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BCBA-CERT > Behaviour Change Procedures > Flashcards

Behaviour Change Procedures Flashcards

1
Q

What is the good behaviour game

A
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2
Q

What is a behaviour trap

A
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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)

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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

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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.

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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

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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

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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.

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9
Q

What is a gestural prompt

A

movement of another person that increases the likelihood of a correct response

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10
Q

What is a model prompt

A

prompts are movement of another person that are the same as the target response

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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

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12
Q

what is a physical prompts

A

prompts physcially guide the individual’s movements

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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

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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

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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

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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)

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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

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18
Q

What is most-to-least prompting

A

the initial prompt is known to occasion the behaviour.

fading after every few sessions

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19
Q

What is least-to-most

A

initial opportunity to respond independently;

higher level assistance after errors

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20
Q

What is graduated guidance

A

full guidance is provided immediately, but faded immediately contingent upon correct responding

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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

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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

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23
Q

What are prompts

A

supplemental stimuli that occasion a correct response in the presence of the Sd

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24
Q

What is shadowing

A

part of graduated guidance
teacher moving their hand near but not touching, the learner.
use for motor responses

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25
Q

what is spatial fading

A

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

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26
Q

What is constant time delay

A

delay begins at -0 and jumps to a predetermined maximum delay usually 3-7 seconds

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27
Q

What are the prerequisite to a time delay

A

learner can wait
the prompt reliably evoke the correct response

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28
Q

What is stimulus shape transformation

A

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

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29
Q

How do time delay prompt transfer stimulus control

A

inserting a delay between the presentation of a stimulus and a controlling prompt

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30
Q

How does an error becomes part of a response?

A

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

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31
Q

why shouldn’t we let errors occur?

A

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.

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32
Q

what to do when an error occurs in training

A

use more intrusive prompts and error correction until it is extinct because it probably part of the response chain.

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33
Q

what is a response delay

A

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

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34
Q

What is graduated guidance

A

full physical assistance is faded to lesser physical prompts

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35
Q

what is most-to-least prompting

A

full physical assistance is provided and then faded to lesser physical prompts and other types of non physical prompts

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36
Q

what is spatial fading

A

changing the location of a physical prompt

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37
Q

What is the max time delay prompt

A

time delay do not exceed more then 7 seconds and progression occur each day

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38
Q

What is a constant time delay

A

the delay starts at - and then jumps to a predetermined max delay with is 3-7 seconds

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39
Q

What does imitation require

A

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

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40
Q

What makes an effective model

A

it shows both the behavior and the payoff for the behaviour

so compentent behaviour that produces reinforcement

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41
Q

what’s another word for imitation

A

unprompted duplication

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42
Q

A behaviour may come under the control of a rule

A
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43
Q

What makes a rule effective

A

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

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44
Q

How to make shaping efficient

A

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.

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45
Q

When is differential reinforcement used

A

used in shaping new behaviour
used in DRO or DRA used to reduce problem behaviour

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46
Q

What is shaping across response topographies

A

when you shape different topography of a response

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47
Q

What is shaping within a topography

A

topography of the response stayed the same but intensity, duration, frequency, latency, and accuracy are shaped.

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48
Q

What is the starting behaviour that you reinforce in shaping

A

topography of the starting behaviour may be dissimilar to the target behaviour

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49
Q

What is clicker training

A

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

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50
Q

What is shaping used for

A

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

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51
Q

What is total task chaining

A

total task chaining also known as concurrent chaining and whole task presentation teach each step in the sequence during each session

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52
Q

What is a behaviour chain

A

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

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53
Q

What is backward chaining

A

teach the last behaivour first, then add the next to last.

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54
Q

How do you conduct or validate a task analysis

A

recording the steps are you do the task
observing a competent performer doing the task
asking someone who is an expert

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55
Q

Cons of Massed Practice Trials

A

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

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56
Q

What is the 4-step error correction

A
  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
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57
Q

What is the No-No prompt method of error correction?

A

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
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58
Q

What do you do after there is discrimination in mass trial training?

A

interspered trained discrimination
(mastered + novel targets interspersed)

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59
Q

Criteria of reinforcer for discrete trial training

A

session must move along rapidly, reinforcer given should be consumed within 5 seconds

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60
Q

when should prompt fading begin

A

prompt fading should begin after the initial trail in DTT

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61
Q

What is free operant behaviour

A

response that can occur repeatedly and reinforcement is not specifically programmed.

SD is available and behavioru can happen repeaetedly

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62
Q

What is precision teaching

A

precision teaching also known as the keller plan or personalized system of instructions

mastery should be done after one or two weeks of materials

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63
Q

What is incidental teaching

A

students initiates, the teacher responds by applying whatever systematic protocol

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64
Q

What are the two types of errors

A

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

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65
Q

how to address unprompted and prompted errors

A

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

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66
Q

What characterizes a direct instruction class

A

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

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67
Q

How do you teach discrimination of subtle differences

A

Teach relevant stimuli such as teaching letters first and than the words that contain those letters.

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68
Q

when differentially reinforcing and you have an incorrect response

A

remove the material and say nothing.

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69
Q

How many samples do you need for simple discrimination

A

one comparison yields simple discrimination

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70
Q

How many samples do you need for conditional discrimination

A

three comparison because it fosters development of stimulus control

two would only yield correct and incorrect distinction

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71
Q

What is the response needed from responder for the match-to-sample procedure

A

selects a comparison stimulus in some specified way to sample stimulus

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72
Q

What are the type of matching-to-sample procedures

A

Delayed
Symbolic
simultaneous - correct selections are based on identical physical dimensions of the stimuli
identity

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73
Q

incorrect comparisons stiuli (S-detlas) should be

A

familar stimuli

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74
Q

what is the sample stimuli in matching

A

the one that you five to the learner to match to

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75
Q

during man training verbal behaviour make use of

A

shaping

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76
Q

would teaching one kind of verbal operant results in another

A

no - teaching a mand will not result in a tact. those need to be taught directly.

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77
Q

What are the steps of verbal behaviour

A

establish yourself as a conditioned reinforcer

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78
Q

what are the steps to echoic training

A

therapist makes a sound and then present a preferred item. (pair known reinforcer with a reinforcing sound)

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79
Q

Echoic trainings can be combined with mand training by

A

using MO - either by contriving MO or identifying currently operating ones and prompting the child to repeat words reliant to those MOS

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80
Q

What is a pure mand

A

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.

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81
Q

What do you do, if a child who usually echo doesn’t even after a prompt.

A

re-evaluate the quality and quantity of the reinforcer

try again later

move on to the next trial

revaluate the MO

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82
Q

What do you want when doing tact training as mands

A

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
Q

What objects should you use for tact training

A

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
Q

What is tacting a prerequisite for

A

developing complex verbal responses

85
Q

When are tacts generally taught

A

after acquiring 5-10 mands and some echoic and imitation behavour

86
Q

What is the fading procedure for a tact transfer procedure

A

The MO
Echoic stimulus
verbal stimulus to respond ( what is that)
the item
praise is not faded

87
Q

What is a tact frame

A

a standard phrase with the items to e tacted ommitted

88
Q

How do you teach tacts

A

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
Q

What should the inititial tact training trials consists of

A

they should be interspersed with mands, echoic, and imitation trials

90
Q

A tact transfer procedure without a motivational variable

A

MO for item need to bem inimized in the beginning, so never uses the item as a conseuqence

91
Q

Tacts are generally taught after acquiring

A

5-10 Mands and some echoic and imitation behavior

92
Q

A mand frame is an effective method of teaching intraverbal responding

A

it provides a strong MO for an established response
it provides a visual prompt
its uses an intraverbal prompt

93
Q

Teaching Listening response skills

A

when the child learning to approach with reinforce,r the next step os to have the child approach withthe reinfrocer hidden

94
Q

When you want your students to engage in conversation you teach

A

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
Q

Can imitation supplement listener-response training

A

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
Q

What are the benefits of using AAC

A

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
Q

What are the disadvantages of picture based augmentative communication

A
  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
Q

What are the advantages of PCS

A

engages the listener,
teaching mands
vocal behaviour have improved

99
Q

What are other forms of augmentative and alternative communication

A

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
Q

What are the advantages of sign languge?

A

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
Q

how to chose which AAC to use

A

speed of acquistion
preferred modality of AAC by the user

102
Q

What are myth-buster of AAC

A

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
Q

How can a BCBA Be involved in the AAC process

A

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
Q

What are advantages of AAC picture system

A

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
Q

when using a mand frame to teach intraverbal responding

A

ade outthe visual prompt
provide generalized reinforcement (praise)
faste out the MO

106
Q

In a stimulus equivalence what does the solid lines mean

A

trained relations

107
Q

in a stimulus equivalence what does the dotted lines mean

A

dervied relations

108
Q

How many derived relations can you have when you have one stimulus that is auditory

A

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
Q

What makes a complete description of equivalence-based instructions

A
  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
Q

How many untrained relation will emerge based on 3 stimuli presented?

A

directly teaching two relation among 2 stimuli will result in 7 relations

3 reflexive, 2 symmetical, 2 transitive

111
Q

How many untrained relation will emerge based on 4 stimuli present

A

6 relations

112
Q

the high probability request sequence is also referred to ask

A

pre-task reqeusts
behaviour momentrum
interspersed requests

113
Q

What is the purpose of high-p request

A

compliance with difficult requests
speed up individual’s response to task
decreasing the time to completion

114
Q

behavioural momenm refers to the occurence of some behaviorus

A

momentarily increases the probability of low probability behaviour

reduce the AO for noncompliance

115
Q

why do high-p increase compliance of low-p behaviour in the future

A

reduce the ao FOR NONCOPMLIANCE
REINFORCEMENT HAT FOLLOWS COPLIANCE WITHTHE LOW- P WILL MAINTAIN IT IN THE NATRUAL SETTING

116
Q

WHAT ARE THE GUIDELINES FOR hi-p REQUESTS

A

SHORT DURATION OF BEHAVIOUR
SHORT-INTER REQUEST INTERVALS
REINFORCE COMPLAINCE WITH PRAISE

117
Q

WHEN IS THE HIGH-PROBABILITY REQUEST SEQUENCE MORE EFFECTIVE

A

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
Q

What is behavioural contrast

A

A rate of reinforcement change behiaovur in one schedle resut in change in behaivour in the opposite direction in an unintended schedule

119
Q

What is positive behavioural contrast

A

a decrease on one schedule causes an increase in response rates on an unaltered schedule

120
Q

what is negative behavioural contrast

A

occurs when an increase on one schedule causes a decrease in the other schedule

121
Q

When are restrictive procedure warranted

A

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
Q

when is noncontingenet reinforcement delievered

A

NCR delievered on a time-based schedule independent of any behaviour that happens to be occuring when reinforcers are presented.

123
Q

What are the advantages of using preferred stimuli reinforcers vs. specific reinfrocers that maintain he problem behaviour

A

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
Q

When is NCR used

A

can be implemented alone or in combination with other interventions

employed to reduce problem behaviour

use to prevent problem behavioru

125
Q

Whar is an advantage of NCRA

A

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
Q

What are the disadvantages of NCR

A

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
Q

when do you use a competing stimulus assessment

A

when it’s dificult to find a functionally-matched stimulus especially if it is autoamtically reinforcered

128
Q

what is a competing stimulus assessment

A

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
Q

what is adventitious reinforcement ?

A
130
Q

What are the factor you should base your reduction of NCR schedule on?

A

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
Q

What does it require for combining NCR and DRO

A
132
Q

WHAT IS DRH

A
133
Q
A

2

134
Q

What are the limitation of DRO/DRD

A

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
Q

What is DRI

A

Diferential reinforcement of incompatiable behaviour - reinforcement is contingent upon behavioru that cannot be done at the same time as the problem behaviour

136
Q

What is DRL

A

differential reinforcement of low rates - reinforcement only for responding below a predetermined rate

137
Q

What is DRO

A

DRO - reinforcement of ommision of behaviour is provided upon the non-occurence of a given behaviour

138
Q

What is DRA -

A

reinforcement of behaviours that are appropriate alternatives to the target behaviour

139
Q

What is DRL ( or spaced-responding DRL)

A

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
Q

What is interval DRL

A

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
Q

What is differential negative reinforcement of altnerative behaviour (DNRA)

A

it uses escape from nonpreferred conditions as a reinforcer

142
Q

What’s DRD?

A

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
Q

How to calculate inter-response time

A

measure each individual IRT and calculate the average

sum of IRT / number of IRT

144
Q

When interresponse time is short what other ways can you measure interesponse time

A

end of one response to the end of the next response

145
Q

What is the guideline for implementing interval DRO

A

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
Q

What is DRC

A

differentially reinforcing communicative behaviours

147
Q

What does combining NCR and DRO require

A

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
Q

what is resurgence

A

when reinforcement for a dominant behaviour is no longer reinforced and a previously reinforcer behaviour recurs

149
Q

what are the unwanted effects of extinction

A

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
Q

what is the first step to using extinction

A
  1. identifying the operant function of the behaviour
  2. determine how reinforcement can be withheld
151
Q

What are the factors that make behaviour more resistance to extinction

A

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
Q

Should you maintain an extinction condition

A

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
Q

when should you not use extinction

A

when it is imitated by others and create intolerable situaion

154
Q

when should extinction procedure not be used

A

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
Q

What is a stimulus avoidance assessment

A

various stimuli are delivered noncontingently and measures the escape/avoidance responses and negative vocalization after delievery of an aversive stimulus

156
Q

What is a punisher assessment

A

a general term for any type of assessment of punisher properties, including the following specific assessments

157
Q

what is a brief punisher assessments

A

potential punishers are evaluated during brief sessions in a multielement design and behaviour supression is measured

158
Q

what is activity assessment

A

this measures engagement in activties that are freely avialbe.

159
Q

what is choice assessment

A

measure the preference of staff or client when there are multiple effective punishers

160
Q

Whar is the the advantage of conducting a punisher assessment

A

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
Q

what is response blocking

A

physical contact to prevent a specific response

162
Q

what is physical restraint

A

intended to immobilize the person

163
Q

what is over correction

A

involves repeatedly practicing a correct response

164
Q

what is contingent observation

A

individual is related to an area in which they can watch what is going on but not participate

165
Q

what type of timeout is planned ignorning

A

inclusion timeout

166
Q

what is negative practice

A

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
Q

when is punishment more likely to be used

A

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
Q

what is countercontrol

A

when individual engage in problem behaviour to escape punishment contingences

169
Q

when is punishments justified

A

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
Q

what is respondent aggression

A

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
Q

how do tokens acquire conditioned reinforcer properties

A

give learners token and reinforcers at the same time

172
Q

What is the level system in a token economy

A

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
Q

what is field testing a token system

A

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
Q

What are the steps to fading token economies

A

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
Q

what are disadvantages of token economy

A

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
Q

how to get students intersted in exchanging their tokens if they won’t exchange anymore

A

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
Q

what behaviour is not suitable for token economy

A

behaviour that needs to be shaped

178
Q

What is a dependent group contingencies

A

all member of the group receives a reinforcer contingent upon one or a few members of the group reaching the established criterion

179
Q

what is an independent group contingency (independent group-orient contignecy)

A

The same contingency applies to all members of the group, but reinforcement for each individual is contingent upon his/her behaviour

180
Q

What is an interdependent group contingency

A

all members of the group recieves a reinfrocer contingent upon the aggregate performance of the whole group reaching the established criterion

181
Q

what is a lottery group contignency

A

group member’s probability of winning the single reinfrocer is a function of the number of behaivour-contignent tickets acquired

182
Q

what is the good behaivoru game

A

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

183
Q

why do you need to monitor individual and group data when using an interdependent group contingency

A

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.

184
Q

what are the advantage of using a contingency contract

A

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

185
Q

what type of behaviour are contingency contract good for

A

increasing or decreasing behaivour already in someone repetoire

increase task participation

186
Q

what are the three parts of a contingency contract

A

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.

187
Q

What are the disadvantages of contingency contracts

A

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

188
Q

what is sequential modificaton

A

implmentation of a procedure sequentially across settings

189
Q

what is natural contingencies of reinforcement

A

select target behaivoru that get reinforced in the natural environment

190
Q

What is training loosely

A

varying non-critical properties of the antecedent stimui

191
Q

what is indiscriminable contingencies

A

varying scheudles and immediacy of reinfrocement

192
Q

what is general case analysis

A

conduct an analysis of the range of stimuli to be learned and teahc to those stimulus condition

193
Q

what is general case analysis

A

range of stimuli to be learned and teach to those stimulus condition

194
Q

what is programming common stimuli

A

brining stimuli from the natural setting into the training setting fosters generlization to the natural settting

195
Q

what is multiple exemplars

A

apply the procedure using one exmaple, apply to another emaple probe repeat until generalizaion is evident

196
Q

What is a generalization strategy that depends on other behaviours

A

reinforcing response vaiability
instructing learner ot generalize
teaching the learner to recruit reinfrocement

197
Q

when do you probe for generation

A

before, during and after training.

198
Q

what is response generalization

A

extent to which a leaner emit untrained responses that are functionally equivalent to trained responses

199
Q

what do you need for generalized behaviour change

A

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

200
Q

what does generative learning involve

A

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

201
Q

what is programmed instruction

A

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.

202
Q

what does generative leanring mean

A

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

203
Q

how to thin out schedules for behaivour to be rienforcd natnaturally

A

use a progressive ratio scheduel
gradually tranistion to less vlaualbe reinforcer
then the schedule gradually

BCBA-CERT (8 decks)

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