Exam 2

Question 1

What is a behavioral deficit? Describe the typical self-management problem of a behavioral deficit (i.e. long-term vs short-term contingencies).

Answer 1

Behavioral deficit - a desirable behavior we want to increase

Question 2

What is a behavioral excess? Describe the typical self-management problem of a behavioral excess (i.e. long-term vs short-term contingencies).

Answer 2

Behavior excess- an undesirable behavior that we would want to decrease
-?

Question 3

Describe the typical components of a self-management package.

Answer 3

• define target behavior
• set goals
• self monitor (data)
• identify antecedents and consequences
• select self-management strategies
• evaluate change
• reevaluate self management strategies
• implement new strategies

Question 4

Describe the three antecedent procedures that could be used to increase a behavior.

Answer 4

• Present SDs (cues) for desirable behavior (reminders to engage in behavior)
• Present EO for desirable behavior (Establishing operation) - increases the value
• Decrease response effort for desirable behavior (make behavior easier to do)

Question 5

What is an antecedent stimulus?

Answer 5

• an antecedent stimulus occurs right before a behavior and acts as a cue

Question 6

What is an S^D? What is an S delta?

Answer 6

An S^D makes a behavior more likely to occur because it is associated with reinforcement of the behavior
and an S delta the behavior is less likely to occur

Question 7

What is stimulus discrimination training? What is the outcome?

Answer 7

The process of reinforcing a behavior only when a specific antecedent stimulus S^D is present.

Question 8

Define stimulus discrimination and provide a novel example.

Answer 8

Example : a children cussing around his friends all the time because they cuss but when the grandma is around the child does not cuss

Question 9

Define a reflex

Answer 9

A reflex is a natural unconditioned response to an unconditioned stimulus

Question 10

Provide a definition of respondent conditioning using an example. Be sure to specify the US, UR, NS, CS, CR, the process and the outcome.

Answer 10

Pavlovian - US - alarm-> UR - Startled Response
NS/CS - red light ->CR - become alert
CS-large crowds exiting a building-> become alert

Question 11

Describe the factors that influence the effectiveness of respondent conditioning

Answer 11

The nature of the US and CS- intensity/ saliency
The temporal relationship between the CS and US- NS should precede the US (Delay & Trace)
Contingency between the CS and US - NS will better become CS if the NS and US are presented together on every trial
The number of pairings - more pairings = stronger conditioning
Previous exposure to the CS - previous exposure to the NS will make it less likely that it will become an NS

Question 12

The timing of the US and NS is important. There are four arrangements described in the text; delay conditioning, trace conditioning, simultaneous conditioning, and backward conditioning. Define each of these and comment on the effectiveness of each.

Answer 12

*Delay - NS occurs before US with overlap
*Trace - NS occurs before US without overlap
Backwards - US occurs before NS
Simultaneous - US and NS occur at the same time

Question 13

Describe higher-order conditioning using an example.

Answer 13

dog bites you -> fear
dogs -> fear
Dog owner -> fear even when dog isnt’ around

Question 14

Define shaping and provide a novel example (remember that the example also needs to meet the criteria for WHEN to use shaping – see next question).

Answer 14

Shaping(differential reinforcement) is used to develop a target behavior that a person does not currently exhibit.
reinforcer should occur right when the desired approximation occurs in order to not reinforce other behaviors

Question 15

When is it appropriate to use shaping?

Answer 15

When introducing a new behavior and/or when instructions and modeling can not be used.

Question 16

What are the two characteristics of the starting behavior in a shaping procedure?

Answer 16

first approximation - starting behavior
behavior client already engages in
- relevance to target behavior and leads to other successive approximations

Question 17

Provide an example of the typical implementation of shaping (i.e. to teach a new ‘desirable’ behavior).

Answer 17

When a child is learning to say a word provide reinforcement for each successive approximation.

Question 18

Provide an example of how a problem behavior may be developed through shaping.

Answer 18

Rebellious teenage behavior might be reinforced by disapproval from parents

Question 19

Describe how an extinction burst may play a role in shaping.

Answer 19

when a mild behavior is put on extinction and the problem worsens the parent may then reinforce the worse behavior and this could progress further

Question 20

Describe the four components of Behavioral Skills Training.

Answer 20

1. Instructions
2. Modeling
3. Rehearsal
4. Feedback
   * can also include In-situ Probe as a pre-test/post-test
   * if needed In-situ training

Question 21

Describe the factors that influence the effectiveness of:

a. Instructions
b. Modeling
c. Rehearsal
d. Feedback

Answer 21

Instructions - verbal or written, best if specific
instructions for what the desired behavior should be and when it should occur
Modeling - best if performed by someone who is similar or of higher status/ranking
Rehearsal - practicing the desired behavior
Feedback - delivery of praise for correct performance and further instruction for incorrect performance

Question 22

For what types of skills is BST most appropriate?

Answer 22

Best used with learners who can follow instructions and imitate models

Question 23

Provide the definition of a prompt and distinguish between stimulus prompts and response prompts.

Answer 23

Prompts - stimuli given before or during the performance of behavior so reinforcement can be provided
Stimulus prompts - change in stimulus to make response more likely (Changing color, size of correct response)
response prompts - behavior of another person that evokes desired behavior

Question 24

Describe the four types of response prompts and fading procedures associated with these.

Answer 24

Verbal
Gestural
Modeling
Physical

Question 25

Describe the two types of stimulus prompts and the fading procedures associated with these.

Answer 25

Within - S^D is changed in some way to make it more likely a correct response will occur
Extrastimulus - a stimulus is added in order to make the correct response more likely

Question 26

What is the transfer of stimulus control and why is it important?

Answer 26

It is when the correct behavior occurs at the right time without any prompts..it’s important because then we can provide novel examples and reach generalization

Question 27

1. Define a behavioral chain and provide a NOVEL example.

Answer 27

a behavioral chain is a sequence of behaviors that occur together consisting of individual stimulus-response components

buying a coffee 
go to starbucks ---get in line
stand in line -- order coffee
ordered coffee-- pay for coffee
coffee paid for -- receive coffee

Question 28

What is a task analysis and why is it important when teaching a behavioral chain?

Answer 28

task analysis is when you analyze a behavior chain by breaking it down to individual stimulus-response
sD1 - r1, sD2 - r2, sD3 - r3, etc

Question 29

How are backward chaining and forward chaining similar and how are they different?

Answer 29

Backward and forward chaining both involve reinforcing each individual response until its mastered and continuing in succession
the difference is that backwards starts with the last component and forward starts with the first

Question 30

Describe the total task procedure.

Answer 30

the chain of behaviors is taught as a single unit, total task is completed in each learning trial and behavior is only reinforced after it is completed.
uses gradual guidance where physical prompting is gradually declined

Question 31

When is it appropriate to use a chaining procedure and when is it not?

Answer 31

it is appropriate for teaching a complex task that a person is not capable of doing it is not appropriate when the person is being noncompliant and doesn’t want to engage in the task.