B- Concepts And Principles Flashcards
Behavior
Anything an organism can do
(Can a dead man do it?)
Response
A single instance of a behavior
Ex. Answering a question
Response class
A group of behaviors with differing topographies that have the same function and serve the same purpose
Ex. Writing, saying or showing 4 as an answer
Stimulus
A change in the environment that evokes a behavior
Stimulus class
A group or set of stimuli that share the similar characteristics
Stimulus class- physical/formal
Look/sound alike
Stimulus class- functional
Effects behavior the same way
Stimulus class- temporal
When the stimulus occurs in relation to the behavior (time)
Ex. Antecedents to the same behavior
Consequences to the same behavior
Probing
Asking a client to preform a task to assess if they have that skill
Respondent conditioning/classical conditioning
A neutral stimulus is paired with an unconditioned or conditioned stimulus and now elicit the same reflex without the presence of the original stimulus
(Elicits a reflex)
Ex. Pavlov’s dog
Operant conditioning
Consequences affect the future probability of a behavior occurring or not occurring
(Evokes a response)
Operant conditioning
Consequences affect the future probability of a behavior occurring or not occurring
(Evokes a response)
Continuous reinforcement
Reinforcement is provided for each occurrence of the behavior
(Typically used to learn a new behavior)
Intermittent reinforcement
Reinforcement is provided for some occurrences of the behavior
(typically used to maintain established behavior)
Fixed ratio
Reinforcement at a set number of responses
Variable ratio
Reinforce a varying number of responses
Fixed interval
Reinforce after set amount amount of time
Variable interval
Reinforce a response after a varying amount of time
Concurrent schedule
Two or more basic schedules for two or more behaviors at the same time.
Ex. FR1 for manding and FI for SIB
Multiple schedule
Two or more basic schedules of reinforcement in an alternating sequence and there is an SD given.
Ex. Ed receives a break FR3 (SD worksheet), he receives a break after VI 10 (SD cleaning)
The SD allows him to know which schedule is up
Mixed schedule
Two or more basic schedules of reinforcement in an alternating sequence and no SD is signaling the schedule.
Ex.  reinforcement for doing math schedules on a VR3 schedule or a VI4 schedule Reinforcement for either
Chain schedule (successive)
Two or more basic schedule requirements that occur in a row with an SD present
Ex. Sprint for 30 seconds. (FI 30) walk for 90 seconds (FI 90). Then receive reinforcement.
Tandem schedule
Two or more basic schedule requirements that occur in a row no SD present singling schedule is happening
Ex. FI 4min, FR 3. You must produce three responses after four minutes have passed.
Alternative schedule
Either/or behavior must happen to get reinforcement
Ex. Complete 50 math problems or wait five minutes. 
Conjunctive schedule
And/both behaviors must happen to receive reinforcement
Ex. Complete math problems and wait five minutes.
Automatic
Produces consequences without needing another individual to change the environment
Socially mediated
The consequences delivered through another individual
Spontaneous recovery
The sudden reemergence of a previously extinct behavior
Stimulus control
Behaviors are responses occur, or don’t occur only in the presence or more often or less often in the presence of a stimulus
Differential reinforcement
Reinforce the target behavior and put other behavior on extinction
(This learns to discrimination) 
Generalization
A behavior occurs outside of the learning environment examples
Stimulus generalization
Responding in the same way to an antecedent stimulus that share certain aspects of other anesthetic stimulus
Ex. A child screams when he sees a white rat and also screams when he sees a stuffed animal.
Response generalization
When a person performs a variety of functional responses in the presence of the same stimulus
Or
Different behaviors with the same function occur across one stimulus
Ex. The presence of your friend you say hi what’s up or wave
Maintenance
The ability for a behavior to persist after teaching stops
Motivating operation
Alters the value of a consequence 
Establishing operation
Increase the effect of a reinforcer (value altering effect)
Abolishing operation
 decreases the effectiveness of a reinforcer
(Value altering effect)
Evocative effect
Increasing the frequency of behavior from the same motivating operation (behavior altering effect)
Ex. You typically drink one cup of coffee but during an exam week staying up late is more valuable so you drink two or 3 cups of coffee
Abative effect
Decreases the frequency of behavior from the same motivating operation
(Behavior altering effect)
Ex. You always do three pages of writing in the morning but on vacation you will only write one page because the completion is less valuable.
Conditioned motivating operations
Reflexive (CMO-R)
Transitive (CMO-T)
Surrogate (CMO-S)
Reflexive (CMO-R)
A stimulus that gains MO properties because it signals a situation is getting better/worse (it comes before the situation)
Ex. Your client sees you pull out the homework folder increases the value of escape for your client. 
Transitive (CMO-T)
Stimulus that establishes or abolishes the need for another stimulus.
Ex. You are given a piece of paper to write with the value of a pencil goes up. 
Surrogate (CMO-S)
A stimulus is paired with another motivating operation and gains its properties.
Ex. You always get tired at 9 PM and go to bed around then. You drink a coffee and don’t plan to go to sleep until midnight. The clock 9 PM however sleep increases in value, even though aren’t tired. 
Rule governed behavior
 a behavior that is controlled by a three term contingency
Contingency shaped behavior
Behavior is under the control of consequences
Textual
A response that is a evoked by a written verbal SD
Ex. Reading a sign or a book.
Transcription
They spoken SD that evokes a written typed or finger spelled response. 
Ex. Taking notes
Autoclitic
Modifies other verbal behaviors
Ex. “I think” “i see” “I hear”
Autoclitic
Modifies other verbal behaviors
Ex. “I think” “i see” “I hear”
Reflexivity
Matching exact samples A=A
Ex. Matching a blue square to a blue square.
Stimulus equivalence
When a stimulus relation is formed, that was untrained
Symmetry
Matching samples that aren’t exact A=B and B=A
Ex. Matching the word dog to a picture of a dog.
Transitivity
A=B, B=C, therefore A=C
Ex. Matching the word dog to a picture of a dog, then matching a picture of a dog to a real dog, then being able to match the dog to a real dog 
