Prompting/Prompt Fading
The six prompts utilized in ABA are (name at least 5)
What is Physical, Model, Verbal, Gestural, Visual, Positional
These are the 4 main verbal operants.
Mand, Echoic, Tact, Intraverbal (Imitation and Listener Response)
This document provides all information regarding target behaviors, antecedent, behavior, and consequence strategies.
Positive Behavior Support Plan/Behavior Intervention Plan
These are the 4 types of reinforcement/punishment.
Positive and Negative Reinforcement
Positive and Negative Punishment
A student is grabbing food. Instead of grabbing, they could be taught to ___.
Utilize multi-model communication
The following prompts should be utilized when teaching a TA
What is physical, positional, visual
Following a demand is this type of verbal operant.
Receptive Direction
These are the 4 main functions of interfering behaviors.
Escape, Access/Tangible, Automatic/Sensory, and Attention (Control).
When using punishment you should always pair it with ____
Reinforcement.
A student was told First playground Then bathroom. He is engaging in refusal to transition.
What is the Then should be a preferred activity?
A learner is learning to request for goldfish using their speech generative device. Most to least prompting for teaching communication with a device would look like.
What is full model - physical - gesture- positional? (needs at least partial 2 of the answers)
The student must be _______ in order to learn mands/the antecdent to a mand.
Motivation
When teaching a replacement behaviors (i.e. functional communication, accepting no) it is important to ______ opportunities.
What is contrive?
Losing access to an item or activities in order to decrease an interfering behavior is.
What is negative punishment?
The student was told its time to go inside. He dropped to the ground and started to throw mulch. He was told to stop throwing mulch. He keeps throwing mulch, will not get up, and laughing at the staff. The staff keep repeating its time to go inside and no throwing.
Any of the followings
- Don't comment on attention seeking behaviors, focus on expectation, minimize verbals
- Think about how to shape the expectation, utilize reinforcement system
- Have someone support with transition errorlessly
This is how to utilize prompting and prompt fading to teach handwashing using whole task chaining.
Allow student to perform all tasks provide most intrusive prompt (i.e. full physical) for errors then utilize back step prompting their hands to redo previous step and trying to fade to partial physical or touch cue for errored step OR redo handwashing TA soon after and prompt using lesser intrusive prompt (partial physical or touch cue) on errored step and fade throughout the day
(Either answer is correct)
When providing/teaching a receptive direction (i.e. touch head) if you do this behavior/prompt you are prompting.
What is modeling or gesture?
These are replacement behaviors for students that engage in elopement to access items (tangibles).
What is requesting for an item in replacement of running, accepting no, walk with me (or other appropriate replacement behavior)
To increase a behavior by removing an aversive you would utilize.
Negative Reinforcement.
My student has been in crisis and we keep providing him file folders but he is getting more escalated.
Consider other calm down strategies + addressing function of the behavior + how we can get back to HRE
A student is learning to identify numbers. Their target numbers are expressively identifying 2 and 4 in a field of 3 numbers. They have mastered receptive identification of numbers. The teaching process would look like the following using prompt fading. Include most to least prompting hierarchy + errorless teaching procedure.
What is
Conduct Probe trial
Errorless prompting for the rest of the day
Most to least prompting (physical - gesture- positional)
Prompts expected response using most intrusive prompt
Transfers repeats SD and uses lesser prompt
Distract 2-3 known receptive numbers (i.e. touch 1, find 4)
Check repeats SD and uses lesser intrusive prompt
When engaging a student in NET/Event Based teaching I should consider the following factors in order for them to learn. (name at least 3 factors)
Motivation
Prompting level/Environmental modifications/visuals needed
Component/pre-req skills
Shared experience
I've been trying to teach my student to count for a year but he is not making progress. Every time I say count he needs full prompting to count the fish. I don't understand why he is not making progress. The team should consider the following. (Name at least 3 things)
What is (names at least 3)
does he have the pre-requisites
Is he motivated
Is it functional/appropriate
Is error correction/prompt fading being utilize