Chapter 28: Generalization and Maintenance Flashcards
an interrelated community of contingencies of reinforcement that can be especially powerful, producing substantial and long-lasting behavioral changes. Effective behavior traps share four essential features: (a) they are baited with virtually irresistible reinforcers that “lure” the student to the trap (b) only a low effort response already in the student’s repertoire is necessary to enter the trap © once inside the trap, interrelated contingencies of reinforcement motivate the student to acquire extend and maintain targeted academic and / or social skills’ and (d) they can remain effective for a long time because students shows few, if any, satiation effects
Behavior Trap
any contingency of reinforcement (or punishment) designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance and/or generalization of a target behavior change
Contrived contingency
any stimulus made functional for the target behavior in the instructional setting that later prompts or aids the learner in performing the target behavior in a generalization setting
Contrived mediating stimulus
a systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in generalizations settings
General case analysis
a generic term for a variety of behavioral processes and behavior change outcomes.
Generalization-
changes in the behavior of people not directly treated by an interventions as a function of treatment contingencies applied to other people
Generalization across subjects
any measurement of a learners performance of a target behavior in a setting and / or stimulus situation in which direct training has not been provided
Generalization probe
any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired
Generalization setting-
a contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement. Practitioners used indiscriminable contingencies in the form of intermittent schedules of reinforcement and delayed rewards to promote generalized behavior change
Indiscriminable contingency
the environment where instructions occurs; includes all aspects of the environment, planned and unplanned , that may influence the learners acquisition and generalization of the target behavior
Instructional setting
A schedule of R+ in which R+ is contingent on a response being different in some specified way (e.g. different topography) from the previous response (E.g. Lag1) or specified (e.g. Lag 2 or more)
Lag reinforcement schedule
Instruction that provides the learner with practice with a variety of stimulus conditioned response variations and response topographies to ensure the acquisition of desired stimulus controls response forms; used to promote both setting/situation generalization and response generalization
Multiple exemplar training
a contingency of R+ (or punishment) that operates independent of the behavior analyst’s or practitioner’s effort ; includes socially mediated contingencies arrived by other people and already in effect in the relevant setting
Naturally existing contingency
a tactic for promoting setting/situation generalization by making the instructional setting similar to the generalization setting : the two-step process involves (1) identifying salient stimuli that characterize the generalization setting and (2) incorporating those stimuli into the instructional setting
Programming common stimuli
the extent to which a learner emits untrained response that are functionally equivalent to the trained target behavior
Response generalization-
