To (be)ITT, or N(o)ET to ITT
Joey is cooking brownies with his instructor Sven. Joey is very excited and keeps commenting to Sven about the cooking. Sven asks Joey a multiple step receptive instruction to pour in the mix, pour in the water, and stir it; Joey is successful on the probe. Sven is conducting this type of teaching.
NET
Lucy is a new client of yours. She has developed a vocal babbling repertoire, but you do not have instructional control over it yet. Lucy is this type of learner.
Students do not respond to other people’s names, because other people’s names represent this for their responding behaviour.
This can vary in task analyses that are describing the same exact skill for different learners.
The number of steps
Before starting a behaviour-analytic feeding program, behaviour analysts should do this to rule out other variables.
Rule out medical issues, consult a physician
Teaching targets are presented with this type of structure in an ITT setting.
Highly structured
This verbal operant is expanded to include adjectives at the intermediate learner level.
Manding
Being this helps establish trust with learners while developing an instructional relationship.
Consistent
Marina is mixing dough to make cookies. After she finishes mixing the wet and dry ingredients together, she sees a smooth dough without any excess flour. The presence of the smooth dough represents this for successfully mixing everything together.
Reinforcement
This type of reinforcer is best to use within an activity schedule.
Token - vocal - edible
This is a common misconception about natural environment teaching.
That it is simply playing while teaching; in reality, there is structure to it and goals to hit.
This characteristic of a learner may differ from how old they actually are, impacting their learning abilities.
Developmental age
When this occurs, stimuli become discriminated.
When there is a history of reinforcement for responding in the presence of that stimulus.
Steps in a behaviour chain must occur in a particular order during acquisition in order for this to occur.
Stimulus control
Jenny learned how to count to 10 very quickly, but is struggling with learning how to brush her teeth because this type of effort is higher with this activity of daily living.
Response effort
Skills are often probed in the NET to ensure that this occurs after mastery in ITT.
ITT plays the largest role in this learner’s programming goals.
Intermediate
In a shaping program, previous successive approximations should contact this type of contingency.
Extinction
Johnny has a hard time with learning long behaviour chains and requires fairly direct behaviour-consequence relations to learn. Therefore, his BCBA decides to use this type of chaining procedure to teach him to wash his hands.
Backwards chain
Thomas used to struggle with playing by himself for extended periods of time. Once an activity schedule was introduced, this skill related to moving from station to station improved.
Transitioning
If this is not considered in any teaching setting or step, avoidance behaviour (or boring learning) may occur.
Client preferences
This type of learner might practice asking WH questions in the natural environment as part of their learning.
Advanced
Liam is learning how to mand. Initially, he receives reinforcement for saying “buh-buh” for “bubbles”. After a while, his IT requires the full “bubbles” articulation. “Buh-buh” is considered this towards the terminal goal.
Successive approximation
This type of data is used for chaining procedures.
Probe data
As Elaine begins to show independence with her activity schedule, her IT fades her prompting using this type of prompting hierarchy.
Most to least