Content Area 9 Flashcards
Concept Formation
Complex Stimulus control that requires stimulus generalization within a stimulus class and discriminates between classes.
Ex. Red- Red ball, red truck, red crayon
Discrimination Training
- One behavior, 2 antecedent stimulus conditions
- A behavior is R+ in the presence of 1 SD and not the other (S-Delta).
Types of Stimulus Classes
Concept Formation
- Feature Stim. Class- share common physical forms (dogs)
2. Arbitrary- Do not share common physical forms (Vowels-AEIOU)
Types of Response Prompts
Verbal (verbal/nonverbal) Modeling (demonstration of response) Physical guidance (partial/full)
Ways to Transfer Stimulus control
- Most-to-Least (do whole thing)
- Graduated Guidance (gradually less prompting)
- Least-to-Most (least amount of help first)
- Time delay (delay bw presentation of Sd and response prompt)
Stimulus Prompt
SUPPLEMENTARY antecedent stimuli used to occasion a correct response in the presence of an Sd that will eventually control the behavior.
Types of Stimulus Prompts
Color
Size
Position
Ways to Prompt Fade
Shape Transformations
Stimulus Fading
Rule-Governed Behavior
Verbal description of a behavior contingency
- no immediate consequence for behavior
- B-C= >30 seconds
- Behavior Changes without R+
Modeling
Demonstration of a desired behavior as a response prompt (antecedent Sd)
Personalized System of Instruction (PSI)
Fred Keller (1960’s)
5 Principles:
-Written Materials (Primary Presentation of new material)
-Units of Content (separate, meaningful units)
-Self-Paced (advance on own)
-Unit Mastery (Must meet mastery before moving on)
-Proctors (humans who certify master)
Discrete Trials
Any operant whose response rate is controlled by a given opportunity to emit a response. Each discrete response occurs when an opportunity to respond exists (contrast=free operant).
Contingency Contract
Document that specifies a contingent relation b/w the completion of a specified behavior and the access to or delivery of a specified reward.
- intervention package–> combines several behavior principles/procedures
- Rule-Governed
Token Economy
Behavior change system consisting of 3 major components: specified list of target behaviors, tokens or points, menu of backup R+
- Token=GCR+
- select tokens, ID target behaviors/rules, menu of backup R+, Ratio of Exchange, write procedures, & field test before implementation
Leveling System
Type of Token Economy in which participants move up/down a hierarchy of levels contingent on meeting specific criterion /respect to behavior (as they “move up”-access more privileges/independ.
Group Contingencies
A common consequence is contingent on the behavior of 1 member, part of a group or everyone in the group
- Independent- R+ only those who meet criteria
- Dependent- Reward for whole group contingent on individual/part of group
- Interdependent-ALL members must meet criteria for ALL to receive R+
Stimulus Equivalence
Emergence of accurate responding to untrained + unreinforced stimulus-stimulus relations
Ex. A=B, B=C, A=C
*reflexivity-matched to itself
*symmetry-reversability of comparison/sample
*transitivity-derived stimulus-stimulus relation (A-C)
Factors: Preattending Skills, Stimulus Salience, Masking/Overshadowing (decreasing salience)
Behavioral Contrast
Change in 1 component of a multiple schedule that increases/decreases rate of responding on that component & is accompanied by a change in response rate in the opposite direction on the other unaltered component of the schedule.
*Prevent-punish all occurrences of the target behavior in all relevant setting + stimulus conditions while w/holding/minimizing access to R+
Behavioral Momentum
High-Request Probability Sequence
- easy to follow requests for which the participant has a history of compliance, followed by the tart request
- Select beh. in repetoire, present rapidly, acknowledge compliance (R+), use potent R+
Matching Law
Rate of Responding typically is proportional to the rate of R+ from each choice alternative (concurrent VI, VI & Concurrent FI,FI)
Factors Influencing Choice: participant makes choices in assessment approximates natural env., choices produce hypothesis about potential R+, makes them choose b/w stimuli rather than indicating a preference for a give stimulus
*Magnitude of R+’s *Quality of R+
*Schedule of R+’s *EO’s/AO’s
Mand/Mand Training
Verbal operant where form of the response is under functional control of MO’s + specific R+ (benefits the speaker)
Training: can only occur when relevent MO is strong (1.prompting 2. fading 3. DR to transfer control)
Ex. Bottle of bubbles (Nonverbal stimulus) w/ echoic prompt “bubbles” + DR successive approx “ba”–> “bubble”=R+ Blow Bubbles into air
(Next step is to fade echoic prompt, then fade nonverbal stimulus)
-MO’s determined by choice pref./direct obs.
Echoic
operant controlled by a verbal stimulus that has point-to-point correspondence and formal similarity w/the response (produces GCR+)
Training: vocal stimulus presented w/DR successive approximations to target response
-prompting, fading, shaping, EXT & R+ technologies
*Can combine with Mand Frame and have MO/nonverbal stimuli to help evoke vocal response
Tact
verbal operant under functional control of nonverbal stimuli & produces GCR+
Training: present nonverbal stimulus w/ echoic prompt, DR to target, fade echoic
-can be combined w mand frame (MO’s for nonverbal SD’s)
-Additional nonverbal prompts “What is that?”
Interverbal
verbal operant occurs when verbal SD evokes a response that doesn’t have point-to-point correspondence w/the verbal stimulus
Training:
1.MO/Nonverb/Verbal->”Bubbles”–>Blow Bubbles
2.Nonver./Verbal–>”Bubbles”–>Praise (GCR)
3.Verbal–>”Bubbles”–>Praise (GCR)
Textual
Verbal stimulus with point to point correspondence but doesn’t have formal similarity
Transcription
verbal stimulus that controls a written, typed or finger spelled response with point-to-point correspondence but not with formal similarity.
Self-Management Tactics
Personal Application of behavior change tactics that produce a desired change in behavior.
- Antecedent (provide response prompts, manipulate MO’s, preform initial steps, remove items for undesired behavior)
- Self-Monitoring (person observes own behavior systematically and records occurrence/nonoccurrence of behavior w/R+
- Self-Evaluation (compares own performance w/goal)
- Self-Adminstered Consequences (R+/P+)
- Self-Instruction (verbal responses for desired beh.)
Ways to Promote Generalization & Maintenance
- Teach Full Range
- Teach Sufficient Stimulus Examples
- Teach Sufficient Response Examples- Multiple Exemplar
- General Case Analysis
- Make Instructional Setting Similar to Natural
- Program Common Stimuli
- Teach Loosely - Maximize Contact w/R+
- Teach target beh. to levels req’d by natural cont.
- Program Indisciminable Contingency
- Set behavior traps
- Ask people in general setting to R+
- Teacher learner to recruit R+ - Mediate Generalization
- Contrive Mediating Stimulus
- Teach Self-Managment Skills - Train to Generalize
- R+ Response Variability
- Instruct Learner to Generalize
Setting/Stimulus Generalization
The extent to which a learner emits a target behavior in a setting/stimulus situation different from instructional setting
Response Generalization
Extent to which a learner emits untrained responses that are functionally equivalent to the trained target response.
Incidental Teaching
- Teaching behavior in natural environment
- Can be contrived
- Can manipulate MO’s
- Includes a consequence to a response
- typically thought of as child driven BUT is not always
- Erors may occur then put them on EXT (Sdelta)
Direct Instruction
Sigfried Engleman
- Instructional Method that focused on systematic curriculum & design and skillful implementation of a prescribed behavioral script
- Explicit, Scripted Plans
- Ability Grouped
- Emphasis on Pace/Efficiency
- Frequent Assessment
Precision Teaching
Ogden Lindsley
- Learning is BEST measured by change in response rate
- Learning most often occurs through proportional change
- past changes in performance can project future learning
- Celeration
- FLUENCY
