section 8 antecedent interventions
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| show | signing, touching, exchanging picture
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| show | NCR
HPCS
FCT
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| NCR advantages | show 🗑
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| show | Free access may reduce motivation to engage in replacement B
May accidentally strengthen problem B
NCR escape procedure can disrupt instrxn
Doesn't teach new behaviors
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| show | FT/VT is just based on time going by; noncontingent delivery.
FI/VI based on time AND correct response!
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| HPCS | show 🗑
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| FCT (Carr and Durand, 1985) | show 🗑
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| Steps in FCT | show 🗑
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| Contingency Contracting | show 🗑
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| 3 components of contingency contracts: CuCkoo BRD | show 🗑
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| Token Economy | show 🗑
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| Dependent Group Contingency | show 🗑
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| show | All mebers of group of offered contingency, but only those who meet contingency earn reinf
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| show | All indvs in group must meet criterion for group to get reinf.
*total group
*group average
*Good Behavior Game (teams)
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| show | 2-response phenomenon
1. Controlling response=self-managing B (process)
2. Controlled response=B you want to alter (product)
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| Antecedent-based self-mgmt tactics AKA | show 🗑
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| Self-monitoring | show 🗑
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| Self-eval | show 🗑
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| show | Self-generated verbal responses, covert or overt that f(x) as response prompts for desired B.
Often used to guide self through behavior chain
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| show | Multicomponent tx pkg for reducing unwanted B by identifying preceding events and engaging in competing responses.
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| show | Develop hierarchy of situations for you from least-to-most fear-inducing.
Gradually expose yourself to each situation on the hierarchy, first imagining the situ and then moving to "in vivo."
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| show | Forcing yourself to perform undesired B repeatedly
SOMETIMES works: dangerous to try on anyone but self
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| Stimulus prompts | show 🗑
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| show | Act on the response itself
1. Verbal
2. Modeling
3. Physical
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| 4 ways to remove response prompts | show 🗑
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| show | Fading
Shaping
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| show | Instrxnal methods designed to prevent or substanially minimize learner errors that are used to teach particular discriminations
Most-to-least prompting/fading
Remove prompts so gradually that the likelihood of failure goes away
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| show | Discrete Trial Trng
Incidental Tchg
Direct Instrxn
Precision Tchg
Personalized System of Instrxn
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| Discete Trial (LOVAAS 1960's) | show 🗑
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| show | Mass Trial (touch car, car, car, car)
Block Trial (touch car, car, bicycle, bicycle)
Expanded Trial (touch car, bicycle, plane, car); make sure distracters have been mastered
Random Rotation: (touch car, bicycle, plane, bus) all mastered
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| Incidental teaching: 6 guiding principles MdGee, Daly, and Jacobs 1994 | show 🗑
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| show | Carefully designed curriculum
Small Groups
Fast-Paced Teaching (teach more in less time)
Scripts
Signals and Choral Responding
Specific techniques for error correction
***reading, math, spelling, language
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| show | Student is always right
Focus on directly observable B
Measure of performance is rate/freq (not % correct)
Uses SCC
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| show | Self-pacing (personalized)
Unit mastery (90% or better)
Written materials--books or online, NO LECTURES
Proctors=students who are further along in the program
Instructor has admin role; lectures are considered reinf bc they are fun and interesting.
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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