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131 Cards in this Set
- Front
- Back
Preparing for Data Collection
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evaluate baseline know how collecting data know your context (DTT, NET, CBI) |
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Continuous measurement procedures
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capture every possible behavioral occurrence. direct measure. [includes: frequency and rate (repeatability), duration, latency (temporal locus), IRT (temporal locus)] |
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Frequency and rate
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number of bx occurences (repeatability) [frequency- time consistent across all observations] [rate- time varies across all observations] |
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Duration
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length (extent) bx last from beginning to end
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Latency
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how long bx takes to be performed once opportunity is presented (temporal locus)
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Interresponse Time (IRT)
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amount of time between 2 responses (temporal locus)
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Discontinuous Measures
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captures a sample of bx during observation. indirect measure. [includes: partial interval recording, whole interval recording, momentary time sampling, percentage, trials to criterion, planned activity check] |
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Partial Interval Recording
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whether bx is present or absent within predetermined time interval overestimation of bx |
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Whole interval recording
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only if bx occurs during entire predetermined time interval underestimation of bx |
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Momentary time sampling
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when bx occurs at a specific time at the end of predetermined time interval
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Percentage
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# correct/total # of trials
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Trials to criterion
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# of responses needed to achieve predetermined level of performance. (post-facto) |
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Planned Activity Checks
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measures bx of all individuals in a group. [Example: A teacher using PLACHECK observes a group of students at the end of each time interval, counts the number of students engaged in the targeted activity, and records the tally with the total number of students in the group.] |
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Permanent Product
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recording tangible outcome of a bx [outcome recording] indirect measure- supplement to direct measure |
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Types of Graphs
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scatter plot, line, bar, cumulative record (thermometer for fundraising), standard celeration chart
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Functions of Graphs
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-communicate information about results of interventions -visual analysis -relationship between independent and dependent variables -support decisions made |
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Standard celeration chart
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related to precision teaching- "child knows best"- responsibility of teacher to alter variables to produce desired results. ratio of correct and error responses straight line trends rather than learning curves |
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3 types of visual analysis of graphs
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variability level trend |
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variability
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visual analysis of graph-how often and to what extent data points vary
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level
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visual analysis of graph- (mean) value around the vertical axis at which data converges
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trend
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visual analysis of graph- overall direction of data path
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The Behavior Analysis Process
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1. Describe the problem bx 2. Conduct assessments 3. Select target bxs 4. Establish behavior objectives 5. Devise and implement bx change programs 6. Evaluate bx change programs |
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Criteria for a Definition
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objectivity clarity completeness |
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Objectivity
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criteria for a definition- observable characteristics of bx or events in environment
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Clarity
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criteria for definition- definition is clear and another person can observe bx and measure it
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Completeness
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criteria of a definition- boundaries of a bx are clearly delineated so responses can be easily included or excluded
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Describing the environment
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Includes setting, other people, sounds, visual stimuli, motion in the environment, demands and expectations imposed, biological context
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Why describe in measurable terms?
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to collect accurate information to document interactions between environment and bx design appropriate interventions determine whether bx changes |
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Scientific Method
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Describe, explain, predict, control
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ABC recording
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observing bx and describing the conditions and circumstances that surround bx (context) antecedents (events before bx), bx, Consequence (events after bx) |
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Preference Assessment
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gather info from individual and stakeholders to gather info about potential reinforcers to plan consequences
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Reinforcer Assessment
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assessment to validate the effectiveness/ineffectiveness of a consequence to change bx
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Behavioral Intervention Technologies (BITs)
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web, mobile, and sensor technologies make positive behavior changes
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Indirect Preference Assessments
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Interviews
Surveys: Standardized (present same question in same order to stakeholders) and clinician (list of potential reinforcers- interviewee asked to select preferred items) |
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Direct Preference Assessments |
Single stimulus assessment Single stimulus engagement Multiple Stimulus Replacement (MS) Multiple stimulus without replacement (MSWO) Brief Stimulus/ Free Operant Assessment Observations |
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Single Stimulus Assessment |
Present items one at a time and record whether item was approached (Could also record latency) (Works best with individuals who do not have choice making skills) |
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Single stimulus engagement |
Record how long individual engages with item (duration) |
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Multiple Stimulus Replacement (MS) |
Multiple items presented simultaneously. Once item selected, it is replaced for next trial |
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Multiple Stimulus without replacement (MSWO) |
Multiple items presented to individual simultaneously. Once item selected, item is NOT replaced for next trial |
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Brief Stimulus/ Free Operant Assessment |
Person exposed to an array of reinforcers for s brief period. Data collected on engagement with items. (No inter-trial interval) |
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Observation |
Observe individual in their natural environment and collect data on activity |
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Individualized Assessment Procedures- Prioritize changes that:
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-result in access to new reinforcers, contingenicies, and environments -meet demands of social community -facilitate subsequent learning -replace inappropriate bxs -pivotal response training (PRT) |
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Pivotal response training (PRT)
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-focus on pivotal areas of child development -motivation -response to multiple cues -self management -initiation of social interactions |
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Skills Assessments
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-criterion-referenced -norm-referenced -curriculum based measurements -ipsative assessment |
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criterion-referenced assessment
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measure performance against fixed set of predetermined criteria
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norm-referenced assessment
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estimate "position" of individual in a predefined population
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curriculum- based measurement
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assess how individual is progressing in basic academic areas
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ipsative assessment
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involves a comparison of scores
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Function of bx
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SEAT- sensory, escape, avoid, tangible
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Skills Assessment results- what are you getting out of performing these assessments?
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1. skills that are the focus of intervention (VB-Mapp) 2. understand level of skill to begin with 3. barriers to learning and skill acquisition (FBA) 4. identifying specific teaching strategies 5. what type of educational setting is needed |
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Functional Behavior Assessment (FBA)
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set of procedures for identifying the cause of challenging bx and variables that maintain the bx
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Causes of bx
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Automatic reinforcement Socially Mediated reinforcement (positive and negative) |
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Automatic Reinforcement
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movements or activities of the body that results in sensations that render the bx that produced the sensation more likely to occur in the future
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Socially mediated positive reinforcement
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something delivered (added) by another person after a bx that makes future occurences more likely
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Socially mediated negative reinforcement
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withdrawal of an aversive, by another person, following bx. results in increase in bx
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FBA Process
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1. identify bx 2. determine when and where bxs occur 3.collect data 4. develop hypothesis 5. identify replacement bxs 6. test hypothesis 7. evaluate success of interventions |
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Who conducts functional assessment? |
toBCBA, school psychologists, teachers, school teams, hospital teams, clinic-based teams *always involve the f amily |
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Desired outcomes of FBA
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-understand function of problem bx -understand what individual is trying to communicate -understand individual's strengths and deficits -collect info to allow for development of intervention plan |
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Types of FBA assessments
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Indirect (interviews) Rating scales and checlists Direct observation (ABC or scatterplot) |
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What do you need to develop Behavior Intervention Plan?
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1. Build rapport- know person and context 2. know environment and support team 3. identify treatment options 4. collaborate with stakeholders 5.Implement intervention- training |
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Components of Written Skills Acquisition |
-set clear goals and objectives for patient (clearly defined, who will do what, where, conditions, how measured, etc.) -have clear instructions (including purpose of programs, how to implement, what are reinforcers, etc.) -have strategies to generalize patient skills into other environments |
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12 Tips for preparing a session |
1.have contact info 2. Be on time 3. be aware of your presentation and manner in which you interact 4. be aware of cell phone usage 5. be aware of cultural expectations 6. build rapport with individual 7. understand how individual communicates 8. be trained 9. Have explicit instructions for program implementation 9. plan transitions 10. Prime person for everything 11. Organize your environment |
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Discrete Trial Training (DTT) |
Instructional format- acquire skill by manipulating sequence of antecedents and consequences |
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DTT Format |
1. Give specific cue 2. Give learner opportunity to respond (prompts may be used) 3. Deliver consequence 4. Inter-trial interval (ITI- space between one trial and next) |
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Categories of Reinforcement |
GOT TV AS Visual Gustatory, Olfactory, Tactile, Thermal, Vestibular, Auditory, Social, Visual |
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Gustatory |
Things you eat/drink |
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Olfactory |
Sense of smell |
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Thermal |
Heat/cold |
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Tactile |
Sense of touch |
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Vestibular |
Motion- spinining, flipping, etc. |
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Auditory |
Sound |
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Social |
Interactions with others |
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Visual |
Sense of sight, visual stipulation (tv, colors, etc.) |
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Reinforcement |
Stimulus change immediately follows a response and increases future frequency of bx |
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Primary reinforcer |
Unlearned Food Hydration |
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Secondary reinforcer |
Learned Praise Sounds from a video game |
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Positive reinforcement |
Bx followed by the presentation of a stimulus that increase future frequency of the bx |
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Negative Reinforcement |
Bx followed by the removal, postponement, reduction of a stimulus that increases future frequency of a bx |
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Schedules of reinforcement |
-Fixed ratio- engage in bx for fixed number of times before receiving reinforcement -Variable ratio- number of times engaged in bx before receiving reinforcer varies -Fixed interval ratio- after fixed amount of time -Variable interval ratio- amount of time before receiving reinforcer varies |
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Naturalistic interventions Natural Environment Teaching (NET) |
Teaching strategies that closely resemble typical interaction and occur in natural settings, routines, and activities (Learner centered) Using learners environment to facilitate language learning moments by using learners natural interests to guise the session |
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Activity-based interventions (ABI) |
Develop functional abilities by embedding goals and objectives into routine, planned, and spontaneous activities |
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Simplest form of NET |
Incidental learning |
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Incidental Learning |
Learner shows interest in certain object and attempts to communicate a need based on object RBT poses question or statement about object Learner provides correct response and gets access to desired object |
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Elementary verbal operants |
Mand, tact, echoic, intraverbal |
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Mand |
Asking for reinforcers |
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Tact |
Naming or identifying objects, actions, or events |
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Echoic |
Repeating what is heard |
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Intraverbal |
Answering questions or having conversations where child's words are controlled by other words |
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4 NET strategies |
Incidental teaching Mand-model procedure Delayed prompting procedure Milieu language teaching |
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Mand-model procedure |
Mand individual (give instruction), if wrong answer given or no response, model for individual. Ex. "How many pennies?" If wrong response or no response, "Let's count together, 1, 2, 3, 4..." |
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Delayed Prompt Procedure |
Having a wait time between instruction and prompt |
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Milieu language teaching |
Child's interest in the environment is used as basis for eliciting communicative responses |
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SD- Discriminative Stimulus |
A stimulus in the presence of which a particular response will be reinforced Ex. "Point to plane" Plane is the SD. Child reinforced when they point to plane. All other choice do not receive reinforcer; those are SDelta |
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Task Analysis |
Breaking a skill down into small, more manageable components |
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Backward chaining |
Teaching procedure which trainer completes all but last bx in chain. Last bx is performed by learner |
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Forward chaining |
Teaching bx chain where learner performs first component in task analysis and trainer completes remaining steps in chain |
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Total Task chaining |
Learner receives training on each bx component in the chain during each session Variation of forward chaining |
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Discrimination training |
Use a selective reinforcement and extinction to generate differential responding to 2 or more stimuli. Teaching kid to discriminate between different stimuli and respond to each stimulus appropriately |
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Stimulus control |
Response in presence of stimulus antecedent (SD) without a prompt |
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Stimulus fading |
Using something within or exaggerating a part of the stimulus to prompt a correct response. Overtime, slowly fade prompt until correct repsonse learned without it. Ex. Teaching the word blue. Have word blue the color blue. Overtime, fade blue until font no longer has color |
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Prompt |
Supplemental antecedent used when target stimulus does not control target response |
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Prompting methods |
Response prompt Stimulus prompt |
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Repsonse prompt |
Supplemental stimulus (instructions, modeling, etc.) that cause target bx in presence of stimuli |
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Stimuli prompt |
Characteristics of stimuli modified or exaggerated to increase likelihood of occurrence of desired bx |
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Types of Prompts (Response) |
Full physical, partial physical, written, auditory (tones and alarms), full modeling, video self modeling, full/partial verbal, gestural |
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Positional prompts (stimulus) |
Involves moving stimulus you want learner to respond to closest to learner |
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Extra stimulus prompting |
adding to the characteristics of the stimulus Ex. Adding the word boat over the picture of a boat |
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Within stimulus training |
Altering the characteristics of a stimulus Ex. Putting a color or making it bigger |
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Gradutaed guidance |
Provide manual prompts to complete actions and then fading prompts by changing intensity or location |
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Most to least prompt fading |
Receive prompts necessary to perform skill. After several successful performances, lessen amount of assistance until prompt not needed |
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Prompting hierarchy (most to least) |
Full physical, partial physical, modeling, visual picture, verbal, gesture, natural response |
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Least to most |
Using least intrusive prompt (gesture) and increasing to more intrusive if necessary |
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Generalization |
Learner emits target bx in a setting or stimulus different from instructional setting |
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Response generalization |
Learner emits untrained responses that are functionally equivalent to the trained bx |
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Stimulus generalization |
Previously unassociated stimulus has characteristics in common with trained stimulus and evokes a response similar tho response of trained stimulus |
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Evidence based practice |
Relying on best available research and clinical expertise |
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BCBA Feedback GoT TACOS |
Goal referenced (have specific goals BCBA may have wanted accomplished), tangible (and transparent- ex. meeting notes), timely, actionable (not ambiguous and achievable), consistent, ongoing, specific |
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Aspects of cultural awareness |
Ethnicity, religion, personal preferences |
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Stakeholder |
Those affected by or have an effect on a cause |
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Normalization principle |
Making available to all people with disabilities patterns of life and conditions of everyday living which are as close as possible to the regular circumstances and way of life of our society |
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Motivating operations |
Event or stimulus condition that alters (a) the value of the consequence that acts as a reinforcer or punishment (b) the probability of behaviors that have been previously associated with such consequences |
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Contingency dependent stimuli |
Event dependent on the consequences of bx Ex. Performs after instruction because knows they will receive a reinforcer |
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Contingency independent stimuli |
Event not dependent on consequence Ex. Actions affected by motivating operations (hunger, thirst) |
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DRO |
Differential reinforcement of other bx Reinforces other bx (any bx other than problem bx) while reinforcing omission of problem bx (emphasize what not to do) |
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DRA |
Differential reinforcement of alternative bx Reinforcing a specific alternate bx (replacement bx) |
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DRI |
Differential reinforcement of incompatible bx Reinforce a bx that is incompatible with the problem bx Ex. If problem bx is smacking table, then reinforce when learner claps hands |
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DRL |
Differential reinforcement of low rates of bx Reinforce within a time interval when bx occurs in a lower rate than usual |
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DRH |
Differential reinforcement of high rate of bx Reinforce within time interval when desired bx occurs at higher rates than usual |
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Extinction |
Withholding or discontinuing reinforcement responsible for maintaining a problem bx Requires full understanding of function of bx |
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Mandated reporter |
As RBT, you are obligated to report if someone discloses abuse Listen w/o judgement, do not make false promises, report to protective services or law enforcement |
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What info to collect after someone discloses abuse |
Name of person, address of person, address of parents/guardians, nature of the abuse |