Exam 2 Flashcards by Morgan Clark

Reinforcer = ?

= stimulus

stimulus, event, change of conditions

How well did you know this?

Not at all

Perfectly

Reinforcement = ?

= process or effect

delivery of the reinforcer and the resulting increase in behavior

How well did you know this?

Not at all

Perfectly

Everyday Reinforcement: “Naturally “ occurring

Turning key to start your car

Eating your lunch to feel less hungry

Putting in earbuds to listen to music

Checking your Fitbit to see calories burned after workout

Checking syllabus/planner to feel less anxious about missing a deadline

How well did you know this?

Not at all

Perfectly

Everyday Reinforcement: Programmed / arranged

Grades, performance bonuses, badges, BOGO deals, helmet stickers in college football

How well did you know this?

Not at all

Perfectly

Defining Features of Reinforcers

Contingent —> Immediate —-> Strengthen / Increase = CISI (“kissy”)

How well did you know this?

Not at all

Perfectly

Reinforcers v. Rewards

Rewards = tangible stuff not typically associated with a long-term, natural maintenance

Reinforcers ideally jump start then “trap” performance in naturally occurring contingencies

How well did you know this?

Not at all

Perfectly

Positive Reinforcement Simply…

Stimulus is added

Contingent on a response

Which increases the future probability of the response

The future increase in the response is a critical feature in defining reinforcement

How well did you know this?

Not at all

Perfectly

Examples of Positive Reinforcement

antecedent:
text from a friend

response:
reply to text

stimulus added:
friend loves your reply

effect on behavior:
increase in future frequency of response

antecedent:
cookies in the lobby

response:
eat a cookie

stimulus added:
delicious taste in mouth

effect on behavior:
increase in future frequency of response

How well did you know this?

Not at all

Perfectly

Examples of Negative Reinforcement

antecedent:
alarm

response:
turn off alarm

stimulus added:
alarm stops sound

effect on behavior:
increase in future frequency of response

antecedent:
child crying

response:
parent picks up and hugs child

stimulus added:
crying reduced

effect on behavior:
increase in future frequency of response

How well did you know this?

Not at all

Perfectly

Negative Reinforcement

For negative reinforcement to occur, there must be an aversive (or irritating) antecedent condition for which removal would be reinforcing.

How well did you know this?

Not at all

Perfectly

contingency

Contingency = describes relationship among an antecedent, a behavior, and a consequence

How well did you know this?

Not at all

Perfectly

External consequences can be effective without harming internal motivation when:

Used to increase new or low-rate responses (rather than added to preferred activity)
Prioritize natural contingencies, fade supplemental reinforcers as soon as possible

Reinforcement is contingent on competence rather than completion

Reinforcement is unannounced

How well did you know this?

Not at all

Perfectly

shaping

Shaping involves differential reinforcement of successive approximations of a target behavior until the terminal response occurs

Each stair is a closer approximation of one desired response

ex. siting at the table to work, shape ballroom dancing, teaching puppy new tricks, medical procedures

How well did you know this?

Not at all

Perfectly

Skills to Target with Shaping

Shaping is appropriate when some approximation of the response already occurs, though possibly at a low rate and not in the desired context

How well did you know this?

Not at all

Perfectly

Role of Extinction in Shaping

Extinction involves interrupting the response-reinforcer relationship which produces a short-term increase in close approximations of that response and long-term weakening of that previously reinforced response

Extinction plays a role in shaping by increasing the likelihood of a new, closer approximation for the teacher to reinforce

Reinforcing some responses while withholding reinforcers for others is referred to as “differential reinforcement”

How well did you know this?

Not at all

Perfectly

Implementing Shaping

Determine whether criterion-level behavior already occurs; if so, use a different technique

Pick first approximation (starting response)
Pick shaping steps

Choose a reinforcer

Differentially reinforce approximations

Pace instruction to avoid long breaks between reinforced approximations

How well did you know this?

Not at all

Perfectly

Definition of Chaining

*Chaining involves teaching a sequence of component responses

-Completion of each response in the chain serves as both a conditioned reinforcer for the previous response and a discriminative stimulus for the next response

-A discriminative stimulus signals the availability of reinforcement for a particular response and evokes responses that (in the past) produced that reinforcer

-A conditioned reinforcer is any event or change that due to prior experience increases future frequency of a response it follows

Each link adds a necessary response to the desired sequence

Examples of Chaining

learning a sequence of dance steps, teaching your chicken cool tricks, learning to tie a tie, washing hands, making a pb&j sandwich

Role of Task Analysis in Chaining

Task analysis involves breaking a behavioral chain into its stimulus-response components or “links”.

You can create a task analysis by:
Observing a competent person engage in the task

Asking an expert to describe the steps

Performing the task yourself and recording steps

Implementing Chaining

Has the learner ever emitted the sequence of responses before? If not, safe to proceed

Develop your task analysis (list of stimulus-response relations)

Decide whether to combine chaining with picture schedule, video model, written instructions, etc.

Implement chaining (forward, backward, total), supplementing reinforcement only at the training/independent step (e.g., last-to-first for backward chaining, first-to-last for forward chaining)

everybody E.A.T.S.

Under the right conditions, everybody’s behavior is reinforced by escape, attention, tangible reinforcers, and sensory consequences

Functional analysis

Procedures with potential to demonstrate a cause-effect relation between behavior and at least one environmental variable (consequence)

Analysis turns behavior on, off, and replicates effects

Functional assessment / functional behavioral assessment (FBA)

Broad term that often encompasses both FA procedures AND procedures with potential to show a correlation between behavior and at least one environmental variable (consequence)

Assessment describes and may or may not predict conditions under which behavior will v. will not occur

Arbitrary v.
Function-Based

Arbitrary, non-individualized interventions often seek to overpower natural contingencies (e.g., eviction > loneliness; candy > addressing complaints)

Arbitrary interventions tend to focus on controlling / eliminating undesirable behavior WITHOUT teaching alternative, healthy ways for the client to access their reinforcers

Examples of Arbitrary / Non-Function Based Intervention

Give Mrs. Wilson a basket of candy. Replenish each week, but tell her you’ll take it back if she complains Tell Mrs. Wilson’s family members her complaining is a problem, and they need to make her stop Change staff routes/schedules so they are in Mrs. Wilson’s hall only during meals and overnight Write-up Mrs. Wilson when she distracts staff from their duties; threaten to evict her after 3 warnings

Which of the following is NOT a condition necessary for reinforcement? a. The consequence must strengthen behavior. b. The consequence must be immediate. c. The consequence must be positive. d. The response must be a reflex.

d. The response must be a reflex.

Mrs. Knight gives her class 30 minutes of time to play non-academic computer games on Fridays if they all complete their homework with 80% accuracy. After a few weeks, the class has increased their homework accuracy to 80% or above. In this case, the 30 minutes of computer time was most likely functioning as _____________. a. Positive reinforcement b. Negative reinforcement c. Extinction d. Automatic reinforcement

a. Positive reinforcement

Based on our discussion of overjustification effect / the idea that external rewards diminish internal motivation, which of the following scenarios would most likely lead to a loss of intrinsic motivation: a. Evan’s parents told him he would get a new video game if he studied math, his favorite class, every night for 2 weeks straight. b. Patrick’s football coach gave him high praise in front of the team when he scored two touchdowns during a game. c. When the high school chess club team won a match at the tournament, the advisor gave them $20 points toward a new chess set. d. Jenell struggled and became frustrated while learning to play a challengin song on the piano so her instructor gave her a coupon for ice cream when she made a small improvement the following week.

a. Evan’s parents told him he would get a new video game if he studied math, his favorite class, every night for 2 weeks straight.

When students follow directions in class, the teacher gives them praise. This is an example of: a. Acknowledging student behavior. b. Positive reinforcement. c. Negative reinforcement. d. Countercontrol.

a. Acknowledging student behavior.

Curtis is being picked on by a bully. He knows the bully hangs out in front of the school after dismissal so Curtis is increasingly likely to leave for home through the back of the school even though it takes him 10 minutes longer. In this scenario, avoiding the bully is functioning as ____. a. Punishment b. Negative reinforcement c. Positive reinforcement d. Respondent conditioning

b. Negative reinforcement

Which of the following is a conditioned reinforcer? a. Food b. Warmth c. Smiles d. Drink

c. Smiles

Which of the following is an example of shaping? a. Teaching someone a cheer that includes a sequence of chants and movements, beginning with the last step and then adding a step until the cheer is mastered. b. Helping someone execute a cartwheel by slowly requiring a more independent and complete movement. c. Giving your partner a hug every time they check their phone fewer than 3 times an hour. d. Posting a monthly graph that shows each employee's percentage of paperwork submitted on time.

b. Helping someone execute a cartwheel by slowly requiring a more independent and complete movement.

Describe how you would use shaping to teach a dog how to speak, and be sure to include the terms "successive approximations" and "extinction" in your response.

A dog can be taught to speak by providing a reinforcer that is contingent on successive approximations such as the dog making some sort of noise. As the dog progresses and shows an approximation of speaking, extinction of the reinforcer should be conducted throughout time.

Part 1: Provide an original example of negative reinforcement from your everday life. Be sure to specify and label the following critical components: the response, the consequence (Hint: make sure it is immediate and contingent), and the effects on behavior. Please do not use examples directly from our slides or from the textbook, but relate the concept of negative reinforcement to a situation with which you have personal experience. Part 2: Do behavior analysts rely more on positive or negative reinforcement to change behavior? Why?

Part 1: In my everyday life, I experience a lot of tailgating while driving which causes me to become anxious while driving. A few responses to the tailgating are switching lanes or speeding up. The consequence of these responses is either the car going around me in the next lane or creating a further distance between my car and the car behind, both of which end in my anxiety decreasing. Part 2: Behavior analysts rely more on positive reinforcement because it is more socially acceptable and can help lead the patient in the right direction. They will associate the desired behavior with good consequences due to positive reinforcement.

Based on the case of Mrs. Wilson - a nursing home resident who regularly approaches staff to complain about the weather, the decor, and the lack of salt in her food - describe how you could use one indirect method and one non-experimental direct observation method of functional assessment to identify the current function of her complaining behavior. Be sure to describe at least a couple of the implementation steps involved with each method (e.g., when, who, where, how) for full credit on this item.

One indirect method that can be used is to gain insight into Mrs. Wilson's complaints by interviewing people who can frequent contact with her such as staff members and other residents. This information will make it easier to notice when Mrs. Wilson engages in such behavior. A non-experimental direct observation method could be to sit and observe Mrs. Wilson and how she engages with those around her. This can be during a dinner, during lounging time, etc. I will take notice of when Mrs. Wilson begins to engage in the undesired behavior and what the conditions were surrounding the behavior such as lack of attention, unhappy with food choice, etc.

Damon smiles and says, “thank you” to the customer service person who winks in return. If Damon’s behavior increases under similar conditions in the future, saying “thank you” most likely serves a _________ function. a. Escape b. Tangible c. Attention d. Sensory

c. Attention

Bella goes grocery shopping on Friday afternoon and a vendor gives her a box of granola bars and bottle of shampoo as part of “free sample Fridays.” If Bella’s behavior increases under similar conditions in the future, grocery shopping on Fridays most likely serves a ________ function. a. Escape b. Attention c. Sensory d. Tangible

d. Tangible

Arnaud is a behavior analyst helping to reduce one resident’s wandering in a dementia-care program. Arnaud learns from this interview with nursing staff and his own observations that the resident is most likely to wander away from the dining room and the community room during the most crowded and noisy times of day in those spaces. The most appropriate conclusion for Arnaud to draw is: a. The resident’s wandering may serve an escape function b. The resident’s wandering definitely serves an attention function c. The resident’s wandering definitely serves and escape function d. The resident’s wandering may serve an attention function

d. The resident’s wandering may serve an escape function

Sam is a behavior analyst helping to reduce the self-injurious hand biting of a special education student. Sam visits the student’s classroom and records events that took place immediately before and after each instance of hand biting. Sam’s assessment method is called: a. Functional analysis b. ABC assessment c. Indirect assessment d. Direct experimental assessment

b. ABC assessment

One advantage of function-based treatment over arbitrary treatment to reduce problem behaviors is that: a. Function-based treatments take less time to develop b. Function-based treatments overpower natural contingencies with bigger consequences c. Function-based treatments focus on building alternative behaviors d. Function-based treatments utilize punishment, therefore no presence of an extinction burst

c. Function-based treatments focus on building alternative behaviors

Function-based differential reinforcement of alternative behavior for escape-maintained property destruction (e.g., ripping math worksheets, breaking pencils) would involve: a. Breaks for requesting a time out from work, no breaks for property destruction b. Stickers for requesting a time out from work, no stickers for property destruction c. Stickers for naming your emotion when frustrated, no stickers for property destruction d. Breaks for destroying property, no breaks for requesting a time out from work

a. Breaks for requesting a time out from work, no breaks for property destruction