Aba Flashcards Unit 7

Front 1

Stimulus Class*

Back 1

A group of stimuli that share specified common elements along formal (size, color), temporal (antecedent or consequent), and or functional (discriminative stimulus) dimensions

Front 2

Concept Formation*

Back 2

A complex example of stimulus control that requires stimulus generalization within a class of stimuli and discrimination between classes of stimuli

Front 3

SD*

Back 3

A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced

Front 4

Stimulus Control*

Back 4

A situation in which the frequency, latency, duration, or amplitude of a behavior is altered by the presence or absence of an antecedent stimulus

Front 5

Stimulus Delta*

Back 5

A stimulus in the presence of which a given behavior has not produced reinforcement in the past

Front 6

Imitation*

Back 6

A behavior controlled by any physical movement that serves as a novel model excluding vocal-verbal behavior, has formal similarity with the model and immediately follows the occurrence of the model

Front 7

Stimulus Discrimination Training

Back 7

The conventional procedure requires one behavior and two antecedent stimulus conditions. Responses are reinforced in the presence of one stimulus condition, the SD, but not in the presence of the other stimulus, the S Delta

Front 8

Stimulus Control Transfer

Back 8

Transfering stimulus control from the response and stimulus prompts to the naturally existing stimulus

Front 9

Stimulus Generalization

Back 9

When an antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of behavior tends to be evoked by stimuli that share similar physical properties with the controlling antecedent stimulus

Front 10

Guidelines for Imitation Training

Back 10

*Keep training sessions active and brief
*Reinforce both prompted and imitative responses
*Pair verbal praise and attention with tangible reinforcers
*If progress breaks down, back up and move ahead slowly
*Keep a record- measure and record performance- review data
*Fade out verbal response prompts and physical guidance
*Stop imitation training when the student consistently imitates novel models, or when the student imitates a sequence of behaviors

Front 11

Ways to transfer stimulus control

Back 11

1. most to least prompts
2. graduated guidance
3. least to most prompts
4. time delay