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Psych 282 > 9-11, 13-16 > Flashcards

9-11, 13-16 Flashcards

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1
Q

shaping

A

the differential reinforcement of successive approximations of the target behaviour until the target behaviour (or terminal behaviour”) is reached

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2
Q

successive approximation

A

each consecutive behaviour more closely resembles the target behaviour in a series of shaping steps, gradually increasing towards target behavior

  • target behaviour is novel, or not currently exhibited
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3
Q

differential reinforcement

A

one particular behaviour is reinforced, whereas all other behaviours are not

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4
Q

starting behavior->next approximation process

A

(first approximation) which is most similar to the target behaviour is reinforced
- next, this behaviour is extinguished (no longer reinforced)
- this results in an extinction burst and novel behaviours
- the novel behaviour most similar to the target behaviour (the next approximation) is reinforced
- this increases further novel behaviours

repeat until target behavior

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5
Q

shaping steps/‘rules’

A
  • advance to next approximation only after current one has been mastered
  • if shaping steps advance too quickly and behaviour deteriorates, return to a previous approximation
  • if gaps are too small, shaping will be time-consuming (and expensive) and the person can become bored
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6
Q

quantitative shaping

A

setting criteria to increase (or decrease) a dimension of an existing behaviour

  • frequency e.g., number of dishes washed in a 5-minute period
  • duration e.g., time spent exercising on a treadmill
  • latency e.g., time elapsed between being told to be seated in class and doing so
  • intensity e.g., amount of weight lifted
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7
Q

qualitative shaping

A

(or topographic) shaping: degree to which successive behaviours resemble the target behaviour, ex-the progression of the letter “E” being written, getting closer each time

or teaching a child how to vocalize

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8
Q

applications of shaping

A

• physical therapy and exercise
• appropriate classroom behaviours
• animal training (zoos/animal parks, companion animals, pets, landmine detection)

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9
Q

who was responsible for much of early shaping research

A

BF skinner

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10
Q

shaping- ______ target/terminal behaviour precisely

A

define

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11
Q

shaping- determine whether shaping is the most ___________ procedure

A

appropriate

  • if person never exhibits target behaviour
  • if you cannot tell the person to perform target behaviour
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12
Q

shaping- identify ________ behaviour: should already be demonstrated by the individual

A

starting

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13
Q

shaping- choose shaping _____/approximation

A

steps

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14
Q

shaping- decide what reinforcer to apply

A

food can lead to satiation; money does not

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15
Q

Limitations of Shaping

A

-time consuming
-progress is not always linear
-client needs to be monitored closely
-may inadvertently shape problem behaviours, like tantrums-if the kid gets something they want to calm down-reinforces behavior

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16
Q

mands

A

phrases to request a desired stimulus

i want mommy, i want milk sfjnsekfj

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17
Q

shaping applications

A

-generating novel behavior
-reinstating a previously exhibited behavior (how to walk again)
-changing the dimension of a behavior

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18
Q

prompting

A

giving stimuli before (or during) performance of a behaviour to increase the likelihood that a person will engage in the target behaviour at the correct time

prompts supplement the normal SD or modify it to make it more noticable

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19
Q

response prompt

A

behaviour of another person that evokes the target behaviour from the target person when the SD is also present; prompts may vary in intrusiveness

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20
Q

verbal prompt

A

hints, instructions, commands, or other spoken words used to guide or direct behaviour

e.g., telling a child, “Scoop some food”

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21
Q

gestural prompt

A

physical movements that indicate how, where, or what behaviour to perform

e.g., parent pointing to food and child’s mouth

e.g., when my kids ask for something, I tap my ear until they say “Please?”

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22
Q

modelling prompt

A

demonstration of the entire target behaviour by another person

e.g., parent uses spoon to scoop and eat some food

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23
Q

physical guidance prompt

A

another person physically assists in the execution of the target behaviour

e.g., grasping a child’s hand to help her put spoonful of food to her mouth

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24
Q

3 step promting

A

use prompts progressively, starting with verbal, then modeling, and finally physical guidance prompts

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25
Q

stimulus prompt

A

SD is changed (within-stimulus), or stimulus is added (extra-stimulus) or removed, to encourage the target behaviour

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26
Q

within stimulus promt

A

involves changing the SD in some way (change location of the SD, or change some dimension of the SD, such as size, shape, color, or intensity)

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27
Q

extra stimulus prompt

A

involves adding a stimulus to the SD

  • stimulus prompts can also be divided into types:
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28
Q

picture prompts

A

drawings or photos

e.g., symbols on computer keys

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29
Q

auditory prompts

A

ounds (other than words)

e.g., auditory alarm that detects first drops of urine used to help children with severe developmentally disability learn toileting behaviours

30
Q

environmental prompts

A

alterations or additions to the physical surroundings in which the SD is presented

e.g., changing the seating arrangement in a classroom

31
Q

transfer of stimulus control

A

prompts are faded, reduced, or eliminated so that target behaviour occurs to the normal SD alone; behaviour continues to be reinforced

32
Q

response prompt fading

A

(or prompt fading): response prompt is gradually lessened

33
Q

fading within prompt

A

same prompt is used, but is decreased in magnitude

e.g., teacher shows a flash card with the word blueberry, and her prompts are reduced from saying “blueberry” to “blue-” to “b-”

34
Q

fading across prompts

A

prompt is changed, according to a prompting hierarchy/depending on the amount assistance

35
Q

most to least prompting and fading

A

prompts change from more intrusive to less intrusive (physical guidance > modeling > gestural > verbal)

  • start with most intrusive prompt
  • when target behaviour occurs reliably, move to next less intrusive prompt in the next session
  • used when initially teaching a skill and person likely needs physical guidance prompt
36
Q

least to most prompting and fading

A

prompts change from less to more intrusive (like in three-step prompting) until behaviour is performed

  • start with least intrusive prompt
  • provide more intrusive prompts, if required, in the same session
  • used when person has learned the skill and may not need physical guidance prompt
37
Q

graduated guidance

A

used in fading physical guidance prompts; teacher provides as much physical guidance as required, and then gradually reduces it:

  • pressure/contact may be reduced
38
Q

shadowing

A

teacher’s hand follows learner’s movement without contact

39
Q

spatial fading

A

focus of guidance (teacher’s hand contact) changes from fingers, to hand, to wrist, to elbow, etc.

e.g., children with disability first given hand over hand prompting, next time given manual guidance at forearm, then manual guidance at upper arm, then light touch/shadow, until they could independently build a Lego structure (Libby et al., 2008)

40
Q

stimulus prompt fading

A

stimulus prompt is decreased in magnitude or frequency

when teaching how to write letters, the outline for kids to trace will become less and less until the child can write the letter themselves

41
Q

prompt delay

A

present SD, wait a certain number of seconds, and if target behaviour does not occur, provide the prompt

  • time delay may be constant, or progressive (increasing duration of intervals)
  • typically used only with response prompts

e.g., present flash card with a word on it, wait for person to say the word

If they do not say it in 4 seconds, a verbal prompt is given.

42
Q

How to Use Prompting and Transfer of Stimulus Control

A

-choose most appropriate strategy, prompting only necessary of client cannot learn behavior themselves
-get learner’s attention
-make the SD noticable when presented
-use prompting if SD doesn’t evoke it
-reinforce correct behavior
-transfer stimulus control(fading)
-continue to reinforce unprompted responses

43
Q

behavior chain

A

complex behaviour comprised of several component behaviours that occur together in a certain order

  • also called stimulus response chain because each behaviour produces a stimulus that acts as an SD for the next behaviour:
44
Q

final response is typically followed by _____________, although praise is often given for the successful completion of a particular link in the chain

A

reinforcement

45
Q

not all sequences of behaviour are behavioural chains, example?

A

they need to happen in an unbroken, un interrupted sequence.

buying a textbook one day, reading it the next day, and writing an exam a week later is not a behavioural chain

46
Q

task analysis

A

identifying all antecedent stimuli and responses in the sequence that comprises a behavioural chain

  • can be conducted three different ways:
    1. observe someone who is competent at the task and behaviour analyst will record all SD and responses
    2. recruit an expert to describe all the SD and responses
    3. the behavior analyst preforms the task themselves
47
Q

Also, an individual behavioural link in the chain may need to be _____

A

shaped

48
Q

total task presentation

A
  • individual attempts all links in the chain from beginning to end
  • prompting is provided for each link as required
  • natural reinforcement is given only after last link

ex-making a sandwich, the natural reinforcement is getting to eat the sandwich

49
Q

pros and cons of total task presentation

A

☑ suitable for tasks that are not overly long or complex

☒ not appropriate for people with developmental disabilities; often requires graduated guidance, which is challenging to implement

50
Q

backward chaining

A

prompting and fading are used to teach a complex behaviour starting with the final link

natural reinforcer (SR) is given after last link in the chain is completed
e.g., 1. close bread → eat sandwich, repeat until all prompts are faded, and continue backward until you reach the first prompt in the sequence

51
Q

pros and cons of backward chaining

A

☑ typically used with learners who have limited abilities; they will “complete” the chain every time (by performing the final link)

☒ requires additional preparation by behaviour analyst
e.g., open the bread bag and have completed sandwich ready, that’s a lot of sandwiches

52
Q

forward chaining

A

prompting and fading are used to teach a complex behaviour starting with the first link

natural reinforce is only applied once last link of the chain is completed

may have conditioned reinforcer between links

53
Q

pros and cons of forward chaining

A

☑ retains sequential order of behavioural chain

☒ requires additional preparation by behaviour analyst

54
Q

self prompting methods

A

person prompts self in order to learn the chain; does not require much supervision from a teacher

55
Q

written task analysis

A

(or textual prompts): learner uses a list of instructions that comprise the behaviour chain

e.g., recipe in a cookbook

56
Q

self instructions

A

learner recites a series of verbal prompts overtly or covertly to guide their behaviours through the chain

e.g., repeating a shopping list to yourself

57
Q

picture prompts

A

learner uses photos or pictures of the product of each behaviour in the chain, or photos of a person performing each link in the chain

e.g., pictures of how to assemble a cheeseburger

58
Q

video modelling

A

learner watches a video of a model performing a link in the behaviour chain before attempting it, or watches entire video all the way through before attempting the whole chain

59
Q

Factors Affecting Performance of a Behavioural Chain

A

-how well/complete the task analysis was done
-length or complexity of the chain
-stimulus variation
-response variation

60
Q

How to Use Chaining Procedures

A

-determine if chaining is appropriate, the learner needs to be compliment
-perform task analysis to determine behavior chain
-select chaining procedure
-apply behavior treatment program
-ensure behavior is maintained after treatment

61
Q

how to get a baseline assessment of the learner’s ability

A

Single-opportunity method: Present the learner with the opportunity to complete the task and record which component the learner completes without assistance in the correct sequence
First error typically results in errors on all subsequent steps

Multiple-opportunity method: Assess the learner’s ability to complete each individual component in the chain

62
Q

functional assessment

A

a set of procedures that allow relationships between a behaviour and its antecedents and consequences to be determined (a.k.a. functional behavior assessment, or FBA)

63
Q

categories of information provided by FBA

A
  • objective description of antecedents
  • objective description of problem behaviours
  • objective description of consequences
  • motivational variables (e.g., EOs, AOs)
  • potential reinforcers
  • potential alternative/competing behaviours
  • effectiveness of previous interventions
64
Q

Functions of Problem Behaviours

A

what purpose they serve/ the reason they are performed in the first place

65
Q

negative reinforcement

A

escape (from undesirable experience/situation)

e.g., for children with developmental disabilities, training is often difficult; noncompliance, disruption, aggression, and self-injury can stop the training

66
Q

positive reinforcement

A

the problem behavior gets something that is desirable

4 types-
social: provided from another person-attention

automatic: behaviour automatically results in reinforcement

tangible: reinforcer is a physical item, favorite toy

activity: reinforcement involves access to an activity-videogames

67
Q

indirect methods of functional assessent

A

informant assessment): data on antecedents, behaviours, and consequences are collected from the target person or others who know them well (e.g., family, friends, teachers), based on their memory of what happened

interviews, questionaries, rating scales

68
Q

pros and cons of indirect functional assesment

A

☑ fast and easy to do

☒ less accurate: rely on fallible memory

☒ only provide correlation between antecedent/consequences and behaviour

69
Q

direct observation methods

A

(descriptive assessment): data on antecedents, behaviours, and consequences is gathered as the behaviour occurs in its natural environment

-unstructured-observe client in their normal -life
-structured-specific antecedents are -manipulated, poke different areas of body to see what hurts
-scatterplot-recording a grid to see if behavior occurs over a series of intervals
-ABC observations, recording into abc sheet as they are observed
-checklist method

70
Q

pros and cons of direct assessment

A

☑ more accurate: do not rely on fallible memory

☒ involve more work and time to record and summarize

☒ only provide correlation between antecedent/consequences and behaviour

71
Q

experimental methods (functional analysis)

A

an experimenter systematically manipulates antecedents and consequences to determine their effect on the target behaviour in a structured situation

  • test conditions: present different EO and possible reinforcer for problem behaviour in each condition
  • control condition: present an AO and withhold possible reinforcers for problem behaviour

Psych 282 (2 decks)

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