Complexity of Human Behavior Overview

<p>As an individual develops greater skill and mastery in a particular domain. (A)</p> Signup and view all the answers

<p>Complexity can emerge in all parts of the A-B-C chain. (B)</p> Signup and view all the answers

<p>Multiple-exemplar training (C)</p> Signup and view all the answers

<p>Using varied content that prompted comments about activities to teach children with ASD to initiate social interactions (A)</p> Signup and view all the answers

<p>Peers may perceive them as odd and might ignore or shun them. (A)</p> Signup and view all the answers

<p>It promotes the occurrence of various other responses without direct instruction. (B)</p> Signup and view all the answers

<p>An increase in vocalizations. (C)</p> Signup and view all the answers

<p>The instructor gradually reduces physical guidance, teaching fewer components as the learner masters later steps. (B)</p> Signup and view all the answers

<p>By assessing the learner's ability to perform some components independently, avoiding direct instruction on those steps. (C)</p> Signup and view all the answers

<p>Natural consequences may not always be sufficient motivators for every learner. (C)</p> Signup and view all the answers

<p>It provides increased opportunities for conditioned reinforcement through repeated practice of all components. (C)</p> Signup and view all the answers

<p>If the learner is unlikely to complete the chain after making an error. (C)</p> Signup and view all the answers

<p>A child asks for 'water' sometimes gets juice instead. (A)</p> Signup and view all the answers

<p>The lack of clear discriminative stimuli. (D)</p> Signup and view all the answers

<p>The subordinate skills required, such as holding a toothbrush and applying paste. (B)</p> Signup and view all the answers

<p>It helps the individual adapt to different contextual demands. (A)</p> Signup and view all the answers

<p>A chef is unsure when a dish is 'perfectly seasoned'. (D)</p> Signup and view all the answers

<p>Using video self-modeling techniques. (B)</p> Signup and view all the answers

<p>The sequence of steps required and the student's proficiency in each. (C)</p> Signup and view all the answers

<p>The learner may become overly reliant on prompts, failing to respond to the intended stimulus. (D)</p> Signup and view all the answers

<p>The dimensions of complexity vary significantly across different behaviors and contexts. (A)</p> Signup and view all the answers

<p>Reinforcing different greetings such as 'hi', 'hey', or a wave. (C)</p> Signup and view all the answers

<p>Gradually reduce the exaggeration of color differences until the leaves appear more natural. (B)</p> Signup and view all the answers

<p>The criterion stimulus itself. (B)</p> Signup and view all the answers

<p>Stimulus shaping. (B)</p> Signup and view all the answers

<p>To transfer stimulus control from the prompt to the criterion stimulus. (A)</p> Signup and view all the answers

<p>A child initially learns to tie their shoes with hand-over-hand assistance but can now tie them independently. (A)</p> Signup and view all the answers

<p>To tailor interventions more effectively and efficiently by understanding which components are most impactful. (A)</p> Signup and view all the answers

<p>Modifying a property of the stimulus that is irrelevant to the core discrimination. (C)</p> Signup and view all the answers

<p>Stimulus fading requires the learner to shift focus from an irrelevant to a relevant stimulus dimension. (D)</p> Signup and view all the answers

<p>Least-to-most Prompting (B)</p> Signup and view all the answers

<p>Least-to-most prompting (B)</p> Signup and view all the answers

<p>Presenting a flashcard with the word. (B)</p> Signup and view all the answers

<p>Starting with very different fonts for 'b' and 'd' and gradually making them more similar. (A)</p> Signup and view all the answers

<p>Offer a more intrusive prompt, such as the first sound of the object's name, after a set interval. (C)</p> Signup and view all the answers

<p>It relies on a predetermined schedule for increasing the delay between the instruction and the prompt. (C)</p> Signup and view all the answers

Relative comparison of varied behaviors across individuals.

Basic skills that are building blocks for more complex behaviors.

Skills that allow individuals to regulate their own behaviors and responses.

The model describing the relationship between Antecedents, Behaviors, and Consequences.

Encouraging diverse responses to different stimuli.

More advanced skills that depend on subordinate skills.

Sequences of behaviors that lead to a specific outcome.

Unclear standards for evaluating behaviors in natural settings.

Encouraging different responses in similar situations.

The order in which behaviors occur to achieve a goal.

Training method using several examples of a stimulus class to promote generalization.

Encouraging diverse responses to facilitate spontaneous behavior.

Groups of stimuli that are treated the same due to learned associations.

Increase in varied responses following the removal of reinforcement for a behavior.

Using different colors to cue specific responses or behaviors in training.

An instructional method that teaches behavior sequences in reverse order towards the last component.

A technique that skips some links in the behavior chain to improve teaching efficiency by assessing learner capabilities.

Reinforcement that occurs naturally as a direct result of completing an action or behavior.

Teaching every component of a skill in each trial, increasing practice opportunities for every part of the behavior chain.

A teaching method where components of a behavior are taught sequentially from the beginning of the chain.

A technique where a non-critical property of a stimulus is gradually altered to help discrimination.

The main stimulus that learners must recognize or respond to during an instructional task.

The important aspect of a stimulus that is necessary for discrimination performance.

An instructional method that gradually alters a stimulus to help learners with identification or discrimination.

An instructional strategy where less intrusive prompts are given before more intrusive ones if the learner struggles.

A fading method where assistance is reduced over time as the learner gains independence.

A technique where a prompt is given after a set time if the learner does not respond to the criterion stimulus.

A method where prompts are given at the same time as the criterion stimulus to ensure instant support.

Factors that influence how well modeling teaches behavior.

Using videos where learners model their own behavior.

The ability to imitate behaviors in various contexts.

When a learner relies too much on prompts.

Gradually removing prompts to encourage independent behavior.