Final

Educational Psychology 3125 with Simonsen at University of Connecticut

About this deck

By: Kaelea Spedding
Created: 2011-05-02
Size: 77 flashcards
Views: 11

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Recipients of Intervention have right to...

1. therapeutic environment

2. services whose overriding goal is personal welfare

3. treatment by a competent behavior analyst

4. programs that teach functional skills

5. behavioral assessment and ongoing eval.

6. most effective treatment procedures avail.

More Ethical Guidelines

1. The use of aversive procedures has been restricted

2. The use of seclusionary procedures has been regulated

3. Positive beahvior interventions are prefered (and legally accepted)

Dimensions of ABA

Applied

Behavioral

Analytic

Technological

Conceptual Systems

Effective

Generality

Applied

important to society

Behavioral

observable and measurable

Analytic

requires a believable demonstration of the events that can be responsible for the occurrence or non-occurrence of that behavior

Technological

techniques used are identified and described

Conceptual Systems

procedures and applications should be relevant

Effective

practical importance

Generality

durable over time and location

Three Term Contingency

Antecedent

Behavior

Consequence

Antecedent

stimulus that proceeds the behavior

Behavior

observable and measurable

Consequence

stimulus contingent on response

Positive Reinforcement

Give = Increase

Negative Reinforcement

Take = Increase

Positive Punishment

Give = Decrease

Negative Punishment

Take = Decrease

Function of Behavior

Types of Antecedents

Types of Prompts

* Verbal

* Visual

* Gestural

* Modeling

* Physical Guidance

Phases of Learning

Acquisition ---> Fluency ---> Maintenance ---> Generalization

Shaping

Two Elements:

- Differential reinforcement based on response (as opposed to the stimulus condition)

- Shifiting criterion for reinforcement (closer to desired behavior)

Extinction

When the stimuli that function to reinforce a behavior are withheld, the behavior will eventually disappear

Extinction burst

temporary increase in the rate of behavior following the removal of reinforcement

Function of Behavior

- Student trying to get/obtain desired activity, attention or stimuli

- Student trying to avoid/escape aversive activities

Setting Event

occur with or before DD temporarily alter the value of consequence, and help explain variation in behavior

Stimulus Control

has been established when a behavior is emitted more often when a specific antecedent stimulus is present

Verbal Prompts

rules

instructions

hints

Visual Prompts

Pictures

written

Gestural

pointing

nodding

Modeling

demonstrate desired behavior

Physical Guidance

physically moving learner through behavior

Topography

what behavior looks like

Duration

time between beginning and end of response

Latency

time between SD and response

Rate

fluency of response

Force

intensity of behavior

Component Task Analysis

breaking observable skills into subskills that are directly required for the completion of a task

Task Complexity Analysis

the whole task is modified to make it easier to perform

Prerequisite Task Analysis

process of generating a curriculum sequence that will allow the learner to perform the terminal objective

Forward Chaining

components are taught in order (together or apart and then sequenced)

Backward Chaining

components are taught in reverse

Total Task Presentation

require learner to perform all steps in sequence until entire sequence is learned

Shaping

providing reinforcement for successive aproximations of a new behavior

Chaining

Systematically reinforcing components of a complex behavior so that participant builds all the components and can ultimatly perform complex behavior

Operational Definition

concrete description of target behavior, includes examples/non-examples, stated in terms of dimensions of behavior

How many dimensions of behavior?

7 (frequency, rate, duration, latency, topography, force, locus)

Anecdotal Report

written description of what is going on within setting for a particular learner

Why: topography, locus, force; generate op. def.; develop task analysis; identify contingencies

Permanent Product

Frequency, locus, topography, force

Event Based Systems: Tally

tally of the # of times a student engages in a behavior in an observation period

Time Based Estimates

Ways to estimate the # of times a behavior occurs

- Interval Recording (partial, whole, momentary)

- Time Sampling

Time Based: Duration and Latency

Either a) start stop watch when SD presented and stop when behavior starts (latency) or b) start stop watch when behavior starts and stop when it stops (duration)

Graph X Axis

units of time

Graph Y Axis

units of behavior

Continuity Breaks

used if data collection is not continuous

Phase line

used to separate phases on a graph

- Baseline phase - before intervention

- Intervention phase - during intervention

Components of Primary Prevention

* Common purpose & approach to discipline

* Positive expectations & behaviors

* Proce. teaching expected behavior

* Proce. encouraging expected behavior

* Proce. discouraging inappropriate behavior

* Proce. ongoing monitoring and evaluation

Considerations in Primary Prevention

-Establish rules

-Teach rules

-Prompt

-Monitor

-Evaluate

Evidenced Based Practices in Classroom Management

* Maximize Structure

* Post, teach, review, reinforce expectations

* Actively engage students

* Procedure for acknowledging positive behavior

* Proceture to respond to inappropriate behavior

Specific Contingent Praise

Specific: tell learner exactly what they are doing correctly

Contingent: occur immediately following the desired behavior

Contingency

a rule that defines the relationship between behavior and consequence

("If you do ________, you will get_____________)

One for all (dependent)

performance of an individual or small group results in consequence for whole group

All for one (interdependent)

each student's behavior is required for the whole group to reach some specific level of performance for the whole group to receive consequence

To each his own (independent)

same goal is set for all learners in group, consequence delivered individually

Planned ignoring

if behavior is maintained by adult attention

Response Cost

withdrawal of specific amounts of reinforcer contingent upon appropriate behavior

(wrong answer = loss points)

Time-Out

child is removed from previously reinforcing environment to one that is not reinforcing

Secondary intervention includes...

- social skills instruction

- "think time"

- first step to success

- mentoring

- check and connect

- check in/out

Tertiary Intervention

1. look at function of behavior

2. choose replacement behaviors

Functional Behavioral Assessment (FBA)

collecting info from multiple sources through a variety of methods (records reviews, interviews, observations, etc.)

BSP should be based...

in FBA and make problem behavior irrelevant, inefficient, and ineffective

About this deck

By: Kaelea Spedding
Created: 2011-05-02
Size: 77 flashcards
Views: 11

About StudyBlue

“I have used this website for three exams, and I see a huge difference in my test results.”
Naj