SPED 306 > Final > Flashcards

Final Flashcards

(47 cards)

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1
Q

principles of discrimination

A

ability to tell the difference between environment events or stimuli

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2
Q

stimulus control

A

a behavior that occurs in the presence of S but not its absence

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3
Q

Antecedents

A

environmental conditions and events that precede the behavior

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4
Q

simple discrimination

A

differentiating

-with practice should reliably respond correctly

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5
Q

discriminative stimuli S^D

A

condition under which we want behavior to occur

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6
Q

s-deltas

A

anything other than S^d

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7
Q

discrimination training steps

A
  1. identify target behavior
  2. identify stimulus to be established
  3. plan reinforcement strategy
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8
Q

prompt

A

additional stimuli that increases the probability that the S will occasion the desired response
-always move from most to least intrusive

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9
Q

prompt types

A
  • gestural
  • verbal
  • visual
  • modeling
  • physical
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10
Q

gestural prompts

A

using movement and motions to give reminder

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11
Q

verbal prompts

A

A. rules- “no running in the halls”
B. instruction- “put your name on top of the paper”
C. hints
D. self operated verbal prompts

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12
Q

visual prompts

A

A. pictures
B. color code for work rate
C. classroom schedule
D. maps

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13
Q

visual prompts- pictures

A
  1. correctly completed problems
  2. format for a report
  3. books of pictures
  4. hand washing pictures at restaurants
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14
Q

modeling prompts

A

demonstration- imitation must be possible

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15
Q

physical prompts

A

A. full- “put through” physically do with child

B. partial

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16
Q

effective prompting

A
  1. focus students attention on S^D
  2. should be as non-intrusive as possible
  3. fade as rapidly as possible
  4. unplanned prompts should be avoided
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17
Q

task analysis

A

breaking complex behavior into components

-completion of each step is the S^D to the beginning of the next step

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18
Q

task analysis steps

A
  1. determine prerequisite skills
  2. list materials that will be needed
  3. list all components in order of performance
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19
Q

chaining

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A
  • teacher establishes a series of chain of behavior

- instructional procedure of reinforcing individual responses in sequence to form complex behavior

20
Q

forward chaining

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A

begins with first step and adds in others in order

- ex: shoe tying

21
Q

backwards chaining

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A

components are taught from last step to first step

  • reinforcer is given at the most natural point -> the end of task
  • ex: helping student learn to put on their pants, start with them buttoning pants and move backwards
22
Q

fading procedures

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A
  • decreasing assistance
  • graduated guidance
  • time delay -> give students more tome to respond
  • increasing assistance
23
Q

shaping

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A
  • differential reinforcement for successive approximations of behavior
  • used to teach new behavior
24
Q

must be able to identify for antecedent procedures

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A
  • terminal behavior -> behavioral goal
  • initial behavior -> in students repertoire
  • intermediate behavior
  • dimensions
  • things to think about
    • size of steps
    • how long to stay at each plateau
25
generalizations
- stimulus generalizations - maintenance - response generalizations
26
why do we need to plan for generalizations?
- the lack of generalizations - technology of generalizations - must be programmed
27
stimulus generalization
when a response that has been trained in a specific setting with a specific instructor occurs in different setting or with different instructor -behaviors are reinforced in presence of similar yet different S^D
28
maintenance
tendency of learned behavior to occur after programmed contingencies have been removed - resistance to extinction - durability - behavioral persistance
29
response generalizations
to unprogrammed changes in similar behaviors when target behavior is modified - ex targeting the F word but also change other swear words
30
training generalization
- train and hope - sequentially modify - introduce to natural contingencies - train sufficient exemplars - train loosely - use indiscriminate contingencies - program control stimuli - mediate generalization
31
sequentially modify
- across settings - peer reprogramming - multiple settings programming
32
introduce natural contingencies
- observe students environment - choosing behaviors that are subject to trapping as determined by observation - teaching students to recruit reinforcers from environment - teaching students to recognize reinforcement when it is delivered
33
train sufficient exemplars
- similarities and differences - saying hello, asking for help - general case programming - enhances response generalization, maintenance, and stimulus generalization
34
train loosely
- naturalistic teaching - incidental teaching - enhances response, maintenance, and stimulus generalization
35
self record
you record your own behavior- on you to make sure you record correctly - select behavior - operationally define behavior - select appropriate data collection - instruct student - monitor at least one practice - independent use
36
self instruction
providing ones own verbal prompting
37
self reinforcement
letting the students be involved, self determined reinforcers - stringent standards - teacher controlled contingencies
38
self punishment
students decide when to subtract or return tokens/reinforcers as well as when to reward themselves -ex not going out with friends if you do bad on an exam
39
free will
behavior attributed to a force from within the individual and thus not subject to prediction and change
40
deterministic
behavior is lawful (subject to prediction) and its causes can be identified in environmental events
41
behavior modification misused
people associate modification with change therefore believe it is any procedure that has the potential to change behavior
42
besides behavior modification what is the other issue people have with the behavioral approach?
they believe that any systematic effort to change behavior is coercive and thus inhumane
43
social validity
the acceptability of a program or procedure to its consumer
44
functional skills
teaching skills is the primary focus of every childs education program -merely eliminating a behavior is indefensible in the absence of a plan to develop constructive behavior
45
accountability
- when goals are stated in objective terms - open to evaluation - data-based decisions
46
assessment
goals and objectives progress is determined by the ongoing process of data collection
47
effective procedures
procedures that have been shown to work with the same population with similar behaviors
SPED 306
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