EDF 6223 Exam 1 Exam – Latest 2025 Version |
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Terms in this set (77)
1. the imitative behavior is occasioned by another
person's model of the behavior
2. the imitative behavior has formal similarity with the
model
4 criteria of imitation
3. the imitative behavior follows the modeled
behavior closely in time
4. the model is the primary controlling variable for the
imitative behavior
an antecedent stimulus with topographical similarity
model
to the behavior the analyst wants to be imitated
prearranged demonstrations of behavior that show
the learner exactly what to do, be it acquiring new
planned models skills or refining the topography of certain elements
of existing skills
-can be live or filmed
unplanned models occasion imitation in everyday social environments
occurs when the model's and the imitator's behavior
formal similarity physically resemble each other and are in the same
mode
,T/F: delayed behaviors false, a close temporal relationships between the
replicating the model's performance and the learner's behavior is an
topography of a model important feature of imitation
are imitative
what is the most important the controlling relation between a model's
property defining demonstration and a learner's performance of
imitation? topographically similar behavior
when is a controlling when a model evokes a similar behavior without a
relation between the prior history of reinforcement
model's behavior and the
imitator's behavior
inferred?
T/F: an imitative behavior true
is a new behavior that
follows a novel
antecedent event
a systematic, research-based set of steps for teaching
imitation training a non-imitative learner to imitate models of noel
behavior
imitation training protocol attending to the model is a prerequisite skill for
(1): assess, and teach if imitation training. assess the skills for a minimum of 3
necessary, prerequisite sessions and begin training if assessment data shows
skills for imitation training adequate attending skills
practitioners may need to select and use about 25
behaviors as models during imitation training.
including gross motor and fine motor movements as
imitation training protocol models provides learners with opportunities to
(2): develop more refined differentiation with their
imitative skills. initial training usually includes models
of the movement of body parts and the manipulation
of physical objects
, the learner's response to the selected models should
be pretested:
1. prepare the learner's attending behaviors for the
pretest
2. if using an object mode, place 1 in front of the
learner and 1 in front of yourself
3. say the learner's name to start, and when the
imitation training protocol
learner makes eye contact, say, "do this"
(3): pretest
4. present the model
5. immediately praise each response that has formal
similarity to the model, and deliver reinforcement
ASAP
6. record the learner's response as correct, incorrect,
or as an approximation of the model
7. continue pretesting with the remaining models
use the pretest to arrange the presentation sequence
for the selected models, arranging the sequence from
the easiest to the most difficult models to imitate. the
first models selected are those that the learner
imitation training protocol
imitated correctly on some, but not all, of the pretest
(4): sequence selected
trials. the models that the learner responded to
models for training
incorrectly, but that approximated the model, are
selected next. finally, the models that the learner
failed to perform, or performed incorrectly, are the
last to be selected for training
use the first 3 models currently selected for training
and present them 3 times each in random order. if the
learner's behavior has similarity to the model on all 3
conduct imitation training presentations, that model is removed from the
sessions: preassessment training. allows practitioners to evaluate the learner's
current performance on the models selected for
training that session, and to determine the learner's
progress in learning to respond to the model
with Questions and Correct Answers | Verified &
Graded A+
Save
Terms in this set (77)
1. the imitative behavior is occasioned by another
person's model of the behavior
2. the imitative behavior has formal similarity with the
model
4 criteria of imitation
3. the imitative behavior follows the modeled
behavior closely in time
4. the model is the primary controlling variable for the
imitative behavior
an antecedent stimulus with topographical similarity
model
to the behavior the analyst wants to be imitated
prearranged demonstrations of behavior that show
the learner exactly what to do, be it acquiring new
planned models skills or refining the topography of certain elements
of existing skills
-can be live or filmed
unplanned models occasion imitation in everyday social environments
occurs when the model's and the imitator's behavior
formal similarity physically resemble each other and are in the same
mode
,T/F: delayed behaviors false, a close temporal relationships between the
replicating the model's performance and the learner's behavior is an
topography of a model important feature of imitation
are imitative
what is the most important the controlling relation between a model's
property defining demonstration and a learner's performance of
imitation? topographically similar behavior
when is a controlling when a model evokes a similar behavior without a
relation between the prior history of reinforcement
model's behavior and the
imitator's behavior
inferred?
T/F: an imitative behavior true
is a new behavior that
follows a novel
antecedent event
a systematic, research-based set of steps for teaching
imitation training a non-imitative learner to imitate models of noel
behavior
imitation training protocol attending to the model is a prerequisite skill for
(1): assess, and teach if imitation training. assess the skills for a minimum of 3
necessary, prerequisite sessions and begin training if assessment data shows
skills for imitation training adequate attending skills
practitioners may need to select and use about 25
behaviors as models during imitation training.
including gross motor and fine motor movements as
imitation training protocol models provides learners with opportunities to
(2): develop more refined differentiation with their
imitative skills. initial training usually includes models
of the movement of body parts and the manipulation
of physical objects
, the learner's response to the selected models should
be pretested:
1. prepare the learner's attending behaviors for the
pretest
2. if using an object mode, place 1 in front of the
learner and 1 in front of yourself
3. say the learner's name to start, and when the
imitation training protocol
learner makes eye contact, say, "do this"
(3): pretest
4. present the model
5. immediately praise each response that has formal
similarity to the model, and deliver reinforcement
ASAP
6. record the learner's response as correct, incorrect,
or as an approximation of the model
7. continue pretesting with the remaining models
use the pretest to arrange the presentation sequence
for the selected models, arranging the sequence from
the easiest to the most difficult models to imitate. the
first models selected are those that the learner
imitation training protocol
imitated correctly on some, but not all, of the pretest
(4): sequence selected
trials. the models that the learner responded to
models for training
incorrectly, but that approximated the model, are
selected next. finally, the models that the learner
failed to perform, or performed incorrectly, are the
last to be selected for training
use the first 3 models currently selected for training
and present them 3 times each in random order. if the
learner's behavior has similarity to the model on all 3
conduct imitation training presentations, that model is removed from the
sessions: preassessment training. allows practitioners to evaluate the learner's
current performance on the models selected for
training that session, and to determine the learner's
progress in learning to respond to the model
