any
Which reinforcement do we use to increase/ improve performance using an immediate reward after EACH correct response (strengthen)
positive reinforcement principle
what goal is used when we want to teach one to act in a way they haven't acted before using successive steps to the final behavior (develop)
successive approximation approach
which reinforcement do we use when the goal is teaching one a new way of behavior via allowing them to observe a prestigious person first (develop)
modeling
what we use when we want a client to remember how to act at a specific time by arranging them to receive a cue for the correct performance just before action is expected, rather than after incorrect performance
cueing
to teach one to act in a particular way under one circumstance not others by using discrimination of circumstances and reward ONLY when appropriate
discrimination
to reinforce a previously ineffective reward by presenting the ineffective one (boring toy) right before the effective one (great toy) so they realize behavior results in better rewards (maintain)
substitution principe
how we encourage someone to continue a behavior with little to no rewards to intermittently decrease the frequency off the amount of rewards
intermittent reinforcement principle
to stop one from acting a way by allowing it to continue until boredom
satiation principle
stop one from acting a way by specifically setting it to where they don't receive anything after undesired act (gives you major control of rewards)
extinction principle
stop someone from acting a way by rewarding when they do an alternate action that cannot be done at the same time a undesired act (so the begin to stop undesired act ex: jumping vs sitting nice on floor)
stop from acting a way by arranging from termination of a mild aversive situation immediately by improving behavior (ex: removing from bored activity everything they are being nice and quiet)
negative punishment principle
to teach one to avoid a situation by simultaneously presenting one situation to be avoided and some aversive situation (ex: helps them learn to connect a bad noise to a situation)
avoidance principle
to help one overcome fear by increasing exposure to situation while they are otherwise comfortable or secure
fear reduction principle
help client perform activities outside therapy room setting
generalizing the new behavior
clinician provides direction to improve accuracy of target sound and behavior
shaping
which principle so we only use when satiation, extinction and incompatible alternative don't work?
negative punishment principle
4 types of intermittent reinforcement
fixed ratio: ex: say word 5 times then token
fixed interval: a fixed set of time (ex: 2 mins then token)
variable ratio: not a fixed number (reinforced 2 or 10 times)
variable interval: a variable set of time
most effective and useful strategy for stopping a inappropriate behavior.
incompatible alternative principle
have not yet used a a stimulus
probes
approach used for anyone
steps:
1. identify and name sound
2. production
traditional approach
used to treat multiple phonological errors and highly unintelligible
steps:
1. review previous weeks words 2. auditory bombardment (12 words) 3. production practice cards 4. production practice (5 cards) 5. stimulability probing 6. auditory bombardment 7. send 1 auditory bombardment steps
cycles approach
multiple articulation errors and cleft palates
steps
1. target in isolation, daily activity
multi phonemic approach
ability to hear and manipulate the spoken parts of words and sentences
- word level, syllable level, onset, rhyme
phonemic awareness
ability to work with individual sounds or phonemes in spoken words
- blending, substitution, manipulation, segmentation
phonemic awareness
phoneme manipulation, syllable manipulation and phoneme segmentation need to occur by what age?
rhyming words, syllables and blending of phonemes need to occur at what age?
7+
4-6 years of age