BCAT Exam Study Cards, RBT Credential All Answers Correct

BCAT Exam Study Cards, RBT Credential All Answers Correct Positive Reinforcement Reinforcment: behavior increases in the future. We don't know if the reinforcer works until the future when we see increased behavior. Positive: Consequence is an increase of behavior to what child had Negative Reinforcement Positive Punishment Negative Punishment Reinforcer Negative: Take away Consequence: an increase in the behavior Something is added. Behavior Decreases Something taken away. Behavior Decreases Consequence that increases behavior Punisher Consequence that decreases behavior Unconditioned Reinforcer survive its unconditioned Extinction Unlearned.Increases frequency of behavior. Think if you need it to Once you know what the reinforcer is that's painting that behavior, you eliminate it. Not giving that reinforcer that was painting the problem behavior. Ignoring is extinction only IF the behavior is to get attention. If the behavior is avoidance then the extinction would be by following through with the consequence instead of extinction. also: If the behavior happens but the reinforcer is not delivered--in sensory stimulation Condtioned Reinforcer Contingency Things that have been learned that increases the behavior What the behavior requirement is in order to earn the reinforcer or punisher. 3 term contingency: Antecedent, Behavior, Consequence Discriminitive Stimulus Tells the child what they should be doing. a stimulus that indicates that reinforcement is available for doing a specific behavior. S-Delta: signals extinction is available. SDP: Signals punishment is available for behavior Stimulus The term usually used to describe a neutral stimulus. ie first time you told a child to touch a tendon and child didn't know what that was. A change in an organism's surroundings that causes the organism to react Stimulus Control Response the effect that discriminitive stimulus has on the specific behavior An action or change in behavior that occurs as a result of a stimulus. Behavior and response are the same thing Discrete Trial mastery. Breaking skills down into small steps, and teaching one sub-skill at a time, until Discrimination Training of that stimulus. Reinforce a response in the presence of a stimulus, but not in the absence train to respond to one stimuli and not another Discrete Trial Training A drill based teaching methodology. Four Stages: 1. Mass trials-same sd over and over 2. Block Trials-A block of one sd and a block of another sd 3. Expanded Trials-sd and distraction, then go back to sd, then increase distraction trials 4. Random Rotation-Asking for different skills at random. so's are changing Natural environment training (NET) Pivitol Response Training (prt) : Set up opportunities for child to practice skill rather than forcing. more naturalistic Fluency Based Training Precision Teaching. Trying to get as many correct responses in as short a t ime as possible. Fast and accurate Generalization when the skill is learned in a training setting and utilized in a novel setting. (psychology) transfer of a response learned to one stimulus to a similar stimulus Maintenance Maintaining the skill over a long period of time. Can do this through intermittent training and caregiver training Caregiver Training Promote maintenance and generalization through this. Tell/Show/Do Methodology, Behavioral training Premack Principle "First This, Then That" Using favored activities to reinforce participation in less desired activities. Preference Assessment formal procedures used to identify highly preferred stimuli (easiest but most unreliable is ask the caregiver). Reliable: Watch and observe the child and what they play with. Prompt Things we do to get a correct response. ALL PROMPTS NEED TO BE FADED ASAP TO AVOID PROMPT DEPENDENCY. 3 different ones: Erroless learning, Most-to-least, Least-to-most Error Correcting chaining type of prompts: Most-to-least, Least-to-most Procedure where you break down a skill small steps one at a time. When mastered, put together . 3 different methods: forward, backward, total task forward chaining backward chaining them Total Task Chaining training session. shaping allow them to do the first step and then complete the rest of the steps for them allow them to do the last step at the prompt level but complete the rest for The chaining procedure which teaches each step of the chain during each the reinforcement of successive approximations to a desired behavior Pacing match it to the client Alternative Communication Augmentative Communication Something other than verbal. supplement or replace oral language. gmentative Communication When natural speech is not meeting their communication needs, strategies augment their current communication Functional Approaches to teaching language skills Mand Training (AKA request training) Training by asking for what you want. Involves bringing verbal responses under the functional control of MOs. Tact Training "What is this?" Involves bringing verbal responses under the functional control of nonverbal SDs. Training echoic behavior The Echoic is a form of verbal behavior where the speaker repeats the same sound or word that was said by another person, like an echo. This clip demonstrates examples of echoic behavior across situations. Training intraverbal behavior Teaching joint attention The most complex behavior to teach. "How" and "when" questions The simultaneous engagement of two or more individuals in mental focus