ABAT LATEST ACTUAL UPDATED ALL
QUESTIONS AND ANSWERS SURE A+
✔✔Differences between MO & SD - ✔✔MO change effectivenes of reinforcers; make
them less/more effective while SD signal availability of a reinforcer, like if reinforcer will
be there when certain response occurs. MO AND SD CAN BE PRESENT AT SAME
TIME
✔✔Behavior Chain - ✔✔specific sequence of discrete responses each associated with
a specific stimulus condition; set of component responses that, when completed in a
certain order, make up a larger repsonse (routine daily tasks: washing hands),
completion of entire task depends on completion of each component response
✔✔Task Analysis is used to - ✔✔break down steps of a behavior chain, it is a written list
of component responses that make up a behavior chain; created prior to teaching
behavior chain
✔✔Task Analysis can: - ✔✔show responses in behavior chain, show sequence in which
to teach responses, promotes consistency across teachers, part of data collection
process
,✔✔Creating Task Analysis - - ✔✔complete behavior chain yourself, write down each
component response, show task analysis to others, environment & materials, changes
for individual child
✔✔Chaining Procedures - ✔✔techniques used to teach behavior chains
✔✔Chaining Procedures: Forward Chaining - ✔✔each step of behavior chain is taught
one at a time, starting with first step; child initially required to complete only step 1, then
taught to complete 1&2, reinforcement is given after completion of step currently being
taught, remaining steps can be fully prompted/left incomplete, used with clients who
struggle with learning multiple steps at once or when teaching a behavior chain that has
simple responses at start to build momentum for next steps
✔✔Chaining Procedures: Backward Chaining - ✔✔all steps of behavior chain are
completed for or with the student EXCEPT FOR LAST STEP; student is taught to
independently complete only last step, additional steps added as previous ones get
mastered, teach steps in reverse order, reinforcement only given after child does last
step - reinforcer can be contrived/natural occurring response will be reinforcing
✔✔Chaining Procedures: Total Task Chaining - ✔✔child is taught all steps of behavior
chain in sequential order, during each teaching opportunity; teacher helps out with any
step child can't do independently, reinforcement is given after last step of chain, used
when client already knows how to complete some steps/learns quickly
✔✔Graduated Guidance - ✔✔gradual removal of prompts, starting with max guidance,
then slowly remove proximity/intensity of prompt over time - prompting procedure used
during total task chaining
✔✔Positional Prompts - ✔✔hand, elbow, shoulder, shadowing
✔✔Behavior chain data is collected via - ✔✔task analysis
✔✔In forward/backward training, only the - ✔✔steps independently completed are
scored
✔✔in total task training, - ✔✔all steps are scored
✔✔In order to be successful in changing behavior, - ✔✔functional consequences must
be used
✔✔the success of reinforcement procedure depends on: - ✔✔the effectiveness of the
reinforcer
, ✔✔Informal methods of choosing reinforcers - ✔✔ask, watch, sample, offer choices, try
and see
✔✔formal methods of choosing reinforcers - ✔✔standard assessment procedures used
to determine preference; present variety of items in structured way & measure how
often items are chosen to determine preference
✔✔3 types of preference assessment - ✔✔single stimulus, paired stimulus, multiple
stimulus
✔✔preference assessment: single stimulus - ✔✔testing one item at a time
✔✔preference assessment: paired stimulus - ✔✔testing 2 items at a time, items are
compared, hierarchy of preference is created, place 2 items next to each other, in front
of learner, and instruct learner to pick one item, repeat steps til each item is paired x2 w/
8 trials completed
✔✔preference assessment: multiple stimulus - ✔✔testing more than 2 items at a time,
hierarchy of preference is established, place items in line, each item is assigned starting
position, learner must pick one item. instructor rearranges leftover items and reassign
starting numbers and repeat until all items have been picked
✔✔Response Prompts - ✔✔physical prompts, verbal instructions, modeling; when
something is added to the RESPONSE that helps client in completing response
correctly
✔✔Stimulus Prompts - ✔✔positional prompts, gestural prompts, redundancy; something
is added to STIMULUS to help client
✔✔Stimulus Prompts: redundancy - ✔✔dimension of stimulus is exaggerated and cues
client to respond correctly
✔✔Stimulus Control & Prompt Fading: response is under stimulus control when: - ✔✔it
occurs more often in presence of particular stimulus than in its absence
✔✔Stimulus Control & Prompt Fading: stimuli gain control over responding because: -
✔✔those stimuli become predictive of reinforcement
✔✔Stimulus Control & Prompt Fading: Through effective prompt fading, - ✔✔stimulus
control can be transferred from the prompt to the naturally occurring stimulus
✔✔Methods of Fading Response Prompts: Stimulus fading - ✔✔used to fade
redundancy prompts, an exaggerated dimension of stimulus is systematically faded until
only natural stimulus remains
QUESTIONS AND ANSWERS SURE A+
✔✔Differences between MO & SD - ✔✔MO change effectivenes of reinforcers; make
them less/more effective while SD signal availability of a reinforcer, like if reinforcer will
be there when certain response occurs. MO AND SD CAN BE PRESENT AT SAME
TIME
✔✔Behavior Chain - ✔✔specific sequence of discrete responses each associated with
a specific stimulus condition; set of component responses that, when completed in a
certain order, make up a larger repsonse (routine daily tasks: washing hands),
completion of entire task depends on completion of each component response
✔✔Task Analysis is used to - ✔✔break down steps of a behavior chain, it is a written list
of component responses that make up a behavior chain; created prior to teaching
behavior chain
✔✔Task Analysis can: - ✔✔show responses in behavior chain, show sequence in which
to teach responses, promotes consistency across teachers, part of data collection
process
,✔✔Creating Task Analysis - - ✔✔complete behavior chain yourself, write down each
component response, show task analysis to others, environment & materials, changes
for individual child
✔✔Chaining Procedures - ✔✔techniques used to teach behavior chains
✔✔Chaining Procedures: Forward Chaining - ✔✔each step of behavior chain is taught
one at a time, starting with first step; child initially required to complete only step 1, then
taught to complete 1&2, reinforcement is given after completion of step currently being
taught, remaining steps can be fully prompted/left incomplete, used with clients who
struggle with learning multiple steps at once or when teaching a behavior chain that has
simple responses at start to build momentum for next steps
✔✔Chaining Procedures: Backward Chaining - ✔✔all steps of behavior chain are
completed for or with the student EXCEPT FOR LAST STEP; student is taught to
independently complete only last step, additional steps added as previous ones get
mastered, teach steps in reverse order, reinforcement only given after child does last
step - reinforcer can be contrived/natural occurring response will be reinforcing
✔✔Chaining Procedures: Total Task Chaining - ✔✔child is taught all steps of behavior
chain in sequential order, during each teaching opportunity; teacher helps out with any
step child can't do independently, reinforcement is given after last step of chain, used
when client already knows how to complete some steps/learns quickly
✔✔Graduated Guidance - ✔✔gradual removal of prompts, starting with max guidance,
then slowly remove proximity/intensity of prompt over time - prompting procedure used
during total task chaining
✔✔Positional Prompts - ✔✔hand, elbow, shoulder, shadowing
✔✔Behavior chain data is collected via - ✔✔task analysis
✔✔In forward/backward training, only the - ✔✔steps independently completed are
scored
✔✔in total task training, - ✔✔all steps are scored
✔✔In order to be successful in changing behavior, - ✔✔functional consequences must
be used
✔✔the success of reinforcement procedure depends on: - ✔✔the effectiveness of the
reinforcer
, ✔✔Informal methods of choosing reinforcers - ✔✔ask, watch, sample, offer choices, try
and see
✔✔formal methods of choosing reinforcers - ✔✔standard assessment procedures used
to determine preference; present variety of items in structured way & measure how
often items are chosen to determine preference
✔✔3 types of preference assessment - ✔✔single stimulus, paired stimulus, multiple
stimulus
✔✔preference assessment: single stimulus - ✔✔testing one item at a time
✔✔preference assessment: paired stimulus - ✔✔testing 2 items at a time, items are
compared, hierarchy of preference is created, place 2 items next to each other, in front
of learner, and instruct learner to pick one item, repeat steps til each item is paired x2 w/
8 trials completed
✔✔preference assessment: multiple stimulus - ✔✔testing more than 2 items at a time,
hierarchy of preference is established, place items in line, each item is assigned starting
position, learner must pick one item. instructor rearranges leftover items and reassign
starting numbers and repeat until all items have been picked
✔✔Response Prompts - ✔✔physical prompts, verbal instructions, modeling; when
something is added to the RESPONSE that helps client in completing response
correctly
✔✔Stimulus Prompts - ✔✔positional prompts, gestural prompts, redundancy; something
is added to STIMULUS to help client
✔✔Stimulus Prompts: redundancy - ✔✔dimension of stimulus is exaggerated and cues
client to respond correctly
✔✔Stimulus Control & Prompt Fading: response is under stimulus control when: - ✔✔it
occurs more often in presence of particular stimulus than in its absence
✔✔Stimulus Control & Prompt Fading: stimuli gain control over responding because: -
✔✔those stimuli become predictive of reinforcement
✔✔Stimulus Control & Prompt Fading: Through effective prompt fading, - ✔✔stimulus
control can be transferred from the prompt to the naturally occurring stimulus
✔✔Methods of Fading Response Prompts: Stimulus fading - ✔✔used to fade
redundancy prompts, an exaggerated dimension of stimulus is systematically faded until
only natural stimulus remains
