Exam (elaborations)
ABA- Florida Institute of Technology Course 3 Questions and Answers
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ABA- Florida Institute of Technology Course 3
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ABA- Florida Institute of TechnologyCourse 3
Reasons for selecting target behavior - answerHelps individual achieve outcomes.
Behavior deficit makes the person too dependent on others.
Problems with behavior - answerCan't do: skill deficit, problem with strength, won't do,
does but only under limited circumstances, does at the wrong time or in the wrong
place.
Adaptive behavior - answerThose skills or abilities that enable the individual to meet
standards of personal independence and responsibility that would be expected of his or
her age and social group
Mastered tasks - answerTasks for which the person has met the performance criteria
set for the specific task within specific conditions
Examples of assessments used to identify skills to target for acquisition - answerThe
VB-MAPP, essential for living, the MOVE curriculum
Discriminative stimulus - answerAntecedent stimulus correlated with the availability of
reinforcement. Stimulus that should, after teaching, evoke the correct or an appropriate
response
SD - answerDiscriminative stimulus
Motivating operations - answerAntecedent stimuli that may temporarily increase or
decrease the value of a reinforcer and evoke behavior that has resulted in that
reinforcer previously.
MO - answerMotivating operation
Prompts - answerSupplementary antecedent stimuli used to evoke a correct response
in the presence of an EO or SD that will eventually control behavior
Artificial consequences and schedules - answerConsequent stimuli or schedules of
presentation that may result in the learner making the correct or an appropriate
response more frequently
,Reinforcement - answerThe presentation or removal of the stimulus following a
response, that increases (or maintains) the future frequency of that response
Reinforcement should be used to: - answerGet behavior going, strengthen a dimension
of an already acquired skill, keep behavior going (maintenance)
Using positive reinforcement - answerIdentify appetitive stimuli (potential reinforcers),
collect baseline data, deliver the appetitive stimulus contingent upon the target
response, continue to collect data
Using negative reinforcement - answerIdentify aversive stimuli/conditions, collect
baseline data, remove the aversive condition contingent upon the target response,
continue to collect data
Continuous (FR1) schedules - answerConsequence delivered after every response.
Typically used to build or strengthen a skill.
Variable schedules - answerConsequence delivered after some number of responses,
time or interval. Typically used to maintain behavior overtime
Pattern of behavior produced on fixed schedules - answerUnsteady responding (pause
and burst)
Pattern of behavior produced on variable schedules - answerSteady responding
Ratio schedules - answerProduce higher rates of responding
Fixed ratio - answerVery high rates of responding
Fixed interval - answerScalloped responding
Variable ratio - answerHigh steady rates
Variable interval - answerLow to moderate steady rates of responding
Prompts may be given - answerBefore a response begins to occur or during a response
cycle to aid the performance of the behavior
Prompts are used - answerIn skill acquisition programs, to evoke a low probability
behavior, to evoke a chain of behavior by prompting the first step (response priming), to
prompt behaviors incompatible with an inappropriate behavior
Response prompts - answerOperate directly on the response
Types of response prompts - answerVerbal, modeling, physical
, Stimulus prompts - answerOperate directly on the antecedent task stimuli to cue a
correct response in conjunction with the critical SD
Position Cue - answerItem being taught placed closer to student
Movement cue - answerPointing to, tapping, touching, looking at item being taught
Redundancy of antecedent stimuli - answerOne or more stimulus/response dimension
paired with correct choice
Gestural prompts - answerResponse prompt if the prompt operates on the response
and stimulus prompt if the prompt operates on an antecedent stimulus
Fading - answerA technique used to gradually transfer stimulus control from
supplementary antecedent stimuli (prompts) to naturally occurring EO's and/or
discriminative stimuli
Procedures for fading response prompts - answerMost to least prompts (fading out),
least to most prompts (fading in), time delay (constant or progressive), graduated
guidance
Graduated guidance - answerHand over hand assistance and the combined use of
physical prompting and fading, resulting in a systematic gradual reduction in the
intensity or intrusiveness of the physical prompt
Single response skill - answerA single movement and can be taught without breaking it
down into smaller steps
Multiple response skill - answerRequires breaking down the skill into multiple steps or
responses to effectively teach it
Differential reinforcement - answerProviding a reinforcer when the correct or an
appropriate response occurs and not doing so when it does not occur or another
response occurs
Prompt fading - answerWhen the correct or an appropriate response begins to occur,
gradually provide less prompts and an additional level of differential reinforcement
Shaping - answerUsing differential reinforcement to produce a series of gradual
changing response classes. Reinforcement is provided when closer approximations to
the correct response occurs
Stimulus fading - answerHighlighting a physical dimension (color, size, position)of a
stimulus to increase the likelihood of a correct response
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