STANDARD 4-5 – Flashcards
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36 months for any one child
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IBI delivered by any DDA is limited to no longer than
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must be developed when it is anticipated that IBI services will be terminated within the next Department or agency review period (6 months), and a child or young adult will be moving into natural learning environments or less intensive therapy settings.
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transition plan
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a) a behavioral sequence has three components - antecedents, behavior, and consequences; b) the response an individual gives depends in part on the nature of the antecedent stimuli and in part on the individual's experience with the consequences provided in the past with similar stimuli; and, c) effective behavior management and teaching involves service provider management and control of antecedents and consequences
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Behavioral theory makes three fundamental assumptions
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conditions that occur just before a behavior
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Antecedents or stimuli
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something that a person does (e.g., writing, speaking) and is therefore an observable and quantifiable response
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Behavior
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environmental stimuli or events that happen after a behavior occurs and increases or decrease the probability that the behavior will occur again in the future under similar conditions
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Consequences
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The process of applying and evaluating the impact of behavioral procedures to ―socially important behavior
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applied behavior analysis
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stimuli that have a biological importance to a person.
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Primary Reinforcers
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For a primary reinforcer to be effective a child must be in a state of deprivation for the particular reinforcer. Deprivation should potentially increase the effectiveness of the reinforcer.
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Deprivation
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When a child is no longer been deprived of the reinforcer, his attention and involvement in an activity changes.
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Satiation
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Many children who have stereotypic or self-injurious behaviors are reinforced by naturally occurring sensations
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Sensory Reinforcers
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do not have a biological importance to a child
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Secondary Reinforcers
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are symbolic representations that can be exchanged for some reinforcer that is important to a person.
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Token reinforcers
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Social reinforcers can include a variety of nonverbal expressions (e.g., smiling, clapping) adult or peer proximity to the focus child (e.g., sitting next to the child), physical contact with the child (e.g., pat on the back, holding the child's hand) and, verbal exchanges of approval of a child's performance (e.g., ―I'm so proud of you‖).
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Social reinforcers
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The contingent removal of an aversive stimulus immediately following a response that increases the future rate and/or probability of the response are negative reinforcement.
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Negative Reinforcement:
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A stimulus is a punisher if its contingent application results in a decrease in a problem behavior.
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Punishment
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is the removal of reinforcers in an effort to decrease a problem behavior
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Response cost
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A decrease in behavior by withholding or terminating the positive reinforcer that maintains the problem behavior
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Extinction
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a reinforcing stimulus is delivered to a person contingent on the problem behavior not occurring within a particular period of time. This procedure reinforces when there are no occurrences of a behavior.
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Differential Reinforcement of Other Behavior (DRO
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reduce problem behaviors include the ability to reduce the occurrence of a behavior through the delivery of reinforcement
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Differential Reinforcement of Low Rates of Responding (DRL)
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used to reinforce an alternative behavior, which decreases the likelihood that a child will perform the problem behavior
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Differential Reinforcement of Alternative Behavior (DRA
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the interval timer is reset each time the response target behavior occurs
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DRO Reset Schedules
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fixed and reinforcement is delivered at the end of each interval during which the response does not occur
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DRO Fixed-Interval Schedules
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Thinning or fading of R+ by gradually increasing the interval size
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DRO increasing interval schedule
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Interval size remains the same, while the amount or type of R+ increases as the person is able to control the undesirable (target) behavior for more and more intervals
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DRO Progressive Schedule
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If the time interval is too long or too short- the R+ schedule will not be able to gain control over target behavior
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Selecting a time interval
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should be the average length of time between responses. Use an interval equal to ½ of the baseline IRT
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IRT: Inter-response time
