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BCBA > 03. The Super Hard Stuff > Flashcards

03. The Super Hard Stuff Flashcards

1
Q

Disrcimination

A

Occurs when a limited spectrum of stimuli occasion a response

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2
Q

Generalization

A

Occurs when a large spectrum of stimuli occasion certain responses

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3
Q

Stimulus Generalization

A

Responding to antecedent stimuli sharing certain aspects of the original SD (4-legged creatures are ALL Cats)

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4
Q

Overgeneralization

A

Emitting a response appropriate to some contexts in an inappropriate context (calling ALL women “Mommy”)

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5
Q

Response Generalization

A

Extent to which an individual exhibits novice responses that are functionally equivalent to the trained target responses (folding socks in different ways)

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6
Q

Planning for Generalization

A
  1. Select target behaviors that will meet with natural contingencies of Sr+ (behavior must be functional)
  2. Specify all desired variations of the behavior and situations which it should and should not occur in (do this AT THE BEGINNING
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7
Q

7 Strategies to Promote Generaization (CLEMING)

A 
Common Stimuli
Loosely Train 
Exemplars 
Mediation 
Indiscriminable Contingencies 
Negative Teaching Examples 
General Case Analysis
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8
Q

Strategy to Promote Generalization (Common Stimuli)

A

A lot similarity between the instructional setting and the generalization setting (same SD in both places)

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9
Q

Strategy to Promote Generalization (Loosely Train)

A

Changing the noncritical parts of the teaching setting in arbitrary ways (in different rooms, with different hair styles, similar SD’s, tones, etc.)

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10
Q

Strategy to Promote Generalization (Exemplars)

A

Teaching sufficient examples, the more examples taught, the better.

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11
Q

Strategy to Promote Generalization (Mediation)

A

Teach others who will help maintain and generalize the newly acquired behaviors (cooperate with other professionals)

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12
Q

Strategy to Promote Generalization (Indiscriminable Contingencies)

A

A contingency in which an individual is not able to discriminate when his/her responses will be reinforced.

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13
Q

Strategy to Promote Generalization (Negative Teaching Examples)

A

Instructing individuals regarding settings, times, and conditions which is not appropriate to display a certain behavior

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14
Q

Strategy to Promote Generalization (General Case Analysis)

A

Ensuring you are teaching all the different stimulus variations and response variations the individual may encounter in the natural environment.

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15
Q

Terminating Successful Interventions

A

Assess how intricate the intervention is, how quickly did the intervention procedure desired change for the individual and the availability of the natural contingencies of reinforcement for the newly acquired skill.

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16
Q

Maintenance

A

The extent to which a particular response remains in an individual’s repertoire overtime.

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17
Q

Programming Maintenance

A

Use intermittent/variable schedules of reinforcement.

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18
Q

Private Events

A

Events that take place in the body (under the skin) such as thoughts and feelings). These are behaviors too and are only accessible to one individual (headache)

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19
Q

Verbal Behavior

A

Behavior that is reinforced through the mediation of another person’s behavior (Can be communication that helps individuals get what they desire and avoid undesired items.

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20
Q

Verbal Behaviors are..

A

Defined by the function of the response, not the topography, (pointing, writing, gestures)

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21
Q

Verbal Behavior Involves…

A
  1. A speaker: gains access to the reinforcement and controls their environment through the behavior of the listener
  2. A listener: Must learn how to reinforce the speaker’s verbal behavior
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22
Q

Verbal Operant

A

The unit of analysis in verbal behavior

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23
Q

Verbal Repertoire

A

A set of verbal operants emitted by someone

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24
Q

Assessing for Verbal Operants (4)

A
  1. Assess the current effectiveness of each verbal operant they possess
  2. Gather information about mand repertoire
  3. Conduct verbal behavior assessment (VB-MAPP)
  4. Functional Analysis of verbal behavior
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25
Q

Skinner’s 6 types of Elementary Verbal Operants (EMITTT)

A 
Echoic
Mand
Intraverbal
Tact
Textual 
Transcription
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26
Q

Elementary Verbal Operant (Echoic)

A

Verbal operant that occurs when the speaker repeats the verbal behaviors of another behavior (repeating, echoing, verbal imitation)

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27
Q

Point-to-Point Correspondence

A

When the entire verbal stimulus match the entire response

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28
Q

Formal Similarity

A

When the controlling antecedent stimulus and the response share the same sense mode and physically look exactly the same

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29
Q

Echoic Training

A

Bringing verbal responses under the functional control of verbal SD that have point-to-point correspondence and formal similarity with the response (Goal: Student repeats teacher and transferring the response form to more advanced verbal operants)

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30
Q

Echoics “How to..” (3)

A
  1. Shaping: Differentially reinforcing the various sounds until the ultimate sound is achieved (“h” “ha” “hat”)
  2. Should start with 1 syllable then move to 2 and so on..
  3. Vowels first, Oral imitation if needed, Should have appropriate prompting levels
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31
Q

Elementary Verbal Operant (Mand)

A

Verbal Operant in which the speaker asks for what he/she wants or needs (controlled by MO’s)

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32
Q

Mand Training (3)

A
  1. First verbal operant to teach a person because it is the first one we learn as humans
  2. Bringing verbal responses under the functional control of MO’s
  3. Find out what motivates the person, when motivation is the strongest, select a few words to teach, etc.
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33
Q

Manding (Choose words that…) (4)

A
  1. Related to strong motivation
  2. Can control access to easily
  3. Can be available for a short time
  4. Already in the client’s repertoire.
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34
Q

Complex Mands

A

Mands for attention, people to do things, information, adjectives, prepositions, mands of length

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35
Q

2 Types of Mands

A
  1. Regular Mand

2. Extended Mand

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36
Q

Regular Mand

A

Mands that can actually be reinforced.

37
Q

Extended Mand

A

Emitting mands to objects or animals that cannot possibly supply an appropriate response

38
Q

2 Types of Extended Mands

A
  1. Superstitious Mands

2. Magical Mands

39
Q

Superstitious Mands

A

An extended mand in which reinforcement sometimes occurs immediately (car starting versus car not starting)

40
Q

Magical Mands

A

An extended mand in which reinforcement has never occurred in the past (wishing)

41
Q

Elementary Verbal Operant (Intraverbal)

A

Occurs when a verbal SD evookes a verbal response that does not have point-to-point correspondence. (answering a question, talking about things that are not present)

42
Q

Intraverbal Training

A

Involves bringing verbal responses under the functional control of verbal SD’s that lack point-point correspondence with the response.
Prerequisite: Acquired 50 mands and tacts

43
Q

Intraverbal Training: How to.. (4)

A
  1. Prompting, fading, chaining
  2. Focus on what interests the learner
  3. Teach in the natural environment
  4. Continue with the other verbal operants (mands and tacts)
44
Q

Starting Intraverbal Training (FPWC)

A

Fill in the blanks
Personal Information
Common association (hat goes on your ___)
WH- Questions

45
Q

Elementary Verbal Operant (Tact)

A

Verbal operant in which the speaker names things and actions that the speaker has direct contact with through any of the senses. (labeling the environment)

46
Q

Tact Training

A
  1. Involves bringing verbal responses under the functional control of nonverbal SD’s.
  2. Prerequisites: Echoics, some labeling, some independent mands
  3. Choose words used in mand or echoic training and are related to client
  4. Can be taught with and without a manding component (giving the cookie versus no MO)
47
Q

Pure Tact

A

A tact given without anything in place but the nonverbal SD (no, “What is it?”)

48
Q

Tact Extensions

A

A new stimulus being similar to another stimulus that evokes a response like the original stimulus.

49
Q

4 Tact Extensions

A

Solistic Extension
Metaphorical Extension
Metonymical Extension
Generic Extension

50
Q

Tact Extension (Solistic Extension)

A

Poor use of language, (slang)

51
Q

Tact Extension (Metaphorical Extension)

A

The novel stimulus shares some, but not all off the features associated with the original stimulus (Metaphors, M&M is as delicious as pie)

52
Q

Tact Extension (Metonymical Extension)

A

Verbal responses to novel stimuli that share none of the relevant features of the original stimulus, but some irrelevant but related feature has acquired stimulus control (saying “water” when shown an empty cup)

53
Q

Tact Extension (Generic Extension)

A

The novel stimulus shares ALL of the relevant or defining features of the original stimulus (saying Jujube when shown an M&M)

54
Q

Elementary Verbal Operant (Textual)

A

Reading without any implications that the reader understands what is being read (simply reading written words)

55
Q

Elementary Verbal Operant (Transcription)

A

Writing and spelling words that are spoken to you (taking dictation). A verbal SD controls the written, types, or finger-spelled response.

56
Q

Listener Training

A

A verbal episode requires a speaker and listener where the listener’s role is as mediator of reinforcement for the speaker’s behaviors (listener also acts as SD and audience for speaker’s behavior)

57
Q

Autoclitic

A

A secondary verbal operant in which some aspects of a speaker’s own verbal behavior functions as an SD or MO for additional speaker behavior (Verbal behavior about one’s own verbal behavior)

58
Q

Schedules of Reinforcement

A

A rule that describes a contingency of reinforcement (determines conditions by which behaviors will be reinforced).

59
Q

Continuous Reinforcement

A

Provides reinforcement for every occurrence of the target behavior (strengthening new behaviors)

60
Q

Intermittent Schedules of Reinforcement (INT)

A

Provide reinforcement for some of the occurrences of the target behavior (strengthens the maintenance of mastered behaviors)

61
Q

4 Basic Schedules of INT Reinforcement (FVFV)

A

Fixed Ratio
Variable Ratio
Fixed Interval
Variable Interval

62
Q

Basic Schedules of INT Reinforcement (Fixed Ratio)

A

A constant criteria is set for a certain number of occurrences of behavior to achieve before earning reinforcement. (Produces high rates of responding because responding produces a faster rate of reinforcement)

63
Q

Postreinforcement Pause

A

When the individual does not respond for a certain time following reinforcement (larger the ratio, larger the pause)

64
Q

Basic Schedules of INT Reinforcement (Variable Ratio)

A

Changing criteria for how many occurrences of behavior to achieve before earning reinforcement (strongest INT, fast rate of responding)

65
Q

Fixed Interval Scallop

A

A gradually accelerating rate of response toward the end of the interval (graph looks like scallops)

66
Q

Basic Schedules of INT Reinforcement (Fixed Interval)

A

Set criteria for the specific amount of time that elapses before a single correct response produces reinforcement (slow-moderate rate of responding)

67
Q

Basic Schedules of INT Reinforcement (Variable Intervals)

A

Changing criteria for the amount of time that elapses before a single correct response produces reinforcement (pop-quizzes, low-moderate responding)

68
Q

Thinning Intermittent Reinforcement

A

Gradually increasing the response ratio or the duration of the time interval

69
Q

Ratio Strain

A

A result of abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules.

70
Q

Limited Hold

A

A restriction placed n an interval schedule requiring that to be eligible for reinforcement, the primed response must occur within a specified span of time following that interval.

71
Q

Schedules of Differential Reinforcement Rates

A

Is contingent upon behaviors occuring at higher or lower rates than a specified Criterion (DRH, DRD, DRL)

72
Q

Differential Reinforcement of High Rates (DRH)

A

Provides reinforcement for emitting behaviors that are at or above a pre-established rate.

73
Q

Differential Reinforcement of Diminishing Rates (DRD)

A

Provides reinforcement when the number of responses in a specified time period is less than or equal to a prescribed limit.

74
Q

Differential Reinforcement of Low Rates (DRL)

A

Provides reinforcement only if the behavior occurs following specific period of time during which it did not occur or since the last time it occurred.

75
Q

Interresponse Time (IRT)

A

Identifies the duration of time that occurs between two responses

76
Q

Progressive Schedules of Reinforcemet

A

Systematically thins each successive reinforcement opportunity independent of the participant’s behavior.

77
Q

Using Progressive Schedules for Reinforcement Assessment

A

An assessment procedure for identifying reinforcers that will maintain treatment effects across increasing schedule requirements (typically thinned to the breaking point.

78
Q

Using Progressive Schedules for Interventions

A

Systemically increasing the requirements for reinforcement (May be used to measure the potency of a reinforcer)

79
Q

7 Compound Schedules of Reinforcement (CMCMTAC)

A 
Concurrent
Multiple 
Chained 
Mixed
Tandem 
Alternative 
Conjunctive
80
Q

Compound Schedules of Reinforcement (Concurrent)

A

Occurs when two or more contingencies of reinforcement operate, for two or more behaviors, and they operate independently and simultaneously.

81
Q

Matching Law

A

A description of a phenomenon according to which organisms MATCH their responses to the proportion of payoff during choice situations (given two choices of behaviors, we will choose to engage in the behavior that produces the one that provides the most reinforcement)

82
Q

Compound Schedules of Reinforcement (Multiple)

A

Presents two or more basic schedules of reinforcement in an alternating sequence for only 1 or more behaviors.

83
Q

Compound Schedules of Reinforcement (Chained)

A

Has 2 or more basic schedule requirements that occur successively and has an SD correlated with each independent schedule with 1 or more behavior

84
Q

Compound Schedules of Reinforcement (Mixed)

A

Identical to multiple except the mixed schedule has no SD correlated with the independent schedules

85
Q

Compound Schedules of Reinforcement (Tandem)

A

Similar to chained, except does not use an SD.

86
Q

Compound Schedules of Reinforcement (Alternative)

A

Provides reinforcement when the reinforcement of either a ratio of an interval schedule is met regardless of which component is met first.

87
Q

Compound Schedules of Reinforcement (Conjunctive)

A

Provides reinforcement when the completion of the response requirement for both a ratio and interval schedule have been met

88
Q

Adjunctive Behaviors

A

Behaviors that are brought out by schedules of reinforcement during times when reinforcement is unlikely to be delivered (drinking, doodling)

89
Q

Schedules of Punishment

A

All the information regarding reinforcement schedules also related to how to schedule punishment.

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