10/27/24, 6:29 AM 2024 update|EXAM 1 EDF 6223 |2024-2025 UPDATE|COMPREHENSIVE FREQUENT MOST-TESTED QUESTIONS AND V…
2024 update|EXAM 1 EDF 6223 |2024-2025
UPDATE|COMPREHENSIVE FREQUENT MOST-
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Terms in this set (77)
1. the imitative behavior is occasioned by another
person's model of the behavior
2. the imitative behavior has formal similarity with the
model
4 criteria of imitation
3. the imitative behavior follows the modeled
behavior closely in time
4. the model is the primary controlling variable for
the imitative behavior
an antecedent stimulus with topographical similarity
model
to the behavior the analyst wants to be imitated
prearranged demonstrations of behavior that show
the learner exactly what to do, be it acquiring new
planned models skills or refining the topography of certain elements
of existing skills
-can be live or filmed
unplanned models occasion imitation in everyday social environments
occurs when the model's and the imitator's behavior
formal similarity physically resemble each other and are in the same
mode
T/F: delayed behaviors false, a close temporal relationships between the
replicating the model's performance and the learner's behavior is
topography of a model an important feature of imitation
are imitative
,10/27/24, 6:29 AM 2024 update|EXAM 1 EDF 6223 |2024-2025 UPDATE|COMPREHENSIVE FREQUENT MOST-TESTED QUESTIONS AND V…
what is the most the controlling relation between a model's
important property demonstration and a learner's performance of
defining imitation? topographically similar behavior
when is a controlling when a model evokes a similar behavior without a
relation between the prior history of reinforcement
model's behavior and the
imitator's behavior
inferred?
T/F: an imitative behavior true
is a new behavior that
follows a novel
antecedent event
a systematic, research-based set of steps for
imitation training teaching a non-imitative learner to imitate models of
noel behavior
imitation training attending to the model is a prerequisite skill for
protocol (1): assess, and imitation training. assess the skills for a minimum of 3
teach if necessary, sessions and begin training if assessment data shows
prerequisite skills for adequate attending skills
imitation training
practitioners may need to select and use about 25
behaviors as models during imitation training.
including gross motor and fine motor movements as
imitation training models provides learners with opportunities to
protocol (2): develop more refined differentiation with their
imitative skills. initial training usually includes models
of the movement of body parts and the
manipulation of physical objects
, 10/27/24, 6:29 AM 2024 update|EXAM 1 EDF 6223 |2024-2025 UPDATE|COMPREHENSIVE FREQUENT MOST-TESTED QUESTIONS AND V…
the learner's response to the selected models
should be pretested:
1. prepare the learner's attending behaviors for the
pretest
2. if using an object mode, place 1 in front of the
learner and 1 in front of yourself
3. say the learner's name to start, and when the
imitation training
learner makes eye contact, say, "do this"
protocol (3): pretest
4. present the model
5. immediately praise each response that has formal
similarity to the model, and deliver reinforcement
ASAP
6. record the learner's response as correct,
incorrect, or as an approximation of the model
7. continue pretesting with the remaining models
use the pretest to arrange the presentation
sequence for the selected models, arranging the
sequence from the easiest to the most difficult
models to imitate. the first models selected are
imitation training
those that the learner imitated correctly on some,
protocol (4): sequence
but not all, of the pretest trials. the models that the
selected models for
learner responded to incorrectly, but that
training
approximated the model, are selected next. finally,
the models that the learner failed to perform, or
performed incorrectly, are the last to be selected
for training
use the first 3 models currently selected for training
and present them 3 times each in random order. if
the learner's behavior has similarity to the model on
all 3 presentations, that model is removed from the
conduct imitation training
training. allows practitioners to evaluate the
sessions: preassessment
learner's current performance on the models
selected for training that session, and to determine
the learner's progress in learning to respond to the
model
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