SPED 742 - Behavior Change Procedures - Unit 3 Study Guide

shaping

teaching new behaviors by differentially reinforcing successive approximations toward the behavioral objective

task analysis

identifying every component of a target behavior or skill

forward chaining

training the first response

backward training

starting with last response

total task chaining

training all responses

stimulus control

when antecedent stimuli control or influence behavior (when a given response dependably becomes either more or less probable in the presence of specific antecedent or accompanying stimuli)

discriminated operant

a behavior that occurs in the presence of a specific SD

differential reinforcement

reinforcing an appropriate response in the presence of some stimuli and not in the presence of others

motivating operation

antecedents that alter the value of the SD’s and consequences, and that may alter the behavior as a result

unconditioned motivating operation (UMO)

the effect of the reinforcer does not depend on learning history

conditioned motivating operation

the effect of the reinforcer depends on learning history

four-term contingency

conditional stimuli, antecedent stimuli, responses/bx, and consequences

functional equivalence

when changes in the contingencies controlled by one pair of stimuli are sufficient to change the subject’s bx with respect to other pairs

equivalent classes

a collection of stimuli identified through stimulus equivalence to evoke the same response

habituate

when an unconditioned stimulus is presented repeatedly over a short period of time, the strength of the respondent behavior diminishes (reflex)

prompting

applying a functional but irrelevant or contrived discriminative stimulus that evokes the desired response

goal setting

specifying a performance quality or level to be attained

effective goal setting involves:

developing bx objectives, setting challenging but achievable goals

verbally controlled/rule-governed bx

generalized verbal control of behavior

contingency shaped behavior

behaviors that are learned by directly experiencing consequences

instructional demand

an alliteration in behavior as a function of variations in the way instructions are delivered

free operants

teaching that occurs as a result of naturally available learning opportunities

modeling

a stimulus-control procedure based on demonstrations, or showing to prompt an imitative response

generalized imitation

the ability to imitate or copy a wide range of behaviors or actions, even those that have not been explicitly taught

Discrete Trial Teaching

tasks are broken down into simple, short trials

direct instruction

a teaching method involving use of a curriculum which relies on stimulus control interventions to help teach general concepts, principles, and problem solving strategies

verbal behavior

behavior reinforced by the mediation of other persons, including any spoken or non-spoken form of communication that helps people get what they want and avoid what they don’t want

verbal operants

functional units of language that describe different ways in which people use language to communicate

mand

a verbal operant in which the response is reinforcing by a characteristic consequence and is under the functional control of relevant conditions of deprivation or aversive stimulation and the response has no specified relations to a prior stimulus

echoic

repeating verbal behavior of another person

tact

saying a word in the presence of an object, event, or feature

intraverbal

controlled by a verbal antecedent without point-to-point correspondence or formal similarity and is reinforced by non-specific reinforcement

One way to transfer stimulus control from echoic or tact prompts to intraverbal control?

delayed prompting or errorless teaching