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Psycho 282 - Behaviour Mod - Midterm 2 Material > Aversive Control > Flashcards

Aversive Control Flashcards

1
Q

Operant Antecedents

A
  • Discriminative Stimulus (S^D)
  • a stimulus or event that precedes an operant and sets the occasion for its reinforcement
  • Extinction Stimulus (S^DELTA)
  • A stimulus that precedes an operant and sent the occasion for its non-reinforcement
  • Conditioned Aversive Stimulus (S^AVE)
  • a stimulus or event that precedes an operant and sets the occasion for escape and avoidance
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2
Q

-Discriminative Stimulus (S^D)

A

-a stimulus or event that precedes an operant and sets the occasion for its reinforcement

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3
Q

-Extinction Stimulus (S^DELTA)

A

-A stimulus that precedes an operant and sent the occasion for its non-reinforcement

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4
Q

-Conditioned Aversive Stimulus (S^AVE)

A

-a stimulus or event that precedes an operant and sets the occasion for escape or avoidance

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5
Q

-Unconditional Aversive stimulus

A
  • a stimulus or event that, as a function of species history, an organism escapes or avoids
    • also called a “Primary Aversive Stimulus”
      • phylogenetically important events that impact the “fitness” of an organism
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6
Q

-Overcorrection (PP+)

A
  • Form of positive punishment in which the individual has to engage in effortful behaviour contingent on the problem behaviour
  • over correction because they have to engage in it many times
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7
Q

-Restitution (PP+)

A

-contingent on the problem behaviour, the individual is required to fix the environment disrupted by the problem behaviour

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8
Q

-Guided Compliance (PP+)

A
  • a form of positive punishment in which, contingent on problem behaviour that occurs following a request, the individual is physically guided to comply with the request
  • Positively punishes non-compliance
  • Negatively reinforces compliance
  • Positive reinforcement of compliance is easily the incorporated
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9
Q

-Positive Practice (PP+)

A

-contingent on the problem behavior the individual has to engage in correct forms of relevant behavior for a period of time

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10
Q

-Contingent Exercise (PP+)

A
  • contingent on the problem behavior, the individual engages in some effort full behaviour for a specified period of time
    • the effortful behavior is unrelated to the problem behaviour
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11
Q

-Physical Restraint (PP+)

A
  • a form of positive punishment in which, contingent on the problem behaviour, the body part involved in the behaviour is held immobile for a specified period of time
  • used in conjunction with response blocking
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12
Q

-Response Blocking (PP+)

A
  • physically stopping a behaviour form being completed
  • can prevent problems generated by the behaviour
  • may prevent the behaviour form being reinforced
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13
Q

-Time-Out from Positive Punishment (NP-)

A
  • a form of negative punishment in which loss of access to a positive reinforcement is contingent on a response
  • In particular, time-out needs to prevent access to the reinforcer maintaining the problem behaviour
  • time-out should be administered immediately
  • physical guidance may be necessary
  • there should be no means of escaping the time-out
  • i.e., other reinforcers should not be accessible
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14
Q

-Response Cost (NP-)

A
  • contingent on a problem behaviour occurring, a specified amount of reinforcer is removed
  • if reinforcer loss is delayed the conditioned punishers should be employed to bridge the delay and provide an immediate consequence
    • Conditioned punisher = speeding ticket
    • Conditioned punisher = verbal statement
  • need to consider what reinforcer(s) to remove and the magnitude of the removal
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15
Q

Aversive Activities vs Stimulation

A
  • aversive/punishing simulation is rarely, if ever, used in behaviour modification or ABA
  • Examples:
    • Lemon juice (example in textbook)
    • spray mist
    • ice (bruxism example)
    • Aromatic ammonia
    • auditory stimulation (shouting or aloud noise)
    • spanking
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16
Q

Relativity of Reinforcement

-Premack Principle for Reinforcement

A
  • Part 1
    • rats on fluid deprivation for 23hr
    • obtained on probability of drinking water vs running on wheel
      • more time was spent drinking water
      • drinking = high prob., Running = low prob.
    • water access was made contingent on running
      • i.e. drinking used as consequences for running
    • Result
    • Running increased
      • i.e. drinking functioned as a reinforcer for running
  • Part 2
    • rats given free water access
    • obtained probability of drinking water vs running on wheel
      • more time was spent running on wheel
      • Drinking = low prob., Running = high prob.
    • Wheel access was made contingent on water consumption
      • i.e., running used as consequence for drinking
    • Result
    • Drinking increased
      • i.e., running functioned as a reinforcer
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17
Q

Premack principle punishment

A

-low-probability behaviour punishes high-probability behaviour

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18
Q

-Escape Learning

A
  • when an operant changes the environment from a situation where an unconditional negative reinforcer is present to one where it is absent
  • typically learned faster than avoidance responses
19
Q

Compatibility with reflexive unconditioned responses determines

A

How quickly the extinction response occurs

20
Q

Avoidance learning

A

-when an operant prevents The occurrence of a aversive stimulus

21
Q

-Discriminated Avoidance

A
  • when the presence of a S^AVE controls the probability of making avoidance response
    - i.e., a warning signal
    • Establishing S^AVE is typically much slower than establishing S^D or S^Delta
      • S^AVE also typically becomes a CS eliciting other respondent behaviour that can interfere with the operant behaviour
22
Q

-Non-discriminated avoidance

A
  • avoidance responding with no S^AVE to produce discrimination
    • avoidance needs to be negatively reinforced occasionally to be maintained
    • avoidance is poorly maintained when responses do not reliably reduce the frequency of the aversive event
23
Q
  • Operant – Respondent Interactions

- Discriminated Avoidance

A

-S^AVE can also function as a CS for respondent behaviour which interrupts the operant response

24
Q

-Respondent Extinction

A
  • Avoidance behaviour by operant conditioning can hinder respondent extinction
    - e.g., avoiding phobic is tulsi is negatively reinforcing and thus extinguishing the fearful responses (via exposure) is made much more difficult
25
Q

Learned Helplessness

A
  • dogs exposed to predictable (signaled) but inescapable shock do not try to escape when later allowed to
    • module for depression and anxiety
26
Q

-Treatment For learned helplessness

A

-forced escape: create a situation in which failure to escape is not possible

27
Q

Prevention for learned helplessness

A

-pre-exposure and avoidance contingencies can block the learned helplessness brought on by inescapable aversive events

28
Q

establishing operation is

A

an environmental events or biological condition that increases the value of a stimulus as a reinforcer

29
Q

what are functional interventions and what do they do?

A

extinction, differential reinforcement, antecedents control are all examples

they are functional because they decrease problem behaviours and increase desirable by modifying the antecedent and consequent variables that control the behaviours

30
Q

Extinction - functional intervention

A

removing the reinforcer for the problem behaviour

31
Q

Differential Reinforcement - functional intervention

A
  • person can achieve the same outcome without engaging in the problem behaviour.
  • if the person is producing the same functional consequence through an alternative behaviour, the absence of the problem behaviour, there is no reason for the problem behaviour to continue to occur
32
Q

Antecedent manipulation - functional intervention

A

the antecedent events that evoke the occurrence of the problem behaviours are not longer present, the effectiveness of the reinforcer fir the problem behaviour is diminished, or the effort involved in the problem behaviour is increased. Events that evoke the desired behaviour are presented, the reinforcers effectiveness is increased and the response effort is decreased

33
Q

non exclusionary time out

A

had to sit in the same room with the kids, removed from the reinforcer

34
Q

exclusionary time out

A

removed from room and from reinforcer, or placed in a different room

35
Q

non exclusionary time out more likely to be sued when

A

the person can be removed from the reinforcing activities or interactions while still remaining in the room, the presence of that person in the room will not be disruptive from others in the environment

36
Q

whenever you use time out you should also use a?

A

differential reinforcement procedure, (alternative behaviour being promoted)

37
Q

when is time out practical

A

when the change agents can implement the procedure successfully and the physical environment is conductive to it’s use.

is there an appropriate room or area to use for time-out

38
Q

If the person is still engaging in problem behaviours at the end of time-out what do you do?

A

extend until they are no longer engaging in the behaviours called a “contingent delay” or “release contingency”

39
Q

contingent observation?

A

contingent on the occurrence of the problem behaviour the child had to sit and watch the other children play appropriately

40
Q

Response Cost examples

A
  • parking illegally in a handicapped spot and receiving a ticket is an example of a response cost.
  • losing a portion of allowance received on the weekend if you misbehaved throughout the week
  • any privilege that can be revoked in response to a behaviour may be used in a response cost procedure
41
Q

response cost definition text

A

the removal of a specified amount of a reinforcer contingent on the occurrence of a problem behaviour

42
Q

application of aversive activities

A

contingent on the problem behaviour the child was made to engage in an aversive activity, the problem behaviour becomes less likely to occur in the future

43
Q

aversive activity is

A

a low-prob behaviour that the person typically would not choose to perform, based on the premack principle

44
Q

physical guidance is typically needed to ensure

A

that the aversive activity continues and takes pace

Psycho 282 - Behaviour Mod - Midterm 2 Material (16 decks)

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