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22 Cards in this Set
- Front
- Back
abolishing operation (AO)
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a motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event. (Ex: the reinforcing effectiveness of food is abolished as a result of food ingestion.)
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accuracy
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extent to which observed values, the data produced by measuring an event, match the true state, or true value, of the event as it exists in nature
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Alternating treatment design
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also called concurrent schedule design, multielement design, multiple schedule design.
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alternative schedule
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provides reinforcement whenever the requirement of either a ratio schedule or an interval schedule is met, regardless of which of the component schedule's requirements is met first.
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antecedent stimulus class
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a set of stimuli that share a common relationship. All stimulus in the antecedent stimulus class evoke the same operate behavior, or elicit the same respondent behavior.
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arbitrary stimulus class
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Antecedent stimulus that evoke the same response but do not resemble each other in physical form or share a relational aspect as bigger or under (e.g. peanuts, cheese, & chicken are all members of an arbitrary stimulus class "source of protein"
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artifact
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outcome or result that appears to exist because of the way it is measured but in fact does not correspond to what actually occurred.
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backup reinforcers
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tangible objects, activities, or privileges that serve as reinforcers and that can be purchased with tokens.
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baseline logic
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refers to the experimental reasoning inherent in single-subject experimental designs; entails three element: prediction, verification, and replication.
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celeration
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the change (acceleration or deceleration) in rate of respond over time; based on count per unit of time; expressed as factor by which responding is accelerating or deceleration
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conditioned motivating operation (CMO)
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a motivating operation whose value-altering effect depends on a learning history (keys open door, CMO makes keys more effective reinforcers to obtain keys to open a door.
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Temporal control
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Means that the student's vocalization follows your vocalization (i.e., he listens before responding)
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First two phases of vocal imitation
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Phase 1 = increasing vocalizations
Phase 2 = temporal control |
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vocalization
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any sound, including laughing, coughing, babbling, or words
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Phase 3 Imitation Sounds
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that can be prompted, that the student tends to make, and which are heard in the environment, particularly by typically developing children.
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Homogeneous chains
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repetitions of the same sounds (e.g., da and da)
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Heterogeneous chains
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ave different sounding combinations (e.g., mo and me)
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self control to work, the individual must:
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be able to identify the target behaviors
understand reinforcement and/or punishment understand bootleg reinforcement be able to identify effective reinforcers be able to set appropriate criteria for the consequence(s) be able to consequate the behavior. |
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SEQUENTIAL MODIFICATION
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Implementation of a procedure sequentially across settings.
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MULTIPLE EXEMPLARS
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Apply the procedure using one example, probe, apply to another example, probe, etc., until generalization is evident.
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GENERAL CASE ANALYSIS
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Conduct an analysis of the range of stimuli to be learned and teach to those stimulus conditions.
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PROGRAM COMMON STIMULI
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Bringing stimuli from the natural setting into the training setting fosters generalization to the natural setting.
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