Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
250 Cards in this Set
- Front
- Back
What are the components of a behavioral objective?
|
1) What the behavior is
2) How much or how well it is done 3)The circumstances under which it is done |
|
The description of the measureable behavior the student will be expected to perform
|
Behavioral verb
|
|
Description of how much or how well the behavior is being performed
|
Criterion level of performance
|
|
The behavioral approach is based on the ______ _______ of a student's behavior.
|
direct observation
|
|
A ________ _______ describes an observable action and is the first component of a behavioral objective.
|
behavioral verb
|
|
The second component of a behavioral objective is setting a ________ _________ of performance.
|
criterion level
|
|
The third component of a behavior objective to state the exact ________ or circumstances in which the behavior is to be performed.
|
conditions
|
|
Criterion levels regarding how the behavior must be performed can specify a ______ ________, a number of ________, a qualitative level of performance, or an _______ level.
|
perform
environment developmental achievable |
|
Understandable, useful behavioral objectives are kept ________ but complete.
|
simple
|
|
Meaningful and realistic behavioral objectives are characterized by specifying a behavior :
a) that the student doesn't already _______ successfully, b) that is relevant and useful in tthe _______ in which the student lives c) that would be the next logical, ________ step, and d) that is a ___________ |
a) perform
b) environment c) developmental d) achievable |
|
What are the 3 elements in the instructional cycle?
|
Stimulus
Response Consequence |
|
Any physical object or occurrence in the environment that may set the occasion for a response to occur; may cue a particular response
|
Stimulus
|
|
The behavior the student performs in the presence of a particular stimulus
|
Response
|
|
The event that happens to the student after the response occurs
|
Consequence
|
|
What are the two basic types of consequences?
|
Reinforcing
Punishing |
|
Any event that maintains or increasese the future probability of the response it follows
|
Reinforcer
|
|
Any event that decreases the future probability of the response it follows
|
Punisher
|
|
The instructional cycle is comprised of a _______, ________, and ________.
|
stimulus
response consequence |
|
A ________ is any physical ojbect or occurrence in the environment that may set the occasion for the resposne to occur.
|
stimulus
|
|
A ______ is the behavior the student performs in the presence of the stimulus.
|
response
|
|
The _________ is what happens to the student after the response occurs.
|
consequence
|
|
There are two main types of consequences: ________ ones and _______ ones.
|
reinforcing
punishing |
|
________ consequences increase the response they follow.
|
Reinforcing
|
|
A ________ is any event that maintains or increases the probability of the response it follows.
|
reinforcer
|
|
The relation between the response and the reinforcer is called _______.
|
reinforcement
|
|
________ consequences decrease the response they follow.
|
Punishing
|
|
A ________ is any event that decreases the probability of the response it follows.
|
punisher
|
|
The relation between the response and punisher is called ________.
|
Punishment
|
|
When teaching a new behvior or increasing an existing one, you must determine the _______ you want the student to make, choose a ______ to serve as a cue, and select a _________ consequence
|
response
stimulus reinforcing |
|
If the _______ isn't reinforcing, the student won't progress.
|
consequence
|
|
Observing the ______ and the effect of the _______ consequence helps to pinpoint problems in the instructional cycle.
|
response
reinforcing |
|
What are the 3 main types of reinforcers used for severely and profoundly retarded students?
|
Edible reinforcers
Sensory reinforcers Social reinforcers |
|
The foods preferred by the student
|
Edible reinforcers
|
|
The state that occurs when a reinforcer has been presented to the point that it is no longer effective in increasing or maintaing a behavior.
|
Satiation
|
|
The state that occurs when a reinforcer has been withheld until it once again is effective in increasing or maintaining a behavior.
|
Deprivation
|
|
Sensations that students like or enjoy
|
Sensory reinforcers
|
|
Any type of skin-to-skin contact between you and student for which student will resposne; touch, hug, rub, massage, caress to cheek
|
Tactile reinforcer
|
|
Pleasant-smelling substances
|
Olfactory reinforcers
|
|
Pleasant sights
|
Visual reinforcers
|
|
Pleasant sounds
|
Auditory reinforcers
|
|
Smiles, praise, attention or friendly remarks that the student likes or enjoys
|
Social reinforcers
|
|
A behavior a student performs frequently can be used to reinforce a behavior he seldomly performs. If the seldomly performed behavior increases when its follolwed by the frequently performed behavir, you have a reinforcer.
|
Premak Principle
|
|
Have the student try a variety of potentional reinforcers; offers you han opportunity to determine whether or not the student will like the potential reinforcer
|
Reinforcer sampling
|
|
_______ reinforcers are the foods a student prefers.
|
Edible
|
|
What are the two types of edible reinforcers?
|
Solids and liquids
|
|
_______ occurs when a reinforcer has been withheld for a long enough period that it is once again effective in increasing or maintaining a behavior.
|
Deprivation
|
|
When using edible reinforcers, each instruction should wear an _______ so that the reincers can be delivered immediately.
|
apron
|
|
Reinforcers must be delivered ______ if they are to be effective.
|
immediately
|
|
The five types of sensory reinforcers are ________, ________, _______, _______,_________.
|
Tactile
Vibratory Auditory Olfactorty |
|
An example of a _______ reinorcer is vibration applied to the students nect, arms, hands, or legs.
|
sensory
|
|
A _______ ________ should be consulted before a vibrator is used with cerebral palsied students.
|
physical therapist
|
|
_________ reinforcers include praise, smiles, attenton, and friendly remarks.
|
Social
|
|
Delivery of an reinforcer should be _______ with a social reinforcer.
|
paired
|
|
A _______ reinforcer is an event thought to be reinforcing that has not yet increased a specific behavior.
|
potential
|
|
The first way to discover a reincforcer for a verbal student is to _______ ________.
|
ask him
|
|
If you ________ a student's behavior, you'll know what his reinforcers are.
|
observe
|
|
Occasionally, you'll observe a student who displays few behaviors. If this occurs, you should observe ______ kinds of students.
|
similar
|
|
The _________ ___________ states that a behavior the student performs frequently can be used to reinforce a beahvior the student seldom performs.
|
Premack Principle
|
|
________ _________ is a method whereby the student tries potential reinforcers.
|
Reinforcer sampling
|
|
_______ reinforcers are the foods a student prefers.
|
Edible
|
|
What are the two types of edible reinforcers?
|
Solids
Liquids |
|
______ occurs when a reinfrocer has been presented to the point that it is no longer effective in increasing or maintaining a behavior.
|
Satiation
|
|
________ occurs when a reinfrocer has been withheld for a long enough period that it is once again effective in increasing or maintaining a behavior.
|
Deprivation
|
|
When using edible reinforcers, what should each instructor wear so that the reinforcers can be delivered immediately?
|
Apron
|
|
Reinforcers must be delivered _________ if they are to be effective.
|
Immediately
|
|
What are the five types of sensory reinforcers?
|
Tacticle
Vibratory Auditory Olfactory |
|
An example of a ________ reinforcer is vibration applied to the student's neck, arms, hands, or legs.
|
Sensory
|
|
A ________ ________ should be consulted before a vibrator is used with cerebral palsied students.
|
Physical therapist
|
|
_______ reinforcers include praise, smiles, attention, and friend remarks.
|
Social
|
|
Delivery of any reinforcer should be ______ with a social reinforcer.
|
paired
|
|
A _______ reinforcer is an event thought to be reinforcing that has not yet increased a specific behavior.
|
potential
|
|
The first way to discover a reinforcer for a verbal student is to ______ ________.
|
ask him/her
|
|
If you ________ a student's behavior, you'll know what his reinforcers are.
|
observe
|
|
Occasionally you'll observe a student who displays few behaviors. If this occurs, you should observe ________ kinds of students.
|
similar
|
|
The _______ ________ states that a behavior the student performs frequently can be used to reinforce a behavior the student seldom performs.
|
Premack Principle
|
|
________ _________ is a method whereby the student tries potential reinforcers.
|
Reinforcer sampling
|
|
A hug is what type of reinforcer?
|
sensory
social |
|
M&Ms are what type of reinforcer?
|
edible
|
|
A glance is what type of reinforcer?
|
social
|
|
Rubbing the student's feet with your hand is what type of reinforcer?
|
Sensory
|
|
Vibration to the student's neck is what type of reinforcer?
|
Vibratory
|
|
Popcorn is what type of reinforcer?
|
Edible
|
|
Stroking the student's face with your hand is what type of reinforcer?
|
Sensory
|
|
A nod is what type of reinforcer?
|
Social
|
|
Kool-Aid is what type of reinforcer?
|
Edible
|
|
Milk is what type of reinforcer?
|
Edible
|
|
Bouncing the student on your knee is what type of reinforcer?
|
Sensory
|
|
A back rub is what type of reinforcer?
|
Sensory
|
|
Water is what type of reinforcer?
|
Edible
|
|
A kiss is what type of reinforcer?
|
Sensory
Social |
|
A smile is what type of reinforcer?
|
Social
|
|
A Strauss waltz is what type of reinforcer?
|
Sensory
|
|
A spinning top is what type of reinforcer?
|
Sensory
|
|
The odor of pepermint is what type of reinforcer?
|
Sensory
|
|
Reinforcement that is not related to any specific response
|
Noncontingent reinforcement
|
|
Retarded students are easily distracted; therefore, instruction should take place in a ______ ________ environment.
|
distraction free
|
|
Creating a distraction-free environment for severly retarted students requires _______ ____ _________ instruction.
|
one to one
|
|
Students must have an opportunity to _______ to the learning environment before instruction begins.
|
adapt
|
|
_______ reinforcement is not related to the behavior of the student who is reinforced.
|
Noncontingent
|
|
__________ reinforcement should be not used when working with new students or at the beginning of the school year.
|
Noncontingent
|
|
Students must find you ________ if they are going to be motivated to perform the behaviors you wish to teach them.
|
reinforcing
|
|
Reinforcement that depends upon a specifc response; used to establish or strengthen a response
|
Contingent Reinforcement
|
|
Reinforcement of every occurrence of a response; used to teach a new response (behavior)
|
Continuous Reinforcement
|
|
A description of when the reinforcement will be given
|
Schedule of Reinforcement
|
|
There will be no more programmed reinforcement associated with the performance of the behavior.
|
Extinction
|
|
Reinforcement of some, not all, occurrences of a response
|
Intermittent reinforcement
|
|
What are the 2 basic types of intermittent schedules of reinforcement?
|
Ratio schedule
Interval schedule |
|
Reinforcement is contingent upon a specified # of responses occurring before the reinforcer is given.
|
Ratio schedule
|
|
Reinforcer follows a predetermined # of responses
|
Fixed ratio schedule
|
|
Reinforcer follows a different number of responses each time such that over time a specific average number of responses is reinforced.
|
Variable ratio schedule
|
|
Reinforcer follows the first prespecified response after a prespecified amount of time has elapsed.
|
Fixed interval schedule
|
|
Reinforcer follows the first prespecified response after different intervals of time have elapsed such that over time a specified average interval is maintained.
|
Variable interval schedule
|
|
_______ reinforcement is not related to any specfiic behavior.
|
Noncontingent
|
|
________ is reinforcement that depends on a specific response.
|
Contingent
|
|
What are the two types of contingent reinforcement?
|
Continuous
Intermittent |
|
______ reinforcement is when the behavior is reinforced each time it occurs.
|
Continuous
|
|
_____ reinforcement is the only type of reinforcement you should use when beginning to teach a new behavior.
|
Continuous
|
|
A ________ of reinforcement is a description of when a reinforcer will be delivered.
|
Schedule
|
|
One of the disadvantages of continuous reinforcement is that the behvior_______ rapidly when the reinforcement ceases.
|
Extinguishes
|
|
Another disadvantage of continuous reinforcement is that _______can occur.
|
Sation
|
|
Other disadvanges of continuous reinforcement are that it _______ you out, ________ up reinforcers, and makes __________ difficult.
|
Wears
Uses Generalization |
|
_______ reinforcement is when only some of the appropriate responses are reinforced.
|
Intermittent
|
|
One way to avoid reinforcing every response is to deliver fewer _______ for the same number of responses.
|
Reinforcers
|
|
After you have used continuous reinforcement to teach a new behavior, you should use _______ reinforcement.
|
Intermittent
|
|
_______ schedules are based on the number of responses that are performed.
|
Ratio
|
|
Ratio schedules are _______ dependent.
|
Response
|
|
_______ schedules are based on the interval of time between reinforced responses.
|
Interval
|
|
Interval schedules are _____ dependent.
|
Time
|
|
When using a _______ schedule of reinforcement, the reinforcer is contingent on a prespecified number of responses occurring before one response is reinforced.
|
Ratio
|
|
What are the two types of ratio schedules?
|
Fixed ratio
Variable ratio |
|
A _______ ratio schedule is one where a prespecified number of response must occur before the respose is reinforced.
|
Fixed
|
|
Students on fixed ratio schedules usually respond very rapidly and then ______ after they are reinforced.
|
Pause
|
|
During a ______ ______ schedule of reinforcement, the reinforcer follows a different number of response each time.
|
Variable Ratio
|
|
The advantage of a variable ratio schedule is that it is not _______. Thus, there is no pause after the reinforcer, and very steady patterns of responding are produced.
|
Predictable
|
|
Students on fixed interval reinforcement schedules do not perform many behaviors because they ______ after the reinforcer is delivered and do not begin responding again until the next interval has almost elapsed.
|
Pause
|
|
In a _______ ________ schedule, a variable amount of time occurs between reinforced behaviros.
|
Variable Interval
|
|
In a variable interval schedule, the student cannot _______ when reinforcement will be available. Therefore, she will respond at a very constant rate.
|
Predict
|
|
With a ______ ________ schedule, it is possible to reinforce the behavior of a large group of students.
|
Variable Interval
|
|
A variable interval schedule can be regarded as _______ contingent reinforcement.
|
Random
|
|
What are the two types of ratio schedules?
|
Fixed ratio
Variable ratio |
|
A _______ ratio schedule is one where a prespecified number of response must occur before the respose is reinforced.
|
Fixed
|
|
Students on fixed ratio schedules usually respond very rapidly and then ______ after they are reinforced.
|
Pause
|
|
During a ______ ______ schedule of reinforcement, the reinforcer follows a different number of response each time.
|
Variable Ratio
|
|
The advantage of a variable ratio schedule is that it is not _______. Thus, there is no pause after the reinforcer, and very steady patterns of responding are produced.
|
Predictable
|
|
Probably the best reinforcement schedule to use in the classroom is the _______ ________ schedule.
|
Variable Interval
|
|
Reinforcement of successive approximations of a targe behavior to produce a behavior that is currently not in the student's repertoire.
|
Shaping
|
|
Behaviors that a particular student, at a particular time, is capable of performing.
|
Behavioral repertoire
|
|
Desired behavior that doesn't occur but which we wish to establish
|
Target/terminal behavior
|
|
Behavior or response that the student does perform and that resembles the target behavior in some way.
|
Initial behavior
|
|
A stimulus that sets the occasion for the response to occur b/c it has been associated with reinforcement.
|
Discriminative stimulus
|
|
_______ is the reinforcement of successive approximations.
|
Shaping
|
|
The goal of shaping is to develop a ______ behavior that is not in the student's behavioral _________.
|
New
Repertoire |
|
The behavior you intend to establish through shaping is called the __________ behavior.
|
Target
|
|
_______ is the reinforcement of successive approximations.
|
Shaping
|
|
You begin the shaping process by reinforcing a response or behavior that is currently in the student's repertoire. This response is called the ________ behavior.
|
Initial
|
|
The goal of shaping is to develop a ______ behavior that is not in the student's behavioral _________.
|
New
Repertoire |
|
The behavior you intend to establish through shaping is called the __________ behavior.
|
Target
|
|
In what ways can the shaping process be maximized?
|
1) Combine a discriminative stimulus with shaping.
2) Combine physical guidance w/ shaping. 3) Combine an imitative prompt w/shaping 4) Combine fading w/shaping |
|
You begin the shaping process by reinforcing a response or behavior that is currently in the student's repertoire. This response is called the ________ behavior.
|
Initial
|
|
In what ways can the shaping process be maximized?
|
1) Combine a discriminative stimulus with shaping.
2) Combine physical guidance w/ shaping. 3) Combine an imitative prompt w/shaping 4) Combine fading w/shaping |
|
An auxiliary Sd that is presented to a cue to the student to perform a specified behavior.
|
Prompting
|
|
What are 3 types of prompts?
|
Verbal
Gestural Physical |
|
Gradual removal of a prompt
|
Fading
|
|
A ____________ is an auxiliary Sd.
|
Prompt
|
|
________ is the gradual removal of a prompt.
|
Fading
|
|
Fading is used to foster independence by eliminating the control that the _______ and _________ have had over the student's behavior.
|
Prompter
Prompts |
|
Fading is accomplished by providing the student wil a less _______ or _________ prompt that you have given him perviously.
|
Obvious
Active |
|
The response of matching the behavior of a model
|
Imitation
|
|
Imitating a behavior w/out ever having received reinforcement for imitating it.
|
Generalized imitation
|
|
An Sd provided by a model in which the model's behavior is to be imitated
|
Imitative prompt
|
|
An _______ ________ is a way of showing a student what you would like her to do.
|
Imitative prompt
|
|
________ is the response of matching the behavior of a model.
|
Imitation
|
|
When a person imitates a behavior that she has never before been reinforced, we say that _________ imitation has occurred.
|
Generalized
|
|
The individual provides the imitative prompt is called the _________.
|
Model
|
|
_______ should be provided during imitation training in order to increase the likelihood that generalized imitation will occur.
|
Reinforcement
|
|
A detailed description of each behavior needed to accomplish a behavior objective given the student's current ability level.
|
Task analysis
|
|
A sequence of stimuli and responses that ends w/ a terminal reinforcer
|
Behavior chain (stimulus-response chain)
|
|
Comes at the end of the behavior chain sequence.
|
Terminal reinforcer
|
|
Each response in the chain is followed by an event that reinforces that response while simultaneously serving as an Sd for the next response.
|
Conditioned reinforcement
|
|
A procedure in which the 1st response in a behavior chain is taught 1st and the last response is taught last.
|
Forward chaining
|
|
A procedure in which the last response is taught 1st and the 1st response is taught last.
|
Backward chaining
|
|
Those behaviors that the student possesses before instruction begins
|
Entry behaviors
|
|
A ______ _______ is a detailed description of each behavior needed to accomplish an objective given the student's current ability level.
|
Task analysis
|
|
Each step in the sequence behaviors must specify, in ______, the exact behavior the student must perform in a task analysis.
|
Order
|
|
What are the two advantages of backward chaining?
|
1) The response closest to the terminal reinforcers is taught 1st.
2) The task is broken down into the smallest possible steps. |
|
Normal individuals and high functioning retarted students typically learn a complex series of behaviors through ______ chaining, whereas severely retarded students usually require ______ chaining.
|
Foward
Backward |
|
What are the 5 techniques that can be combined with backward chaining to make it more effective?
|
Prompting
Imitative prompting Fading Shaping Continuous Reinforcement |
|
The first step in performing a task analysis is to specify the _______ objective.
|
Behavioral
|
|
The 2nd step in performing a task analysis is to determine the _____ of steps needed to accomplish the objective.
|
Sequence
|
|
The final step in performing a task analysisis to determine the student's _____ behavior(s).
|
Entry
|
|
A ________ _________ is a sequence of stimuli and responses that ends with a terminal reinforcer.
|
Behavior chain
|
|
A behavior chain is also known as a ______-_______ chain.
|
Stimulus-response
|
|
The reinforcer that comes at the end of a behavior chain is called the ________ reinforcer.
|
Terminal
|
|
A stimulus that is associated with reinforcement is called a ________ reinforcer.
|
Conditioned
|
|
A _________ stimuls is associated with reinforcement.
|
Discriminative
|
|
A ______ _________ in a behavior chain has a dual role. It aserves as a _______ ______ for the response it precedes and as a ________ _____ for the response it follows.
|
Discriminative stimulus
Discriminative stimulus Conditioned reinforcer |
|
The abbreviation for discriminative stimulus is ___.
|
Sd
|
|
The abbreviation for conditioned reinforcer is ____.
|
Sr+
|
|
The abbreviation for terminal reinforcer is_____.
|
SR+
|
|
A task analysis is nothing more than a specification of the ______ in a behavior change that must be performed in order to reach the behavioral objective.
|
Responses
|
|
_________ __________ is used to accomplish a behavioral objective when the student has all the necessary behaviors in the behavior chain in her ________ ________.
|
Forward chaining
Behavioral repertoire |
|
Forward chaining is teaching the ________ response in the chain first and teaching the ________ response in the chain last.
|
First
Last |
|
Whe the student does not have the nessary behaviors in her behavirol repertoire, she should be taught a behavior chain using _______ ________.
|
Backward chaining
|
|
After the sequence of steps of attaining objectives is decided upon, it should be reviewed to determined which onces the student can _______.
|
Perform
|
|
Several sources of information on a student's performance are:
A) Past ________ of behaviors. B) ________ with parents or former teachers and caretakers. C) ________ _________ of the student's behavior, which is the most reliable source. |
Records
Conversations Direct observation |
|
A technique combining physical guidance and fading in which the physical guidance is systematically and gradually reduced and then faded completely.
|
Graduated guidance
|
|
The learning that occurs when someone responds in order to avoid or escape something that is unpleasant.
|
Avoidance learning
|
|
______ ________ is a technique in which physical guidance and fading are combined to teach a behavior chain through forward chaining.
|
Graduated guidance
|
|
What are the three parts of graduated guidance?
|
Full graduated guidance
Partial graduated guidance Shadowing |
|
Graduated guidance is especially useful for students whose intellectual deficits make it difficult for them to undersand simple ______ and gestural promts and/or for stduents who require a lot of ________ prompting.
|
Verbal
Physical |
|
The major difference between manual guidance adnd graduated guidance is that with graduated guidance, the amount of the instructor's physical gudiance (hand pressure) is adjusted from ______ to ________ depending on the student's performance at that moment.
|
Moment to moment
|
|
During full graduated guidance, the instructor keeps her hands in ______ contact with the student's hands.
|
Full
|
|
During partial graduated guidance, the instructor merely guides the student's hands with her ______ and ______.
|
Thumb
Forefinger |
|
During _______, the instructor keeps her hands within an inch of the student's hands.
|
Shadowing
|
|
All 3 parts of graduated guidance can be used within each training _____.
|
Trial
|
|
When the student resists the graduated guidance, the instructor uses just enough _____ to counteract the student's resistance and then reduces and finally elimiates this resistance and then reduces and finally eliminates this _______ as the student stops resists.
|
Force
Force |
|
_______ is given througout the graduated guidance so long as the student is performing some action appropriately.
|
Praise
|
|
In graduated guidance, when you have faded your presenceto a point where you are 2 feet away from the student, you should begin reducing your praise until you only praise the student at the ______ of the trial.
|
End
|
|
What are the 2 disadvantages of backward chaining?
|
A) You must wait for the student to respond.
B) You cannot provide within-trial reinforcement. |
|
What are the 3 advantages of graduated guidance?
|
A) You don't have to wait for the student to respond.
B) Within-trial reinforcement is possible C) Incorporates avoidance learning |
|
In graduated guidance, the unpleasant event that leads to avoidance learning is the instructor's ________ ________.
|
Physical guidance
|
|
You should teach your students using _________ ________ until you have enough expertise to try graduated guidance.
|
Backward chaining
|
|
A description of the frequency of a behavior before instruction begins
|
Operant level
|
|
The period of time during which a behavior is observed and measured w/out any intervention
|
Baseline period
|
|
A recording method in which the number of times a behavior occurs during a specified period of time is tallied.
|
Frequency counting
|
|
A recording method in which the student is observed at fixed intervals for a specified period of time and the occurrence or absence of a behavior during each interval is recording.
|
Time sampling
|
|
The ______ _______ describes the occurrence of the behavior before instruction or intervention begins.
|
Operant level
|
|
A _________ is the period of time during which a behavior is observed and measured before instruction begins.
|
Baseline
|
|
Determining the operant level via a baseline allows the _______ measurement of a behavior's occurrence and helps in evaluating the effectiveness of the program.
|
Objective
|
|
One method of determining an oerpant level is to _______ the number of times the behavior occurs. This method is called _______ _________.
|
Tally
Frequency counting |
|
Another method of determining an operant level is _______ _________ in which you record whether or not the behavior occurred during a specified period.
|
Time sampling
|
|
The 2 questions you must ask to determine whether you have collected sufficient baseline data are:
A) Does the baseline adequately show the _______ of the behavior? B) Is the final baseline ______ _______ as low or lower than the previous data point? |
A) Range
B) Data point |
|
A measure of the degree to which 2 or more observers agree that a specific behavior occurred.
|
Interobserver reliability
|
|
______ counting measures the number of times a student performs a specific behavior within a set period of time.
|
Frequency
|
|
Before recording can begin, observers must decide upon a ______ by which to measure or record the behavior.
|
Critierion
|
|
One method of calculating interobserver reliability is to divide the number of times the observers ________ that the behavior occurred by the number of times they _______ plus the number of times they _______ and multiply by 100.
|
Agreed
Agreed Disagreed |
|
Another method of calculating interobserver reliability when frequency records are collected is to divide the _______ number by the ______ number recorded and multiply by 100.
|
Lower
Higher |
|
The minimum interobserver reliability percentage that is acceptable is above ______.
|
70%
|
|
A ______ level of success for an intervention is the specification of a percentage increase above the baseline average that must be achieved within a specified training period.
|
Criterion
|
|
A ____________ offers a visual representation of the effectiveness of a treatment program.
|
Graph
|
|
In ____________ _____________ recording the student is observer at fixed intervals for a specified period of time to determine whether or not a specific behavior occurred during each observation interval.
|
Time sampling
|
|
A procedure for transfering control over behavior in one situation to other situations.
|
Generalization training
|
|
______ ________ is a procedure designed to transfer the control over behavior in one situation to other situations.
|
Generalization training
|
|
The reason why generalization rarely occurs spontaneously is that students can _______ between situations.
|
Discriminate
|
|
There are several ways of facilitating generalization training:
A) Emphasizing ________ elements in the new setting that are shared with the original training setting. B) use an _______ _____ schedule in the original training situation before you institue generalization training C) Teach the student the behavior under a variety of _____. D) Add auxiliary ______ stimuli to the new situation E) Change the ______ conditions in the original training situation from artificial to natural ones. |
Common
Intermitten reinforcement Conditions Discriminative Reinforcement |
|
__________ ____________ is an integral part of generalization training.
|
Behavior management
|
|
There are several procedures that can be used to facilitate behavior maintaince:
A) Substitute ______ occuring reinforcers for artificial one B) _______ other people in the student's life to carry out your program C) Gradually remove or ________ the behavioral consequences D) Vary the _________ conditions. E) Use ________ ________ of reinforcement F) Increasingly _______ the delivery of reinforcements. |
Naturally
Train Fade Training Intermittent schedules Delay |
|
There are three pitfalls to avoid when you attempt to establish or carrry out a behavior program:
A) Attempting to modify _____ behaviors before you have become thoroughly proficient as a behavior change agent B) Expecting too much too soon from the _______ C) Changing or discontinuing a program before you have thoroughly ______ why it is not working. |
Complex
Student Analzye |
|
There are several factors to consider when you analyze why a program is not working:
A) Does a student know what is _____ of her? B) Do all of the _____ agents understand the program? C) Are all of the change agents _______ to participate in the program? D) Are the ________ working as they should? E) Is the program being applied _______ and correctly? |
Expected
Change Motivated Reinforcers Consistently |
|
The following are guidelines for establishing programs:
A) Knowing _______ B) Know the _________ C) Know that the program will be beneficial for the student D) Develop a behavioral value system that _____ the dignity of the student and that operates on the principle of ______, and keep everyone informed of your programs. |
Thsyelf
Student Respects Fairness |