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EDF 6223 Final Exam
A type of stimuli-to-stimulus relation in which the learner, without any prior training or reinforcement, selects a stimulus that is the same as the sample. A=A, B=B, and C=C - ANSWER.... Reflexivity A type of stimuli-to-stimulus relation in which the learner, without prior training or reinforcement, demonstrates the reversibility of the sample stimulus and the comparison stimulus. A=B, then B=A, or A=C, then C=A - ANSWER.... Symmetry Describes the stimulus-stimulus relations that emerge as a product of training two other stimulus-stimulus relations. If A=B and A=C, then B=C - ANSWER.... Transitivity Describes a behavior analytic approach to understanding and establishing symbolic function. - ANSWER.... Stimulus equivalence The ability to create and understand an infinite number of meaningful sentences and utterances. - ANSWER.... Generativity A theory of derived stimulus relations proposing that such relations are inherently verbal and that the accumulated experience with relational exemplars creates generalized repertoires of relating. - ANSWER.... Relational Frame Theory (RTF) The relation between two or more stimuli that is not directly trained or taught and is not based solely on the physical properties of the stimuli. - ANSWER.... derived stimulus relation Performance in a match-to-sample procedure in which discrimination between the comparison stimuli is conditional on, or depends on, the sample stimulus present on each trial. - ANSWER.... Conditional Discrimination
- sample stimulus (antecedent stimulus)
- correct comparison (antecedent stimulus)
- selection response
- reinforcer - ANSWER.... Conditional Discrimination 4-term contingency A probe for the emergence of untrained stimulus-stimulus relations that evaluates both symmetry and transitivity simultaneously. - ANSWER.... equivalence test A relation in one direction between two stimuli (e.g., A to B) entails a relation in the other direction (e.g., B to A) (symmetry) if you are told that A = B, you can derive that B = A. That is, the specified A = B relation mutually entails the (symmetrical) B = A relation. - ANSWER.... Mutual Entailment
A derived stimulus relation in which two or more stimulus relations (trained or derived) mutually combine. (transitivity) if A is related to B and A is related to C, then B and C are mutually related in that context. - ANSWER.... Combinatory Entailment Independent equivalence classes are combined as the result of teaching a new but interrelated conditional discrimination. - ANSWER.... Class merger A new member is added to a demonstrated stimulus equivalence class as the result of teaching a new conditional discrimination. - ANSWER.... Class expansion The collection of stimuli that evoke the same behavior. - ANSWER.... Equivalence Class Stimuli that evoke the same response, but they do NOT share a common stimulus feature. They do not physically look alike or share a relative relationship. LIMITED number of stimuli Developed through stimulus equivalence. - ANSWER.... Arbitrary stimulus class Relations that are reflexive, symmetric, and transitive. - ANSWER.... Equivalence Relations Occur when the functions of one stimulus alter or transform the functions of another stimulus in accordance with the derived relation between the two, without additional training. - ANSWER.... Transformation of stimulus functions (Transformation of Function) An operant in which the form of the individual responses in the class vary considerably - ANSWER.... Generalized Operant Establish what relations exists between stimuli Allow(s) you to make an arbitrary relational responses between stimuli. - ANSWER.... Contextual cues When the antecedent (what the model presents) and the response (what the learner emits) share the same sense mode - both are visual such as copying printed text, or both are tactile such as imitating sign language, etc. - ANSWER.... Formal Simularity An antecedent stimulus with topographical similarity to the behavior that evokes imitative behavior. - ANSWER.... Model Shows the learner what exactly to do. - ANSWER.... Planned modeling
- context: presentation is more likely to be imitated if it occurs in a real situation
- rehearsal and feedback
- reinforcement (the more frequent reinforcement is delivered, the more likely imitative behavior is to increase in the future - ANSWER.... Guidelines for effective modeling Entails detecting another person's behavior and its consequence(s) and using that information to determine whether or not to imitate the behavior. "learns from indirect contact with consequences experienced by others" (p. 408, Delgado & Greer). It is critical that observational learners discriminate feedback received by the model. - ANSWER.... Observational learning Attending Imitating Discriminating - ANSWER.... Three prerequisite skills for observational learning A mindfulness-based program that encourages clients to accept, rather than attempt to control or change, unpleasant sensations. - ANSWER.... Acceptance and Commitment Therapy (ACT) responding to stimuli in terms of their differences
- more or less - ANSWER.... Distinction Relations Stimuli are opposites. - ANSWER.... Opposition Relations Stimuli differ in some definable dimension. - ANSWER.... Comparison Relations Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both setting/situation generalization and response generalization. - ANSWER.... Multiple exemplar training Abstract response patterns, that has the properties of mutual entailment, combinatorial entailment and transformation of stimulus functions, and that are controlled by contextual cues. - ANSWER.... Arbitrarily Acceptable Relational Responding (AARR) An operant conditioning procedure in which reinforcement is provided for successive approximations closer to the terminal behavior. The instructor: (a) detects a change in the learner's environment (b) makes a discriminated judgement about whether that change is a progressively closer approximation to a terminal behavior of interest (c) differentially reinforces that closer successive approximation - ANSWER.... Shaping A procedure in which reinforcement is provided for responses that share a predetermined dimension or quality, and in which reinforcement is withheld for
responses that do not demonstrate that quality. - ANSWER.... Differential Reinforcement The end product of shaping. Can be claimed when the topography, frequency, latency, duration or amplitude/magnitude of the target behavior reaches a predetermined criterion level. - ANSWER.... Terminal Behavior Responses similar to those that have been reinforced occur with greater frequency and responses resembling the unreinforced members are emitted less frequently (also known as extinction) and some of the emitted responses under extinction may be likely to resemble the next successive approximation to the terminal behavior and would therefore be targeted for reinforcement. - ANSWER.... Effects of differential reinforcement A term popularized by Pryor (1999) for shaping behavior using conditioned reinforcement in the form of an auditory stimulus. A handheld device produces a click sound when pressed. The trainer pairs other forms of reinforcement (e.g., edible treats) with the click sound so that the sound becomes a conditioned reinforcer. - ANSWER.... Clicker Training A sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in the chain; reinforcement for the last response in a chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain. - ANSWER.... Behavior Chain In operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement). - ANSWER.... Discriminative Stimulus A contingency that specifies a time interval by which a behavior chain must be completed for reinforcement to be delivered. - ANSWER.... Behavior chain with a limited hold The process of breaking a complex skill or series of behaviors into smaller, teachable units; also refers to the results of this process. - ANSWER.... Task Analysis A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior in the task analysis; the steps are taught in the natural order. - ANSWER.... Forward Chaining A teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who then receives reinforcement for completing the chain. When the learner shows competence in performing the final step in the chain, the trainer performs all but the last two behaviors in the chain, the learner emits the final two steps to complete the chain, and reinforcement is delivered. This sequence is continued
- Be prepared before you start - be ready to click and treat immediately as the training session begins.
- Ensure success at each step.
- Train one criterion at a time.
- Relax criterion when something changes.
- If one door closes - find another one - if a particular shaping procedure is not eliciting progress, try another way.
- Keep training sessions continuous; keep a high rate of reinforcement.
- Go back to kindergarten if necessary - if a behavior deteriorates quickly review the shaping process with a series of easily earned reinforcers.
- Keep your attention on the learner.
- Stay ahead of your learner.
- Quit while you are ahead - end each session with something the learner finds reinforcing. - ANSWER.... Modern Principles of Shaping A procedure that decreases the future frequency of a behavior because reinforcement of that previously reinforced behavior is discontinued. - ANSWER.... Extinction The phenomenon of non-reinforcement of a response class whereby a temporary increase in the changeability of the response class topography occurs, and which may produce, by chance alone, a closer approximation to the terminal behavior. - ANSWER.... Extinction-induced variability A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior. - ANSWER.... Differential Reinforcement of Alternative behaviors (DRA) A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of the problem behavior. - ANSWER.... Differential Reinforcement of Incompatible Behaviors (DRI) A procedure for decreasing problem behavior in which reinforcement is delivered for the absence of the behavior targeted for reduction. The reinforcement is delivered at the end of a specific time interval. (AKA DR of zero responding) - ANSWER.... Differential Reinforcement of Other Behaviors (DRO) Identifying the specific reinforcer maintaining the behavior. - ANSWER.... Functional variations of extinction Positive reinforcement (Attention; tangible) Negative reinforcement (Escape) Automatic reinforcement - ANSWER.... Three forms of extinction (a) extinction burst
(b) response variation (c) initial increase in response magnitude (d) spontaneous recovery (e) resurgence (f) emotional outbursts and aggression - ANSWER.... Common Effects of Extinction The behavior continues once it is no longer being externally reinforced. Is greater when carried out under low motivation. - ANSWER.... Resistance to Extinction The reappearance of an extinguished behavior when an alternative behavior reinforced during extinction is subsequently placed on extinction. It may be a source of relapse to problem behavior following treatments involving alternative reinforcement. - ANSWER.... Resugence Occurs when the reinforcement that caused a behavior has been removed, initially there will be an increase in the observed behavior, this is temporary. This is an attempt of the subject to try to obtain the motivational operant by causing more behaviors. - ANSWER.... Extinction Burst Thinner reinforcement schedules, intermittent schedules of reinforcement, and variable schedules of reinforcement. - ANSWER.... Causes of Resistance to Extinction The form of extinction used when the reinforcer (or reinforcers) maintaining a behavior are withheld. - ANSWER.... Functional Extinction describes what the process of the intervention will look like - ignoring - ANSWER.... Procedural Extinction A procedure in which stimuli with known reinforcing properties are presented on a fixed- time (FT) or variable-time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior. - ANSWER.... Noncontingent Reinforcement (NCR) The reappearance of a behavior after it has diminished to pre-reinforced level and/or stopped entirely. - ANSWER.... Spontaneous Recovery (Operant Conditioning)
- increase number of extinction trials
- withholding all reinforcers maintaining the problem behavior
- withholding reinforcement consistently
- using other behavior methods (instruction) with this procedure - ANSWER.... Methods of increasing Effectiveness of Extinction A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (IRT), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion. Practitioners use this method to
Enhanced by use of extinction Be careful not to thin the schedule of reinforcement - ANSWER.... Guidelines for effective uses of functional communication training The effects do not depend on specific identification of the variables that set the occasion for and maintain the problem behavior.
- antecedent exercise
- enriched environment
- restraint - ANSWER.... Default Interventions A mutually agreed upon document between parties (e.g., parent and child) that specifies a contingent relationship between the completion of specified behavior(s) and access to specified reinforcer(s). - ANSWER.... contingency contract A behavior change system consisting of three major components
- a specified list of target behaviors reinforced
- tokens or points that participants receive for emitting the target behaviors
- a menu of items or activities, privileges, and backup reinforcers - ANSWER.... Token Economy A component of some token economy systems in which participants advance up (or down) through a succession of levels contingent on their behavior at the current level. The performance criterion and sophistication or difficulty of the behaviors required at each level are higher than those of preceding levels; as participants advance to higher levels, they gain access to more desirable reinforcers, increased privileges, and greater independence. - ANSWER.... Level system
- identify the target behaviors and rules
- select the tokens that will serve as a medium of exchange
- selecting a menu of backup reinforcers
- establishing a token exchange ratio
- writing procedures to specify when and how tokens will be dispensed and exchanged and what will happen if the requirements to earn a token are not met
- field-testing the system before full-scale implementation - ANSWER.... 6 steps of designing Token Economy A common consequence is contingent on the behavior of:
- 1 member of the group, OR
- part of the group, OR
- all individuals in the group. Can save time. Can be more practical to implement that an individual contingency. Takes advantage of the influence of peers. Disadvantage if peer pressure is involved. - ANSWER.... Group Contingencies
- choose a powerful reward
- determine the behavior to change and any collateral behaviors that might be affected
- set appropriate performance criteria
- combine with other procedures when appropriate
- select the most appropriate group contingency
- monitor individual and group performance - ANSWER.... 6 guidelines for Group Contingencies A contingency in which reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of a select group of members within the larger group. - ANSWER.... Dependent group contingency A contingency in which reinforcement for each member of a group is dependent on that person's meeting a performance criterion that is in effect for all members of the group. - ANSWER.... Independent group contingency Another term for a dependent group contingency (i.e., a person earns a reward for the group). - ANSWER.... hero procedure An agreement, written or oral, stating that if one party behaves in a certain manner, the other will provide a specific reward - ANSWER.... behavioral contract Tangible objects, activities, or privileges that serve as reinforcers and that can be purchased with tokens. - ANSWER.... Backup reinforcer A contingency in which reinforcement for all members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group. - ANSWER.... interdependent group contingency An interdependent group contingency in which a group is divided into two or more teams that compete against each other and/or a specified criterion. The team with fewest marks at the end of the game earns a reinforcer. Each team is also told that it can earn a reinforcer if it has fewer than a specified number of marks. - ANSWER.... Good Behavior Game Contingency contract that a person makes with his/herself, incorporating a self-selected task and reward as well as personal monitoring of task completions and self-delivery of the reward. - ANSWER.... Self-contract A member of the group purposefully not meeting the performance criterion so that no one gets the reinforcer. - ANSWER.... Sabotage of group contingencies Behavior whose reinforcement is mediated by a listener. Encompasses the subject matter usually treated as language and topics such as thinking, grammar, composition, and understanding. It includes both Vocal-verbal and nonvocal-verbal behavior. - ANSWER.... Verbal Behavior
An elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence, but not formal similarity, between the stimulus and the response product. - ANSWER.... Textual An elementary verbal operant involving a spoken verbal stimulus that evokes a written, typed, or fingerspelled response that does not have formal similarity between the stimulus and the response, but does have point-to-point correspondence and a history of generalized reinforcement. - ANSWER.... Taking Dictation An elementary verbal operant that is evoked by a verbal discriminative stimulus and that does not have point-to-point correspondence with that verbal stimulus. Responding to conversation, or a question, the antecedent is verbal stimulus, and the consequence is nonspecific reinforcement. - ANSWER.... Intraverbal Defined as a verbal SD that evokes a corresponding nonverbal response (or class of responses) due to a history of generalized Sr (e.g., someone asks for a pen and you reach for a pen). - ANSWER.... Listener discriminations A discrimination training procedure in which the task is to select from two or more comparison stimuli the one that matches a sample. - ANSWER.... Matching to sample (MTS) A word can evoke very different intraverbal responses from different people or during different times. - ANSWER.... Divergent multiple Control A verbal operant involving a response that is evoked by both an MO and a nonverbal stimulus; thus, the response is part mand and part tact. - ANSWER.... Impure Tact A verbal behavior controlled by nonverbal stimuli that informs the listener of some of the nonverbal aspects of the primary verbal behavior or mands the speaker to react in some specific way. - ANSWER.... Autoclitic Involves a behavioral effect where previously acquired skills enable or accelerate the acquisition of other skills, without dependence on direct teaching or a history of reinforcement. - ANSWER.... Generative Learning A tact evoked by a novel stimulus that shares all of the relevant or defining features associated with the original stimulus. - ANSWER.... generic (tact) extension A tact evoked by a novel stimulus that shares some, but not all, of the relevant features of the original stimulus. - ANSWER.... metaphorical (tact) extension A tact evoked by a novel stimulus that shares none of the relevant features of the original stimulus configuration, but some irrelevant yet related feature has acquired stimulus control. - ANSWER.... metonymical (tact) extension
A verbal response evoked by a stimulus property that is only indirectly related to the proper tact relation. - ANSWER.... solistic (tact) extension
- environment includes "... any event in the universe capable of affecting the organism"
- includes universe outside the organism and small part of the universe enclosed within the organism's skin
- environment includes:
- public stimulation
- "private" stimulation
- a complete account of human behavior must consider private events and the role such events play within a natural science - ANSWER.... Private Events According to Skinner Request Command Prayer Question Advice Warning Offer Permission Call - ANSWER.... 9 Types of Mands Involves bringing verbal responses under the functional control of MOs. - ANSWER.... Mand Training Teaching a child to comment on the environment around them. A verbal operant that is controlled by a nonverbal antecedent and followed by a nonspecific consequence. - ANSWER.... Tact Training Involves bringing verbal responses under the functional control of verbal SDs that lack point-to-point correspondence with the response. - ANSWER.... Intraverbal Training Has point-to-point correspondence but not formal similarity between the stimulus and the response product. - ANSWER.... Textual Operant A multiple-component treatment package for reducing unwanted habits such as fingernail biting and muscle tics; treatment typically includes self-awareness training involving response detection and procedures for identifying events that precede and trigger the response; competing response training; and motivation techniques including self-administered consequences, social support systems, and procedures for promoting the generalization and maintenance of treatment gains. - ANSWER.... Habit reversal Self-generated verbal responses, covert or overt, that function as rules or response prompts for a desired behavior. - ANSWER.... Self-instruction
Describes the stimulus-stimulus relations that emerge as a product of training two other stimulus-stimulus relations. If A=B and A=C, then B=C - ANSWER.... Transitivity Describes a behavior analytic approach to understanding and establishing symbolic function. - ANSWER.... Stimulus equivalence The ability to create and understand an infinite number of meaningful sentences and utterances. - ANSWER.... Generativity A theory of derived stimulus relations proposing that such relations are inherently verbal and that the accumulated experience with relational exemplars creates generalized repertoires of relating. - ANSWER.... Relational Frame Theory (RTF) The relation between two or more stimuli that is not directly trained or taught and is not based solely on the physical properties of the stimuli. - ANSWER.... derived stimulus relation Performance in a match-to-sample procedure in which discrimination between the comparison stimuli is conditional on, or depends on, the sample stimulus present on each trial. - ANSWER.... Conditional Discrimination
- sample stimulus (antecedent stimulus)
- correct comparison (antecedent stimulus)
- selection response
- reinforcer - ANSWER.... Conditional Discrimination 4-term contingency A probe for the emergence of untrained stimulus-stimulus relations that evaluates both symmetry and transitivity simultaneously. - ANSWER.... equivalence test A relation in one direction between two stimuli (e.g., A to B) entails a relation in the other direction (e.g., B to A) (symmetry) if you are told that A = B, you can derive that B = A. That is, the specified A = B relation mutually entails the (symmetrical) B = A relation. - ANSWER.... Mutual Entailment A derived stimulus relation in which two or more stimulus relations (trained or derived) mutually combine. (transitivity) if A is related to B and A is related to C, then B and C are mutually related in that context. - ANSWER.... Combinatory Entailment Independent equivalence classes are combined as the result of teaching a new but interrelated conditional discrimination. - ANSWER.... Class merger
A new member is added to a demonstrated stimulus equivalence class as the result of teaching a new conditional discrimination. - ANSWER.... Class expansion The collection of stimuli that evoke the same behavior. - ANSWER.... Equivalence Class Stimuli that evoke the same response, but they do NOT share a common stimulus feature. They do not physically look alike or share a relative relationship. LIMITED number of stimuli Developed through stimulus equivalence. - ANSWER.... Arbitrary stimulus class Relations that are reflexive, symmetric, and transitive. - ANSWER.... Equivalence Relations Occur when the functions of one stimulus alter or transform the functions of another stimulus in accordance with the derived relation between the two, without additional training. - ANSWER.... Transformation of stimulus functions (Transformation of Function) An operant in which the form of the individual responses in the class vary considerably - ANSWER.... Generalized Operant Establish what relations exists between stimuli Allow(s) you to make an arbitrary relational responses between stimuli. - ANSWER.... Contextual cues When the antecedent (what the model presents) and the response (what the learner emits) share the same sense mode - both are visual such as copying printed text, or both are tactile such as imitating sign language, etc. - ANSWER.... Formal Simularity An antecedent stimulus with topographical similarity to the behavior that evokes imitative behavior. - ANSWER.... Model Shows the learner what exactly to do. - ANSWER.... Planned modeling All antecedent stimuli with the capacity to evoke imitation. - ANSWER.... Unplanned modeling Those in which stimuli are related on some basis other than "sameness". - ANSWER.... Non-equivalence relations a) assessing and teaching necessary prerequisite skills for imitation training (staying seated, looking at the teacher, keeping hands in lap, looking at objects b) selecting models for imitation training (suggest start with 25 models) c)Pretesting d)sequencing the selected models
Attending Imitating Discriminating - ANSWER.... Three prerequisite skills for observational learning A mindfulness-based program that encourages clients to accept, rather than attempt to control or change, unpleasant sensations. - ANSWER.... Acceptance and Commitment Therapy (ACT) responding to stimuli in terms of their differences
- more or less - ANSWER.... Distinction Relations Stimuli are opposites. - ANSWER.... Opposition Relations Stimuli differ in some definable dimension. - ANSWER.... Comparison Relations Instruction that provides the learner with practice with a variety of stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both setting/situation generalization and response generalization. - ANSWER.... Multiple exemplar training Abstract response patterns, that has the properties of mutual entailment, combinatorial entailment and transformation of stimulus functions, and that are controlled by contextual cues. - ANSWER.... Arbitrarily Acceptable Relational Responding (AARR) An operant conditioning procedure in which reinforcement is provided for successive approximations closer to the terminal behavior. The instructor: (a) detects a change in the learner's environment (b) makes a discriminated judgement about whether that change is a progressively closer approximation to a terminal behavior of interest (c) differentially reinforces that closer successive approximation - ANSWER.... Shaping A procedure in which reinforcement is provided for responses that share a predetermined dimension or quality, and in which reinforcement is withheld for responses that do not demonstrate that quality. - ANSWER.... Differential Reinforcement The end product of shaping. Can be claimed when the topography, frequency, latency, duration or amplitude/magnitude of the target behavior reaches a predetermined criterion level. - ANSWER.... Terminal Behavior Responses similar to those that have been reinforced occur with greater frequency and responses resembling the unreinforced members are emitted less frequently (also known as extinction) and some of the emitted responses under extinction may be likely to resemble the next successive approximation to the terminal behavior and would
therefore be targeted for reinforcement. - ANSWER.... Effects of differential reinforcement A term popularized by Pryor (1999) for shaping behavior using conditioned reinforcement in the form of an auditory stimulus. A handheld device produces a click sound when pressed. The trainer pairs other forms of reinforcement (e.g., edible treats) with the click sound so that the sound becomes a conditioned reinforcer. - ANSWER.... Clicker Training A sequence of responses in which each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in the chain; reinforcement for the last response in a chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain. - ANSWER.... Behavior Chain In operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement). - ANSWER.... Discriminative Stimulus A contingency that specifies a time interval by which a behavior chain must be completed for reinforcement to be delivered. - ANSWER.... Behavior chain with a limited hold The process of breaking a complex skill or series of behaviors into smaller, teachable units; also refers to the results of this process. - ANSWER.... Task Analysis A method for teaching behavior chains that begins with the learner being prompted and taught to perform the first behavior in the task analysis; the steps are taught in the natural order. - ANSWER.... Forward Chaining A teaching procedure in which a trainer completes all but the last behavior in a chain, which is performed by the learner, who then receives reinforcement for completing the chain. When the learner shows competence in performing the final step in the chain, the trainer performs all but the last two behaviors in the chain, the learner emits the final two steps to complete the chain, and reinforcement is delivered. This sequence is continued until the learner completes the entire chain independently. - ANSWER.... Backward Chaining A variation of forward chaining in which the learner receives training on each behavior in the chain during each session. Prompting is applied as necessary to complete each step of the task. - ANSWER.... Total Task Chaining Composed of intermediate component skills - ANSWER.... Compound Repertoires "The belief that complex behavioral repertoires emerge without explicit instruction when well-selected component repertoires are appropriately sequenced, carefully instructed,
