Behavior Change Procedures Flashcards
Premack Principle
A principle statement to engage in high-probability behavior contingent upon the occurrence of low probability behavior will function as a reinforcer for the low probability behavior
First /then
Do this /then you can
Response Deprivation Hypothesis
Model predicting whether contingent access to one behavior will function as reinforcement for engaging in another behavior based on whether access to the contingent behavior represents a restriction of the activity compared to baseline
4 Behavior-Environment Relations That Functuonally Define Imitation
F MIC Formal Similarity Model Immediacy Controlled Relation
Formal Similarity
The model and the behavior must have formal similarity- must physically look alike
Model
Any physical movement may function as a model for imitation
Immediacy
An imitative behavior must immediately follow the model
CRITICAL
Controlled relation
Model must be the controlling variable for an imitative behavior
2 Types of Models
Planned- Prearranged
Unplanned- Everyday
5 Steps for Imitation Training
Assess and teach any pre-req before training Select models for training Pretest Sequence training Implement training
Shaping
A process involving systematically and differentially reinforcing successive approximation to a terminal behavior
Teaches novel behavior
Differential Reinforcement
Reinforcing those responses within a response class that meet a criterion and placing all other on extinction
Successive Reinforcement
Sequence of new response classes that emerge during the shaping process as a result of differential reinforcement
Each successive approx is closer to form behavior
Response Differentiation
A behavior change produced by differential reinforcement
2 Types of Shaping Methods
AW
Across Response Topographies
Within Response Topographies
Shaping Across Response Topographies
Topography of behavior changes during shaping
Still members of same response class
Shaping Within Response Topographies
Topography of behavior remains constant
Another measurable dimension of behavior is changed
Shaping Vs. Fading
Shaping by changing response requirements
Fading by changing antecedent stimuli
Guidelines For Shaping
Assess Terminal Bx and Resources Select the Terminal Bx Determine Criterion for Success Analyze the Response Class Identify First Bx to Reinforce Eliminate Interfering and Extraneous Stimuli Proceed in Gradual Stages Limit # of Approx. Continue Reinforcing When Bx is Achieved
Behavior Chain
A specific sequence of discrete responses, each associated with a particular stimulus condition where each response and the associated stimulus condition serve as an individual component of the chain
When the components are linked together they produce outcome
Conditioned reinforcer >SD>Response
3 Important Characteristics of a Bx Chain
Performance of a specific set of discrete responses
Performance of each response changes the environment in such a way that it produces conditioned reinforcement for preceding response of an SD for the next response
Response in the chain must be completed in the correct order usually close in time
Behavior Chain With a Limited Hold
The chain must be performed correctly and within a certain time
Accuracy and rate are essential dimensions to limited holds
Behavior Chaining Vs. Chaining
Bx Chain- specific sequence of Bx that lead to reinforcement
Chaining- Various methods for linking specific sequences of stimuli and responses to form new performances
Benefits of Chaining
Increases independent living skills so that individuals can function more independent in society
Elaborates an individual’s current behavioral rep.
Task Analysis
Required to implement the chaining procedure
Breaking skills into smaller steps
Individualized
Chaining Steps
Create and Confirm TA
Assess Baseline Level of Mastered Steps
Behavior Chaining Methods
Single Opportunity Method
Assessing an individual’s ability to perform each behavior in the TA in correct sequences. Assessment stops after the first step at which performance ceases
Multiple Opportunity Method
Assess individuals baseline mastery across all behaviors in TA. Each stepped is performed
4 Behavior Chaining Methods
Forward
Backward
Backward with leap aheads
Total Task
Forward Chaining
Behaviors taught in natural order
No proceeding to the next step until initial is mastered
Then initial plus 2nd must be mastered before reinforcement
Continues
Total Task Chaining
Each step in the TA is taught to the individual
Backward Chaining
Procedure in which the trainer completes all the initial steps except for the last step
Once last step is mastered the individual must master the last two steps to get reinforcement
Continues until the learner is able to learn all the steps
Backward Chaining with Leap Aheads
Same protocol as backward chain but not every step in TA is trained. If the steps is in the rep., the step doesn’t need to be trained
Interrupting and Breaking Behavior Chains
A method designed to lessen behavior by unlinking one element of the chain from the next.
Can occur with undesirable and desirable bx
Breaking an Inappropriate Chain
Reexamine the SD and response
Determine whether similar SD cue different responses
Analyze the natural setting to identify relevant and irrelevant SD’s
Determine SD’s in natural setting differ from training SD’s
Identify the presence of novel stim in setting
Differential Reinforcement
Procedure involving reinforcement and withholding reinforcement
6 Types of Differential Reinforcement
HI LOAD Differential Reinforcement of: High Rates of Responding Incompatible Behavior Low Rates of Responding Other Behaviors Alternative Behavior Diminishing Rates of Responding
DRI
A procedure in which behavior cannot be emitted simultaneously with challenging behavior
DRA
A procedure which one reinforces occurrence of behavior that provides a desirable alternative to the problem behavior
DRO
A procedure in which reinforcement is contingent on the absence of the challenging behavior
Interval DRO
A sub-type of DRO in which a reinforcer is provided following an interval of time throughout which the challenging behavior did not occur
Fixed- Interval DRO
An interval of time is established and if the challenging behavior does not occur during that interval, the individual earns reinforcement at the end of the interval
Variable Interval DRO
A variable interval of time is established and if the challenging behavior does not occur during the interval individual earns reinforcement
Momentary DRO
Reinforcement is provided following an interval of time only if challenging behavior does not occur at the end of that interval
Fixed Momentary DRO
An interval of time is established and if the challenging behavior does not occur at the END of the interval, reinforcement is given
Variable Momentary DRO
A variable interval of time is established and if the challenging behavior does not occur at the END of the interval reinforcement is given
Guidelines for Using DRO
Select Reinforcers That Are Powerful and Can Be Delivered Consistently
Recognize Limitations of DRO
Set Initial DRO Intervals That Assure Frequent Reinforcement
Do Not Inadvertently Reinforce Other Undesirable Behaviors
Gradually Increase DRO Interval
Generalize the Application of DRO
Combine DRO with Other Procedures
DRH
A schedule of reinforcement that provides reinforcement for emitting behaviors that are at or above pre-established rate
Full Session DRH
Reinforcement is delivered at the end of a session if during the entire session target behavior occurred set time or above
Interval DRH
Reinforcement is delivered at the end of each interval during which the target behavior occurred at a rate equal to or above the criterion
DRD
A schedule of reinforcement that provides reinforcement when the number of responses in a specified time period is less than or equal to a prescribed limit
Full Session DRD
Interval DRD
DRL
A schedule of reinforcement that provides reinforcement only if the behavior occurs following a specific period of time during which it did not occur or since the last time is occurred
Augmentative Communication System
Signing, touching, exchanging pictures, PECs
Antecedent Interventions
Contingency Dependent
Contingency Independent
AKA’s of Antecedent Interventions
Antecedent Procedures
Antecedent Control
Antecedent Manipulations
3 Antecedent Interventions
NCR
High Probability Request Sequence
Functional Communication Training
NCR
A response independent schedule of reinforcement
Giving positive reinforcement maintaining the behavior non-contingently
Giving negative reinforcement maintaining the behavior non-contingently
Providing automatic reinforcement maintaining the behavior non-contingently
High Probability Request Sequence
A method designed to increase the probability that a low probability behavior will occur by presenting stimuli known to promote a High probability of responding prior to an activity less likely to be performed
Functional Communication Training
A strategy that teaches individuals ways to functionally communicate to compete with challenging behaviors evoked by EO’s.
Through mand training
Contingency Contracting
A procedure in which a CONTRACT is developed collaboratively stipulating a certain contingency for an individual between a behavior and a reinforcer
Token Economy
A contingency package that includes
Specified list of responses to reinforce
Tokens for exhibiting responses
Back up reinforcers that can be purchased with the token
Group Contingencies
A common consequence contingent of behavior members of a group
Dependent
Independent
Interdependent
Dependent Group Contingency
Group’s reinforcer dependent on the behavior of an individual or small group (hero)
Independent Group Contingency
All members of a group are offered contingency but only the individuals meeting requirement receive reinforcement
Interdependent Group Contingency
In order for the group to earn reinforcement all of the individuals in a group must meet criterion
Self Management
Employment of behavior analytic intervention to the behavior of oneself
Antecedent Based Self Management Tactics
Manipulating MOs
Providing Response Requests
Performing Initial Steps of a Behavior Chain
Removing Materials Required for an Undesired Behavior
Limiting Undesired Behavior to Restricted Stimulus Conditions
Dedicating a Specific Environment for a Behavior
Self-Monitoring
Procedure in which a person observes his/her own behavior systematically and records occurrence or nonoccurrence of behavior
Prompts
Supplementary ANTECEDENT stimuli that are introduced to evoke a desired response when the discriminative stimulus is evident
2 Types of Prompts
Response Prompts
Stimulus Prompts
Response Prompts
Response prompts act on the response itself, NOT on the antecedent stimuli
3 Forms of Response Prompts
Verbal
Modeling
Physical Prompting
Stimulus Prompts
Acts on antecedent stimuli, NOT response
3 Forms of Stimulus Prompts
Movement
Position
Redundancy
4 Ways To Remove Response Prompts
MLGD Most to Least Least to Most Graduated Guidance Delayed Prompting
2 Ways to Remove Stimulus Prompts
Fading
Shaping
Fading
The systematic and gradual removal of intrusive prompts until the control transfers to the natural stimulus
Shape
Systematic and gradual transformation of the physical shape of the stimulus
Errorless Learning
Instructional methods specifically designed to prevent or substantially minimize any learner errors that are used to teach particular discriminations
5 ABA Instructional Educational Methodologies
Discrete Trial Incidental Teaching Direct Instructions Precision Teaching Personalized System of Instruction
Discrete Trial
Lovaas
A single cycle of behaviorally based and systematic instructional routine
5 Components of DTT
SD- cue to respond Prompt- temporary if necessary Response- displays bx Reinforcement- deliver rein. Inter-Trial Interval- brief pause between consecutive trials
AKA of Discrete Trial
Restricted Operant
Controlled Operant
DTT
Incidental Teaching
Embedding learning opportunities in ongoing everyday activities with a focus on child’s interest and initiations
Guidelines for Incidental Teaching
Natural Environment Timing Training Loosely Indiscriminable Contingencies Facilitates Generalization Language Use/Verbal Skills
Direct Instruction DI
Founder: Engelman A published ABA instructional methodology that involves 1. carefully designed curriculum 2. teaching in small groups 3. fast paced teaching 4. scripts 5. signals and choral responding 6.applying specific techniques for correcting and preventing errors
Project Follow Through
Large scale longitudinal study that compared educational methodologies on teaching economically disadvantaged students
Beat out other educational methodologies
Precision Teaching PT
Lindsley
A formal individualized ABA instructional method that emphasizes rate building, charting of performance, and designing and implementing teaching that reinforces the emission of each specific behavior under all conditions expected
4 Guidelines for Precision Teaching
Student is always right- if students are getting it wrong its teachers fault
Focuses on directly observable behavior
Measure of performance is rate/freq (fluency, tool skills)
Uses Standard Celeration Charts
Personalized System of Instruction PSI
Fred Keller
ABA instructional methodology characterized by self pacing, use of proctors, unit mastery, emphasis on the written word, and motivational lectures
No lecture unless for reinforcement and students that if are advanced are proctors (helpers)
