Behaviour Change Procedures Flashcards
1
Q
What is the good behaviour game
A
2
Q
What is a behaviour trap
A
3
Q
What is stronger negative reinforcement or positive reinforcement
A
Negative reinforcement is stronger than positive reinforcement
because a negative reinforcement can be a strong motivator for treatment integrity
a teacher struggling with disruptive students will be motivated to implement an intervention that eliminates the problem.
A parent upset by their child’s noncompliance is motivated by negative reinforcement (elimination of the problem behavior)
4
Q
how do you teach and promote reinforcer delay?
A
make the reinforcer visible during the delay
gradually increase the delay or time engaged in task
use conditioned reinforcer during the delay such as tokens, points, praise or verbal reminders
teach clients self-instruction or self-prompting skills “ i only have to wait a little bit more”
have a larger reinforcer and increase the delay to access it
5
Q
What is an ethical issue for negative reinforcement
A
negative reinforcement requires the presentation of an aversive antecedent event.
The severity of the antecedent is an ethical issue
aversive stimuli can supress desirable target behaviors
negative reinforcement has similar unwanted effects as punishment and even mild aversive contingencies have an accumulated negative effect of creating escape and avoidance behaviors with prolong used.
6
Q
What is the ethical concern of positive reinforcement
A
positive reinforcement requires a state of deprivation of the reinforcer
depending on how restrictive it is it can be an ethical issue.
wanting food, means that have to be hungry
7
Q
How are chained behaviour reinforced.
A
They are reinforced by the consequence of each step ( conditioned reinforcement) in the form of stimuli that indicate progress through the chain
8
Q
What is Tag Teaching
A
Tag teaching, the auditory stimulus is a conditioned reinfrocer, the click is paired with a backup reinforcer like correct.
9
Q
What is a gestural prompt
A
movement of another person that increases the likelihood of a correct response
10
Q
What is a model prompt
A
prompts are movement of another person that are the same as the target response
11
Q
What is a Verbal Prompt
A
prompts are anything said, read or any verbal behaivour that increases the likelihood of a particular response
12
Q
what is a physical prompts
A
prompts physcially guide the individual’s movements
13
Q
What can stimulus prompts be conceptualized as
A
movement cues: touching, pointing to, tapping the correct choice
position cues: placing the correct selection closet to the student
redundancy cues - pairing one or more dimension of shape, color, size, or position with correct sleection
14
Q
Why should response prompt be used
A
prompts are supplemental stimuli that occasion a correct response in the presence of SD
response prompts such as modeling or physical guidances enables the learner to perform the behaviour in the presence of the SD which will eventually control the behaviour given proper transfer procedures
verbal instructions can describe the contingency which may serve as a motivating operation for learners
allows learner to quickly respond and recieve reinforcement
15
Q
What is a transfer of stimulus control
A
transfer of stimulus control is movement of control by an artifical antecedent (prompt) to the SD that the learner will come in contact with in the natural environment
16
Q
what happens when prompts aren’t faded optimally
A
too fast - leads to termination of skills and eroros
too slow - result in prompt dependency ( stimulus overdependence)
17
Q
What to do if a student become dependent on prompts
A
increasing salience of thr SD
fading or delaying the prompt
providing richer reinforcement for unprompted responses
18
Q
What is most-to-least prompting
A
the initial prompt is known to occasion the behaviour.
fading after every few sessions
19
Q
What is least-to-most
A
initial opportunity to respond independently;
higher level assistance after errors
20
Q
What is graduated guidance
A
full guidance is provided immediately, but faded immediately contingent upon correct responding
21
Q
what is time delay
A
prompt is provided immediately on first trials , prompt is delayed progressively allowing the learner an increasing time to respond
22
Q
How to avoid prompt dependency
A
increasing the saliency of the SD
Fading or delaying the prompt
providing richer reinforcement for unprompted responses
23
Q
What are prompts
A
supplemental stimuli that occasion a correct response in the presence of the Sd
24
Q
What is shadowing
A
part of graduated guidance
teacher moving their hand near but not touching, the learner.
use for motor responses
25
what is spatial fading
part of graduated guidance
refers to where the shadowing prompt is provided
initially it may be at the hand, later at the wrist, then elbows, then shoulder
26
What is constant time delay
delay begins at -0 and jumps to a predetermined maximum delay usually 3-7 seconds
27
What are the prerequisite to a time delay
learner can wait
the prompt reliably evoke the correct response
28
What is stimulus shape transformation
manipulating the form of the SD.
Involves fading out a prompt that is a controlling stimulus or highlighted physical dimension of the target sd
changing the form of the SD
29
How do time delay prompt transfer stimulus control
inserting a delay between the presentation of a stimulus and a controlling prompt
30
How does an error becomes part of a response?
once an error has occured in training, it is likely to be repeated as part of a response chain
1) commit error
2) participate with teacher in error correction
3) emit prompted correct response
4) receiver reinforcer
incorrect response may be reinforced in other settings where the behaviour is appropriate
31
why shouldn't we let errors occur?
when errors are allowed to occur in training, increased responding to the SD may not necessarily indicate that the learner is acquiring the correct discrimination.
Increased responses to the SD are a contrast effect that results when responding to S-delta decreases due to extinction.
32
what to do when an error occurs in training
use more intrusive prompts and error correction until it is extinct because it probably part of the response chain.
33
what is a response delay
response delay prevent learner from responding too quickly or impulsively.
requires a short delay between the presentation of the SD and the learner's response
34
What is graduated guidance
full physical assistance is faded to lesser physical prompts
35
what is most-to-least prompting
full physical assistance is provided and then faded to lesser physical prompts and other types of non physical prompts
36
what is spatial fading
changing the location of a physical prompt
37
What is the max time delay prompt
time delay do not exceed more then 7 seconds and progression occur each day
38
What is a constant time delay
the delay starts at - and then jumps to a predetermined max delay with is 3-7 seconds
39
What does imitation require
a physical movement that is the model
a behaviour of the obsever quickly follows them odelled behaviour
formal similairty but not required to match all the stimulus features of the model
under stimulus control of the model
40
What makes an effective model
it shows both the behavior and the payoff for the behaviour
so compentent behaviour that produces reinforcement
41
what's another word for imitation
unprompted duplication
42
A behaviour may come under the control of a rule
43
What makes a rule effective
rule that include the behaivour
circumstances under which the behaivour will occur
the consequence
if there are multiple conseuqneces, the most signficiant shoud be emphasizes
rules should be given polietly
44
How to make shaping efficient
use prompts such as instructions, gestures, other antecedent stimuli
setting goals for the larger steps in the shaping program
end teaching with success and an incentive to return for the next session.
45
When is differential reinforcement used
used in shaping new behaviour
used in DRO or DRA used to reduce problem behaviour
46
What is shaping across response topographies
when you shape different topography of a response
47
What is shaping within a topography
topography of the response stayed the same but intensity, duration, frequency, latency, and accuracy are shaped.
48
What is the starting behaviour that you reinforce in shaping
topography of the starting behaviour may be dissimilar to the target behaviour
49
What is clicker training
first pairs an existing reinforcer with the clicker sound and so the clicker becomes conditioned reinfrocer
clicker sound can be used at the precise time to reinforce the behaviour being shaped
once the performance have been shaped, verbal commands are introduced and then established as the SD for the new behaviour
50
What is shaping used for
teach new behaviour
change a dimension of current behaviour with other procedures
shaping develop new behaviour in small increments and can be used to increase the frequency or duration of a behaviour an individual has trouble performing successfully
51
What is total task chaining
total task chaining also known as concurrent chaining and whole task presentation teach each step in the sequence during each session
52
What is a behaviour chain
a sequence of behaviour in which the stimulus change produced by each step is the reinforcer for the step and the sd for the next behaviour
53
What is backward chaining
teach the last behaivour first, then add the next to last.
54
How do you conduct or validate a task analysis
recording the steps are you do the task
observing a competent performer doing the task
asking someone who is an expert
55
Cons of Massed Practice Trials
mass practice format, numerous consecutive trials are presented
all trials are reinforced initially so might get satiated.
to mitigate it limit access to reinforcer outside, move to intermittent schedule and use token system
56
What is the 4-step error correction
1. says SD and model the response
2. if incorrect, present the SD and uses a controlling prompt to ensure correct responding
3. insert a mastered skill ( to insert an interval )
4. repeat initial reial without a prompt
57
What is the No-No prompt method of error correction?
used for infrequent errors after the child has demonstrated correct responding with errorless teaching
1. An incorrect or no response is consequated with a verbal no
2. removal of materials and looking away for 2 seconds (repeat if there is an error or no response on the next trial)
3. use prompt sufficient to produce correct responding
58
What do you do after there is discrimination in mass trial training?
interspered trained discrimination
(mastered + novel targets interspersed)
59
Criteria of reinforcer for discrete trial training
session must move along rapidly, reinforcer given should be consumed within 5 seconds
60
when should prompt fading begin
prompt fading should begin after the initial trail in DTT
61
What is free operant behaviour
response that can occur repeatedly and reinforcement is not specifically programmed.
SD is available and behavioru can happen repeaetedly
62
What is precision teaching
precision teaching also known as the keller plan or personalized system of instructions
mastery should be done after one or two weeks of materials
63
What is incidental teaching
students initiates, the teacher responds by applying whatever systematic protocol
64
What are the two types of errors
unprompted errors - students respond incorrectly without being prompted.
prompted errors - occurs when the teacher prompts the correct response but the student still makes an error. thus indicating a different prompt should be considered
65
how to address unprompted and prompted errors
address unprompted errors by presenting the prompt
address prompted errors by presenting the prompt again - implementing an error correction or ignoring the error and walking away
66
What characterizes a direct instruction class
first explain what they will be learning
model for them
lead them through the task
have them do it without your assistance
correct errors immediately
provide closure by tying it all together
assign independent wok to provide additional practice as needed
67
How do you teach discrimination of subtle differences
Teach relevant stimuli such as teaching letters first and than the words that contain those letters.
68
when differentially reinforcing and you have an incorrect response
remove the material and say nothing.
69
How many samples do you need for simple discrimination
one comparison yields simple discrimination
70
How many samples do you need for conditional discrimination
three comparison because it fosters development of stimulus control
two would only yield correct and incorrect distinction
71
What is the response needed from responder for the match-to-sample procedure
selects a comparison stimulus in some specified way to sample stimulus
72
What are the type of matching-to-sample procedures
Delayed
Symbolic
simultaneous - correct selections are based on identical physical dimensions of the stimuli
identity
73
incorrect comparisons stiuli (S-detlas) should be
familar stimuli
74
what is the sample stimuli in matching
the one that you five to the learner to match to
75
during man training verbal behaviour make use of
shaping
76
would teaching one kind of verbal operant results in another
no - teaching a mand will not result in a tact. those need to be taught directly.
77
What are the steps of verbal behaviour
establish yourself as a conditioned reinforcer
78
what are the steps to echoic training
therapist makes a sound and then present a preferred item. (pair known reinforcer with a reinforcing sound)
79
Echoic trainings can be combined with mand training by
using MO - either by contriving MO or identifying currently operating ones and prompting the child to repeat words reliant to those MOS
80
What is a pure mand
one that is under the exclusive control of the MO, such as hunger.
if item is present can't be sure if it's a tact or a mand.
81
What do you do, if a child who usually echo doesn't even after a prompt.
re-evaluate the quality and quantity of the reinforcer
try again later
move on to the next trial
revaluate the MO
82
What do you want when doing tact training as mands
Do not want a strong EO for the item to be in place
Item to have little reinforcing values
motivational control to transfer from the reinforcing item to social reinforcers
stimulus control should be shared by the reinforcing item and possible a statement such as "what's this"
83
What objects should you use for tact training
use actual objects, pictures are possible for some students
items in the student's environment
easy to say or iconic
not associated with aversive events
84
What is tacting a prerequisite for
developing complex verbal responses
85
When are tacts generally taught
after acquiring 5-10 mands and some echoic and imitation behavour
86
What is the fading procedure for a tact transfer procedure
The MO
Echoic stimulus
verbal stimulus to respond ( what is that)
the item
praise is not faded
87
What is a tact frame
a standard phrase with the items to e tacted ommitted
88
How do you teach tacts
use echoic prompts if they have an echoic repetoire
tact frames - standard phrase with the tact omitted like "this is a ________"
intraverbal prompts ( what is it)
Modeling and physical guidance can be used to teach sign language ptompts.
If all that doesn't work teach echoics
89
What should the inititial tact training trials consists of
they should be interspersed with mands, echoic, and imitation trials
90
A tact transfer procedure without a motivational variable
MO for item need to bem inimized in the beginning, so never uses the item as a conseuqence
91
Tacts are generally taught after acquiring
5-10 Mands and some echoic and imitation behavior
92
A mand frame is an effective method of teaching intraverbal responding
it provides a strong MO for an established response
it provides a visual prompt
its uses an intraverbal prompt
93
Teaching Listening response skills
when the child learning to approach with reinforce,r the next step os to have the child approach withthe reinfrocer hidden
94
When you want your students to engage in conversation you teach
teach listerning responding skills by responding by function, feature, class. Broaden the range of SDs to which the student is taught to respond effectively
95
Can imitation supplement listener-response training
if a child will imitate, then imitation can be used to supplement listener training.
The trainger first gives a prompt for imitation and then the trainger gives a verbal directive for the behaviour
96
What are the benefits of using AAC
devices are often associated with reinforcing activities
mobile devices are easily programmable and raipdly responsive to individual needs
lower cost increases access for families
mobile devices are more acceptable to the larger community
it is easy for anyone to learn to use the apps
97
What are the disadvantages of picture based augmentative communication
1. pictures must be present to communicate
2. no natural community of users
3. audience needs to be close by
4. systems constitutes stimulus selections based verbal behaviour and may be difficult to acquire
5. responses form involves complex verbal behaviour consisting of conditional discrimination and multi-component response
6. symbols become increasingly abstract as complexity of words increases
7. the speaker is limited by the pictures avaialble
8. the pictures become more difficult to manage as they become more number
9. no single stimulus- response relation as in speech
98
What are the advantages of PCS
engages the listener,
teaching mands
vocal behaviour have improved
99
What are other forms of augmentative and alternative communication
Unaided - requires no external tools, but some motor skills (gestures, pantominme, signs, vocalization/verbalization, facial expression and body language, eye gaze or proximity to objects
Aided - requires some form of external support either electronic or non-electronic which includes low/light-tech or high tech
low tech - pictures, objects, object boxes or object boards, written symbols, commuication books, board, strips, communication systems (pecs)
high tech - speech generating devices, single-message devices, recordable devices, software/apps that enables dynamic symbols, language representation used with some form of technology
100
What are the advantages of sign languge?
motor imitation
physicial prompts can be used in teaching
stimulus and response often resembles each other providing a built in prompt
there is a community that uses sign language
no enviromental support is needed, so it can be emitted at any time
it is topographically-based language making it conceptually similar to speech
signing may avoid a negative emotional history assocaited with speech
use of sign language may improve speech
there is a single stimulus and single response relation like speech
101
how to chose which AAC to use
speed of acquistion
preferred modality of AAC by the user
102
What are myth-buster of AAC
early implementation of AAC with children can aide in the development of natural speech and language
AAC does not decrease the motivation to use speech and may increase speech if natural speech is simulaneously tageted
speech is the response of choice and effort should be given to developing vocal communication
103
How can a BCBA Be involved in the AAC process
design teching, generalizing, skill maintenance protocols for an aac system
provide consultation on a verbal behaviour approach to learning communication
design data collection to assess improvements in verbal speech during aac intervention
104
What are advantages of AAC picture system
no need to shape complex behaviour
it is simple to learn because it is match to sample
the behaviour of pointing is commonly in a learner's repertoire
it is easily understood
105
when using a mand frame to teach intraverbal responding
ade outthe visual prompt
provide generalized reinforcement (praise)
faste out the MO
106
In a stimulus equivalence what does the solid lines mean
trained relations
107
in a stimulus equivalence what does the dotted lines mean
dervied relations
108
How many derived relations can you have when you have one stimulus that is auditory
spoken words cannot be presented simultanesouly, so when a spoken word is in a set yo wno't be able to have all reflexive, symmetrical, and transitive relations
109
What makes a complete description of equivalence-based instructions
1. a desired equivalence class comprising at least 3 stimuli that should be interchngeable as an outcome of insutrction
2. training of a least two stimulus-stimulus relation within the set
3. specification that all possible dervied reflexive, symmetricsl snd transitive relations emerged within the set.
110
How many untrained relation will emerge based on 3 stimuli presented?
directly teaching two relation among 2 stimuli will result in 7 relations
3 reflexive, 2 symmetical, 2 transitive
111
How many untrained relation will emerge based on 4 stimuli present
6 relations
112
the high probability request sequence is also referred to ask
pre-task reqeusts
behaviour momentrum
interspersed requests
113
What is the purpose of high-p request
compliance with difficult requests
speed up individual's response to task
decreasing the time to completion
114
behavioural momenm refers to the occurence of some behaviorus
momentarily increases the probability of low probability behaviour
reduce the AO for noncompliance
115
why do high-p increase compliance of low-p behaviour in the future
reduce the ao FOR NONCOPMLIANCE
REINFORCEMENT HAT FOLLOWS COPLIANCE WITHTHE LOW- P WILL MAINTAIN IT IN THE NATRUAL SETTING
116
WHAT ARE THE GUIDELINES FOR hi-p REQUESTS
SHORT DURATION OF BEHAVIOUR
SHORT-INTER REQUEST INTERVALS
REINFORCE COMPLAINCE WITH PRAISE
117
WHEN IS THE HIGH-PROBABILITY REQUEST SEQUENCE MORE EFFECTIVE
effectivness of the high-p request increases as the number of high-p request increase
indiviudal begin to comply more consistently with low-p request thehigh p request should be decreased gradually
118
What is behavioural contrast
A rate of reinforcement change behiaovur in one schedle resut in change in behaivour in the opposite direction in an unintended schedule
119
What is positive behavioural contrast
a decrease on one schedule causes an increase in response rates on an unaltered schedule
120
what is negative behavioural contrast
occurs when an increase on one schedule causes a decrease in the other schedule
121
When are restrictive procedure warranted
unrestrictive procedure increases risk
signiciantly inhibit or prevent participation in skill strengthening programs
delay entry in an improved living situation
adaptation to aversive stimuli - requiring more restrictive procedures to be applied
122
when is noncontingenet reinforcement delievered
NCR delievered on a time-based schedule independent of any behaviour that happens to be occuring when reinforcers are presented.
123
What are the advantages of using preferred stimuli reinforcers vs. specific reinfrocers that maintain he problem behaviour
more options of reinforcers which will reduce the risk of satiation
broader array of stimuli may simplify pre-treatment assessment
allow intervention to proceed while additional assesment is conducted
124
When is NCR used
can be implemented alone or in combination with other interventions
employed to reduce problem behaviour
use to prevent problem behavioru
125
Whar is an advantage of NCRA
simplified monitoring of problem behaviour, because delievery of the reinforcer is noncontingent
raises the general level of positive reinforcement which creates a positive learning environment
when using with extinction, it can reduce or eliminate negative side effect
it can strengthen desirable behavioru through change paiting with reinforcer delievery
126
What are the disadvantages of NCR
it does not teach specific functional replacement or alternative behaviours
free access to reinforcers may reduce motivation to engage in adaptive behaviour
problem behaviour may become difficult to eliminate because of chance pairing with reinforcers
NCR can be ineffective because there are weak, undetected reinfrocers that are maintaining the problem behaviour
ncr can promote accidental learning of inappropriate behaviour
the density of the initial ncr schedule or reinforcement can create a high workload for caregivers
127
when do you use a competing stimulus assessment
when it's dificult to find a functionally-matched stimulus especially if it is autoamtically reinforcered
128
what is a competing stimulus assessment
identify conditions associated with high levels of engagement and low levels of problem behaviour
it can help avoid implementing extinction which can be difficult for automatically reinforced behaviour
129
what is adventitious reinforcement ?
130
What are the factor you should base your reduction of NCR schedule on?
session by session - delievery for one session is adjusted depending on the interresponse time of the problem behaviour
fixed increase in time between deliveries
a fixed decrease in duration of access
fixed proportional increase in time between delivery
131
What does it require for combining NCR and DRO
132
WHAT IS DRH
133
2
134
What are the limitation of DRO/DRD
it produces reinforcment for not emitting a behaviour
do not teach behaviour
risk reinforcing unwanted behaviour other than the target behaviour
they may focus the behaviour manger's attention on problem behaviour thus risk inadvertntly reinfrocing it
they are less durable because they do not provide a replacement behaviour that can produce reinforcement
135
What is DRI
Diferential reinforcement of incompatiable behaviour - reinforcement is contingent upon behavioru that cannot be done at the same time as the problem behaviour
136
What is DRL
differential reinforcement of low rates - reinforcement only for responding below a predetermined rate
137
What is DRO
DRO - reinforcement of ommision of behaviour is provided upon the non-occurence of a given behaviour
138
What is DRA -
reinforcement of behaviours that are appropriate alternatives to the target behaviour
139
What is DRL ( or spaced-responding DRL)
can be used to reduce but not eliminate behaviour. it does so by reinforcing any occurrence of the target behaviour that is emitted after a minimum 1RT requirement has been met
it mean some of the behaviour is okay at a low rate.
140
What is interval DRL
providing reinforcement if responding is that at or below the criterion for the interval
the purpose is to lower the rate not to eliminate
spaced responding, DRL (LOW RATE)
141
What is differential negative reinforcement of altnerative behaviour (DNRA)
it uses escape from nonpreferred conditions as a reinforcer
142
What's DRD?
Also known as full session DRL
Interval DRL
DR of diminishing rates
eliminating a behaviour or reducing it to neglible rates
reinforcement is deliever if the target behaviour is at or below the criterion for the interval
143
How to calculate inter-response time
measure each individual IRT and calculate the average
sum of IRT / number of IRT
144
When interresponse time is short what other ways can you measure interesponse time
end of one response to the end of the next response
145
What is the guideline for implementing interval DRO
determine the DRO interval
establish the criteria and the system for increasing interval duration
provide reinforcement contingent upon no onccurences of target behaviur during an interval
beware of strengthening other problem behaviour
combine DRO with other procedures such as DRA or DRI
146
What is DRC
differentially reinforcing communicative behaviours
147
What does combining NCR and DRO require
specifies that reinforcement will be withheld whenever the target behaviour is occurring
this prevents the strengthening of target behaviour due tochance pairing of the reinforcer and the behaviour
148
what is resurgence
when reinforcement for a dominant behaviour is no longer reinforced and a previously reinforcer behaviour recurs
149
what are the unwanted effects of extinction
extincttion burst - immediate increase in the frequency of a response when reinforcement is with held
amplitude increase - an immediate increase in the magnitude of a behaviour when reinforcement is withheld
aggression - physical or verbal aggrestion directed at the reinforcing agents, others or propery
emotional behaviour - agitation, crying, aemping escape
sponaneous recovery - a temporary increase in the rate of a behavior tha has been reduced wih exincion
regusrgence - reccurence of previsouly reinforced behaviour with the target behaviour is no longe reinforced
behavioural contract - decrease in the ae of behaviour with extinction conditions and the stimulus increase in the rae of behaviour in nontretment seting
response variation - novel behaviour emmited when a previously reinfroced behaviour is no longe reinfroced
150
what is the first step to using extinction
1. identifying the operant function of the behaviour
2. determine how reinforcement can be withheld
151
What are the factors that make behaviour more resistance to extinction
intermittent schedule of reinforcement
variable schedule
thinner or small amount of reinforcement or greater intensity
strong eo of the reinforcement and behaivour have a long history of being reinforced.
a behaviour with low response effort
152
Should you maintain an extinction condition
generally you maintain an extinction condition. generally rue for atention or escape condiion, t
for sensory condion that can't be maintained gade ou the procedure
153
when should you not use extinction
when it is imitated by others and create intolerable situaion
154
when should extinction procedure not be used
aggression andslef injury maintain by attnetion and i hard to ignore it
automatic rienforcement if we can't prevent self stimulation
when you can alter the eo o prevent the behaivour from happening
155
What is a stimulus avoidance assessment
various stimuli are delivered noncontingently and measures the escape/avoidance responses and negative vocalization after delievery of an aversive stimulus
156
What is a punisher assessment
a general term for any type of assessment of punisher properties, including the following specific assessments
157
what is a brief punisher assessments
potential punishers are evaluated during brief sessions in a multielement design and behaviour supression is measured
158
what is activity assessment
this measures engagement in activties that are freely avialbe.
159
what is choice assessment
measure the preference of staff or client when there are multiple effective punishers
160
Whar is the the advantage of conducting a punisher assessment
reduce the time to treat the behaviour problem by reducing the time to identify an effective punishment
data from the punisher assessment may indicate the magnitude or intensity of the punisher that is needed for behaviour suppression
161
what is response blocking
physical contact to prevent a specific response
162
what is physical restraint
intended to immobilize the person
163
what is over correction
involves repeatedly practicing a correct response
164
what is contingent observation
individual is related to an area in which they can watch what is going on but not participate
165
what type of timeout is planned ignorning
inclusion timeout
166
what is negative practice
punishment procedure in which an individual after emitting an undesirable behaviour, is required to repeatedly engage in that same behaviour for a predetermined time
167
when is punishment more likely to be used
the function of the undesirable behaviour is unknown
function based procdures do not produce desired outcomes
it has been used successfully to reduce other undesirable behaviour
168
what is countercontrol
when individual engage in problem behaviour to escape punishment contingences
169
when is punishments justified
if the behaviour is a serious risk to self or others
it is necessary to make it possible to teach a functionally equivalent behaivour
used to supplement positive procedures
170
what is respondent aggression
elicited response to aversive stimulus observed in both humans and animals undergoing punishment
it is often indicative of too much punishment and too little reinforcement
171
how do tokens acquire conditioned reinforcer properties
give learners token and reinforcers at the same time
172
What is the level system in a token economy
reinforcement schedules are thinned to mimi natural contingencies as participants' behavior achieve increasing levels of target criteria
higher levels include more privileges and better rewards
participants advance from lower to higher levels of rienforcer value contingent on their behaviour achieving target critiera
173
what is field testing a token system
includes keeping track of tokens that would be earner if the system were actualy implemented .
also should assess skill deficiencies whether some students are not earning token and have requistie skill to engage in target behaviour
adjusted to the system are then made accoridnly prior to implementation
174
What are the steps to fading token economies
pairing token presentation with praise
increasing the number of responses needed to earn tokens
decreasing the amount of time during the day in which the token economy is operative
increasing the number of activity and privlege reinfrocer in the untrained settings
increasing the cost of luxury reinfrocer
fading physical evidence of the toekns
token system can be replaced by a less intrusive level system
175
what are disadvantages of token economy
substiantial labor to setup and maintain
staff must be traind to implement consistently
some people object to unnatural contengencies
participant might recieve unauthorized reinforcement
the cost of maintaining reinforcer for purchase
176
how to get students intersted in exchanging their tokens if they won't exchange anymore
increasing the number of luxury item
decreasing the value of tokens
increasing the cost of backup reinfrocer
auction back-up reinfrocer
also be nonchalant and let the token works
177
what behaviour is not suitable for token economy
behaviour that needs to be shaped
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What is a dependent group contingencies
all member of the group receives a reinforcer contingent upon one or a few members of the group reaching the established criterion
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what is an independent group contingency (independent group-orient contignecy)
The same contingency applies to all members of the group, but reinforcement for each individual is contingent upon his/her behaviour
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What is an interdependent group contingency
all members of the group recieves a reinfrocer contingent upon the aggregate performance of the whole group reaching the established criterion
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what is a lottery group contignency
group member's probability of winning the single reinfrocer is a function of the number of behaivour-contignent tickets acquired
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what is the good behaivoru game
the group is divided into two or more teams. The highest performing or fewest problems wins; sometimes both teams win if a criterion is reached
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why do you need to monitor individual and group data when using an interdependent group contingency
see how the group is doing to see if it reaches criterion for reinforcement.
individual data is needed to make sure the group is improving. some may not be.
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what are the advantage of using a contingency contract
one is more likely to follow a contract if they've had part in creating it
the contractee is likely to negotiate a less aversive consequence
the contract often has provision for renegotiating the terms
a contract makes the contingencies explicit
a contract structures the relationship among the parities (defines the roles and require action of the partiicpants)
contact increases the likelihood that reinforcement will actually be delievered
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what type of behaviour are contingency contract good for
increasing or decreasing behaivour already in someone repetoire
increase task participation
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what are the three parts of a contingency contract
the tasks - desired behaviour ( what, when, how well and by whom the task is done)
the rewards
the task record - method of taking and displaying the actual daily data or at least a summary of the data indciating if the task criterion was met and will qualify for a reward.
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What are the disadvantages of contingency contracts
contracts cannot be used with individuals who do not have the requisite cognitive skills
imbalance of authority may compromise the contractees sense of ownership
research does not exist to support contignecy contracts over imposed contingencies
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what is sequential modificaton
implmentation of a procedure sequentially across settings
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what is natural contingencies of reinforcement
select target behaivoru that get reinforced in the natural environment
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What is training loosely
varying non-critical properties of the antecedent stimui
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what is indiscriminable contingencies
varying scheudles and immediacy of reinfrocement
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what is general case analysis
conduct an analysis of the range of stimuli to be learned and teahc to those stimulus condition
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what is general case analysis
range of stimuli to be learned and teach to those stimulus condition
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what is programming common stimuli
brining stimuli from the natural setting into the training setting fosters generlization to the natural settting
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what is multiple exemplars
apply the procedure using one exmaple, apply to another emaple probe repeat until generalizaion is evident
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What is a generalization strategy that depends on other behaviours
reinforcing response vaiability
instructing learner ot generalize
teaching the learner to recruit reinfrocement
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when do you probe for generation
before, during and after training.
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what is response generalization
extent to which a leaner emit untrained responses that are functionally equivalent to trained responses
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what do you need for generalized behaviour change
variation of the target behaviour that should develop as a result of generalixation
all settings and situions in which the target behavour should occur
all forms of the target behaivour that needs to be changed
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what does generative learning involve
combining learned behaviours in novel ways as a response to new situation
teaching a sbuset of all stimulus-response combination in a response class
easier mastery of a new material asa result of previous learning
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what is programmed instruction
teaching is carried out in series of steps that increases from easy to difficult so that mastery can allow learner to proble solve, engage in novel, complex behaviour
teaching gradually and correct respones is funcitoning as their own reinfrocers.
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what does generative leanring mean
programs rely on a learner's mastery of basic skills to acquire more complex skills in later stages of raining
uses shaping
any program that profress / increases difficult where reinforcement critiera increase with learn'ers progress toward the program goals
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how to thin out schedules for behaivour to be rienforcd natnaturally
use a progressive ratio scheduel
gradually tranistion to less vlaualbe reinforcer
then the schedule gradually
