CHYS 3P60- TEST QUESTIONS AND ANSWERS A+ GRADED. Buy Quality Materials!
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Course
3P5
Institution
3P5
CHYS 3P60- TEST QUESTIONS AND ANSWERS A+ GRADED. Buy Quality Materials!
1. Describe three approaches that can be used to identify potential reinforcers.
First Approach: To Review Potential Items or Activities. These activities have been overlooked because they didn't seem appropriate to use...
CHYS 3P60- TEST QUESTIONS AND ANSWERS
A+ GRADED. Buy Quality Materials!
1. Describe three approaches that can be used to identify potential reinforcers.
First Approach: To Review Potential Items or Activities. These activities have been
overlooked because they didn't seem appropriate to use. For ex: parents and instructors
feel they shouldn't have to use food items (ex: juice) as a reinforcer. However, is the
child is not participating in critical learning tasks, he is unlikely to learn the critical skills.
Second Approach: To Stand Back and Watch What The Child Does When he/she is
Left Alone. For ex: when left alone the child may go to an air conditioning vent and have
the air blow on his face. In that situation you may be able to get the child to work for the
reinforcer (air) and have the parent blow air around the child's face, neck and hair. For
the instructor they can use a battery operated fan to blow air in the child's face, or if the
child is not too heavy they can spin the child around to give the child the cool sensation
Third Approach: Reinforcer Sampling. An adult can expose the child to a variety of
combinations of items and activities to see if the child enjoys an activity enough to do
something to keep the activity going. For example, tickling the child may reinforce if
approached properly (slowly while making eye contact).
2. How does the author suggest establishing facial change as a reinforcer?
-The author suggest to pair our faces with an existing reinforcer
-(Changing facial expressions in a negative or positive way if the child answers a
question/ follows directions correctly or incorrectly)
The mother constantly changes her expressions the son begins to watch for the
changes in her facial expressions. Then, such expressions/ tone of voice become a
reinforcers.
1. What two things is a discriminative stimulus a cue for?
is a cue that indicates that a correct response will be reinforced
and
an incorrect response will not be reinforced
2. (L) Define effective stimulus control. Give an example.
Stimulus Control
The degree of correlation between a stimulus and a subsequent response (a) Strong
correlation between the occurrence between the stimulus and a given
responseExample: Every time John, a child who loves icecream hears music from the
ice cream truck, he asks his parents for icecream.
3. Define what prompts are. List three types of prompts. Name one reason why it
is important to fade out prompts.
Prompts: Added stimuli that are helpful in getting targeted responses to occur. Can be
instructions, gestures, demonstrations, touches, or other stimuli that the instructor
arranges or does to assist the student in responding correctly.
, Three types: Auditory, Visual and Tactile prompts
Important to fade prompts out so the individual doesn't become prompt dependent
4. Define shaping. Provide an example.
Shaping is a procedure where the teacher systematically reinforces successive
approximations towards a specific behavioural response until full behaviour response is
achieved. ex: reading the word dog- sounding out the Initial letter (D), then the next two
(D-O), and finally, the whole word (D-O-G).
5. Describe and distinguish between forward chaining and backward chaining
with use of an example for each in the chapter or an example from everyday life.
Forward Chaining: Using forward chaining, the behavior is taught in its naturally
occurring order. Each step of the sequence is taught and reinforced when completed
correctly.
used for: learning parts of a complex game (ex. kickball), complex motor tasks (ex.
swimming), reading tasks (ex. Reading letters), and writing names
Backward Chaining: Using backward chaining, all behaviors identified in the task
analysis are initially completed by the trainer, except for the final behavior in the chain.
When the learner performs the final behavior in the sequence, reinforcement is
delivered. Next, reinforcement is delivered when the last and the next-to-last behaviors
in the sequence are performed. This sequence proceeds backwards through the chain
until all the steps in the task analysis have been introduced in reverse order and
practiced cumulatively
used for: Most self-help tasks (for ex: dressing/ undressing, brushing teeth, washing
hair)
Verbalizing personal information (for ex: name, address, birthday)
1. (L) What four things does a discrete trial consist of? Drawing from the lecture
or using your own examples, give two examples of a discrete-trial.
(1)A trainers presentation
(2)The instruction
(3)The child's response
(4)The consequence
EX. therapist ask child to look at me, the child looks, and the therapist says good job
and gives child a high five
EX. therapist asks child to touch her nose, the child touches her nose, and the therapist
tickles the child and says good job
2. According to Hart and Risley (1982), what is the definition of incidental
teaching? List the four steps that incidental teaching includes. Give two
examples of incidental teaching.
Incidental teaching: used to get elaborated language by waiting for another person to
initiate conversations about a topic and then responding in ways that ask for more
language from that person
Step 1: arranging a setting that includes materials of interest to the child
Step 2: Waiting for the child to initiate an interaction about an object of interest
Step 3: Asking for more elaborate language, or approximations to speech
Step 4: Providing the object for which the child initiated
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