Sloan just transitioned Derek to the table to work on an identification program. Once he is seated, Sloan puts 3 items on the table. She says, “Okay, Derek. It’s time to do receptive identification, so let’s work really hard and get this done fast. Can you find the car for me?”. 20 seconds pass while Derek just sits in the chair. Sloan then says, “Come on Derek, find the car.”. He sits for another 15 seconds. Sloan then says, “Find car.”. Derek touches the car. Sloan says “You’re right! That is the car!”. She gives Derek a token, records her data, and rearranges the materials within 10 seconds. She moves on to the next trial.
What did Sloan do wrong? Select all that apply.
- Sloan let Derek sit for too long without giving a response.
- Sloan uses too many words when giving directions.
- Sloan did not have Derek identify a reinforcer before starting trials to ensure he was motivated.
- Sloan did not reinforce the correct response.
- Sloan took too long during the inter-trial interval.
- Sloan did not implement error correction procedures.
Because Sloan is new, you suggest that she engage in pairing activities between tasks to build rapport. After modeling this for Sloan, you direct her to engage in these activities herself. You observe the following:
- Derek gravitates towards the blocks, Sloan follows Derek to the blocks.
- Derek begins building a castle. Sloan says, “Wow, what a cool castle! I’m going to build a bridge for the castle.”
- Sloan is quiet for 2 minutes as she builds her bridge and Derek builds his castle.
- Derek reaches over and takes some of Sloan’s blocks. Sloan says, “No you already have blocks. You can use those.”
- Sloan says “That castle is awesome!”
- Derek says “Big castle”. Sloan says, “that’s right; it is a big castle!”.
What errors did Sloan make during pairing? Select all that apply.
- Sloan asked too many questions.
- Sloan did not vocally interact enough with Derek.
- Sloan mimicked what Derek was saying, which is offensive.
- Sloan criticized Derek actions.
- Sloan didn’t allow Derek to play with blocks the way he wanted, making the activity teacher-led.
While explaining Derek’s schedule to Sloan, you describe some of the programs that Derek really doesn’t like, such as brushing teeth. You encourage Sloan to do brushing teeth right before going outside to play on the playground, a longer break including Derek’s most preferred leisure activity. Putting a non-preferred task before a highly preferred task is an example of a(n)…
A. Consequence strategy
B. Shaping procedure
C. Prompt fading procedure
D. Antecedent strategy
While outside, Derek picks up a handful of dirt and throws it at Sloan. Sloan responds by saying “Stop! Why would you throw dirt at me?”. Sloan had been reading Derek’s behavior intervention plan while he played alone before he threw dirt at her. At the beginning of the session, his mom has mentioned that Derek didn’t sleep well last night and was pretty cranky today.
What should you record as the antecedent of this event?
Group of answer choices
- Derek threw a handful of dirt at Sloan.
- Derek didn’t sleep well last night and is feeling cranky.
- Sloan said, “Stop! Why would you throw dirt at me?”
- Sloan was reading the behavior intervention plan; Derek was playing alone.
If Sloan telling Derek to “stop!” decreased his likelihood of throwing dirt in the future, for Derek, this consequence functioned as a (X) while for Sloan this consequence functioned as a (Y).
A. (X): Positive Punisher; (Y): Negative Reinforcer
B. (X) Negative Reinforcer; (Y) Positive Punisher
C.(X) Negative Punisher; (Y) Negative Reinforcer
D. (X) Positive Reinforcer; (Y): Positive Punisher