Establishing New Behaviour Flashcards

1
Q

What four factors make behaviour complex

A

Ambiguous antecedents
Behave different to the same discriminative stimulus (SD) depending on context
Sequencing behaviour
Variability in responding

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2
Q

What is sequencing behaviour

A

Series of other behaviours have to happen in a particular sequence in order to lead them to the ‘main’ behaviour

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3
Q

What is variability in responding?

A

Respond variably in a way that works depending on the social group or context

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4
Q

What is shaping?

A

Used to develop a behaviour that a person doesn’t currently exhibit

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5
Q

How would a practitioner use shaping?

A

differentially reinforces successive approximations toward a target behaviour until the person exhibits it

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6
Q

What are successive approximations?

A

Starting from somewhere and reinforcing incremental steps towards a target behaviour until the target behaviour is reached

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7
Q

What are the four dimensions of the target behaviour when used for shaping

A

Topography - form of behaviour
Frequency - Number of responses per unit of time
Latency - time between onset of antecedents and occurrence of behaviour
Duration - total time elapsed for occurrence of behaviour

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8
Q

How was shaping used in children who kept using aggressive responses?

A

Looked at what triggered the child e.g not getting their way or something taken from them
Got the child to communicate with adults around them to stay away so not to engage in aggressive behaviour
Response gradually got more complex = successive approximations
The increased length of the sentence meant it took them longer to say and not immediately react on aggression = latency

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9
Q

What is chaining

A

A multiple component response
Each step in the chain depends on the previous step having occurred correctly and serves as an SD for the next step

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10
Q

What is task analysis

A

Breaking down a complex skill into smaller, individual stimulus-response components

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11
Q

Why should we do a task analysis?

A

Clearly identify each component
Tells us how many steps are involved and what needs to happen to set off this chain
Know true extent of the behaviour

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12
Q

What is forward chaining?

A

Start from the first step of the chain and progress from there
Prompting starts from first step and until all steps done to mastery the rest of the chain is fully prompted

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13
Q

What is backward chaining

A

Start with the last step of the chain

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14
Q

How was chaining applied to olympic weightlifting?

A

Teaching the ‘clean’ and ‘snatch’ responses

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15
Q

Which type of chaining appeared to be the most effective in training the ‘clean’ and ‘snatch’ responses

A

Forward chaining

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16
Q

What is generalisation?

A

The occurence of relevant behaviour under different, non-training conditions

17
Q

What are the three types of generalisation

A

Response Generalisation, Stimulus generalisation, Response Maintenance

18
Q

What is stimulus generalisation

A

Target behaviour emitted in the presence of similar but not identical stimuli
Setting - different to training setting

19
Q

What is response generalisation

A

Untrained responses that are functionally equivalent to target

20
Q

What is response maintenance

A

Learner continues to perform behaviour after intervention has finished

21
Q

What are the 7 guidelines to generalisation

A
  1. Train and hope
  2. Sequential modification
  3. Introduce to Natural Maintaining Contingencies - train as close to natural environment as possible
  4. Train sufficient exemplars - train under several conditions
  5. Train loosely
  6. Use discriminable contingencies
  7. Program common stimuli