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Applied Behavior Analysis > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Mand

A

An elementary verbal operant that is evoked by an MO and followed by specific SR

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2
Q

Tact

A

under the control of a nonverbal SD (any sensory modality)

and maintained by gen SR.

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3
Q

Echoic

A

under control of a verbal SD

formal similarity

point-to-point correspondence

maintained by gen SR.

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4
Q

Intraverbal

A

under the control of a verbal SD

no point-to-point correspondence

maintained by gen SR

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5
Q

Textual

A

controlled by verbal (written) stimulus

point-to-point correspondence

no formal similarity

gen SR.

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6
Q

Transcription

A

motor behavior controlled by verbal (auditory) stimulus

point-to-point correspondance

no formal similarity

maintained by gen SR.

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7
Q

4 ways that an individual is taught to tact

A
  • Public accompaniment
  • collateral responses
  • Common properties
  • Response reduction
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8
Q

Public accompaniment

A

Occurs when an observable S accompanies a private S

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9
Q

Collateral Responses

A

Observable Bxs that reliably occur with the private S

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10
Q

Common Properties

A

Speaker learns to tact temporal, geometrical, or descriptive properties of objects and then generalize those tact relations to private S

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11
Q

Response Reduction

A

Kinesthetic S arising from the movement and positions can acquire control over the verbal responses

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12
Q

Autoclitics

A

A secondary verbal operant in which some aspect of a speaker’s own verbal behavior functions as an SD or an MO for additional speaker verbal Bx. The autoclitic relation can thought of as VB about VB.

Secondary verbal operant that qualifies other verbal Bx in order to allow the listener to respond more appropriately

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13
Q

How does the use of autoclitics allow the listener to respond more effectively?

A

Skinner, 1957: “An autoclitic affects the listener by indicating either a property of the speaker’s Bx or the circumstances responsible for that property”

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14
Q

How to train mands

A
  1. use preferred items/activities
  2. present nonverbal SD related to the EO
  3. provide the echoic prompt
  4. fade the echoic prompt and the presence of the SD to ensure the EO is really what is controlling the behavior
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15
Q

Initial strategy of tact training

A

Present an echoic prompt in the presence of nonverbal SD, then fade the echoic prompt

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16
Q

echoic training

A
  • Use mand frame
  • May need to start with SR any verbal behaviors for learners with a low frequency of VB
  • Present verbal S and shape it
17
Q

intraverbal training

A
  1. set up fill-in-the-blank frames
  2. bring mands, tacts, etc. under the control of verbal behavior
  3. move to more complex frames
18
Q

Response Maintenance

A

The extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the Bx’s initial appearance in the learner’s repertoire has been terminated

19
Q

Stimulus generalization

A

When an antecedent S has a history of evoking a R that as been SR-ed in its presence, the same type of Bx tends to be evoked by S that share similar physical properties with the controlling antecedent S

20
Q

Response generalization

A

The extent to which a learner emits untrained R that are functionally equivalent to the trained target Bx

21
Q

Methods for promoting generalized Bx change

A

1) Teach the full-range of relevant S conditions and Response Requirements
2) Make the instructional setting similar to the generalization setting
- Program common S
- Teach loosely
3) Maximize contact with SR in the Generalization Setting
- Teach the target Bx to levels of performance required by naturally existing contingencies of SR
- Program indiscriminate contingencies
- Set behavior traps
- Ask people in the generalization setting to SR the target Bx
- Teach the learner to recruit SR
4) Mediate Generalization
- Contrive a mediating S
- Teach self-management skills
5) Train to generalize
- SR response variability
- Instruct the learner to generalize

22
Q

Main components of a contingency contract

A

1) A description of the task
2) A description of the reward
3) The task Record

23
Q

Token Economy

A

Behavior change system with 3 major components:

1) Specified list of target Bx to be SRed
2) Tokens or points that participants receive for emitting the target Bx
3) A menu of items or activities, privileges, and backup SRrs from which participants choose and obtain by exchanging tokens they have earned.

24
Q

Independent group contingency

A

Contingency is presented to all members of a group, but SR is delivered only to those group members who meet the criterion outlines in the contingency

25
Q

Dependent group contingency

A

Hero: The reward for the whole group is dependent on the performance of an individual student or small group
Manager: The reward of a small group is dependent on the performance of the group

26
Q

Interdependent

A

All members of a group must meet the criterion of the contingency (individually and as a group)

27
Q

Self-monitoring

A

Procedure whereby a person observes and responds to, usually by recording, the Bx they are trying to change

28
Q

Self-evaluation

A

A procedure in which a person compares his performance of a target Bx with a predetermined goal or standard; often a component of self-management. Sometimes called self-assessment

29
Q

Self-Reinforcement

A

Learner administered SR to themself

30
Q

Advantages of Self-management interventions

A
  • Can influence Bx not accessible to external change agents (which often miss important instances of Bx
  • Can promote generalization and maintenance of Bx change
  • A small repertoire of self-management skills can control many behaviors
  • People with diverse abilities can learn SM skills
  • Some ppl perform better under self-selected tasks and performance criteria
  • Ppl with good SM skills contribute to more efficient and effective group environments
  • Teaching students SM skills provides meaningful practice for other areas of the curriculum
  • SM is an ultimate goal of education
  • SM benefits society
  • SM helps a person feel free
  • SM feels good
31
Q

Disadvantages of Self-management interventions

A
  • SM can result in reactivity, which would be a confound for research
  • self-SR involves an incomplete description of mechanism of Bx change

Applied Behavior Analysis (6 decks)

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