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Behavior Modification > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

What is shaping

A

Differential reinforcement of successive approximations of a target behavior

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2
Q

Behavioral acquisition strategies

A

prompting and transfer of stimulus control
chaining
behavioral skills training

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3
Q

examples of shaping

A

Language development
* Getting a rat to press a lever
* Animal training
* Rehabilitation (O’Neill & Gardner, 1983)
* Voice volume (Jackson & Wallace, 1974)
* Self-injurious behavior (Schaeffer, 1970)
* Sports applications
* Preparation for medical procedures

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4
Q

How to use shaping

A
  • define target behavior
  • is shaping the preferred procesure
    -identify the starting behavior
  • choose the shaping steps
  • choose the reinforcer
  • reinforce each successive approximation
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5
Q

To identify the starting behavior

A

The person/animal must already exhibit the starting behavior
* Choose a behavior you can build on to achieve the target behavior

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6
Q

Choose the shaping steps

A

Each step is a closer approximation to the target behavior
* Steps are not too big

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7
Q

Choose the reinforcer

A
  • Must function as a reinforcer for the individual
  • Consider the effects of satiation during shaping
    (use conditioned reinforcers)
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8
Q

Reinforce each successive approximation

A

Reinforce first approximation until it occurs a number of times
* Stop reinforcing first approximation and reinforce next approximation until it occurs a number of
times
* Continue until the target behavior occurs

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9
Q

What is a prompt?

A

An antecedent stimulus: event that controls a response
* Prompts get the behavior to occur in the
correct situation

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10
Q

When do you prompt?

A

During discrimination training?

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11
Q

Response prompts

A

Behavior of another person evokes the desired response
- Verbal prompt
- Gestural prompt
- Modeling prompt
- Physical prompt

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12
Q

Stimulus prompts

A

Involve change in an antecedent stimulus, or the addition or removal of an antecedent stimulus
- Within-stimulus prompt
- Extra-stimulus prompt

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13
Q

Within-stimulus prompt

A

changing the discriminative stimulus(SD)
ex: change position, size, or intensity; teaching to hit a ball and changing the position someone hits it at

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14
Q

Extra stimulus prompt

A

adding another stimulus or cue to the SD

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15
Q

transfer of stimulus control

A

getting the behavior to occur in the presence of the SD without prompts
-prompt fading
-prompt delay
-stimulus fading

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16
Q

Prompt fading

A

a response prompt is removed gradually across learning trials until the prompt is no longer provided

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17
Q

Prompt delay

A

you present the SD, wait a certain number of seconds, and then, if the correct response is not made, you provide the
prompt. The time delay between the presentation of the SD and the prompt may
be constant or progressive

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18
Q

stimulus fading

A

involve gradually removing an
additional stimulus as the response began occurring reliably in the presence of the SD. Once this additional stimulus is completely removed and the response continues to occur in the presence of the SD, stimulus control has been transferred to the SD
ex: tracing letters

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19
Q
A
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20
Q

using prompting and fading

A
  1. Choose the most appropriate prompt
    strategy
  2. Get the learner’s attention
  3. Present the SD
  4. Prompt the correct response
  5. Reinforce the correct response
  6. Fade the prompts over trials
  7. Continue to reinforce unprompted responses
  8. Use intermittent reinforcement for
    maintenance
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21
Q

Using index cards to study example
* What is the SD?
* What is R?
* What is the prompt?
* How to fade?

A
  • SD A question on one side
  • R: Providing the correct
    answer
  • Prompt: The correct answer on the other side of the index card
  • Fading: Look at the answer on the card less and less until you can give the answer without looking
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22
Q

Stimulus response chain

A

Each chain of behaviors starts with an SD
Each response produces an SD for the next response
The next response in the chain depends on the occurrence of the previous response
Reinforcer at the end

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23
Q

Task analysis

A

Identification of all stimuli (SDs) and responses (Rs) in a
behavioral chain;The process of analyzing a behavioral chain by breaking it down into its individual stimulus-response components
* Example: Eating a bowl of oatmeal
(SD1) bowl of oatmeal, spoon in hand →(R1) put spoon in food
(SD2) spoon in food →(R2) scoop food onto spoon
(SD3) food on spoon → (R3) Put food in mouth → (SR) eat

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24
Q

Training sequence for each component of task analysis

A
  1. Present the SD
  2. Present prompt
  3. Provide praise
  4. Fade prompts
  5. When response occurs without prompts, move to the next S-R component
  6. Continue steps 1-5 until done
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25
Q

Forward chaining

A

you teach one component of the chain at a time and then chain the components together, and you
use prompting and fading to teach the behavior associated with the SD at each
step in the chain.
teach the first component, then the second component,
and so on; that is, you move from the front of the chain to the end.

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26
Q

Backward chaining

A

you use prompting and fading to
teach the last behavior in the chain first. By starting with the last behavior in the chain, the learner completes the chain on every learning trial. Once the last behavior is mastered (once the learner exhibits the behavior on presentation of the SD, without any prompts), you teach the next to last behavior. Once this behavior is mastered and the learner engages in the last two behaviors in the chain without any prompts, the next behavior up the chain is taught. This continues until the learner can exhibit the whole chain of behaviors when presented with the first SD, without any prompts.

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27
Q

total task presentation

A
  • Execute the whole behavioral chain
  • Use graduated guidance
  • Fade to shadowing
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28
Q

compare and contract shaping, fading, and chaining

A

All methods are gradual change procedures
* Gradually, through a series of steps, all produce new behavior
* Shaping steps
* Reinforce closer and closer approximations of target behavior (i.e., final
desired behavior)
* Fading steps
* Reinforce the final desired response in the presence of closer and closer approximations to the final desired stimulus for that response
* Chaining steps (forward and backward chaining only)
* Reinforcing more and more of the specific stimulus-response links

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29
Q

Modeling: Notes on Effectiveness

A

the correct behavior is demonstrated for the learner.
Model:
* High status or similarity
* Behavior is reinforced
* Proper context
* Describe important aspects of the model’s behavior
* The learner
* Pay attention
* Rehearsal
* Describe important aspects of the model’s behavior

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30
Q

Instructions: describe the appropriate behavior for the learner.

A

Must be understood
* Given by credible source
* Need for rehearsal
* Instructions + modeling
* Assess attention

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31
Q

Rehearsal: is the opportunity for the learner to practice the behavior after receiving
instructions or watching a model demonstrate the behavior

A

immediately after instructions and modeling
* Rehearsal in the proper context
* Immediate praise/reinforcers
* Corrective feedback
* Repeat rehearsal
* Work from easy to more difficult

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32
Q

Feedback: praise or other reinforcers for correct performance. When necessary, it may also involve further instruction in how to
improve performance if there are errors in the rehearsal

A

Feedback (2 components)
Immediate praise
Always praise something
Descriptive praise
Instructions for one aspect
Do not criticize
Mix praise & corrective feedback

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33
Q

Promoting Generalization(after training)

A
  • Use realistic role plays
  • Incorporate real life stimuli
  • Practice skills outside of sessions
  • Arrange to reinforce skills outside of
    sessions
34
Q

In situ assessment

A

assessment in natural environment; trainee unaware

35
Q

In Situ training

A

Trainer enters situation
* Trainee rehearses the skills

36
Q

BST and Three term contingency

A

A three-term contingency, involving antecedents, the behavior, and consequences of the behavior, should be used in any teaching situation.
Antecedent ———> Behavior ———> Consequence
Provide instructions
and modeling ——> Rehearsal —–> Praise for correct
performance/feedback
And possibly…
Further instructions —–> Rehearsal ——–> Praise

37
Q

BST in Groups

A
  • Opportunity for
  • Multiple models/multiple
    situations
  • Observation of others’ rehearsals
  • Observe feedback
  • Evaluate others’ performance
  • Offer feedback
  • Downside: Less individual rehearsal
    and feedback
38
Q

BST is used to teach new behaviors that can be
simulated in a _______________

A

role-play

39
Q

To use BST, the learner has to be able to
follow _______________ and
imitate ______________

A

instructions; models

40
Q

After instructions and modeling, the learner
must have the opportunity to _____________
the behavior

A

rehearse

41
Q

Rehearsal occurs immediately after
___________ and ___________

A

instructions and modeling`

42
Q

Rehearsal should occur in the proper
______________

A

context

43
Q

When correct behavior occurs, provide
____________ immediately

A

praise/reinforcer

44
Q

Feedback involves___ and___

A

praise for correct performance and instructions for improvement

45
Q

Functional Assessment

A

Process of gathering information about
(identifying) antecedents and consequences that
are functionally related to the occurrence of a
problem behavior

46
Q

Social positive reinforcement

A

attention, praise, reactions, activities, things (mediated by others)

47
Q

Social negative reinforcement

A

escape from tasks, activities, interactions (mediated by others)

48
Q

Automatic positive reinforcement

A

sensory stimulation (not mediated by others)

49
Q

Automatic negative reinforcement

A

relief from pain, anxiety, or other aversive stimulation (not mediated by others)

50
Q

Indirect methods in functional assessments

A

Interviews/questionnaires
* Commonly used
* Disadvantage: interpretation
* Outcome: develop hypotheses

51
Q

Direct Observation in Functional Assessment

A
  • Observe
  • Advantage: recording as antecedents and consequences occur
  • Disadvantage: take time (and more effort); results in correlation
  • Outcome: develop hypotheses
52
Q

Interval and Real-Time Recording

A

Divide observation period into time interval
* Record at end of interval (note time for real-time

53
Q

Functional Analysis Experimental Methods

A

Manipulate antecedents and/or consequences
* Observe changes in the behavior
* Replicate

54
Q

Conducting a Functional Assessment

A

Begin with an interview or other indirect assessment method
* Develop a hypothesis about the antecedents and consequences (the function of the behavior)
* Conduct direct observation assessments
* Confirm or modify original hypothesis based on direct observation assessment
* If assessments are consistent, develop and implement treatment that addresses the function of the behavior
* If indirect and direct assessments are not consistent, conduct further functional assessments
* Conduct functional analysis to confirm hypothesis or resolve inconsistency between indirect and direct assessment

55
Q

Conducting a functional assessment is always
the first step in using behavior modification procedures to decrease problem
behaviors. T or F

A

TRUE

56
Q

Functional Analysis(Experimental Methods)

A

Experimental methods of conducting a functional assessment manipulate antecedent and consequent variables to demonstrate their influence on the problem behavior. experimentally
demonstrates a functional relationship between the antecedents and consequences
and the problem behavior. In a functional analysis, you follow the problem behavior with potential reinforcers to see which consequences increase (strengthen) the behavior, and/or you present different antecedent events (possible EOs) to see which ones evoke the behavior

57
Q

Exploratory Functional Analysis

A

A number of possible reinforcers are evaluated in the functional analysis (e.g., attention,
escape, tangible) along with a control condition in which no EOs or reinforcers for the problem behavior are present.

58
Q

Hypothesis testing functional analysis

A

One test condition and one control condition are used to test the hypothesis that a particular reinforcing consequence is maintaining the problem behavior

59
Q

Extinction following positive reinforcement

A

When a behavior is positively reinforced, extinction means the person no longer gets the positive reinforcer following the behavior.

60
Q

Extinction following negative reinforcement

A

When a behavior is negatively reinforced, extinction means that the person no longer escapes from the aversive stimulus following the behavior.

61
Q

Using Extinction 1 and 2

A
  1. Define problem behavior(s)
  2. Conduct a functional assessment
62
Q

Using Extinction Step 3

A

Eliminate the reinforcer and address
* Functionality of reinforcer
* Control of reinforcer
* Safety of behavior
* Extinction burst tolerance
* Consistency

63
Q

Using Extinction Steps 4 and 5

A
  1. Consider the schedule of reinforcement prior
    to extinction
    * May want to switch to continuous
    reinforcement prior to using extinction
  2. Use differential reinforcement
    * Alternate behaviors (next lecture topic)
64
Q

Using Extinction step 6

A

Generalization and maintenance
* Use extinction in all relevant circumstances
* Be consistent
* Use extinction long-term

65
Q

Differential Reinforcement

A

a process/procedure in which a specific
desirable behavior is followed by a
reinforcer, but other behaviors are not
The result is an increase in the desirable
behavior and extinction of the “other”
behavior

66
Q

Differential Reinforcement of Alternative Behavior(DRA)

A

Reinforcer is delivered for desirable
(alternate) behavior
Extinction for the problem behavior

ex: A child’s good table manners are reinforced with praise and by passing the requested food. The child’s bad table manners are extinguished by ignoring and not passing food

67
Q

Differential Negative Reinforcement of Alternative Behavior

A

Desirable behavior produces escape or
avoidance of aversive stimulus
Undesirable behavior does not produce
escape/avoidance
Example: no head banging results in
removal of helmet

68
Q

Variations of DRA

A

DRI: Differential reinforcement of
incompatible behavior
FCT: Functional communication training or
differential reinforcement of
communication (DRC)

69
Q

Differential Reinforcement of Other Behavior(DRO)

A

Reinforcer is delivered for the absence of
the problem behavior in intervals of time
– Intervals are chosen based on the
baseline level of the problem behavior
– Extinction for the occurrence of the
problem behavior
This is also called differential reinforcement
of zero rate of behavior

70
Q

Examples of DRO

A

Attention delivered every 15 sec without
SIB
Breaks from academic tasks delivered
every 20 minutes for the absence of
disruptive behaviors
Access to a favorite toy given each ½ hour
for the absence of fighting with siblings
Candy if a child goes 10 minutes without
interrupting

71
Q

Whole Interval DRO

A

the problem must be absent for the whole interval

72
Q

Momentary DRO

A

the problem must be
absent at the end of the interval

73
Q

DIfferential Reinforcement of Low Rates of Responding

A

Used to get a behavior to occur less
Reinforcer contingent on lower rate of
responding

74
Q

Full-Session DRL

A

The reinforcer is delivered when fewer than a specified number of responses occurs per time period (session)and at the end of the session
The timing of responses IS NOT important`

75
Q

Spaced-Responding DRL

A

The reinforcer is delivered
– for a response when it is separated from the
previous response by a specified interval of
time
The timing of responses IS important

76
Q

Examples of Full Session DRL

A

Reinforcer given for smoking fewer than 5
cigarettes per day (day=session)
Dessert allowed if the child gets up from
the table fewer than 3 times during dinner
(dinner=session)
Access to the iPad if less SIB during
homework time (homework time=session

77
Q

Examples of Spaced-Responding DRL

A

Child called on to answer in class only if it
has been 10 minutes since he last raised
his hand
Person with intellectual disability who eats
too fast allowed to take a bite of food only
if 15 sec since last bite of food
Access to the iPad if 15 minutes has
passed since last bout of SIB

78
Q

Comparing Whole Interval DRO and Spaced-Responding DRL

A

Whole Interval DRO: at the end of the
interval, the reinforcer is delivered for the
absence of the behavior

Spaced-responding DRL: at the end of the
interval, the reinforcer is delivered for the
occurrence after a fixed amount of time

In whole-interval DRO and spaced-
responding DRL: a response before the
end of the interval resets the interval

79
Q

Implenting DRA steps 1-3

A

. Define alternative behavior
2. Define problem behavior
3. Identify the reinforcer (preference
assessment)
1. SSA
2. PSA
3. MSA

80
Q

Implenting DRA steps 4-7

A
  1. Reinforce the desirable behavior
    ▪ Immediately, consistently, and continuously
  2. Eliminate reinforcer for undesirable behavior
    ▪ Extinction
    6.Switch to intermittent reinforcement to maintain
    the behavior
  3. Program for generalization
    ▪ Include many people, many situations, etc.

Behavior Modification (5 decks)

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