EDF 6226 final exam study guide || || || || || ||
questions with answers || || ||
baer wolfe and risley included _____ ______ _____ as one of
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the 7 defining characteristics of ABA
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generalized behavior change || ||
3 facets of generalized behavior change
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across time, settings, and behaviors || || || ||
we define _______ _______ as the extend to which a learner
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continues to perform a target behavior after a portion of
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all of the interventions responsible for the behavior's
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initial appearance in the learners repertoire has been
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terminated
response maintenance ||
how long a newly learned behavior must be __________
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depends on how long the learners environment presents || || || || || || || ||
_________ or requirements to perform behavior || || || || ||
,maintained; opportunities ||
__________/_________ __________ is the extent to which a || || || || || || || ||
learner emits a target behavior in a setting or stimulus
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situation that differs from the instructional setting in any
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meaningful way
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setting/situation generalization ||
if the complete intervention program is required to
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produce behavior change in novel environment then no
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________/_______ __________ can be claimed || || || ||
setting/situation generalization ||
_________ _____ denotes the environment where teaching
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occurs, including planned or unplanned aspects of the
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environment that may influence the learner's acquisition
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and generalization the target behavior
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instructional setting ||
, A _________ ________ is any place or stimulus situation that
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differs from the instructional setting in some meaningful
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way and in which performers of the target behavior is
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desired
generalization setting ||
When a behavior change produced in the classroom or
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clinic is not observed in the generalization environment,
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a lack of __________/________ ________ is evident
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setting/situation generalization ||
When a behavior change produced in the classroom or
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clinic has occurred at least once in the generalization
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setting and the ceases to occur, a lack of __________
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_________ is evident || ||
response maintenance ||
_________ _______ is the extent to which a learner emits
|| || || || || || || || || ||
untrained responses that are functionally equivalent to
|| || || || || || ||
the trained target behavior
|| || ||
response generalization ||
questions with answers || || ||
baer wolfe and risley included _____ ______ _____ as one of
|| || || || || || || || || ||
the 7 defining characteristics of ABA
|| || || || || ||
generalized behavior change || ||
3 facets of generalized behavior change
|| || || || ||
across time, settings, and behaviors || || || ||
we define _______ _______ as the extend to which a learner
|| || || || || || || || || ||
continues to perform a target behavior after a portion of
|| || || || || || || || || || ||
all of the interventions responsible for the behavior's
|| || || || || || || ||
initial appearance in the learners repertoire has been
|| || || || || || || ||
terminated
response maintenance ||
how long a newly learned behavior must be __________
|| || || || || || || || ||
depends on how long the learners environment presents || || || || || || || ||
_________ or requirements to perform behavior || || || || ||
,maintained; opportunities ||
__________/_________ __________ is the extent to which a || || || || || || || ||
learner emits a target behavior in a setting or stimulus
|| || || || || || || || || ||
situation that differs from the instructional setting in any
|| || || || || || || ||
meaningful way
|| ||
setting/situation generalization ||
if the complete intervention program is required to
|| || || || || || || ||
produce behavior change in novel environment then no
|| || || || || || || ||
________/_______ __________ can be claimed || || || ||
setting/situation generalization ||
_________ _____ denotes the environment where teaching
|| || || || || || ||
occurs, including planned or unplanned aspects of the
|| || || || || || || ||
environment that may influence the learner's acquisition
|| || || || || || ||
and generalization the target behavior
|| || || ||
instructional setting ||
, A _________ ________ is any place or stimulus situation that
|| || || || || || || || ||
differs from the instructional setting in some meaningful
|| || || || || || || ||
way and in which performers of the target behavior is
|| || || || || || || || || || ||
desired
generalization setting ||
When a behavior change produced in the classroom or
|| || || || || || || || ||
clinic is not observed in the generalization environment,
|| || || || || || || ||
a lack of __________/________ ________ is evident
|| || || || || ||
setting/situation generalization ||
When a behavior change produced in the classroom or
|| || || || || || || || ||
clinic has occurred at least once in the generalization
|| || || || || || || || ||
setting and the ceases to occur, a lack of __________
|| || || || || || || || || ||
_________ is evident || ||
response maintenance ||
_________ _______ is the extent to which a learner emits
|| || || || || || || || || ||
untrained responses that are functionally equivalent to
|| || || || || || ||
the trained target behavior
|| || ||
response generalization ||
