Sped 503B Lesson 3

Front 1

The basis for both chaining and modeling is ______ ________

Back 1

Stimulus Control

Front 2

A stimulus that PRECEDES a behavior and EXERTS CONTROL over the behavior because the behavior has been reinforced in the presence of that stimulus

Back 2

Discriminative Stimulus

Front 3

The condition that exists when a behavior is emitted more frequently in the presence of a specific stimulus (singals, directions, cues)

Back 3

Stimulus Control

Front 4

Stimulus generalization is not a behavioral process.

Back 4

True. It is a relative phenomenon (one stimulus is related to another) and often occurs spontaneously

Front 5

A specific sequence of responses, each associated with a particular stimulus condition.

Back 5

Behavior Chain
S1--R1--S2---R2--S3--R3--SR

Front 6

In a behavior chain, the sequence changes the enviornment to pro=duce a __________ ___________ for the previous behavior and/or a __________ _______ for the next response

Back 6

Conditioned Reinforcement
Discriminative Stimulus

Front 7

T/F
The b ehaivor in a behavior chain don't have to be performed in the correct order.

Back 7

False.
Behaviors must be perfromed in the correct order, in close temporal realtion--however, some chains may have more than one correct sequnce brushing teeth)

Front 8

The teaching process by which behaviors are linked together to form more complex behaviors

Back 8

Chaining
Forward or Backward

Front 9

The breakdown of a complex skill into component behaviors

Back 9

Task Analysis

Front 10

Behavior Chains, Teaching Chains is a three step process.
1) Construct a ______ _______
2) Assess the level of _________
3) _______ the indiivdual to perform the behaviors in sequence & close temporal succession

Back 10

1) Task Analysis
2) Mastery
3) Teach

Front 11

The basis for both chaining and modeling is ______ ________

Back 11

Stimulus Control

Front 12

A stimulus that PRECEDES a behavior and EXERTS CONTROL over the behavior because the behavior has been reinforced in the presence of that stimulus

Back 12

Discriminative Stimulus

Front 13

The condition that exists when a behavior is emitted more frequently in the presence of a specific stimulus (singals, directions, cues)

Back 13

Stimulus Control

Front 14

Stimulus generalization is not a behavioral process.

Back 14

True. It is a relative phenomenon (one stimulus is related to another) and often occurs spontaneously

Front 15

A specific sequence of responses, each associated with a particular stimulus condition.

Back 15

Behavior Chain
S1--R1--S2---R2--S3--R3--SR

Front 16

In a behavior chain, the sequence changes the enviornment to pro=duce a __________ ___________ for the previous behavior and/or a __________ _______ for the next response

Back 16

Conditioned Reinforcement
Discriminative Stimulus

Front 17

T/F
The b ehaivor in a behavior chain don't have to be performed in the correct order.

Back 17

False.
Behaviors must be perfromed in the correct order, in close temporal realtion--however, some chains may have more than one correct sequnce brushing teeth)

Front 18

The teaching process by which behaviors are linked together to form more complex behaviors

Back 18

Chaining
Forward or Backward

Front 19

The breakdown of a complex skill into component behaviors

Back 19

Task Analysis

Front 20

Behavior Chains, Teaching Chains is a three step process.
1) Construct a ______ _______
2) Assess the level of _________
3) _______ the indiivdual to perform the behaviors in sequence & close temporal succession

Back 20

1) Task Analysis
2) Mastery
3) Teach

Front 21

Preassessment of Mastery Level:
Assessment is stopped as soon as an individaul reaches a step that is not performed correctly OR for which there is a delay beyond a prespecified time.
Uses multiple probes.
May use model.

Back 21

Single Opportunity Method

Front 22

Preassessment of Mastery Level:
All steps are assessed at each probe, evaluator performes steps for person being evaluated during each probe.

Back 22

Multiple Opportunity Method

Front 23

In the multiple opportunity method, teaching and assessment are comingled

Back 23

False

Front 24

Forward Chaining Procedures:
1) Each step in the chain is taught in ______ __________
2) ____________ is provided ater the first behavior is achieved.
3) Step two is added when ______ of step one is shown

Back 24

1) Temporal Order
2) Reinforcement
3) Mastery

Front 25

Longer chains can be broken into smaller clusters and complex chains can be broken into finer chains, a _______ _________ must be set for each step.

Back 25

Mastery criterion (i.e. 3 in a row)

Front 26

Advantages for Forward Chaining:
1) Can be used to link smaller chaings to make _________ __________
2) Process of instruction is ______ to learn
3) The chain is likely to be maintained by___________ reinforcers

Back 26

1) Longer
2) Easy
3) Natural

Front 27

Steps are presented for learing in the reverse temporal order.

Back 27

Backward Chaining:
The instructor performs all of the steps of the chain except for the last, the learner performed the last and received reiforcement if performed correctly (reinforcement occurs at the end of the chain)

Front 28

In backward chaining, the number of learner responses is limited

Back 28

True.
Passive participation while instructor perform early parts of the chain limits the number of learner responses (although model response is available)

Front 29

In backward chaing, the completion of a task serves as a ___________ reinforcer

Back 29

Conditioned

Front 30

A variation of forward chaining which provides training on each behavior at every session as trainer assistance if provided for steps not mastered.

Back 30

Total Task Presentation

Front 31

Total task presenation may result in faster mastery of entire chain, and the total amount of learning counterbalances time investment

Back 31

True

Front 32

Chains don't need to be taught in the environment in which the behavior sequence is expected to occur

Back 32

False

Front 33

When rienforcement is provided only at the end of a chain, early behaviors in the chain are likel to weaken

Back 33

True- use thinning and variable shcedules to maintain early behaviors

Front 34

The process of differential reinforcement of successive approximation to a terminal behavior

Back 34

Behavioral Shaping (teaching new behavior)

Front 35

The systematic reinforcement of one member of a response class and the simultaneous withholding of reiforcement (extinction) for other previously emitted memebers of the response class

Back 35

Differential Reinforcement

Front 36

Any intermediate behavior that is either a prerequisite component, or a higher order member of the final behavior

Back 36

Successive Approximation

Front 37

Shaping is a positive procedure T/F

Back 37

True, although we may inadvertently shape undesirable behaviors, shaping is brought about by reinforcement

Front 38

Procedure occurs when differential reiforcement is directed at a topographically different response that is in the same or related response class

Back 38

Response Shaping Across Response Topographies (changing the form of the behavior)

Front 39

When differential reiforcement is directed at a topographically identical response that has a different dimension (frequeney, duraation, rate, intensity)

Back 39

Response Shaping Within Response Topographies (not changing the form of the behavior)

Front 40

To increase efficiency in shaping, you may use a discriminative stimulus SD, physical guidance, imitative prompting, other prompts, and/or makking a small changes in criteria. T/F

Back 40

True

Front 41

Implementing Behavioral Shaping Procedures is a four step process:
1) Select and define a _______ behavior
2) Determine liklihood of ______
3) Determine likelihood of _____ ______ for __________
4) Determine extent to which behavior is ______ ________ and likley to result in _________ _________.

Back 41

1) Terminal
2) Suceess
3) Natural Reinforcement for Maintenance
4) Age Appropriate, Increased Independence (social validity)

Front 42

When implementing behavioral shaping procedures, one must analyze the response class.

Back 42

True, looking at all the possible ways to meet the same function, may procude a different task analysis
i.e. many ways to wash a car

Front 43

Using peer group data for normative criteria and examining topography and dimensions are important steps in determining the criteria for success

Back 43

True

Front 44

To eliminate interfering stimuli when shaping, limit trials at each level. An effective rule of thumb is ____ to ____ consecutive trials at criterion.

Back 44

3 to 5, then move on. Monitor criterion changes based on success rate

Front 45

The use of antecedent stimuli which are topographically (shape or form) similar to the target beahvior that are followed by the target behavior

Back 45

Imitation Training

Front 46

Behaviors that immediately follow a model's behavior and are similar in topography

Back 46

Imitative Behaviors
Some imitative beahviors may be delayed, but must follow close in time

Front 47

The initial purpose of imitative training with Nonimitative Learners is to shape any imitative response so that the S-R-SR chain is established. T/F

Back 47

True, training sessions should be short, probe unlearned behaviors during imitatiion trainig to check for generalization

Front 48

When working with Nonimitative Learners, you should adjust reinforcement from ________ to ________.

Back 48

Continuous to Intermittent
(In small amounts, frquently at the beginning)

Front 49

When working with Nonimitative Learners, you reduce latency by _____ _____

Back 49

Differential Reinforcement

Front 50

What do you do when progress breaks down with Nonimitative Learner? 2 things.

Back 50

Back up and work more slowly, look for changes in the environment

Front 51

Describe fenestrated capillaries

Back 51

highly permeable

Basement membrane

Found in kidneys