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11 Cards in this Set
- Front
- Back
F-02 Use token economies and other conditioned reinforcement systems. |
token economy: list of target behaviors tokens or points menu of backup reinforcers level system: move up a hierarchy of levels contingent on meeting specific performance criteria with respect to target behavior; expectations get higher and schedule of reinforcement thinned |
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F-02 Use token economies and other conditioned reinforcement systems. |
select token identify target behaviors and rules select menu of backup reinforcers (preferably naturally occurring activities) establish the ratio of exchange write procedures to specify what happens if requirements no met: matter-of-fact statement field-testing |
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F-02 Use token economies and other conditioned reinforcement systems. |
implementation: initial and ongoing training manage tokens and exchange periodically chronic rule breakers, reinforcer assessment and response cost withdraw: pair with social approval and verbal praise requirements increased reduce the duration in effect introduce backup reinforcers in the untrained setting increase the cost of desirable items fade physical evidence of token |
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F-02 Use token economies and other conditioned reinforcement systems. |
adv: bridge the time/setting gap between a behavior and reinforcer as generalized conditioned reinforcers, easier to management motivation but need to consider intrusive, self-perpetuating, cumbersome, individualized and self-manegement |
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F-03 Use Direct Instruction.
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A carefully sequenced curriculum of knowledge and skills The explicit teaching of that curriculum Flexible ability grouping, with children placed where they are at, within this curriculum sequence Mastery learning, where children progress to the next level only when they have mastered the level they are at (just like in martial arts and swimming classes) |
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F-04 Use precision teaching. |
standard celeration chart learning best measured as a change in response rate learning most occurs through proportional changes in behavior past changes can project future learning |
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F-04 Use precision teaching. |
Focus on Directly Observable Behavior Frequency as a Measure of Performance The Standard Celeration Chart The Learner Knows Best |
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F-05 Use personalized systems of instruction (PSI). |
small self-paced modularized units of instructions where study guides direct learners through the modules mastery learning requires that the desired student performance be stated precisely using performance or learning objectives student proctors are used to help with individual problems and lectures are given for motivational problems only |
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F-06 Use incidental teaching. |
assesses the child's ongoing interests
follows the child's lead restricts access to high interest items constructs a lesson within the natural context, with a presumably more motivated child |
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F-07 Use functional communication training. |
F |
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F-08 Use augmentative communication systems. |
Sign Language Paper based system/eye gaze/alphabetic boards Picture Exchange Communication System (PECS) Voice Output Communication Aides (VOCAs) Speech generating devices with dynamic display |