(Stay, home, please, many, coronians, might, spread, really, easy)

Scripted lessons

Homogenous grouping

Placement testing

Mastery progression 

Choral responding

Modeling

Signaling

Reinforcement

Error correction 

Feature of little di  (CLEMSI) 

Clear goals

Low cognitive level questions

Extensive content coverage

Monitored student performance

Sufficient and continuous instructional time

Immediate academic feedback

Feature of little di  (CLEMSI) 

Precision teaching

FOUNDER: Ogden Lindsey

Pinpoint

Record

Intervene

Chart

Evaluate

-enables standardized charting of celeration

6 base, 10 cycles

Y axis is semilogarithimic 

140 days

X axis= time

Preference assessments

 (SMMFF)

Single stimulus

Multiple stimulus with replacement 

Multiple stimulus without replacement

Free operant 

Forced choice

Ethical considerations for punishment

(RRLP)

Right to safe and humane treatment

Right to effective treatment 

Least restrictive alternative

Punishment policy and procedural safeguards 

Positive punishment procedures 

(CCORR)

Contingent exercise

Contingent electric shock 

Over correction 

Reprimand

RIRD

Negative punishment procedures 

Response cost 

Time out 

(SFPTT)

Sleep deprived

Food deprived

Pain

Too hot

Too cold 

Conditioned punishers 

(Real, people, read, frequently) 

Reprimand

Presenting shock with a neutral stimulus (noise)

Response cost

Facial expressions

Effects of punishment 

(UCBANE)

Undesirable modeling

Conditioned aversive stimuli

Behavioral contrast

Aggression/emotional responding 

Negatively reinforcing for the punishing agent

Escape/avoidant behavior 

Parameters of punishment

(SAAII)

Schedule

Availability of reinforcement for the alternate behavior

Availability of reinforcememnt for the target behavior

Intensity

Immediacy

Duration

Frequency

Intensity

Latency

Variety

Quality 

Quantity 

Tests for social validity

(CERNS)

Consumer report 

Expert evaluation

Real world tests

Normanitive sample

Standardized tests

Measurement confounds 

IV confounds

Subject confounds

Setting confounds

Feature principles of precision teaching (FURM)

Feature principles of precision teaching (FURM)

Fluency based instruction

Use of SCC

Rate as the unit of measurement 

Measurement and decision making 

Unit mastery

Use of proctors

Self paced

Emphasis on the written word

Lectures for motivation

Features of PSI: Fox (UPFOI)

Unit mastery 

Peer tutoring 

Flexible pacing

On demand course content 

Immediate feedback

a method of instruction focusing on mastery learning that allows students to preogress through materials at their own pace.

Teach loosely 

Train and hope

Teach to levels reinforced by natural contingencies 

Program common stimuli

Multiple exemplar training  

General case analysis

Indiscriminately contingencies 

Negative teaching examples 

Mediation

Fade them out

Retain all documents for 7 years

Help in any way with the transition

Summarize current performance levels

Collect payment 

Target skills is described

Written objectives

Modeling

Role play 

Performance feedback

Behavioral objective

Reinforcememnt 

Activity rate (high and relevant)

Successive approximations

Mastery progression 

a primary verbal operant evoked by a verbal stimulus without point to point correspondence and is followed by generalized conditioned reinforcement 

(Echoic, textual, tact) 

a primary verbal operant evoked by a verbal stimulus with point to point correspondence and formal similarity and is followed by generalized conditioned reinforcement 

Textual 

a vocal response that is under the control of a non auditory verbal stimulus

(Has point to point correspondence) (read text, say text) (codic)

The response and the response product share the same sense mode (say bird, “bird”) (echoic) 

The beginning, middle and end of a verbal stimulus matches the beginning, middle and end of the response. (Vocal to writing) 

P to P & formal similarity

(echoic, copying a text, mimetic)

Mimetic 

Extended mand

Superstitious mand

Magical mand

Monomaniacal 

Metaphorical

Genric 

Solistic 

an environmental variable that alters the reinforcing or punishing effectiveness of some stimulus, object or event and alters the current frequency of all behavior that has been reinforced or punished by that stimulus, object or event. 

Temporary conidition of an MO that increases the effectiveness of a stimulus as a reinforcer or punisher (state of deprivation)

Temporary conidition of an MO that decreases the effectiveness of a stimulus as a reinforcer or punisher)

an analysis of the purpose of the problem behavior, where antecedents and consequences that represent those that are found in the individuals natural environment are arranged to identify their effects of behavior 

• clear demonstration of variables that relate to the problem behavior 
• Enables development of effective reinforcement based treatment

May temporarily strengthen behavior 

The behavior may acquire a new function 

Difficult to use for serious, low frequency behavior 

May not identify idiosyncratic variables related to the behavior 

Require, time, Effort and expertise

Trial based

brief

extended

latency

pair wise

pre cursor

synthesized

analogue

 An analysis that looks at differenet levels or parameters needed for the IV to effect the DV

Compare: both are experiments that analyze the independent variable

Contrast:

Parametric looks at different levels or parameters needed for the IV to affect the DC

Component looks at the effects of each part of a treatment package 

The degree to which two or more independent observers report the same observed values after measuring the same events 

An antecedent intervention in which 3 to 5 know compliance tasks are presented in quick succession immediately before requesting the target task, the low-p request 

An antecedent intervention that consists of using a higher probability behavior to reinforcer lower probability, the lower probability behavior precedes the higher probability behavior

training that focuses on the mastery of a skill. Including verbal and non-verbal components taught through evidence based strategies

a form of complex stimulus control in which the role of one Sd is conditional on the presence of other Sds.

Involves a four term contingency rather than a three term contingency. Each antecedent stimulus is discriminative for reinforcememnt conditional on the presence of another antecedent stimulus 

(MO, antecedent, response, consequence)

a mutually agreed upon document outlining a contingent relationship between the completion of specified behaviors and the access to reinforcement 

The extent to which target behavior are appropriate, intervention procedures are acceptable, and important and significant changes in target and collateral behaviors are produced 

Extent to which we can draw cause and effect inferences from a study, a functional relation is observed

The extent to which the results of a study can be generalized to other situations and to other people 

Educational experiment

over 200,000 children

Found direct instruction had most positive outcomes compared to other methods 

Most effective method- capital DI

Outcomes assessed- basic skills, cognitive skills, affective outcomes 

learning that occurs when stimulus that are similar but not identical to the conditioned stimulus produce the conditioned response

EX) Watch a movie and become afraid of a snack and then see any snake then become of any snake you see .

The extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior 

EX) saying hi, hello, hey, etc. when only being taught to say hi

Restitutional- returns to the previous state plus more

EX.) makes mess on floor, clean the mess and the entire floor

Positive practice- do something over and over again 

EX) student runs down the hall, they are instructed to walk down the hall over and over again 

Reinforcement schedule in which reinforcement is given after a specific time that the Individual has engaged in any behavior other than the target behavior.

EX) STUDENT WHO ENGAGES IN AGGRESSION IS GIVEN A TOKEN EVERY 10 MINUTES THAT HE DOESN'T ENGAGE IN AGGRESSION. THEN TRADED IN FOR IPAD

Reinforcement in which a functional alternative to an undesirable target behavior is reinforced

EX) student says excuse me and waits for response and is reinforced with praise and attention

Uses a replacement behavior that cannot be performed at the same time as the target behavior

EX) client yells out phrases from his favorite movies, 10 times per hour. An incompatible behavior might be to have the client whisper the movie phrases, act them out quietly or hum the parts.

Used when you want to REDUCE the frequency of a behavior, NOT extinguish it. 

(Reinforcement is provided when the behaviors frequency is below a certain criteria

EX) student asks too many questions—1 per minute—-repeated in different forms. Observing the rate of other students being called on and asking questions, a target criterion rate of 3 questions per class period is set.

used when you want to INCREASE the frequency of a behavior (Reinforcement is provided when the rate of the behavior meet or exceeds the set criterion)

EX) client never asks questions or invites opinions of others in convo may need to increase these skills to a point where they engage in questioning or inviting opinion in nearly all convo opportunities.

Way to reduce behavior in a gradual fashion

EX) chews lip when working for 30 minutes per hour, offer reinforcement after chewing his lip no more than 25 mins per hour, then set new criterion to 20 once previous criteria is met.

Emergence of accurate responding to untrained/non reinforced stimulus stimulus relations following reinforcement of responses to trained/conditioned stimulus stimulus relations

A=A reflexivity

TEACH A=B C=A then without training B=A A=C emerges which is symmetry

B=C and C=B transitivity

Compare:Both are antecedent interventions, both used to increase the likelihood of a behavior occurring 

contrast:

The HPLP used high probability first while the premack uses the low probability behavior first 

-HPLP is the process and behavior momentum is the effect 

-behavior momentum is created using HPLP

Reflexivity

Symmetry

Transitivity

Reflexivity: individual matches stimulus to itself and in the absence of training (generalized identity matching)

Symmetry: without training individual reverses the match

transitivity: learner can match further relations of untrained examples (novel)

Negative: Late for work, get points of POM for the month, decreases late behavior in the future

Positive: late for work, reprimanded by boss, decreases late behavior in the future 

A stimulus that functions as a punisher without any learning history 

Sleep deprived

food deprived

pain

too hot

too cold

Stimuli that function as punishers through prior learning history 

reprimand

response cost

facial expressions

presenting shock with a neutral stimulus (noise) 

-pre-requisite skills needed/what they already have in their reportire

(imitation skills-motor and vocal, ability to scan an array, does their community know how to use their form of communication, will their learning be reinforced in the natural environment) 

A variation of the multiple baseline design that features intermittent measures, or probes, during baseline.

It is used to evaluate the effects of instruction on skill sequences in which it is unlikely that the subject can improve performance on later steps in the sequence before learning prior steps

An experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment. Experimental control is evidenced by the extent the level of responding changes to conform to each new criterion 

-vary lengths of phases

-return to previous levels

-vary mastery

Advantages:

-alternative to “unnecessary” continuous baseline

-avoidance of inappropriate behavior due to extended baseline

-can be used across behavior, settings and subjects 

Disadvantages: 

-Time and resources 

-when you want to increase a behavior already in a learners reportire 

-only one target behavior is required 

-does not require reversal of a clients behavior