BT SAFMED Concepts PDF

ABC Data Chaining Abolishing Operations Conditioned Reinforcers Antecedent Interventions Continuous Reinforcement Backward Chaining Delay Prompt Behavioural Momentum Differential Reinforcement 1a Teaching the learner to complete a complex sequence of simple behaviours to form a task Way...

ABC Data Chaining Abolishing Operations Conditioned Reinforcers Antecedent Interventions Continuous Reinforcement Backward Chaining Delay Prompt Behavioural Momentum Differential Reinforcement 1a Teaching the learner to complete a complex sequence of simple behaviours to form a task Way to record episodes of behaviour. Antecedent-BehaviourConsequence Consequences that gain reinforcing value over time. Learned reinforcers. Circumstances that decrease a reinforcer's value, e.g., having just eaten reduces the value of food. Reinforcing every occurrence of a behaviour. Strategies that minimize the occurrence of challenging behaviour before it starts. Student given extra time to respond. Chaining procedure where teaching begins with reinforcing the last step and working towards the first. Varying reinforcement according to learner's response accuracy and task difficulty. Giving a few mastered tasks prior to the target task 1b Discrete Trial DRO Discrimination Teaching/Training Echoic DRA EO DRI Expanded Trial DRL Experiential Prompt 2a Differential Reinforcement of Other Behaviour. Reinforcing a period of time where the problem behaviour does not occur. Unit of teaching that involves an SD, response and consequence. Imitating someone elses' vocalising. Reinforcing responses under specific circumstances. Establishing Operations. Circumstances that increase a reinforcer's value. E.g., hunger for food, being cold for warmth, being ignored for attention. Differential Reinforcement of Alternate behaviour. Extinction for challenging bx and reinforcer Type of discrimination training. Increasing the number of distractors between target responses Differential Reinforcement of Incompatible Behaviour. Reinforcing behaviour that is incompatible with the problem behaviour while withholding reinforcement for the problem behaviour. Putting the learner in a Differential Reinforcement of position where they can Low Rates of Responding. experience something to be Reinforcing when a problem able to respond correctly. behaviour occurs less often. 2b Extinction Forward Chaining Extinction Burst Generalisation FBA Gestural Prompts FCT GRR Fluency Intermittent Reinforcement 3a Chaining procedure where teaching begins with reinforcing the first step and working towards the last. Making sure the consequences that are known to reinforce the problem behaviour, no longer occur. Applying previously learned responses in similar, but not identical situations to original teaching. An initial increase in the occurrence of the problem behaviour when an extinction protocol is in effect. Slight body movement Functional Behaviour by the instructor to Assessment. Procedures for collecting data to determine suggest the correct response, e.g., pointing behaviour function, e.g., ABC Graduated Random Rotation. Increasing the variety of distractors between target responses Functional Communication Training. Teaching someone to replace problem behaviour with more socially appropriate means of communication. Reinforcing some occurrences of the target behaviour. Responding quickly and accurately. 3b Intraverbal Model Prompt Leading Question Prompts Most-to-Least Prompts Least-to-most prompts Motivating Operations Mand Naturalistic Teaching Strategies (NTS) Mass Trial Non-Contingent Reinforcement 4a Performing the expected response for the learner to imitate. Responding to the verbal behaviour of others with different verbal behaviour, e.g., answering questions, fill in the blank responses. For teaching new behaviour. Gradually reducing prompt intrusiveness to ensure correct responding. Asking questions that guide the learner to the correct response. The value of the reinforcer at a given time. For reviewing mastered behaviour. Gradually increasing prompt intrusiveness to ensure correct responding. Using the student's current interests and activities to determine teaching stimuli for instruction. The speaker makes requests or instructs others. Giving reinforcers at scheduled times not related to the problem behaviour. Presenting the same target repeatedly and consecutively. 1st step in Discrimination 4b Training Operant Conditioning Primary Reinforcers Physical/Partial Physical Prompt Probing Positional Prompt Prompting Preference Assessments Proximity Prompt Premack Principle Punishment 5a Consequences that are naturally reinforcing. Unlearned reinforcers. Emphasises the importance of consequences to behaviour change. Testing the learner's ability to respond correctly to new, untaught stimuli. Physically guiding student through the expected response. Any help provided to complete a correct response. Arranging stimuli in an order to assist the learner to respond correctly. Placing the target item closer to the learner to assist in responding correctly. Used to compare and determine potential reinforcers. Anything following a Completing lesser preferred behaviour that reduces behaviour if offered more highly preferred its frequency in the consequences for doing so. future. 5b Random Rotation Successive Discrimination Reinforcement Tact SD Task analysis Shaping Textual Prompt Simultaneous Discrimination Total Task Presentation 6a Generating a response Presenting a target with one or more distractor items in without a visible field random order. Last step in of response options. Discrimination Training. Spontaneous commenting. Anything following a behaviour that increases its frequency in the future. Listing a series of small, teachable steps that form a complex behaviour. Discriminative Stimulus. An event that indicates when a specific reinforcer is available. Using a visual, e.g., Reinforcing successive written words or icons, approximations to the to prompt the learner correct response. to respond correctly. Chaining procedure where all steps are targeted at once. Target is selected from a visible field of response options. 6b Verbal Behaviour Vocal Directive Prompt Vocal Echoic 7a Behaviour that is reinforced through the actions of other people. The application of ABA to understand/ teach language skills. Providing vocal instructions to assist the learner to engage in a correct response, where such instructions should not be required. Modelling language student is expected to produce 7b