Behaviour Management Week 1 (wk8) Flashcards
What is behaviour?🚶🏽♀️
- Anything someone says 🗣or does 🏋🏽♀️
- Can be OVERT (objectively observable, see it happening) or COVERT (thinking is behaving, people external to self cannot see it happening)
Examples of behaviours that are USEFUL ✔️
- > Helps person function successfully in environment
e. g. communicating with others both verbally and non-verbally (e.g. speaking clearly and loudly, maintaining eye contact) 🗣👁🗨
Examples of behaviours that are UNHELPFUL/NOT USEFUL ✖️
- > Some behaviours are unhelpful/inappropriate (does not allow them to function in own environment)
e. g. too low of volume, stuttering, yelling abuse/sexual comments, not paying attention to instructions
What are behavioural excesses? 🎊
Occurs at TOO high of a rate (causes inability to function)
What are behavioural deficits? 🎈
Occurs at TOO low of a rate (unable to function)
What is the behavioural approach?
- Look at what people say 🗣 and do 🏋🏽♀️(to themselves and others)
- Considers conditions (environment) in which we behave 🏝
- Behaviour is determined largely by consequences 👏🏻 (positive consequence=likely to be repeated, negative consequence=less likely to be repeated)
- Behaviour therapy can be used in a variety of ways:
- helping perform appropriate behaviours ⬆️
- decrease frequency of inappropriate behaviours ⬇️
- Can be applied to a spectrum of disorders (e.g. for anxiety disorders, obesity, eating disorders, stuttering)
Define Learning (in context of behaviour therapy)
- A process based on experience 👨🏽🔧
- Results in (typically) permanent change
- Systematic use of principles of learning to INCREASE ⬆️ frequency of desired behaviour or DECREASE ⬇️problem behaviour
- defines problem in terms of behaviour that can be measured 📏(using change in behavioural measure of problem=indicates the extent of the problem that is being helped)
- Treatment=altering individual’s environment to function more successfully (e.g. placing exercise equipment at door as a visual cue to work out) 🏋️♂️
Define environment 🌲
- People, objects and events CURRENTLY present in one’s immediate surroundings
- Impinge on one’s sense receptors (smell, taste, touch) that affect behaviour
e. g. placing exercise equipment at door as a visual cue to work out 🏋️♂️
Define stimuli 🔊
- People, objects and events (makeup person’s environment)
e. g. In clinic: toys, furniture, bright colours, window (can be distracting), noise level/soundproofing - Individual’s behaviour can be part of the environment influencing SUBSEQUENT behaviour
What are the TWO theoretical models of Behaviour Modifications? 🔴🔵 (plus ONE additional) 🟢
MAIN: 🐶 Pavlovian &; Operant 🍬
EXTRA: 🏋🏽♀️Social Learning theory (e.g. watching someone setting up weights at the gym-> you learn how to do it)
What is Pavlovian Classical Conditioning? 🐶
- basic form of learning
- behaviour elicited by a STIMULUS
- Stimulus acquired behaviour through association with a BIOLOGICAL SIGNIFICANT stimulus
What are the parts of Classical conditioning?
🦴Unconditioned stimulus (UCS): dog food
💧 Unconditioned response (UR): salivation
*naturally, food causes salivation, therefore the food
isn’t conditioned (paired with something) to cause
salivation
🔔 Conditioned stimulus (CS): a neutral stimulus (e.g. sound) that becomes associated with US (e.g. food)
🔔💧Conditioned response (CR): Salivation at sound of the bell
*A sound on its own would not cause salivation, but pairing of the bell with food (association) will lead to salivation (even if its the sound alone with no food present)
*but if pairing stops: EXTINCTION
*shows that learning is a cognitive process rather than passive (e.g. anticipating that food is coming)
Other examples of UCS and UR
🥣Bad food (UCS) & Nausea (UR) 🤢
📣 Sudden loud noise(UCS) & pounding heart(UR) 💓
🤥Irritation in nose (UCS) & sneezing (UR) 🤧
📸 Light in eye (UCS) & blink (UR) 👀
*all unlearned responses, naturally elicited
Clinical relevance of classical conditioning (Chemotherapy) 🧪
*Chemotherapy: causes loss of appetite nausea, vomiting as a consequence (even when exposed to stimuli e.g. hospital smell, seeing the nurse)
UCS (Chemotherapy)—-> UR (nausea)
CS (Hospital stimuli) *associated with UCS
(Chemotherapy)—->CR (nausea)
*Introduce a scape goat 🍡(novel foods that are not a part of normal diet e.g. licorice)
*novelty of scapegoat=blocks development of aversions to food that were a regular part of a patients diet prior to treatment 🚫
*Two or more stimuli are present (MORE salient produces stronger response than other, weak stimulus overshadowed by strong one)
*found twice as likely to eat regular food (scapegoat is too strong, therefore desire regular food) 🍞🍇🍗
Watson’s theory on behaviour
Watson: abnormal behaviour LEARNED or MODIFIED by learning environment (not just genes alone)
Little Albert (Pavolvian)
-Behaviour shaped SOLELY by environment
-Little Albert demonstrated little fear towards rats and other stimuli (e.g. burning paper) 🐇
-Theory: FEAR IS LEARNED 📔🧮
CS (rat) *no association—> no response
UCS (loud sound)—-> UR (fear)
CS (rat) *associated with UCS (loud sound)—->CR (fear)
Findings from Little Albert
- Prior to association/pairing=rat did not induce fear
- CLASSICAL CONDITIONING could induce fear of previously unfeared stimuli
- GENERALISED to similar objects (fear transferred to other fluffy objects)
- NEGATIVE REINFORCEMENT=when Little A moved away from rat, anxiety decreased, meaning that he is likely to do it again)
- Watson believed that all INDIVIDUAL DIFFERENCES IN BEHAVIOUR were due to DIFFERENCES IN EXPERIENCES OF LEARNING
What is Operant Conditioning? (Principle behind it)
Power of stimulus to EVOKE a response is:
- > strengthened when the response is followed by reward 🎁
- > weakened when it is NOT followed by a rewards 🚫🎁
What is the law of effect?
-Learning where the probability of responses is changed by a change in CONSEQUENCES
(Behaviour is modified by consequences=more likely or less likely to do something)
e.g. went to vending machine for Mars bar, but 5 came out (more likely to go to that machine) 🍫🍫🍫🍫🍫
e.g. went to vending machine for Mars bar, but gave you an electric shock (less likely to go to that machine) ⚡️
Reinforcement contingencies:
POSTIVE REINFORCMENT ➕⬆️ (principles)
*used to ⬆️ useful behaviour
*must select behaviour to be increased
-> specific (e.g. rather than just “socialising” we have
“smiling”-easy to identify and reinforce)
-> observable (e.g. picking up toys)
*IMMEDIACY=R+ must immediately follow desired behaviour
*DEPRRIVATION= Reinforcement won’t be effective unless individual has been derived of it for a period of time (e.g. a mars bar isn’t reinforcing if a person just had two) 🍫🍫
*SATIATION=during “experimental phase”, may reinforce so often that it is NO LONGER reinforcing, so must provide reinforcement intermittently during trial
*INSTRUCTIONS=not necessary but it speeds up process if they can cognitively understand it.
*NATURAL R+ =praise, smile, gesture in natural environment, so that it is transferrable
How do you apply reinforcer?
1) outline plan before starting (can speed up process)
2) Immediately reinforce appropriate behaviour
3) Verbally describe desired behaviour (e.g. “you READ that well” not just “good girl”->specificity encourages them to do it again to receive R+)
4) Use praise
5) Vary social reinforcers (to avoid satiation)
6) Move from Concrete (tangible)–>Social reinforcers
7) Look for natural reinforcers in environment so it is transferrable
8) Contionus R+ –> Intermittent R+ (allows for consistent maintenance of behaviour, gradually fading til it’s a natural behaviour)-e.g. pokies, reinforced intermittently so behaviour ⬆️
Examples of positive reinforcement
Situation: Father and daughter at shopping mall
Response: Child follows father around in shop quietly
Immediate consequence: Buys child icecream
Long term effect: future shopping trips=more likely to follow father quietly
Example of positive reinforcement (misapplication)
Situation: Child colouring in, gets up and walks around
Response: Fiddles with dials on TV
Immediate consequence: parent gives her attention, goes on a walk with her
Long term effect: Child likely to fiddle with dials again
Partial Reinforcement effect
- Responses acquired through INTERMITTENT REINFORCEMENT are MORE DIFFICULT to extinguish than those acquired through continuous
- Maintenance of behaviour by reinforcing it occasionally (not every time it occurs a.k.a continuous)
Schedule of reinforcement (continuous, extinction, intermittent)-Ratio
- Continuous 1:1
- Extinction 1:0
- Intermittent 5:1
Schedules of reinforcement:
FIXED RATIO 5️⃣
5: 1 (every 5 behaviours, 1 reward)
- > high rates of responding
- > R+ remains effective for longer
- > Behaviour is less likely to extinguish
- > Helps maintenance
Schedules of reinforcement: VARIABLE RATIO (VR) ✳️
1: 1. 8:1, 11:1 (reinforced after average of responses)
- > Unlike FR, no pause (sometimes people may pause before performing behaviour again-> VR has the possibility of reinforcing next behaviour, so there is no pause)
- > Very stable behaviour (e.g. poker machines, fishing=keeps anticipation)
Schedules of reinforcement:
FIXED INTERVAL SCHEDULE (FI) ⏰
-R+ after a passage of specific time (keeps them keen)
Schedules of reinforcement:
FIXED-INTERVAL-with-Limited-Hold (FI/LH) 🚌
- FI 5 min/2 sec LH
- Behaviour must occur in 2 seconds after following a time interval of 5 minutes
e. g. 🚌bus comes every 5 minutes, you have 2 seconds to shoot your hand out to signal bus OR you won’t be reinforced (window of opportunity)
Schedules of reinforcement:
VARIABLE INTERVAL SCHEDULE (VI) 📞
-Similar to FI but interval varies around a mean value e.g. telephoning a friend whose line is busy 📞
Schedules of reinforcement:
VARIABLE-INTERVAL-with-Limited-Hold (VI/LH) 🏈
E.g. a sporting event on tv, team gets a goal in first 10 minutes then 15 minutes-> watch for 2 seconds
- See goal: R+
- No goal: No R+
Schedules of reinforcement:
FIXED-DURATION 🎹
- R+ occurs after behaviour has been performed for a certain continuous period of time
e. g. play the piano for 5 minutes then you get $5 🎹
Schedules of reinforcement:
VARIABLE-DURATION (VD)
e.g. waiting in cue for ticket (pay off R+ is getting what you want to buy after that long period of time)
Misapplication of Intermittent R+
E.g. Inconsistent use of extinction
- parent ignores a child’s tantrum (instructed not to R+)
- child PERSISTS
- Parent “gives in”
- Tantrums R+ on Variable Ratio and Variable Duration (behaviour will be strengthened and maintained)
Considerations for EFFECTIVE Use of intermittent reinforcement
1) Choose schedule APPROPRIATE to behaviour (e.g. not one piano key then $5 reinforcement)
2) Convenience of administration/approximation of natural environment (e.g. hard to ignore behaviour if child is having a tantrum, have to give them that attention/R+)
3) Use appropriate measuring devices (e.g. timers/counters)=measure before extinction and count through time *helps monitor progress
4) Frequency of R+ should be HIGH initially (continuous) then gradually decrease (intermittent)
What are conditioned reinforcers? (CR+)
-Neutral stimulus that acquires FUNCTIONAL properties or PRIMARY REINFORCER (natural reinforcer)-> through being paired with primary reinforcer OR by another conditioned reinforcer
💲e.g. Money=neutral stimulus that acquires reinforcing properties because it is “backed up” by LOTS of primary/natural reinforcers. Money results in-> food, alcohol, activities
☕ e.g. Coffee stamps=get a certain amount of stamps to get one free coffee
Factors influencing the effectiveness of CR+
💪 1) Strength of back up stimulus (e.g. adults don’t want free toy after 10 coffees, they want a free coffee-> R+ loses value-> R+ must be strong)
💌 2) Variety of back up R+ (avoid satiation, backed up with a range of things e.g. money)
☕ 3) Schedule of pairing CR+ with R+ (e.g. won’t want to be R+ coffee if it takes 30 coffees for a free one)
Misapplication of CR+
- e.g. adults smacks child
- adult feels guild
- adult gives the child a drink, a hug, watches TV with them 🥛🤗📺
- Result=smacking (conditioned reinforcer) maintains misbehaviour
Stimulus discrimination 🤫🎤
-How do we learn to perform behaviours at certain times but NOT others? (e.g. swearing at friends, but not at grandparents-will gett scolded at)
-DISCRIMINATE by using stimuli in environment (e.g. objects and people) to determine when to perform a specific behaviour and when NOT to
-always cues around when behaviour is REINFORCED or EXTINGUISHED
e.g. in church (hushed, quiet)-> specific environment, watching behaviour of others, scolded for talking loudly
BUT may be difference learning histories according to individual (e.g may be normal for some churches to sing loudly)
Stimulus control
-correlation between STIMULUS and SUBSEQUENT RESPONSE
-effective stimulus control=HIGH correlation
-certain stimulus-> certain response (repetitive, cause and effect)
*whereas discrimination (emit behaviour in the
presence of some stimuli and no others-different
environments)
Types of Controlling Stimuli:
Discriminative Stimulus for Reinforcement 🎭➕
- response R+ in presence of particular stimuli
- cue that response will pay off (e.g. laughing when you swear=cue for paying off, will do it more)
Types of Controlling Stimuli:
Discriminative Stimulus for Extinction 🎭➖
- response extinguished in presence of a particular stimulus
- cue that a response WILL NOT pay off (e.g. strict grandparents will get cranky)
Stimulus generalisation 🧩
- reinforcing response in presence of stimuli or situation (effect of response becomes probable in presence of other stimuli)
- OPPOSITE to discrimination (instead of responding to two situations differently, it is responding to two situations in same way)
- e.g. 🐇 Little Albert (feared transferred to other fluffy objects)
