropriate Chain |
|
Definition
1. Reexamine the SD and the response
2. Determine whether similar SDs cue different responses
3. Determine if SDs in natural setting differ from training SDs
4. Identify the presence of novel stimuli in the setting |
|
|
Term
| Factors affecting the performance of behavior chains |
|
Definition
- Completeness of task analysis
- Length or complexity of chain
- Schedule of Reinforcement
- Stimulus variation
- Response Variation |
|
|
