BCAT Practice Exam Questions And Answers (Verified And Updated)
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Course
BCAT
Institution
BCAT
BCAT Practice Exam Questions And Answers (Verified And Updated)
Errorless learning
Procedure used to teach new skill that involves immediate/most prompting of response in the beginning and gradual removal of prompts to avoid errors
Most to least prompting
A fading procedure utilizing strong...
BCAT Practice Exam Questions And Answers
(Verified And Updated)
Errorless learning
Procedure used to teach new skill that involves immediate/most prompting of response in the
beginning and gradual removal of prompts to avoid errors
Most to least prompting
A fading procedure utilizing stronger more intrusive prompts over time to enable success and
independence. *Used within errorless learning.
No-No Prompt Repeat
An error correction procedure consisting of the delivery of a prompt following two unsuccessful
trials or attempts at responding, correcting the error of a mastered skill.
Prompt Dependency
Individuals require prompting to perform a skill and cannot be faded successfully.
Shaping
Systematically reinforcing successive approximations of a target behavior, while extinguishing
previous approximations.
Task analysis
The process of breaking a complex skill or series of behaviors into singular SD-response components.
Types of Chaining Procedures
Forward Chaining, Backward Chaining, Total Task Presentation
Forward Chaining
Moves a child to first step to last step, The target behavior is taught in order it is expected to occur.
Backward Chaining
Moves a child from last step of the list to beginning, technique is used when it's easier to teach a
student a task from last step from the beginning.
Total Task Presentation
A procedure used to simultaneously teach all of the steps of the behavior chain during each
presentation of the learning trial. *Instructor provides prompts throughout the sequence.
Discrimination Training
Teach the child to respond to/tell the difference between two (or more) SDs.
Simultaneous Discrimination Training
Multiple objects are placed in front of a child and he or she is asked to touch, point to, or pick up
one of the items (*Field of stimuli)
,Topography
The physical shape or form of the observable behavior. * What it looks like; what it sounds like; how
long it lasts
Function
the reason why the behavior is occurring.
Functions of Behavior
Attention, tangible, escape, automatic
3 Term Contingency
Antecedent, Behavior, Consequence (ABC)
Behavior
What a person says or does *Can be private or public
Antecedent
What happens prior to the behavior +SD MO+
Consequence
What happens immediately following the behavior.
Applied Behavior Analysis (ABA)
The application of these principles of real life issues in order to change behaviors and improve lives
How Does ABA work?
Individuals can learn new skills, behave in more effective ways, replace problematic behaviors with
ones that are more successful
What are the core principles of ABA
Desirable consequences will increase behavior whereas undesirable consequences will decrease
behavior.
Response
a particular occurrence or instance of a behavior
Stimulus
Any physical object or event that an individual can see, hear, smell, touch, or taste (Can be public or
private)
Enviroment
All the events and stimuli which affect the behavior (Can be public or private)
, What is autism spectrum disorder? (ASD)
A Pervasive developmental disorder which significantly affects individuals across multiple areas of
ability. It is 4-5 times more likely in males than in females
Discrete Trial Teaching (DTT)
A structural behavioral teaching method consisting of clear and direct presentation of learning trials
to promote skill acquisition (isolation)
Characteristics of DTT
clear/concise beginning and end
Adult directed
consistent /predictable learning sequence
multiple learning opportunities
Advantages of DTT
*Effective for individuals that have difficulty learning
*For skills that require repetition
*for teaching skills that are not intrinsically motivating
*Efficient learning time and facilitates consistency
Natural Environment Training (NET)
instruction is embedded into the natural environment
Learner directed: incorporates the 3 term contingency approach into activities that are motivating
to the learner
Characteristics of NET
Instruction in the natural environment
Use of naturally occurring motivations
targets are interspersed and contextually relevant
Advantages of NET
*Can be more motivating for learners
*Requires less training to generalize skills
*Skills are immediately functional for learners
*Instruction can take place in any location with multiple individuals
Discriminate Stimulus (SD)
A stimulus, typically an instruction, presented to an individual that must be discriminated from
other instructions
*Example: Target response = red, "What Color" While holding a red train = SD for "RED"
Child says red - reinforce
guidelines for delivery of SDs
Get learners attention prior to presenting SD
Initially use clear and concise language.
Use consistent SDs
Avoid repeating an SD without providing a consequence
Ensure that learning hears entire SD before responding
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