FIRM PROBLEM SOLVER (MAND) TALKER (MAND>ECHOIC) LISTENER (ADHERE TO) Unit 1

A task that the learner can do with little-to-no assistance. Learner spontaneously asks for an item or teacher action using motor or vocal behavior Learner repeats playful sounds or words related to preferred object (item visible) or activities Learner performs a set of 5-7 FIRM single-step actions as directed with T near (1-5 feet away) across a variety of situations Unit 1

0.501 PARTICIPATOR (TEACHER- DIRECTED) HELP PROMPT Unit 1

"Valued instructor" presents a series of directions or questions. Learner performs 3 consecutive sets of 10 responses (firm only): 1-2 context. The instructor provides assistance so the learner can perform the unexpected difficult part of a task independently. Note: help is used to assist learner to be successful so s/he will continue to participate. Unit 1 The instructor is expected to fade the assistance needed for the learner to be successful. Note: level of assistance is ‘temporary’ and the instructor intends to fade that level of assistance; may be planned or needed for learner to be successful.

FORMAT INSTRUCTION 3 KEY WAYS TO USE REINFORCEMENT Unit 2 REINFORCEMENT

A written description of what is expected of the instructor and the learner during every lesson for each repertoire The instructor says or does something to set the occasion for the expected learner behavior. The ONLY consequence that will establish or strengthen ABCs [repertoires]. Capture desired behavior, arrange for desired behavior, withhold known reinforcement for undesired behavior Unit 2

1.503 PARTICIPATOR (SEMI-DIRECTED) Unit OBSERVER (SORTING)

Teacher places 1 "difficult" task in front of the learner and remains at-hand, learner completes tasks and asks for help if needed. Learner sorts pictures into three separate piles and places 1-2 distracters (NOT matching pictures) aside. Unit 2

REPERTOIRE EFFECT CONTINUOUS SCHEDULE OF REINFORCEMENT Unit 4 SCHEDULE OF REINFORCEMENT

Relationship between the A-B-C elements The likely outcome that may occur given the current schedule of reinforcement How often the learner’s behavior is reinforced Reinforce EVERY instance of a learner’s behavior to establish repertoire(s) Unit 4

INTERMITTENT SCHEDULE OF REINFORCEMENT Unit 4

Reinforce the instances of behavior less OFTEN to strengthen repertoire(s) Unit 4

DATA COLLECTION PROCEDURES BRIEF TIME SAMPLING Unit 5

Instructor defines a targeted repertoire and collects information to make instructional decisions (e.g., continue format as suggested). Data collection procedure in which you choose a time period to observe and you observe briefly. When a 3-5 second interval of time has passed, you record the data. Unit 5

VALUE OF STIMULI GETTING BEHAVIORS WRITER (IMITATES LINES) Unit 6 STIMULUS

Any object, action or event that can affect behavior. Worth of an object, action, or event that a learner likes or dislikes at a given time. Teacher draws preferred line or shape, says: “Make one just like mine.” Learner imitates it. Behavior that gets the learner what he wants Unit 6

ESCAPE BEHAVIORSREINFORCING STIMULI AVOIDANCE BEHAVIORS AVERSIVE STIMULI Unit 6

Stimuli that can be used to establish or strengthen A-B-Cs and evoke “getting” behaviors. Behavior used to terminate or stop actions or events (e.g., instruction) Stimuli that can weaken A-B-Cs and evoke escape/avoidance behaviors. Behavior that is used to evade or prevent actions or events. Unit 6

CORRELATING STIMULI PAIRING STIMULI PRIMARY REINFORCERS NEUTRAL STIMULI Unit 7

Neutral stimuli are associated with known reinforcing stimuli. Neutral stimuli are (A part) associated with known reinforcing stimuli (C part); when learner behaves (B part) as desired, present the known reinforcing stimuli. Stimuli that are neither positive nor negative for the learner. Things that most humans are born to value (e.g., food and drink). Unit 7

BACK-UP REINFORCERS CONDITIONED REINFORCERS REINFORCEMENT SAMPLING TOKENS Unit 7

Neutral stimuli that have been conditioned as potential reinforcers. Highly valued reinforcing stimuli that can maintain the value of newly conditioned reinforcing stimuli, if paired occasionally. Tangible items (e.g., objects or marks) that are conditioned as reinforcing stimuli and exchanged for backup reinforcers. Occurs when you offer the learner different items from time to time to see if s/he likes it. Unit 7

FAULTLESS COMMUNICATION INSTRUCTIONAL ROUTINE NEGATIVE EXAMPLES POSITIVE EXAMPLES Unit 9

An instructor delivers a format systematically rather than haphazardly. That is, s/he adheres to the design principles while delivering the formats. A communication [the teaching sequence] that is designed to point out the one and only one distinguishing 'characteristic’ [quality] of the intended concept to be communicated. Examples that are used to present the one and only one distinguishing quality [characteristic] of the concept (e.g., redness) that is being taught. Examples that present the boundaries for what a concept is NOT. Unit 9

CONCEPTS VERBAL ASSOCIATIONS SINGLE-DIMENSION CONCEPTS MULTIPLE DIMENSION CONCEPTS Unit 9

An instructor presents a nonverbal stimulus and the learner makes a verbal response. An instructor presents a verbal stimulus and the learner states a verbal response associated with it. Concepts that require many features to demonstrate the concept. Concepts with ONLY one feature. Unit 9

BEHAVIOR ANTECEDENTS CONSEQUENCES Unit 10

Stimuli that precede the targeted behavior, something that affects our behavior through one or more our senses Any action a person may perform. Stimuli that follow the targeted behavior Unit 10

Form of Behavior Unit 11 Function of Behavior Replacement Repertoires

Various types of behaviors classified together The likely cause of the behavior The ‘missing repertoires’ we want to develop when we weaken undesirable repertoires. Unit 11

Unit 12 Three-term-contingencyTypes of Programming Supplementary Contingencies Basic Behavioral Operations

Unit 12 The A-B-C relation that consists of three elements: Antecedent, Behavior, and Consequences. Six classes of procedures used to develop repertoires. Temporary procedures (e.g., Tokens) that are used as an addition to a well-designed curriculum used to develop and/or weaken repertoires. Key activities that instructors engage in to develop or weaken repertoires when implementing programming.

Unit 12 Existing ContingenciesArranged Contingencies Prevailing Stimuli Conditioning History

Unit 12 Current A-B-C relations for a given learner Manipulated element(s) of the existing A-B-C relations to develop and/or weaken a repertoire. Existing antecedents and consequences in a given condition; one of three factors that may affect the development or weakening of repertoires. Potentially reinforcing and aversive stimuli for a given learner; one of three factors that may affect the development or weakening of repertoires.

Unit 12 Motivational Variables

Unit 12 The type of variables that may affect the development or weakening of repertoires are deprivation, aversive stimulation, and stimulus change.