Flashcards
Instructional Control
Flashcards do conjunto (21)
- 1Instructional control is a 1.) ___ working relationship. It means that your learner responds 2.) ___ when presented with any task or demand, and the task or demand that is being presented is in their best interest. *Many times these learners have figured out that engaging in problem behavior or escaping/avoiding the situation, results in getting more 3.) ___ or higher value reinforcement than cooperative behavior. *To gain instructional control is to 4.) ___ this situation (not a quick change). *Many children with past problem behavior involves the teacher and the learning environment and/or worsening set of conditions.1.) postive
2.) consistently
3.) immediate
4.) reverse - 2The Matching Law *Relative rates of 1.) ___ tend to equal the relative rates of reinforcement that they produce.1.) Responding
- 3"VERMI" = Reinforcer Effectiveness *Characteristics and variables of reinforcement that are components of the matching law can be remembered with the acronym VERMI. 1.) V = ___ of reinforcement. This term refers to the STRENGTH of the motivational operation (MO) for a reinforcer. *It is how badly the learner "wants" the item. A learner is more likely to engage in behaviors that produce activities and become more motivated to obtain items as reinforcers.1.) V = Value
*value of the reinforcer can change at ANY time - 42.) E = ___ of the response. This term refers to how hard or how much the learner needs to WORK in order to obtain the reinforcer (will respond more if it is easier).2.) E = Effort
- 53.) R = ___ of reinforcement. Behaviors that are reinforced MORE often than others will be more likely to occur again in the future. *When reinforcement is delivered too _____, the learner's responses may decrease or end all together. *When beginning a new program, reinforcement should be given on a ___ schedule.3.) R = Rate
infrequently
CONTINUOUS - 64.) M = ___ of reinforcement. A learner will be more likely to perform behaviors that earn him/her more reinforcement than he/she would a behavior that produces less reinforcement.4.) M = Magnitude
- 75.) I = ____ of reinforcement. This means that responses that contact more IMMEDIATE delivery of reinforcement are going to be more likely to occur than a response that results in delayed reinforcement. *Providing immediate reinforcement for behaviors you want to see INCREASE is an important part if any instructional program.5.) I = Immediacy
- 81.) ___ = FIRST step of instructional control *Pairing means providing reinforcement in the presence of 2.) ___ and the teaching environment. * When this is done consistently, the instructors, teaching materials, and instructional settings acquire 3.) ____ properties. *Pairing = building 4.) ___ with student (good for new learners, learners with problem behaviors, and already compliant learners).1.) Pairing
2.) yourself
3.) reinforcing
4.) Trust - 9*Like classical conditioning, this stimulus-stimulus pairing technique turns the teacher and the teaching environment into a 1.) ____ reinforcer. *When you start pairing you will see the child 2.) ___ you instead of avoid you. *The first thing that should be done with any learner is 3.) ___ reinforcement.1.) conditioned
2.) approach
3.) noncontingent - 10Reinforcer assessments *The first step in pairing is to become keenly aware of which items and activities function as 1.) ___ for your learner and which ones do not. *Reinforcer inventories and preference 2.) _____ come in handy to determine these valuable items and activities. -enlist all people involved with the learner1.) reinforcers
2.) assessments - 11Reinforcer Qualities Here are some tips for qualities in items that will make them easy to help establish instructional control. They should be: -Easily 1.) ___ -Quickly consumed or naturally terminated -Given in 2.) __ quantities to avoid satiation -Repeatable and able to reinforce multiple times -Controllable and deliverable by the teacher -Does not require the teacher to 3.) ___ them -Are more fun when you are around to do it with them than when you are not around1.) delivered
2.) small
3.) remove - 12Pairing DO's and DONT'S *DO use the 1.) __ of the child and of reinforcer *DON'T use name with SD or instruction *DON'T be a 2.) ___ *Make it more fun and silly! (everything doesn't have to be a teaching opportunity)1.) NAME
2.) TAKER - 13Sanitize the Environment *If the learner has free access to the items they want, they have no need to interact with us and there is no 1.) __ to mand. *This can make 2.) ___ impossible. *To sanitize the environment means to arrange these items so that our learners cannot 3.) ___ access them. *Some easy steps to removing free access are putting toys up on shelves (out of reach), putting things in locked cabinets, or putting things in containers that cannot be opened by the child.1.) MO
2.) pairing
3.) freely - 14Sanitizing the Environment When you have done this, you can require the child to approach and communicate with you to get the reinforcers. This has two positive benefits: *It pairs 1.) __ with the reinforcer, because you are he only way they can have access to it -- you are the giver of good things. *It increases their verbal behavior by providing a situation where they must 2.) ___ (request) the item. This allows you to capitalize on every opportunity for learning! *In some situations, before you can pair, you must 3.) ___ __ ___.1.) YOU
2.) mand
3.) sanitize the environment - 15Pair the Learning Environment *After you have paired yourself, you can start pairing the 1.) __ or learning environment. *A common mistake i teaching is to have your learner "work for a 2.) ___ " from the learning environment; your learner shouldn't want to leave it!1.) table
2.) break
*You need to have other better reinforcers (NOT just an escape) - 16Fading in Demands *After your learner is compliant and 1.) ___ with you, you can start thinking about how to fade in demands. 2.) "___" is probably the first type of demand you will want to fade in, and you might get them without requiring them.1.) paired
2.) Mands - 17Mix and Vary *When you have faded in several demands before the reinforcer, you will need to mix and vary the types of tasks you are asking the child to do. *Mixing and varying can help prevent 1.) ___ responding.1.) rote (or automatic)
- 18*We want to reinforce correct responding, so if we keep placing difficult demands, the opportunities to contact reinforcement become sparse and the appeal of escape may grow. *Make your learner successful at least 1.) __% and make errors no more than 2.) __ %. *3.) ___ behaviors may occur due to the reinforcement schedule being too thin.1.) 80%
2.) 20%
3.) Escape
*You should use continuous reinforcement and then fade to a variable ratio schedule. - 19Fast Paced Instruction and Fluency *In your sessions, keep responses between 1.) __ - __ per minute, and keep your inter-trial interval or pause between trials, around a 2.) __ a second. * 3.) ___ is important and should be considered when implementing mastery criteria for a task. When someone can respond 4.) ___ that usually means they are confident in the skill.1.) 16-25
2.) half
3.) Fluency
4.) quickly - 20*When problem behavior happens, you must use 1.) ___. But always think back and ask yourself, "What went wrong?" *Usually when we get problematic behaviors after we are already paired, it is our teaching 2.) ___.1.) EXTINCTION
2.) error - 21When pairing, ask yourself the following: *Did I mix and vary? *Was it errorless? *Was my schedule of reinforcement too thin? *Was I not using the MOs of the child to guide reinforcement? *Was I presenting too many hard demands, making the effort outweigh the payoff? *And remember, pairing is 1.) ___ over!1.) NEVER
*NEVER blame the child!
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- Descrição
- ATS FlashCards sobre Instructional Control, criado por Marissa Alvarez em 14-10-2018.
- Criado por
- Marissa Alvarez
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