1Definition of shaping
A teaching process that starts with an initial behavior and differentially reinforces successive approximations until the terminal behavior is reached
2. How reinforcement and extinction are used in shaping
Successive approximations closer to the target behavior are reinforced, while previous approximations further away are placed on extinction
3. Example of shaping the duration of a behavior
Gradually increasing the amount of time a student stays on task
4. Definition of a prompt
A supplemental cue added to increase the likelihood that a target behavior occurs in the presence of the SD
5. Examples of response prompts
Verbal instructions, modeling, and physical guidance
6. Example of a stimulus prompt
Highlighting an important word in a sentence or changing the size/color of the SD
7. Moving from a physical prompt to a model prompt, and then to a gesture prompt
Prompt fading
8. Definition of prompt delay
Systematically increasing the amount of time between the SD and the delivery of a prompt
9. Definition of a behavior chain
A sequence of discrete responses where each link serves as a conditioned reinforcer for the previous step and an SD for the next
10. Forward chaining
Teaching a task from the first step to the last in order, where each step is reinforced until mastery
11. Backward chaining
Teaching a task from the last step to the first, where the instructor completes initial steps and the student completes the final ones
12. Total task presentation
The student completes all steps from beginning to end during each trial, with the instructor providing help as needed
13. The 4 components of Behavioral Skills Training (BST)
Instruction, Modeling, Rehearsal (Roleplay), and Feedback
14. Fundamental goal of a Functional Behavior Assessment (FBA)
To identify the variables maintaining problem behavior and provide information for treatment
15. Strength and limitation of indirect assessments
They are convenient to conduct but can be inaccurate or biased
16. Strength and limitation of descriptive assessments
They provide precise measures in natural settings but only show correlations, not causes
17. Strength and limitation of functional analysis
It is the only assessment that clearly demonstrates causal relationships, but it may reinforce the target behavior during the process
18. Difference between ABC recording and scatterplots
ABC recording looks at specific antecedents and consequences for each occurrence, while scatterplots identify temporal patterns or time-of-day correlations
19. Examples of socially mediated positive reinforcement
Attention from others or receiving tangible items/activities
20. Examples of socially mediated negative reinforcement
Escape from aversive tasks or demands
21. Examples of automatic reinforcement
Sensory stimulation (positive) or pain attenuation (negative)
22. Two categories of antecedent interventions
Manipulating discriminative stimuli (SDs)/cues and manipulating motivating operations (EOs/AOs)
23. Definition of noncontingent reinforcement (NCR)
Providing reinforcement on a fixed-time schedule independent of the behavior, functioning as an abolishing operation
24. DRA (Differential Reinforcement of Alternative Behavior)
Reinforcing a desirable alternative behavior while placing the problem behavior on extinction
25. DRO (Differential Reinforcement of Other Behavior)
Delivering reinforcement contingent on the absence of the problem behavior for a specified interval
26. DRL (Differential Reinforcement of Low Rates)
Delivering reinforcement when the rate of behavior is decreased to a criterion level, used when a behavior is only a problem due to high frequency