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Neuro Dis > CP 6 > Flashcards

CP 6 Flashcards

1
Q

As clinicians we want to do 2 things…

A
  1. Create and increase desirable target behaviors
  2. Decrease or eliminate undesirable behaviors
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2
Q

What is Reinforcement?

A

a process of selecting and strengthening behaviors of individuals under specific stimulus conditions

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3
Q

What are the 2 types of reinforcers that help teach, increase, and maintain behaviors

A
  1. Positive Reinforcers
  2. Negative Reinforcers
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4
Q

True or False: Positive Reinforcement should immediately follow the client’s response

A

True

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5
Q

What are the 4 Features of Positive Reinforcement

A
  1. Reinforcers are not defined in subjective terms
  2. There is not a standard list of positive reinforcers that will always increase the frequency of behaviors
  3. Reinforcers for one client may not act as a reinforcer for another client
  4. An event that reinforces a client’s behavior at one time may not reinforce the same client’s behavior at another time
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6
Q

What are the 2 main types of positive reinforcers?

A
  1. Primary/Unconditioned
  2. Secondary/Conditioned
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7
Q

What are Primary/Unconditioned reinforcers?

A

Reinforcers whose effects do not depend on past experiences

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8
Q

Food is typically used with what population?

A
  • Young children
  • Nonverbal or minimally verbal clients
  • Clients that are difficult to motivate
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9
Q

What are the weaknesses of using food as a reinforcer?

A
  1. Food may only be effective when the person is deprived of it and motivated for it
  2. Food may not promote generalization and maintenance
  3. The client may stop working for food because they have had enough
  4. Can be messy and time consuming
  5. Clients and/or their families may object to the use of food or certain types of food
  6. Food can interrupt the sequence of therapy
  7. Food costs money
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10
Q

What are the 4 types of Conditioned Reinforcers?

A
  1. Social reinforcers
  2. Conditioned generalized reinforcers
  3. Informative feedback
  4. High probability behaviors
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11
Q

What is the most frequently used type of reinforcer?

A

Social Reinforcers

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12
Q

What are the strengths of Social Reinforcers?

A
  1. People do not get tired of verbal praise
  2. Social reinforcers are more natural than other reinforcers
  3. Social reinforcers promote generalization of the target behavior
  4. Social reinforcers do not interrupt the sequence of the target behaviors
  5. Social reinforcers can help fade out primary reinforcers
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13
Q

What is a weakness of using Social Reinforcers?

A

Social reinforcers are not very useful when used alone with clients who are nonverbal or minimally verbal.

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14
Q

What is a Conditioned Generalized Reinforcer?

A

A.K.A The Token System
The client earns tokens for a specific behavior, they can then turn in their tokens for a true reinforcer

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15
Q

What are the 3 strengths of using a Conditioned Generalized Reinforcer?

A
  1. Tokens can be exchanged for a variety of reinforcers that the client is willing to work hard for
  2. Tokens are easy to administer
  3. They do not interrupt the therapy session
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16
Q

What are the 3 weaknesses in using a Conditioned Generalized Reinforcer?

A
  1. A variety of backup reinforcers must always be available
  2. Backup reinforcers can be expensive
  3. When the tokens system is stopped, you may see a decline in the client’s performance
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17
Q

What is Informative Feedback?

A

Feedback that the clinician gives the client about their performance

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18
Q

What are the 3 strengths of using Informative Feedback?

A
  • It provides instantaneous feedback
  • Feedback is easy to administer
  • Does not interrupt therapy
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19
Q

What are the 2 weaknesses in using Informative Feedback?

A
  • There is lack of research stating that this works
  • Therefore, we want to make sure that we are combining informative feedback with other types of reinforcers like social reinforcers
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20
Q

What are the components of High Probability Behaviors?

A
  • The reinforcement is the opportunity to participate in some type of activity
  • The client should produce the clinical target to gain an opportunity to do what they want to do
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21
Q

What reinforcer is present in this example?

A

Example: they client must produce 10 good productions of /r/ and then they can play their favorite game

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22
Q

What are the 2 Strengths of High Probability Behaviors?

A
  • They can be a powerful reinforcer when made contingent on the production of a target response
  • They reduce the monotony of treatment sessions
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23
Q

What are the 3 weaknesses of High Probability Behaviors?

A
  • It may not be possible to make the high probability behavior (the activity that they want to do) happen during a therapy session
  • Can be time consuming
  • If the criteria is set too high, the client may not get reinforced
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24
Q

What does Multiple Contingencies mean?

A
  • Multiple contingencies means that we are using multiple different reinforcers
  • Typically, we will use a social reinforcer and pair it with the other reinforcers
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25
Q

What are Negative Reinforcements?

A

a response that removes, reduces, postpones, or prevents a stimulus and as a result, the response increases in frequency.

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26
Q

What are the two concepts of Negative Reinforcement?

A
  1. There is usually an aversive event
  2. There is a behavior that in some way reduces, terminates, or postpones the aversive stimulus
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27
Q

When a client has an experience with an aversive stimuli 2 types of behaviors typically happen….

A

Escape and Avoidance

28
Q

What are Schedules of Reinforcement?

A
  • A schedule specifies how many responses will be required before giving a reinforcer or when the reinforcer will be given
29
Q

What are the 2 different types of reinforcement schedules?

A
  1. Continuous Reinforcement: every response is reinforced
  2. Intermittent Reinforcement: Some responses are reinforced, and others are not
30
Q

What are the 5 types of Intermittent Reinforcement Schedules?

A
  1. Fixed Ratio Schedule (FR)
  2. Variable Ratio Schedule (VR)
  3. Fixed Interval Schedule (FI)
  4. Variable Interval Schedule (VI)
  5. Differential Reinforcement of Other Behavior (DRO)
31
Q

What is a Fixed Ratio Schedule (FR)?

A

Reinforcement is provided after a predetermined number of responses

32
Q

What is a Variable Ratio Schedule (VR)?

A

Reinforcement is provided after an average number of responses.

33
Q

What is a Fixed Interval Schedule (FI)?

A

Reinforcement is provided after a fixed amount of time

34
Q

What is a Variable Interval Schedule (VI)?

A

Reinforcement is provided after an average amount of time

35
Q

What is Differential Reinforcement of Other Behavior (DRO)?

A

The clinician specifies a behavior that will not be reinforced

36
Q

What reinforcer is best to use in the beginning stages of therapy?

A

Continuous Reinforcement

37
Q

True or False: After the behavior has been established using Continuous Reinforcement, the clinician should switch to an intermittent schedule.

A

True

38
Q

What are the 5 types of Generalization?

A
  1. Stimulus Generalization
  2. Response Generalization
  3. Intraverbal Generalization
  4. Response Mode Generalization
  5. Concurrent Stimulus Response Generalization
39
Q

What is Stimulus Generalization?

A

when new stimuli (those not used in teaching) can evoke the same response that were used in therapy; the stimulus changes but the response stays the same

40
Q

What are the five types of Stimulus Generalization?

A
  1. Physical Stimulus Generalization
  2. Verbal Stimulus Generalization
  3. Physical Setting Generalization
  4. Audience Generalization
  5. Factorial Stimulus Generalization
41
Q

What is Physical Stimulus Generalization?

A

When the client responds to untrained stimuli (stimuli that were not used in therapy) because they are similar to the one used in therapy.
– Example: In therapy, a picture of a ball was used, and the client was able to say “ball.” The client goes home and sees a real ball and says “ball.” This is physical stimulus generalization.

42
Q

What is Verbal Stimulus Generalization?

A

when the client responds to verbal stimuli that were not used in therapy.
– Example: In therapy, the clinician says, “What is the boy doing?” and the child says “running.” If the client is able to respond the same to a different verbal stimuli “What is happening here?” and the client still says “running” this would be verbal stimulus generalization

43
Q

What is Physical Setting Generalization?

A

The client can perform the same target response in a different location than where therapy was provided.
– Example: In the therapy room, the client can say “ice cream” and now the client goes to a restaurant and can order ice cream

44
Q

What is Audience Generalization?

A

This is when the client can produce the same response to people who were not involved in therapy.
– Example: The client is able to say “How are you?” to the clinician in therapy. And then an observer comes in the session and the client is able to say “How are you?” to the observer

45
Q

What is the Factorial Stimulus Generalization?

A

It is when a combination of any of the 4 different types of stimulus generalization occur.

46
Q

What is the Response Generalization?

A

When The client is able to produce new responses not trained in therapy.
– Example: In therapy, the client worked on the production of /s/ initial words: sun, soap, sail, sock; – The client is now saying other /s/ initial words that were not used in therapy: saw, soup, sink, sand

47
Q

What is Intraverbal Generalization?

A

A combination of stimulus and response generalization; The stimulus and responses are both change

48
Q

What is Response Mode Generalization?

A

Responses that are taught in one mode are produced without training in another mode

49
Q

What are the three types of Response Mode Generalization?

A
  1. Auditory Stimulation
  2. Comprehension Training
  3. Auditory Discrimination
50
Q

What is Auditory Stimulation?

A

The client is required to listen to the clinician and there is no production of the target behavior by the client.
– Example: Auditory Bombardment

51
Q

What is Comprehension Training?

A

The client is asked to respond to verbal stimuli in nonverbal manners
– Example: The clinician wants to know if the client understands plurals, so she shows the client these two pictures and says “Point to puppies”

52
Q

What is Auditory Discrimination?

A

The client is required to nonverbally indicate whether the clinician produced one or another behavior

53
Q

What is Concurrent Stimulus Response Generalization?

A

occurs when factorial stimulus generalization is combined with response generalization

54
Q

True or False: Generalization is the final goal NOT the intermediate goal

A

False! Generalization is the intermediate goal and not the final goal

55
Q

What is Maintenance?

A

Behaviors are maintained when people in the client’s life reinforce and sustain those behaviors

56
Q

What are the differences between treatment and maintenance?

A

The clinician controls the responses in the treatment setting and the clinician evokes, prompts, and reinforces target behaviors

57
Q

What are the three things to consider to help facilitate maintenance?

A
  1. Stimuli used in therapy can encourage or delay progress
  2. Response considerations
  3. How reinforcement is provided
58
Q

What are 4 Stimuli Considerations?

A
  1. Select stimuli from the client’s natural environment
  2. Select common questions that would be used in the natural setting
  3. Vary the audience
  4. Vary the physical setting
59
Q

What are the 7 Reinforcement Considerations?

A
  1. Use intermittent reinforcement schedules
  2. Use conditioned reinforcers like verbal praise because this is more natural
  3. Delay reinforcement
  4. Train other people in the client’s life to provide reinforcement
  5. Reinforce generalized responses
  6. Hold informal training sessions in the natural environment
  7. Teach self monitoring
60
Q

How do you train a family member?

A
  1. Family member should observe therapy session
  2. Family members should learn how to model, prompt, and reinforce correct responses
  3. Have family conduct a therapy session under the clinician’s supervision
  4. Keep in touch with the family (phone calls, emails, skype…)
61
Q

After the client has been dismissed from therapy, the clinician should follow up with the client about _ months later.

A

3 months later

62
Q

If there have been no changes with a client after discharge, they would follow up in __ months and then maybe in a year.

A

6 months

63
Q

if the client has had a decline in their treatment behavior since being dismissed from therapy, then the client should have a __________ ____________.

A

Booster Treatment

64
Q

What is a Booster Treatment?

A

A Booster Treatment is typically 1-2 sessions to “boost” the client back up to the level that they were at when discharged from therapy.

65
Q

What is Generalization?

A

the client’s ability to produce a recently learned response in different contexts OR produce a new (untrained) response based on recent learning

66
Q

What is the final goal of therapy?

A

Maintenance

67
Q

What are the three Response Considerations?

A
  1. Select Client specific response
  2. Select multiple responses that makeup a target behavior
  3. Reinforce complex responses: provide reinforcement when you hear the client produce the target in conversation

Neuro Dis (8 decks)

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