Class 1, Set 2

Front 1

What is a Baseline

Back 1

Data taken before the intervention

Front 2

Why measure behaviour?

Back 2

Know the before and after rates of behaviour
To know if we have achieved our goal or need to change the intervention

Front 3

Define Shaping

Back 3

The reinforcement of successive approximations to a target behavior. Shaping is used to establish a novel topography or dimension of a behavior

Front 4

Define Chaining

Back 4

Procedures used to teach a person to
engage in a chain of behaviors. Includes backward
chaining, forward chaining, total task presentation,
written task analysis, picture prompts, and selfinstructions.

Front 5

Incidental teaching

Back 5

Consists of a chain of pre specified child/tutor interactions.
-Involve materials that are highly preferred by child.
-Prompting and chaining embedded in natural contexts, and child initiates interactions.

Front 6

How does incidental teaching differ from DTT?

Back 6

Incidental teaching
-EO
-Child demonstrates interest by initiating an interaction
-Materials are highly preferred by child and interactions are initiated by child in natural context

Hint 6

DTT
-The SD
-A prompt
-A response
-A consequence
-Inter trialpause

Front 7

How to prepare for Incidental teaching

Back 7

-Highly reinforcing environment. create EO's for teaching opportunities, place out simuli around room that you want to use to teach

Front 8

Ecological Assessment

Back 8

Evaluating targets enviornment, and seeing which skills are needed to succeed

Front 9

What are the benifits of play, leisure and recreation skills

Back 9

-Social, emotional, cognitive and physical benefits
-Explore new skills and interests
-Engage in social relationships
-Great opportunity for generalization
-Something to talk about

Front 10

What is the prime consideration when selecting life skills for instruction

Back 10

-Things that will impact safety
-Parent/caregiver priority
-Things that will increase acceptance with peers

Front 11

Some considerations when choosing life skills

Back 11

-Preference
-Age appropriate
-Parent priority

Front 12

3 elements of bullying

Back 12

-Imbalance of power
-Threat of further aggression
-Terror
-Intent to harm

Front 13

3 types of bullying

Back 13

Verbal
Physical
Relational

Front 14

4 components of BST and define

Back 14

Modeling-Correct behaviour is demonstrated for learner
Instructions - Describe the appropriate behaviour, and exactly what is expected
Rehearsal - Learner practices behaviour after modeling and instructions
Feedback

Front 15

Back up reinforcer

Back 15

Reinforces used in a token economy.
A client receives tokens for desirable behaviors and
exchanges a specified number of tokens for any of a
variety of backup reinforcers.

Front 16

Token

Back 16

The token is something that can be given to another person and accumulated by that person. The token is a conditioned reinforcer because it is given to the person after a desirable behavior and is exchanged for established reinforcers called backup reinforcers.

Front 17

Token economy

Back 17

A reinforcement system in which conditioned reinforcers called tokens are delivered to people for desirable behaviors: the tokens are later exchanged for backup reinforcers.

Front 18

Generalized conditioned reinforcer

Back 18

A conditioned reinforcer
that has been paired with a variety of other reinforcers.
Money and praise generalized are conditioned reinforcers for many people.

Front 19

Intermittent reinforcement

Back 19

A schedule of reinforcement
in which not every instance of the behavior
is followed by the delivery of the reinforcer. Includes
fixed ratio, fixed interval, variable ratio, and variable
interval schedules.

Front 20

Continuous reinforcement

Back 20

A schedule of
reinforcement in which each instance of the behavior
is followed by the reinforcer.

Front 21

Intermittent schedules of reinforcement (4)

Back 21

Fixed Ratio - A specific or fixed number of responses must occur before reinforcer is delivered - Produces high rate of behaviour

Fixed Interval - A fixed or specific amount of time must pass before reinforcer is delivered - Produces low on and off pattern of behaviour

Variable Ratio - An average/variable number of responses must occur before reinforcement is delivered - Produces high steady rate of behaviour

Variable Interval - Interval length differs - Produces steady low to moderate rates of behaviour

Front 22

Essential components of a token economy

Back 22

1. The desirable target behaviors to be strengthened
2. The tokens to be used as conditioned reinforcers
3. The backup reinforcers to be exchanged for the tokens
4. A reinforcement schedule for token delivery
5. The rate at which tokens are exchanged for the backup reinforcers
6. A time and place for exchanging tokens for backup reinforcers

Front 23

DRA

Back 23

A
procedure for decreasing a problem behavior by reinforcing
a functionally equivalent alternative behavior
(a competing behavior) to replace the problem
behavior.

Hint 23

-Student tantrums when trying to escape from a difficult task
-Tutor allows student to take a break only when the student requests appropriately
-Tantrum behaviours are put on extinction and no longer result in escape

Front 24

DRO

Back 24

A procedure in which the reinforcer is delivered after intervals of time in which the problem behavior does not occur. DRO involves reinforcing the absence of the problem behavior.

Hint 24

Student engages in frequent nail biting
-Tutor sets timer for 2 minutes and provides reinforcer at the end of the interval if nail biting foes not occur within the 2 minutes

Front 25

DRL

Back 25

A procedure in which a lower rate of a particular behavior is reinforced to decrease the rate of the behavior. Used when the goal is to decrease but not necessarily to eliminate a target behavior.

Hint 25

Use when behaviour is a problem because of its high rate of occurrence
Behaviour should remain in individuals repertoire

e.g. eating too quickly, raises hand too often in class, talking about preferred topic too frequently

Front 26

DRI

Back 26

A type of DRA procedure in which a physically incompatible behavior is reinforced to replace the problem behavior.

Front 27

Behavioural contract

Back 27

A written document that specifies a particular
target behavior for a client and the consequences
that will be contingent on the occurrence or nonoccurrence
of the behavior in a stated period of time.

Front 28

Parallel contract

Back 28

A two-party contract in which two people
each seek behavior change. Both people specify their
behavior to be changed and the consequence for
their behavior. However, the contract behaviors and consequences for each party are independent of each other. Contrast the quid pro quo contract, in which the behavior of one party is the reinforcer for the behavior of the other party.

Front 29

Rule-governed behaviour

Back 29

Behavior that is controlled by a verbal statement (a rule) about a between the behavior and a consequence.

Front 30

Quid pro quo contract

Back 30

A two-party contract in which two people each specify a behavior that they will change in return for the behavior change of the other person.

Front 31

One party contract

Back 31

A behavioral contract in which one person seeks to change a target behavior. The person arranges the contract with a contract manager, who implements the contingency.

Front 32

Two party contract

Back 32

A type of behavioral contract in which two people both identify behaviors to change and the
consequences for the behavior change.

Front 33

Components of a behaviour contract

Back 33

1. Identifying the target behavior
2. Stating how the target behavior will be measured
3. Stating when the behavior must be performed
4. Identifying the reinforcement or punishment contingency.
5. Identifying who will implement the contingency.

Front 34

Extinction

Back 34

The process by which, when a previously reinforced behavior is no longer followed by the reinforcing consequences, the frequency of the behavior decreases in the future.

Front 35

Extinction Burst

Back 35

The phenomenon in which, when a behavior is no longer reinforced, the behavior temporarily increases in frequency, duration, or intensity before it decreases. Novel behaviors or emotional responses may also occur in an extinction burst.

Front 36

When is extinction not appropriate?

Back 36

When the behaviour on extinction are likely to be imitated by others and to target severe behaviors

Front 37

Exclusionary time out

Back 37

A time-out procedure in which the person is briefly removed from the reinforcing environment—typically to another room-contingent on the occurrence of a problem behavior.

Front 38

Non-exclusionary time out

Back 38

A type of time-out procedure in which, contingent on the problem behavior, the person is removed from all sources of reinforcement but is not removed from the room where the problem behavior occurred.

Front 39

Response cost

Back 39

A negative punishment procedure in which, contingent on a behavior, a specified amount of a reinforcer is removed.

Front 40

Time-out from positive reinforcement

Back 40

A type of negative punishment in which, contingent on the occurrence of the problem behavior, the person loses access to positive
reinforcers for a brief period. Typically, the person is removed from the reinforcing environment in a timeout procedure

Front 41

Time out

Back 41

The loss of access to positive reinforcers for a brief period contingent on the problem behavior.

Front 42

Using DR with response cost

Back 42

If a response cost procedure is being used to decrease a problem behavior, differential reinforcement should also be used to increase a desirable alternative behavior (DRA) or to reinforce the absence of the problem behavior (DRO).

Front 43

Comparing Response Cost, Time-out, and Extinction

Back 43

■ With extinction, the problem behavior is no longer followed by the reinforcing event that previously maintained t hebehavior.
■ With time-out, the person is removed from access to all sources of reinforcement
contingent on the problem behavior.
■ With response cost, a specific amount of a reinforcer the person already possesses is removed after the problem behavior.

Front 44

Considerations when using response cost

Back 44

Which Reinforcer Will Be Removed
Is the Reinforcer Loss Immediate or Delayed
Is the Loss of ReinfoIs Response Cost Practical and Acceptablercers Ethical

Front 45

Controlled behaviours

Back 45

The target behavior that is influenced in a self-management project.

Front 46

Controlling behaviours

Back 46

The use of self-management strategies in which the antecedents and consequences of a target behavior and/or alternative behaviors are modified

Front 47

Goal setting

Back 47

A self-management strategy in which the person decides on and writes down the desired level of the target behavior he or she hopes to achieve as a result of self-management procedures.

Front 48

Self instructions

Back 48

Self-statements that make it more likely that a target behavior will occur in a specific situation.

Front 49

Self management

Back 49

Behavior modification procedures used by a person to change his or her own behavior. In a selfmanagement
strategy, the person engages in a behavior that alters an antecedent or consequence of the target behavior or alternative behavior.

Front 50

Self Praise

Back 50

Making positive statements to yourself or providing positive evaluations of your own behavior after engaging in an appropriate behavior.

Front 51

Short circuiting the contingency

Back 51

Occurs when a person arranges a reinforcer for a target behavior in a self management project but then takes the reinforcer without first engaging in the target behavior. May also occur when a person arranges a punisher for a target behavior but does not implement the punisher after engaging in the target behavior.

Front 52

Social support

Back 52

A component of the habit reversal procedure in which a significant other praises the client for correct use of the competing response and prompts the client to use the competing response when the habit behavior occurs. In general, social support occurs when significant others are involved in implementing contingencies
in the natural environment to help a person reach a self management goal.

Front 53

Behaviour deficit

Back 53

A desirable target behavior that a person seeks to increase in frequency, duration, or intensity.

Front 54

Behaviour excess

Back 54

An undesirable target behavior that a person seeks to decrease in frequency, duration, or intensity

Front 55

Antecedents that can be used in self management programs

Back 55

■ Presenting the discriminative stimulus (SD) or cues for the desirable target
behavior
■ Removing the SD or cues for competing undesirable behaviors
■ Arranging an establishing operation for the desirable target behavior
■ Presenting an abolishing operation for the competing behaviors
■ Decreasing the response effort for the desirable target behavior
■ Increasing the response effort for the competing behaviors

Front 56

Steps to creating a self management plan

Back 56

1. Make the decision to engage in self-management
2. Define the target behavior and competing behaviors.
3. Set goals.
4. Self-monitor
5. Conduct a functional assessment.
6. Choose appropriate self-management strategies.
7. Evaluate change.
8. Reevaluate self-management strategies if necessary.
9. Implement maintenance strategies

Front 57

Task analysis

Back 57

Identification of the discriminative stimulus and response for each component of a behavior chain.

Front 58

Maintenance

Back 58

Continuation of the behavior change for a long period after the termination of a behavior modification program. Also, continuation of an operant behavior with intermittent reinforcement.

Front 59

Generalization

Back 59

A process in which the behavior occurs in the presence of antecedent stimuli that are similar in some way to the discriminative stimulus present when the behavior was reinforced. Generalization is also defined as the occurrence of a target behavior in a nontraining situation after training.

Front 60

Fear

Back 60

Composed of both operant and respondent behaviour. Usually afraid of a particular stimulus or stimulus situation.
-person experiences unpleasant bodily responses and engages in escape or avoidance behaviours

Front 61

Anxiety

Back 61

Bodily responses are respondent behaviors as a result of fear

Front 62

Relaxation training

Back 62

Strategies used to decrease the automatic or involuntary feelings that they experience as a result of fear/anxiety

Hint 62

Progressive muscle relaxation
Diaphramic Breathing
Attention Focus exercise

Front 63

Systematic desensitization

Back 63

Person with a phobia practices relaxation while imagining scenes of the fear producing stimulus

Front 64

Fear heiarchy

Back 64

Used in systematic desensitization or in vivo desensitization procedures. In the fear hierarchy, various fearful situations are listed in order from least to most fear-provoking. Each new situation in the hierarchy is only slightly more fear-provoking than the previous situation.

Front 65

In vivo desensitization

Back 65

A procedure for treating a fear or phobia. The client first learns relaxation. Next, the client develops a fear hierarchy in which fear-producing situations are ordered from least to most fear-producing. Finally, the client makes actual contact with the fear producing situation at each step in the hierarchy in turn while maintaining relaxation as a response that is incompatible with the fear response.

Front 66

in vivo

Back 66

Real life

Front 67

Systematic desensitization hierarchy

Back 67

Hierarchy uses least anxiety provoking stimuli and moves progressively forward to most anxiety provoking stimuli

Front 68

How does in vivo differ from systematic desensitization

Back 68

In vivo the person is exposed gradually to the actual fear producing situations. In systematic desensitization, the person relaxes and imagines scenes of fear producing situations arranged in a hierarchy from least to most fear-producing.

Front 69

Systematic desensitization adv/dis adv

Back 69

it is easier and more convenient for the client to imagine the feared stimulus than to come into contact with
it. Onedisadvantage of
systematic desensitization is that the results may not fully generalize to the actual
fear-producing situation

Front 70

In vivo adv/ dis adv

Back 70

The advantage of in vivo desensitization is that the client makes actual contact
with the feared stimulus.
one disadvantage of in vivo desensitization is that it is more difficult and possibly
more time-consuming and costly than systematic desensitization

Front 71

What are 5 steps to setting up an SSG lunch bunch

Back 71

Define childs social deficits
Get permission
Make a plan
Set goals
Find a way to combine an activity and your social skill

Front 72

What things to avoid in a successful lunch bunch

Back 72

Silence
Having too much structure
Having too many kids
Persisting with an activity where the kids have lost interest