Antecedent Interventions
This antecedent intervention, commonly used with learners on the spectrums and neurotypical adults, utilizes a visual support to lay out the learner's day for them, as well as to show them what comes next.
Visual Schedule
In this type of response prompting strategy, you would start with a full physical prompt and then move to less intrusive prompts (model -> verbal -> gesture) over time
Most to Least Prompting
Demonstrating the skill you would like the learner to complete/use is called...
Modeling
In this type of chaining procedure, you take data on and teach all of the steps in the behavior chain every session.
Total-Task Chaining
Being able to match identical objects to each other after being shown how to do it once demonstrates this derived relation.
Reflexivity
In this intervention, reinforcement is delivered at set times, regardless of behavior.
Non-Contingent Reinforcement (NCR)
Making the stimulus we want the learner to respond to much bigger and then slowly reducing it to normal size over time would be called..
Fading/Stimulus Fading
In this strategy, you break a longer behavior down into smaller, teachable units.
Task Analysis
This type of chaining procedure would work best for learners that are able to learn multiple steps in a behavior chain at the same time.
Total Task Chaining
Being taught to select a picture of a dog when the word "dog" is spoken sometimes leads to being able to say "dog" when shown a picture. This is an example of...
Symmetry
Functional Communcation Training (FCT)
If you wanted to work on reducing latency, you may consider using this strategy prior to presenting any response prompts to a task.
Time Delay
For this strategy, you would initially reinforce the learner for attempting the behavior, and then over time, as they get better at it, only reinforce them for getting closer to doing the actual behavior.
Shaping
Behavior Chains can often be linked together and taught using this compound schedule of reinforcement
Chained Schedule of Reinforcement
You have a learner that is great at non-identical matching, but struggles to learn relationships between stimuli until they are taught in one direction (they have no problem reversing this). This is learner is not demonstrating
Transitivity
This is the term that describes the increase in a behavior with greater response effort immediately following a set of easier behaviors.
Behavioral Momentum - Why not High P Sequence?
In a progressive prompt delay procedure, what happens to the time delay between the SD and your first prompt as you practice the skill more?
It increases over time
In this type of shaping, you reinforce the learner for doing the behavior in a way that looks different/closer to the way it is supposed to look (the topography is changing).
Shaping Across Topographies
This type of chaining procedure is distinct because it relies on natural reinforcement, rather than contrived/artificial reinforcement
Backwards Chaining
This term refers to relationships between stimuli that are learned without being taught directly
Derived Relations
Explain the difference between Fixed Interval (FI) and Fixed Time (FT) schedules of reinforcement.
How is most to least prompting different from graduated guidance
There are 7 important considerations when modeling, which should be considered when determining how you will model. List 2 of them
Similarities
Prestige
Emphasis
Instructions
Real-Life
Feedback
Reinforcement
You would want to use this type of chaining procedure with a learner that is not likely to attend to the chain, other than the parts they complete
Forwards Chaining
What principle of relational frame theory is demonstrated in this scenario?
Bill likes dogs more than cats. Bill has also told you that he likes cats more than rats. Based on this information, you can infer that Bill likes dogs more than rats.
Combinatorial Entailment