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Final Flashcards

Don't fail

1
Q

List and define the three different types of Differential Reinforcement procedures-

A

Differential Reinforcement of Alternative Behavior (DRA):
Put any undesirable competing behaviors on extinction. Reinforce desirable, tb/Alternative behaviors.

Differential Reinforcement of Low Rates of Behavior (DRL): Goal is to Decrease problem behavior, NOT Extinguish Two Methods- Full session & Spaced responding:

  • Full session: tell the client before session/time frame that the bx is limited to x amount of times (raising your hand in class, games of xbox played) and give them a means to keep track of bx occurrences such as a check list. Give them a sheet which has 4 boxes and as the behavior occurs, they are to check a box.
  • Spaced-Responding: Have set minimum time that is to elapse between each occurrence of bx. Monitor through stopwatch/phone.

Differential Reinforcement of Other Behavior (DRO): Reinforcer is contingent on the absence of the problem behavior. Meaning the SR is not delivered after the pb (extinction). Reinforcer is delivered after x amount of time passes w/o occurrence of pb.

  • Time interval between bx should gradually increase.
  • Not to be confused with reinforcement of any other bx
  • Another name is Differential Reinforcement of 0 Rates of bx.
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2
Q

What are the Steps of implementing DRA?

A
  • Define the Desirable bx.
  • Define the Undesirable bx.
  • Identify the Reinforcer.
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3
Q

What are the Steps/key factors of implementing DRO?

A
  • Identify the Reinforcer for the Problem Behavior
  • Identify the Reinforcer to use in the DRO procedure
  • Choose the initial DRO Time Interval
  • Eliminate the Reinforcer for the pb and Deliver the SR for the Absence of the pb.
  • RESET the interval if the pb occurs
  • Gradually increase the interval length
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4
Q

What are the two ways to Determine Reinforcers to use in a DRA intervention?

A

First - conduct an FBA to determine the SR maintaining the problem bx, your substitute SR will be based on this. 1) Verbal Preference Assessment: Ask the person or someone close what items activities are preferred. 2) Item or Activity Preference Assessment

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5
Q

List the three types of Preference Assessments & how each are conducted.

A

Singe-stimulus: Each item presented one at a time, calculate & graph % of times each item chosen. Paired-stimulus Preference Assessment: Two items presented. Calculate & graph % times each item chosen. Multiple-stimulus without replacement preference assessment: Record which item is chosen, remove chosen item, present remaining items. Graph Hierarchy

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6
Q

Why are reinforcer assessments conducted?

A

To validate preference assessment outcome. Process: - Determine operant response. - Conduct BL - Conduct SR phase where SR contingent upon each occurrence of operant response.

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7
Q

Describe DRA for problem behavior maintained by attention.

A

Provide attention on an FR1 for desirable bx - No longer deliver attention (SR) for undesirable bx.

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8
Q

Describe DRA for problem bx maintained by tangibles.

A

Provide preferred tangible immediately on FR1 for desirable bx. - No longer deliver tangible (SR) for undesirable bx.

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9
Q

Describe DRA for problem bx maintained by escape.

A

Provide escape (break) immediately FR1 style for desirable bx. - No longer deliver/allow escape for/when undesirable bx occurs.

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10
Q

What is the appropriate course of action as Differential Reinforcement procedure starts to become effective?

A

After desirable continuously occurs & undesirable decreases, thin the schedule of SR (intermittently delivered) to promote maintenance.

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11
Q

What is functional communication training(FCT)?

A

Desirable bx is a COMMUNICATIVE response to gain access to SR - “Play with me” - “Can I have __?” - Signing for desired Sr

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12
Q

List several examples of communicative responses (FCT) that can be used depending on the person’s abilities.

A
  • Asking for ____ - Signing for ___ - Using picture card - Using communication device
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13
Q

How is the initial DRO interval determined?

A

Through an FBA - determine WTF SR is so that SR may be replace with preferred SR for preferred bx.

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14
Q

If problem bx occurs during DRO, what should the change agent do?

A

Restart the timer.

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15
Q

What is the difference between Full-Session DRL & Spaced-Responding DRL?

A

Full-session: SR delivered if fewer than a specified number of responses occur during a period of time = full-session

Spaced-responding: SR delivered contingent on a predetermined amount of time between responses.

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16
Q

Explain the DRO procedure steps. Give an example.

A

Identify PB. Identify SR maintaining PB bx. Come up with SR that will promote preferred bx. Perform FBA to confirm new SR’s effectiveness. Plan delivery of SR contingent on less than amount of time that passes, on average, between each PB. E.g.- Johnny keeps feeding the dog at the dinner table. Functional SR is attention- replace SR with games at the table(i spy). Because Johnny seems to feed the dog about every 5 minutes, deliver SR about every 3 minutes, gradually increasing as Johnny’s table manners improve.

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17
Q

Explain the DRL procedure process.

A

First determine if DRL is appropriate- want to decrease rate of bx but eliminate it. Determine full-session vs spaced-responding. If timing of bx, how quickly, not how often/overall rate, is important, then Spaced-responding most appropriate. Full-session Eg- Aaron keeps checking his phone for the score of the chiefs game during church. Tell Aaron he can only check 3 times. Give him a notecard with 3 empty boxes. Spaced-responding Eg- Tanya eats sweets frequently throughout the day. Limit her to just 1 sweet every 3 hours. Set a timer to go off every 3 hours.

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18
Q

List 3 ways antecedents can be manipulated to increase desired bx.

A

1) Present Sd or cues that have stimulus control over desired bx (make desired bx more likely) 2) Arrange EO such that consequences of desirable bx more reinforcing. 3) Decrease response effort for desirable bx

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19
Q

List 3 ways antecedents can be manipulated to decrease PB bx.

A

1) Remove Sd/cues for undesirable bx 2) Arrange AO to decrease the value of reinforcer for undesirable bx. 3) Increase response effort for undesirable bx.

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20
Q

What are the variations of DRO? Explain.

A

Whole-interval DRO - PB must be absent for the ‘Whole Interval’ for SR to be delivered Momentary DRO - PB must be absent at the end of the interval for SR to be delivered (don’t have to watch person entire time)

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21
Q

List ways in which one could decrease the aversiveness of demand contexts in an antecedent intervention for PB maintained by escape.

A
  • Provide potent Sr for correct responding. - Include instruction within context of preferred activities. - Decrease # of demands/duration of demand period. - Use errorless learning/provide help to complete the task.
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22
Q

Define TO. What are the two types?

A

Loss of access to ALL positive reinforcers for a BRIEF period (1-3 minutes). Non-exclusionary & Exclusionary

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23
Q

What is Non-exclusionary TO? Give a couple examples.

A

Individual remains in room while being removed from access to positive SR Eg- Time-out Ribbon / “Sit & watch” / TO mat or chair

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24
Q

What is Exclusionary TO? Examples?

A

Individual is removed from the room (the reinforcing environment) where PB occurred & is taken to another room, which removes ALL sources of positive SR. - Room w/o positive SRs - Principal’s office - Adjacent classroom

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25
Q

Why is it important to determine the function of the PB prior to implementing TO?

A

To know the best format of TO to apply if TO is even applicable to the Sr maintaining the bx.

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26
Q

What are some essential qualities of TO?

A

Time-in environment MUST be Positively Reinforcing for TO to be effective. Time-out MUST be free of positive reinforcers TO is NOT appropriate if PB maintained by social negative SRs (escape) TO is NOT appropriate if PB is maintained by automatic positive SR (sensory stimulation) because time alone would provide continuous opportunity to engage i PB bx.

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27
Q

What functions should TO be used for?

A

Social positive

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28
Q

What functions should TO NOT be used for?

A

If PB is Socially Negatively reinforced. If PB is reinforced by Automatic Positive stimuli

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29
Q

If a TO room is used, what safety procedures need to be followed?

A

Room must be safe: - No sharp objects, objects that could be harmful - Well lit - Observation window - No inside lock

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30
Q

Explain the necessary factors that need to be a part of Time-in for it to be effective.

A

Environment needs to be Socially, Positively reinforcing. Cannot acknowledge person after implementation

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31
Q

What is Response Cost?

A

Negative Punishment - Removal of a specific AMOUNT of a specific Sr that person already has, contingent on occurrence of PB.

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32
Q

What are the similarities & difference between RC, TO, & EXT?

A

Similarities - used to decrease problem bx. Differences - - EXT: pb no longer results in SR that previously maintained bx - TO: Person removed from access to ALL reinforcement - RC: Specific amount of one, specific Sr person ALREADY has is removed

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33
Q

Give an example of Immediate Response Cost & Delayed Response Cost.

A

Immediate - ‘token’ loss or loss of ongoing Sr. Delayed - fines payed later; loss of opportunity to engage in activity; loss of allowance.

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34
Q

What ethical considerations must be accounted for when implementing RC?

A

Cannot take away personal possessions Depriving someone of meal/food/water

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35
Q

Explain Overcorrection-
What is it?
What different forms of Overcorrection are there?

A

A procedure with the goal or decreasing ‘aggressive and disruptive behaviors’

  • Positive Practice
  • Restitution
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36
Q

What is Positive Practice?

Examples-

A

A type of overcorrection-
Client has to engage in correct form of relevant bx contingent on pb.

  • If child yells at another demanding something, child must ask nicely 15x.
  • Individual wets his bed, get out of bed & go to bathroom 5x.
  • If individual runs around pool, walk around pool 3x
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37
Q

What is Restitution?

Examples-

A

Contingent on pb, client must correct pb and Restore the environment to a condition better than what existed before pb.

Knock chair over- pickup chair & straighten all chairs

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38
Q

Explain Contingent Exercise-

A

Form of Positive Punishment.

- Client must engage in some form of physical exercise contingent on an instance of pb.

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39
Q

Explain Guided Compliance-

A

Form of Positive Punishment.

Contingent on occurrence of pb, client is physically guided through correct form of behavior.

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40
Q

What is Physical Restraint?

Variation?

A

Positive Punishment Procedure
- Change agent holds immobile the part of the client’s body that is involved in the pb

Variation is Response Blocking-
- Change agent prevents the occurrence of a problem behavior by physically blocking the response.
E.g.- Eating before praying = block mouth.

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41
Q

Key factors & ethics of POS PUN-

A

Only used as Last Resort. Mostly for most severe & difficult to treat pb.
- Negative Punishment used more often, deemed more acceptable by society.

  • Conduct FBA first
  • Ensure aversive stimulus acts as Punisher
  • ## Person must be fully informed & have given consent
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42
Q

Define Generalization-

A

Changes in bx occur in all relevant situations or contexts in a person’s life (outside the training context)

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43
Q

What are some ways to Promote Generalization?

A
  • Reinforce occurrences of generalization
  • Train skills that contact natural contingencies of SR
  • Modify contingencies of SR and PUN in natural environment
  • Incorporate variety of relevant stimulus situations in training
  • Incorporate common stimuli
  • Teach range of functionally equivalent responses
  • Provide cues in natural environment
  • Incorporate self-generated mediators of generalization
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44
Q

Provide two examples of how you could provide cues in the natural environment to promote generalization.

A

Hand washing sign above sink. Click-it or ticket signs.

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45
Q

Describe how you could use self-generalized mediators of generalization to promote generalization of learned behaviors.

A

Memorize & repeat to yourself what it is that you learned. Make index cards reminding you to engage in x behavior & include empty boxes to check of at each occurrence of desired bx.

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46
Q

Identify & describe the four guidelines for achieving a generalized reduction in a PB.

A
  • Perform Functional Assessment to discover SR maintaining bx. - Plan for generalization in advance. - Focus on Functionally Equivalent Alternative bx to replace the problem bx. - Maintain extinction contingencies across situations & across time.
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47
Q

Define Self-management:

A

Process in which person uses behavioral principles/procedures to change their OWN behavior

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48
Q

Give a few examples of some problematic behavioral deficits & the reasons for their deficiency-

A

Exercise:

  • Immediate Contingencies: Sore muscles (punishment), response cost (effort), competing behaviors (video games, eat, netflix, all much easier)
  • Delayed positive outcome: Better health, better bod

Unprotected Sex:

  • Immediate Contingencies: More pleasuring, lower response effort
  • Delayed negative outcome: pregnancy risk, sti risk
49
Q

What are the different Self-Management procedures?

A
  • Goal-Setting & Self-Monitoring
  • Antecedent Manipulations
  • Behavioral Contracting
  • Arranging Reinforcers & Punishers
  • Social Support
  • Self-Instructions & Self-Praise
50
Q

What are some examples of Antecedent Manipulation is ‘Self-Management’ practice?

A

Drinking more water: Carrying hydroflask with you, having water bottles at work.

Eating healthy: Only healthy foods at home.

51
Q

Explain a Token Economy-

A

Reinforcement system in which conditioned reinforcers (tokens) delivered to people for desirable behaviors—-tokens later exchanged for backup reinforcer.

52
Q

What is a Token?

A

A token is a tangible item that can be immediately delivered after occurrence of target bx. Must be practical, convenient, & unique. Eg- Money, golden star, poker chips, etc…

53
Q

What is a Backup Reinforcer?

A

Naturally reinforcing items that are paired with Conditioned Reinforcers to add value to Conditioned Reinforcer- Food paired with money, gas paired with getting to x location. Chosen based off of individual & target behavior.

54
Q

Describe how tokens are used-

A

After accumulating x amount, can be turned in for a reward/reinforcement. Can also be used in Response Cost- removal of x amount in occurrence of PB.

55
Q

What is a Generalized Conditioned Reinforcer?

A

A reinforcer that is not naturally reinforcing when alone; after being paired with other Backup Reinforcers, it has gained value. Eg- Money.

56
Q

What are some important components/considerations of the Token Economy?

A
  • More important/difficult behaviors result in more tokens.
  • Thin out schedule as bx occurs more frequently.
  • Must establish a limit of tokens individual can earn in a given period of time - avoid satiation possibility.
  • Determine if Response Cost is necessary (Are their competing, undesirable behaviors?)
  • Tokens MUST NOT be replicable!
57
Q

Advantages of Token Economy?

A
  • Can be used on an FR1 schedule, delivered immediately. - Highly structured; desirable bx’s are reinforced consistently. - Tokens are Generalized Conditioned Reinforcers, giving change agent the flexibility to choose what to use. - Tokens are easily dispensed, easily accumulated, easy to carry around/keep track of amount. - Provide easy application of Response Cost. - Recipient can also learn planning/saving skills from saving tokens for larger item in future.
58
Q

Disadvantages of a Token Economy?

A
  • Time & Effort involved in organizing & conducting; cost of purchasing/providing backup reinforcers. - Staff training & management to deliver tokens immediately and consistently after target bx.
59
Q

What is a Behavioral Contract?

A

A written agreement between two parties in which one or both parties agree to engage in a specified level of a target behavior or behaviors.

60
Q

What are the 5 Components of a Behavior Contract?

A

1) Identifying the target behaviors
2) Stating how the target behaviors will be Measured
3) Stating When the behavior must be Performed
4) Identifying the Reinforcement or Punishment Contingency
5) Identifying Who will Deliver the contingency

61
Q

What ways can a target behavior be Measured in a Behavioral Contract? Examples-

A
  • Permanent Products (Getting an A, making x amount of __, cleaning)
  • Automated Recording (steps on a fit bit)
  • Direct Observation and Documentation (Mom seeing you home on time)
62
Q

What is the difference between a One-Party Contract and a Two-Party Contract?

A
  • In a One-Party Contract, the goal of behavior change is with one individual only.
  • Whereas in a Two-Party Contract, the goal is with two individuals.
  • In a One-Party Contract, the contract manager must not gain from the contingencies - Unethical*
63
Q

What is a Quid Pro Quo Contract?

A

A Two-Party Contract in which the performance of each party’s contingency acts as the reinforcer for the other.

64
Q

What is a Parallel Contract?

A

A Two-Party Contract with a separate reinforcer for each individual. This avoids the possibility of one party not performing target behaviors as a result of other party not performing theirs.

65
Q

What is a Group Contingency?

A

Consequence (e.g., reward/ reinforcer) contingent on behavior of one member of the group, behavior of part of the group, or behavior of everyone in the group.

66
Q

Define an Independent group contingency.

Examples-

A

Each Individuals performance determines their access to the SR. (To each his own)

  • You do well in the class, you get a good grade.
67
Q

Define a Dependent group contingency. Examples-

A

The entire group’s access to the SR is dependent on one individual, part of the group, or the entire group’s performance. One for All - If the lowest 3 grades get above an 80% on this exam, no homework for the class.

68
Q

Define an Interdependent group contingency.

Examples-

A

If ALL members of the group meet criterion, SR is delivered for the entire class.

  • All for One*
  • If the entire class earns at least an 80%, SR is delivered.
69
Q

List and describe two advantages of group contingencies.

List and describe the main potential disadvantage of group contingencies.

A

Advantages- - Efficient: Rather than implementing a contingency for each individual, go groupie. - Peer monitoring: Peers will hold each other accountable to grain access to SR.

Disadvantage: Negative Social Pressure i.e. threats, harassment.

70
Q

List the components of the Good Behavior Game-

A
  • Divide group/class into teams
  • Establish rules
  • Provide feedback for rule violations
  • Establish criterion for winning game
  • Deliver rewards to winning team(s) using interdependent group contingency
71
Q

Define Anxiety-

A

Physiological response to fear/situation- unpleasant bodily responses, autonomic nervous system arousal.

72
Q

What is relaxation training?

List the 4 types of relaxation training-

A

Relaxation training is: Strategies people use to decrease autonomic arousal (anxiety feeling) that involve engaging in bodily responses opposite to the autonomic arousal.

  • Progressive Muscle Relaxation
  • Diaphragmatic Breathing
  • Attention-Focusing Exercises
  • Behavioral Relaxation Training
73
Q

What is Progressive Muscle Relaxation in ‘relaxation training’

A

Client systematically moves down body, tensing and relaxing that part of body. E.g.- Right arm, left arm, torso, back, etc.

74
Q

What are Attention-Focusing Exercises in relaxation training?

A

Meditation/Guided Imagery

75
Q

What is the Behavioral Relaxation Training method in relaxation training?

A

Person taught to relax each muscle group in body by assuming relaxed posturers

  • Therapist provides instruction for client to put each part of body into each of the 10 relaxation behaviors (head, eyes, mouth, throat, shoulders, body, hands, feet, quiet, breathing)
76
Q

What is Systematic Desensitization?

Describe-

A

Person with phobia practices relaxation while imagining scenes of fear-producing stimulus - - Use fear-rating scale (0-100) to identify amount of fear produced by variety of situations related to fear stimulus - Determine 10-20 different situations that progressively cause more fear - Client practices relaxation skills while therapist describes scenes from the hierarchy - Progress through hierarchy of fear-producing stimulus descriptions as client maintains relaxation

77
Q

What is In-Vivo Desensitization?

Describe-

A

Client gradually approaches or is gradually exposed to actual fear-producing stimulus -

  • Client learns relaxation skills
  • Therapist and client develop hierarchy of situations involving fear-producing stimulus
  • Client experiences each situation in hierarchy while maintaining relaxation
78
Q

What is Flooding?

A

Person is exposed to feared stimulus at full intensity until anxiety subsides in presence of feared stimulus.

79
Q

Define Cognitive Behavior-

A

Covert behavior. Behavior that cannot be observed by others- talking to yourself, introspection, thinking about a solution to a problem, etc.

80
Q

What is Cognitive Restructuring?

List the Steps-

A

Restructure ones covert responses, thoughts, with more beneficial, less problematic thoughts; or just eliminate the negative thoughts all together.

  • Help client identify distressing thoughts and situations in which occur.
  • Help client identify emotional response, unpleasant mood, or problem bx that following distressing thought.
  • Allows client to see how distressing thought is antecedent to unpleasant emotional response, mood, or problem bx.
  • Help client stop thinking distressing thoughts by helping think more rational or desirable thoughts.
  • When client thinks more rational/desirable thoughts, less likely to have negative emotional responses or to engage in problem bx.
81
Q

What are the Five Functions of Cognitive Behavior?

A
  • Cognitive bx may function as conditioned stimulus (CS) that elicits unpleasant conditioned response (CR).
    = Fearful thoughts elicit autonomic arousal (anxiety), Angry thoughts elicit autonomic arousal (“anger”)
  • Cognitive bx may function as SD for desirable bx.
    = Reciting rule/self-instruction, may be more likely to engage in desirable bx specified by rule/self-instruction.
  • Cognitive bx may function as motivating operation (MOs) that influence power of SR or PUN.
    = How we talk to selves about events in lives may change value of those events as SR or pun.
  • Cognitive bx may function as SR or PUN when follow some other bx.
    = Praise statements or critical statements made by person can serve as SR or pun for their own bx.
82
Q

Describe the two components for cognitive therapy for depression-

A
  • Getting person to engage in more reinforcing activities. - Cognitive restructuring to change distorted thinking or self-talk.
83
Q

What is cognitive coping skills training? List the steps of cognitive coping skills training-

A

Therapist teaches client specific self-statements can make in problem situation to improve their performance or influence their bx in the situation. - Identify problem situation, define desirable bx to be increased, & identify competing bx. - Identify self-instructions most helpful in problem situation. - Use behavioral skills training (BST) to teach self-instructions

84
Q

What is Acceptance & Commitment Therapy? Examples-

A

The goal is to learn to Accept that they have No Control over their thoughts/feelings - when they learn to accept them, the thoughts/feelings lose their ability to disrupt the individuals life.

85
Q

During ______ timeout, the individual remains in the room (on timeout mat etc.) in which problem behavior occurred, whereas during ______ timeout the individual is removed from the room in which problem behavior occurred (room adjacent to classroom).

A

Non-exclusionary, Exclusionary

86
Q

What type of DR procedure is this:

  • Reinforcement delivered contingent on a lower level of responding during a period of time.
A

DRL

87
Q

What type of DR procedure is this:

  • Reinforcement for appropriate replacement behavior and extinction for problem behavior.
A

DRA

88
Q

What DR procedure is this:

  • Reinforcement for the absence of problem behavior for a specified amount of time extinction for problem behavior.
A

DR0

89
Q

List one function of pb for which TO should NOT be used and describe why-

A

Pb maintained by escape - Social Negative Reinforcement

- Because TO would not be taken as a punishment, it would function as a reinforcer.

90
Q

What consequence based procedure is being used:

- Sam’s teacher no longer provides attention for his disruptive behavior in class.

A

Extinction.

91
Q

What consequence based procedure is being used:

- Sam’s teacher removes access to ALL reinforcers contingent upon his disruptive behavior in class.

A

Timeout.

92
Q

Sam’s teacher removes access to the first five minutes of recess if he engages in disruptive behavior in the classroom.

A

Response Cost.

93
Q

Brad’s property destruction is maintained by tangible items (preferred toys). Briefly describe how you would implement functional communication training (FCT) to decrease Brad’s property destruction.

A

No longer deliver preferred toys after destruction. Tell Brad that he needs to ask for what he wants - when he asks, deliver toy along with descriptive praise.

94
Q

T/F:
- When the individual is in TO, caregiver should NOT talk to individual, not even to tell them why they’re in TO and what they should do next time.

A

Truuu

95
Q

The best type of Differential Reinforcement of Low-Rate behavior to decrease the pace of rapid eating is:

A

Spaced-responding.

96
Q

Melissa engages in tantrums to get escape from book work tasks in her 3rd grade class. List two ways you could manipulate antecedents to decrease the occurrence of tantrums:

A

Make environment more comfortable/desirable:

  • Comfy chair
  • Bottle of water arms reach
97
Q

What preference assessment is being described:

- Present each item to individual one at a time and measure whether individual approaches the item.

A

Single-stimulus preference assessment.

98
Q

What preference assessment is being described:

- Present two items to individual at a time and measure which item the individual picks.

A

Paired-stimulus Preference assessment.

99
Q

What preference assessment is being described:
- Present an array of items to individual at a time and measure which item individual picks on each presentation; after each presentation, remove the item creating hierarchy.

A

Multiple-stimulus Preference assessment.

100
Q

Provide an example of an antecedent intervention you might arrange to increase the likelihood that you exercise for at lease 30 minutes a day.

A

Buy a treadmill and keep it in your basement or garage, lowering the response effort.

101
Q

T/F:
- When implementing response cost, taking waya a toy or a privilege of a young child is NOT unethical; however, taking away a personal possession of an adult with intellectual and developmental disabilities is a violation of that person’s rights.

A

Truuu

102
Q

Three ways in which antecedents can be manipulated to evoke (or increase) desired behavior include:

A
  • Present SD
  • Arrange AO
  • Decrease the Response Effort
103
Q

Explain the key factors of the Time-In environment for increasing the effectiveness of TO-

A

Time-in environment must be Positively Reinforcing

104
Q

Briefly describe how the initial interval in a DR0 intervention is determined-

A

Analyze baseline of pb; implement DR0 just less than typical time between occurrence of pb.

105
Q

What Specific type of Positive Punishment procedure is described:

  • An adolescent with oppositional defiant disorder overturns his desk in his classroom. Contingent on this behavior, his teacher has him put his desk back in place, as well as straighten all the other desks in the classroom.
A

Restitution - Overcorrection

106
Q

When changes in the behavior occur in all relevant situation and contexts in a person’s live, what has occurred?

A

Generalization

107
Q

Describe one Antecedent Manipulation you could make to increase the likelihood you get out of bed within 30 seconds of your alarm going off-

A

Leave phone across the room on dresser.

108
Q

Describe how you might arrange for reinforcers and/or punishers to be delivered by others to increase the likelihood that you meet your goal (waking up at x time)-

A

Behavioral contract- set up a one-party contract with a friend that you must text them at 5:35 showing them that you have woken up at your set time of 5:30. If you don’t text them by this time for two days out of the week, you must donate 20$ to x foundation.

109
Q

Describe how you might arrange for Social Support to increase the likelihood that you meet your goal.

A

Join a running club. Running is reinforced through getting to hangout with friends.

110
Q

A ___ is something that is delivered to a person (sticker, poker chip) immediately after desirable behavior that can be accumulated over time and later exchanged for ____ (preferred items and activities).

A

Token, Backup Reinforcers.

111
Q

What ethical consideration for implementing punishment involves a panel of professional analysis approving the written punishment program prior to its implementation?

A

Peer review.

112
Q

What should a change agent consider when determining the reinforcement schedule for token delivery in a token economy?

A
  • That more difficult/desirable behaviors should earn more tokens.
  • Begin the token economy using a continuous schedule of reinforcement and later thin that schedule to an intermittent schedule once the target bx is occurring regularly.
113
Q

What ethical consideration for implementing punishment involves fully informing the client about the punishment procedure, when it will be used, its intended effects, and possible treatment alternatives?

A

Informed consent.

114
Q

Provide one example of a backup reinforcer that might be used for an adolescent/adult and one for a kid-

A

Adult/adolescent: time out with friends.

Youngin: access to toys.

115
Q

T/F:
- Punishment procedures may be used alone without reinforcement procedures for decreasing sever problem behavior for individuals with intellectual and developmental disabilities.

A

Falso

116
Q

You are a staff trainer for paraprofessionals working with children with disabilities in an elementary school. You use behavioral skill training to teach paraprofessionals to provide high-quality attention to the children in their classroom every 5 minutes. List and describe three ways to promote generalization-

A
  • Train the pros with different children.
  • Train pros with kids in multiple contexts (suppose to be quiet, actively engaged, etc.)
  • Train pros in multiple environments (class, lunch, recess)
117
Q

What is the process in which a person uses behavioral principles and procedures to change their own behavior?

A

Self-management.

118
Q

How does a token economy become a generalized reinforcer?

A

Through pairing with an affective backup reinforcer.

ABSC 304 (10 decks)

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