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81 Cards in this Set
- Front
- Back
- 3rd side (hint)
Primary Reinforcers |
Things you need to live |
Good |
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Conditioned reinforcers |
Things liked not needed |
Toy |
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Supervision |
5% and 10 or less people in a group |
Math |
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Probing |
Asking client to preform skill without assistance |
Do skill in which I don’t direct you |
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Fixed |
Every |
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Ratio |
Count |
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Interval |
Time |
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Variable |
On average |
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DRO |
Other behavior |
Anything but |
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DRI |
Incompatible |
Physically can not do both |
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DRA |
Alternative |
Don’t do that, Do this instead. |
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4 functions |
Escape, access, attention, automatic |
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Chaining |
Method of breaking down one task into multiple steps |
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Task analysis |
Used to collect data and measure progress |
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Positive reinforcement |
Procedure that increases occurrence of target behavior |
By providing a motivating stimulus as a consequence |
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Negative reinforcement |
Procedure that increases occurrence of target behavior |
By removing aversive stimulus as consequence |
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Positive punishment |
Procedure that decreases occurrence of behavior |
Providing aversive stimulus as consequence |
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Forward chaining |
At first, only first step of task is targeted receives reinforcer upon completion |
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Backward chaining |
At first, only the last step of task is targeted relieving reinforcer upon completion |
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Echoic |
Occurs when a person repeats what another says |
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Tact |
Occurs when a person named objects or actions of what they see, hear, smell, taste, or touch |
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Intraverbal |
Verbal exchange between two people and response is different from stimulus |
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Differential reinforcement of incompatible behaviors |
Reinforce appropriate alternative behaviors |
Placing other behavior into extinction |
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Differential reinforcement of other behaviors |
Reinforce ones behaviors when a specific inappropriate behavior is absent during specificity time |
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Continuous schedule of reinforcement |
Requires teacher to deliver a reinforcer ever instance a student responds correctly |
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Intermittent schedule of reinforcement |
Teacher delivers a reinforcer after some correct responses, not every response |
FR, VR, FI, VI |
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Fixed Ratio schedule of reinforcement |
Reinforcer is delivered after a specific number of responses is made |
Cookie every 3 correct responses |
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Variable Ratio schedule of reinforcement |
Reinforcer is delivered after a non specified number of responses is made |
Average number for reinforcer must be made |
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Fixed interval schedule of reinforcement |
Reinforcer is delivered for response immediately after a specified time |
Cookie given when answering homework questions after 20 minutes (FI-20) |
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Variable Interval schedule of reinforcement |
Reinforcer delivered for response immediately after non specific time |
Average length for reinforcement interval must be defined |
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Discriminative stimulus (SD) |
A stimulus (item,person,event,word,sound,smell,taste,texture) that evokes a behavior followed by reinforcement or punishment |
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Supervision for RBT |
4 hours minimum |
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Noncontingent |
Does not need to earn reinforcement |
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Frequency |
Keeping count of how many times child has behavior |
Tally |
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Rate |
Take how many times behavior occurred and put measurement of time at end |
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Duration |
How long from beginning of behavior to end of behavior |
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Duration |
How long from beginning of behavior to end of behavior |
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Latency |
From time your given instruction to time you actually start behavior |
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Duration |
How long from beginning of behavior to end of behavior |
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Latency |
From time your given instruction to time you actually start behavior |
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Inter response time |
Response time in between 2 behaviors |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Satiation |
No motivation |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Satiation |
No motivation |
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Deprivation |
Motivation increases |
More likely to see involved in behavior |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Satiation |
No motivation |
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Deprivation |
Motivation increases |
More likely to see involved in behavior |
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Demand fading |
Asking less from child response might be less too |
Ask to only do a little at a time |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Satiation |
No motivation |
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Deprivation |
Motivation increases |
More likely to see involved in behavior |
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Demand fading |
Asking less from child response might be less too |
Ask to only do a little at a time |
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Maintenance |
Child can maintain skill over time |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Satiation |
No motivation |
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Deprivation |
Motivation increases |
More likely to see involved in behavior |
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Demand fading |
Asking less from child response might be less too |
Ask to only do a little at a time |
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Maintenance |
Child can maintain skill over time |
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Generalization |
Child can preform skill in any environment |
Also more than one therapist |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Satiation |
No motivation |
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Deprivation |
Motivation increases |
More likely to see involved in behavior |
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Demand fading |
Asking less from child response might be less too |
Ask to only do a little at a time |
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Maintenance |
Child can maintain skill over time |
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Generalization |
Child can preform skill in any environment |
Also more than one therapist |
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Tact |
Label |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Satiation |
No motivation |
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Deprivation |
Motivation increases |
More likely to see involved in behavior |
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Demand fading |
Asking less from child response might be less too |
Ask to only do a little at a time |
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Maintenance |
Child can maintain skill over time |
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Generalization |
Child can preform skill in any environment |
Also more than one therapist |
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Noncontingent reinforcement |
Make available more often to make behaviors go away |
Before behavior not after |
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Satiation |
No motivation |
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Deprivation |
Motivation increases |
More likely to see involved in behavior |
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Demand fading |
Asking less from child response might be less too |
Ask to only do a little at a time |
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Maintenance |
Child can maintain skill over time |
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Generalization |
Child can preform skill in any environment |
Also more than one therapist |