Behavioral Principles Flashcards
1
Q
Dimensions of Behavior
A
- frequency - how often behavior occurs
- rate - how often it occurs w/in specified time
- intensity/magnitude
- duration - how long the behavior lasts
- latency - how long to begin the behvavior after a cue
- accuracy - extent to which a behavior meets a certain criterion
- topography - what the behavior looks like
- locus - where it occurs
2
Q
Functions of Behavior
A
we repeat behaviors b/c they get us what we want
- contigent social positive reinforcement
- social negative reinforcement
- contigent tangible reinforcement
- contigency sensory/automatic reinforcement
3
Q
Functions of Disruptive Behavior
A
- Seek peer attention
- Seek teacher attention
- Avoidance/escape
4
Q
Behavior Analysis
A
- scientific study of behavior - applied behavior analysis
- dead man test of behvavior (Lindsley, 1965)
- if a dead man can do it, it isn’t a behavior
- if a dead man can’t do it, it probably is a behavior
5
Q
Principles of Reinforcement
A
- positive reinforcement
- events occur concurrent w/ or following a behavior that strengthen its frequency, duration, or intensity
- negative reinforcement
- unwanted events are withdrawn or reduced concurrent w/ or following a behavior, strengthening its…
- satiation
- becoming “full” of a reinforcer so that it loses its reinforcing properties
- can avoid by using a variety of reinforcers or generalized reinforcers
6
Q
Types of Reinforcers
A
- Primary - satisfy basic human needs (unlearned)j
- Secondary - conditioned
- tangible - consumables and objects
- social - desired recognition
- activity - preferred activity
- generalized/token - neutral object that can be exchanged for other reinforcers
7
Q
Schedules of Reinforcment
A
- extinction - reinforcers withheld
- intermittent - behaviors reinforce some, but not every time
- fixed - use when weaning from continual
- variable - use to maintain behavior after it is learned
- continuous - reinforce every time behavior is exhibited
- positive - good for establishing a behavior
- negative - makes behavior susceptible to extinction
8
Q
Shaping Behaviors
A
shaping - teaching new behaviors through differential reinforcement of successive approximations of the desired terminal behavior
- use when there is a gap between what the learner is currently doing and what you want the learner to do
- steps
- ID terminal behavior
- ID the closest approx. of that behavior that is already in the learner’s repertoire
- ID the behaviors (correctly sequenced) needed to move the learned from the current to desired lever of performance
- provide reinforcement for the exhibition of the next step toward the terminal behavior
- provide reinforcement for exhibition of the subsequent step and so on until learner reachers the terminal behavior
9
Q
Empirically Supported Behavior Interventions
A
- Reinforcement
- Stimulant medications
- Token economies
- Differential reinforcement
- Group contigencies
- Self-management
- Multimodal interventions
10
Q
Punishment
A
- Reprimand
- Timeout
- exclusion
- nonexclusion - can view activities
- isolation
- Overcorrection
- restitution overcorrection - setting something right
- positive overcorrection - repeating appt. behavior over and over contigent on inappt. behavior
- Response-cost - removal of part of reinforcement contigent upon misbehavior
11
Q
Behavior Theories
A
- Classical conditioning (Pavlov)
- a naturally occuring stimulus (conditioned stimulus) is paired with a reponse (conditioned response)
- Operant conditioning (Skinner)
- learning through rewards and punishments for behavior
12
Q
Behavior Contracts
A
Empirically supported
Steps in contracting (Hall & Hall, 1993)
- define contracted behavior
- select correct reinforcers
- define contract criteria
- describe behavior: who, what, when…
- describe reward: who, what, when, amnt
- bonus penalty clauses
- negotiate
- write a contract
- renegotiate if necessary
Make first contract easy
Should not be used to teach student a behavior
13
Q
School-Wide Positive Behavior Support
A
Goal: prevent the development and intensification of problem behaviors and maximize success for all students
Systematic/formal consideration of:
- measureable academic and social outcomes
- data to guide decision making and selection of effective behavioral interventions
- evidence-based interventions that support student academic and social behavioral success
- systems supports designed to increase the accuracy and durability of proactive implementation
14
Q
Components of SWPBS
A
- 3-tiered approach
- behavioral theory and applied behavioral analysis
- instructional approaches to prevention
- teach kids the right behaviors
- evidenced-based interventions and procedures
- system perspective that focuses on high fidelity and sustained implementation
15
Q
Threats to Validity of Observations
A
- Reactivity - presence of an observer changes the behavior of the student being observed
- Observer Drift - one observer changes the behavioral definition and records different behavior
- Consensual Drift - two or more do the above
- Demands of Observation - variations in explaining how to observe affect data; need to standardize
- Complexity/frequency - inaccuracy may result if the behavior is complex or frequent
