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| Focused on teaching forms of language (e.g., words). It was about increasing vocabulary. Involved labeling nouns, adjectives, verbs, parts of speech and was analogous to a traditional linguistic approach. |
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| Reinforcing approximations to a target behavior. |
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| High energy activity with a young learner where the goal is to produce (reflexive) sounds. |
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| Over vocal play sessions there should be an increase in the _____ of any sound. |
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| Control by an antecedent (or a stimulus) |
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| In this work, Skinner did a "conceptual analysis" and hypothesized how language is acquired. Skinner implied that language is learned, which went against the traditional linguistic approach of language being developed. |
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| Skinner took a _____ approach to language vs. a structural approach. |
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| Used loosely and synonymously with communication or communicative behavior. |
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| actions of another person |
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| In verbal behavior, the behavior is reinforced through _____. |
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| The production of sound for communicative purposes. "I want a cookie" when they want a cookie |
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| Communicative, but not making a sound. Gestures, pictures, sign-language etc |
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| Not communicative and not making a sound. Turning on a light, putting on a hat etc |
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| Non Communicative, but making a sound. Self-stimulatory behavior, singing in the shower, singing int he car, rehearsing a presentation for class. |
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| Verbal Operants are distinguished by _____ variables. Antecedents and Consequences. |
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| Controlled by an MO and maintained by the reinforcer specified by it (sometimes). Examples include a request. |
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| A naming behavior, or a labelling behavior that is maintained by educational/social reinforcers (praise) |
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| point-to-point correspondence |
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| Points of the antecedent reinforce parts of the response. |
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| The antecedent and the response resemble each other |
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| There ____ point-to-point correspondence and formal similarity involved in Copying a text, Echoic Behavior, and Imitation. |
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| There is point-to-point correspondence and there ____ formal similarity involved in Textual behavior and transcription. |
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| Opening a window, flipping a switch, and looking out the window are ____ verbal operants. |
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- Saying "I'm hungry" to a friend because you want to eat
- Pointing to your wrist to ask someone the time |
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- "That's a cardinal" to a child, when the bird flies by
- Saying, "Dog" when hearing a dog bark
- Saying, "I'm happy" when you feel happy |
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- Dad says "Twinkle, Twinkle" ... Child says "little star".
- Saying "Psy 704" when asked, What class is this? |
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| Behavior Modification Approach |
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Definition
| The use of behavior change procedures without a functional behavioral analysis. |
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| Information received via informants, which leads to hypothesis formation. They include rating scales, questionnaires, interview and other similar tools. |
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| Motivation Assessment Scale (MAS) |
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Definition
| The most popular indirect assessment which goes back several decades and was published by Mark Durand. It is a 16 item questionnaire that would be rates on a likert-type scale |
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| Functional Analysis Screening Tool (FAST) |
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Definition
| An indirect assessment tool developed by B. Iwata. |
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Definition
| Indirect Assessment Tools tend to be _____ in inter-rater reliability, accuracy, validity and test-retest reliability. |
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| Direct, or Descriptive, Assessments |
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Definition
| Naturalistic Observations, without any planned modification to the environment. |
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| A-B-C Chart, or Sequence Assessment |
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Definition
| One of the most popular direct assessment methods is the _____. The idea is to get multiple entries so that one can build a hypothesis about the behavior, this is a narrative. |
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Definition
| ABC Charts tend to have poor ____. |
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| Iwata altered to the ABC Chart and developed the _____ which provides prompts and the person checks off what's relevant. |
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| Scatterplot is also considered a ____ assessment. |
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| Functional Analysis of Problem Behavior |
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Definition
| The best direct assessment method is the _____. This is a systematic manipulation of environmental variables (antecedents & Consequences) to identify maintaining variables. |
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| The goal of the control condition is to eliminate any motivation for problem behavior. In fact, problem behavior _____ in this condition. |
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| The control condition is also called _____. |
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| In the Antecedent condition ____ access to reinforcement is given. There should be no aversive stimuli or stimulation. |
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| In this condition problem behavior may occur, the best option is to ignore it if possible. |
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| A weakness of functional analysis is that the function of behavior may _____ across contexts. |
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