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Behaviour Modification > Final Exam > Flashcards

Final Exam Flashcards

For mtuner

1
Q

General definition of discrimination

A

responding to some stimuli but not others
~ santa beard = not scared mouse = scared

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2
Q

S^D

A

cue that makes you respond a way

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3
Q

S^Δ

A

cue that doesn’t reinforce the same behav

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4
Q

What happens when S^D is an antecedent?

A

behav is reinforced

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5
Q

What happens when S^Δ is a consequence?

A

behav is extinct

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6
Q

What does it mean to have good stimulus control?
Example?

A

strong correlation b/t occurrence of stimulus and response
~ red light = always stop

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7
Q

What happens during stimulus discrimination?
Example?

A

response occurs to S^D and not S^Δ
~ jokes w/ friends vs. parents

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8
Q

Two-choice discrimination task

A

S^D and S^Δ on same stimulus dimension
~ red / green light

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9
Q

Shaping

A

successive events can occur w/o subject being aware
gradual change of response while stimulus stays the same

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10
Q

What is variability of a behav?

A

behav isn’t repeated exactly in same form

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11
Q

What do response classes do?

A

⬆ strength/likelihood of other responses with sim effects

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12
Q

What are the dimensions of behav?

A

topography, amount, intensity, latency

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13
Q

What is a pitfall of shaping?

A

shape unwanted behav
~ superstitions

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14
Q

Stimulus fading and an example

A

stimulus changes while response stays same
~ hold on while biking and slowly let go

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15
Q

Types of stimulus fading prompts

A

verbal, physical, modelling, environmental

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16
Q

What is errorless discrimination training

A

not trial and error, gradually fade for stimulus discrimination

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17
Q

Behavior chaining/stimulus-response chain

A

1 stimulus triggers other behavs for an outcome
use fork to put food in mouth

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18
Q

Types of gradual change procedures/methods

A

total-task presentation, backward-chaining, forward-chaining, adventitious

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19
Q

Total-task presentation method

A

teach full sequence
~ kicking a ball

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20
Q

Backward-chaining method

A

start with last behav w/ reinforcer and slowly go until the first behav

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21
Q

Forward-chaining method

A

start with first behav and then second
~ learning how to brush teeth

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22
Q

Adventitious chain

A

non functional component reinforced to behav
~ superstitition and yee haw

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23
Q

Which method of gradual change procedures/methods is the most effective and why?

A

total-task presentation since they know the final goal

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24
Q

When would backward-chaining be best?

A

when they aren’t motivated, don’t understand, or difficult to work with

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25
Q

What is a downside of the forward-chaining method?

A

some behavs can’t be reversed

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26
Q

What are the respondent components of emotion?

A

reflexes of digestive/respiratory/circulatory system or skeletal reflexes

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27
Q

What is the operant component of emotion?

A

how to be aware of emotions
differs for everyone ~ shouting

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28
Q

Respondent component of thinking

A

conditioned seeing and sensing

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29
Q

Conditioned seeing

A

pair words w/ images to produce image in brain

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30
Q

What is sensing in regards to thinking?

A

senses can be imagined
~ imagine to touch, smell, and hear something

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31
Q

Operant component of thinking

A

self-talk or relive past scenarios
~ talk to ourselves since we were scolded for thinking out loud as kid

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32
Q

What are the antecedent control procedures?

A

rules, goals, modelling, physical guidance, situational inducement, motivating operation

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33
Q

What are partial rules?
How can we improve them?

A

rules that don’t identify all abc’s
make specific, significant consequences, and deadlines

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34
Q

What are some ways to improve goals?

A

be specific, make them public, mastery criteria, and deadline

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35
Q

How does modelling work biologically?
What can improve modelling?

A

neurons mirror and engage in similiar behav that they see
if look up to person and there’s rules

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36
Q

What is physical guidance?

A

physical contact to go through motions of the desired behav

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37
Q

What is generalized imitation?

A

after learning to initiate behav, learns to initiate new response

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38
Q

What is situational inducement?
How can we improve this?

A

things that influence behav through situations that already reinforce
rearranging things/location/ppl/time of activity ~ sleep only at night

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39
Q

What is a motivating operation?

A

event/operation that is value-altering and behav-altering effect

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40
Q

What is value-altering effect?

A

alters effectiveness of punisher/reinforcer

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41
Q

What is a behaviour-altering effect?

A

influences behav that leads to reinforcer/punisher

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42
Q

What is a motivating establishing operation/MEO?

A

increases value and behav-alter effect

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43
Q

What is a motivating abolishing operation/MAO?

A

decreases value and behav-alter effect

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44
Q

What is an unconditioned motivating operation/UMO?

A

value-altering effect is innate ~ satiation
behav-altering effect is learned ~ bell = getting food

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45
Q

What is a conditioned motivating operation/CMO?

A

both value and behav-effects are through learning

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46
Q

What does a conditioned motivating establishing operation/CMEO do?

A

cue that makes you want something and
tells you how to get it

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47
Q

What does a conditioned motivating abolishing operation/CMAO do?

A

cue that makes you not want a consequence and will
decreas behav that will lead to consequence

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48
Q

What is a contingency-shaped behaviour?

A

devs from immediate consequence through trial and error
~ red door = broken

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49
Q

What is a rule-governed behaviour?

A

from rules and don’t need trial and error
~ sign saying “red doors are broken”

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50
Q

What are mands?
Who usually uses this?

A

motivating operations conditioned with a consequence ~ say “more” to get more food
children with autism/dev disabilities

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51
Q

What can decreasing self-injurious behaviour through attention be categorized as?
Example?

A

a motivating operation use for self-harming
give attention every 10 seconds and if self-injure, no attention

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52
Q

What is stimulus generalization?

A

trained behav transfers from training situation to target situations

53
Q

What is response generalization?

A

training leads to developing new behav that wasn’t specifically trained

54
Q

What is behav maintenance?

A

trained behav persists in target situations over time

55
Q

What is generalization of operant behaviours?

A

BB SPITS on ur CV
behavioural momentum, behavioural trapping, self control to allow to assess behav, program common stimuli, intermittent schedules in target situation, train target situation with similar stimuli, sufficient stimulus exemplars, change behav of ppl in natural environ, vary the training conditions

56
Q

What is behavioural momentum?
Example?

A

once u start something, its easier to continue doing the task
bite ice cream first, again, again, then bite pasta

57
Q

What is behavioural trapping?
Example?

A

forces the behav to happen
face group of children and come back, go up to group and come back, talk to group

58
Q

What is self control to allow and assess behav?

A

keeping track of own behav, set personal goals, and punish if necessary

59
Q

What can be an example of program common stimuli?

A

to practice for baseball, you first start batting in yard and then batting cages

60
Q

What can be an example of intermittent schedules in target situation?

A

the lottery and how you occasionally win

61
Q

What can be an example of training in a target situation with similar stimuli?

A

reading at school library vs classroom

62
Q

What can be an example of using sufficient stimulus exemplars?

A

practicing talk to staff wearing more colours to prevent generalizing that “staff only wear black shirts”

63
Q

What can be an example of changing behav of other ppl in a natural environ?

A

tell parents/friends to reinforce behav

64
Q

What can be an example of varying training conditions

A

practice golf in good and bad weather

65
Q

What is generalization of respondent behaviours?
Why do we want this to happen?

A

when stimuli is similar to CS so it elicits a response
we want stimulus generalization to occur so that u aren’t exclusively

66
Q

What are the steps for a behavioural program design?

A

screening, baseline, treatment, follow-up

67
Q

What are indirect assessment procedures and some examples

A

interviews with client/significant others, role-playing, questionnaires

68
Q

What are direct assessment procedures?
Why are they bad sometimes?

A

directly observe behav
time consuming, needs to train how to observe, no covert behav

69
Q

What is a functional assessment?
Who did they do this on?
What were the types of conditions that were set?

A

directly assessing effects of potential controlling variables on problem behav
self-injurious children w/ dev disabilities
ADAC (attention, demand, alone, control)

70
Q

What was the attention condition of a functional assessment?
What question did this condition answer?

A

only engaged with child if self harming, if not, paper work
does the child only hurt themselves to get attention?

71
Q

What was the demand condition of a functional assessment?
What question did this condition answer?

A

ask child to do hard task and ask them to stop if they self harm
will the child hurt themselves to avoid a task?

72
Q

What was the alone condition of a functional assessment?
What question did this condition answer?

A

no toys and alone in room
does the child hurt themselves because they are understimulated?

73
Q

What was the control condition of a functional assessment?
What question did this condition answer?

A

played with child
will engaging with the child still lead to self harm?

74
Q

What are some limitations of functional assessment?

A

time consuming, can’t apply to dangerous behavs (cutting), many problem behavs happen less than once a day or week

75
Q

What are the types of interview/questionnaire functional assessments?

A

verbal: client may be able to say why they engage in behav
nonverbal: ppl close to client can say why

76
Q

What are observational functional assessments?

A

observes/describes antecedents and consequences of behav in natural setting

77
Q

What are internal operant reinforcements also known as?

A

automatic

78
Q

What is social positive reinforcement?
Example?

A

developed by social attention, attention is S^D
smiles then hits themselves

79
Q

What is internal self-stimulatory positive reinforcement?
Example?

A

sensory thing that produces internal pleasure
foot tapping

80
Q

What is external sensory positive reinforcement?
Example?

A

sights/sounds of nonsocial things
rewarding sound of video game

81
Q

What is social negative reinforcement?
Example?

A

does behav to avoid demands
cry to avoid doing chores

82
Q

What is internal sensory negative reinforcement?
Example?

A

do action to remove internal discomfort
pull hair when stressed

83
Q

What is external sensory negative reinforcement?
Example?

A

escape from external sensory stimuli
cover ears when hearing thunder

84
Q

When is respondent learning tied with reinforcement?
Example?

A

when certain stimuli aren’t followed by consequences
thunder but not striked by lightning so no fear of thunder anymore

85
Q

What are the factors to consider in assessing causes of behav?

A

GOTSS
general setting, organismic variables, task variables, specific antecedents, specific-consequences

86
Q

How do tasks vary when it came to assessing causes of behav?

A

if tasks are too hard, no variety, or isn’t perceived as important

87
Q

What are some examples of specific consequences that children want?

A

escape, attention, getting their way

88
Q

What are the types of recordings for recording behav?

A

continuous/event-frequency recording, interval recording, time-sampling recording

89
Q

What is continuous/event-frequency recording?

A

recording every instance of behav during intervals

90
Q

What is interval recording?
Example?

A

log behavs that are occurring or not in short intervals equal to duration
~ record every 10 seconds for 30 minutes

91
Q

What is time-sampling recording?

A

log behav that are occurring or not during intervals separated by much long periods
~ record for 5 minutes and after an hour, record for 5 minutes again

92
Q

What are some errors that can affect accuracy?

A

FOCOR
feedback, observer drift, complexity of observations, observer expectancy, reactivity

93
Q

How can feedback affect accuracy?

A

it can positively/negatively influence base on supervisor’s feedback

94
Q

How can observer drift affect accuracy?

A

tend to shift away from original definition that observer was given

95
Q

How can complexity of observations affect accuracy?

A

tend to be less accurate if you need to observe lots of behavs at same time

96
Q

How can observer expectancy affect accuracy?

A

tend to inaccurately show improvement since they expect improvement

97
Q

How can reactivity affect accuracy?

A

tend to believe they are monitored and will react differently

98
Q

What is internal validity?

A

if independent variable caused observed change in dependent variable

99
Q

What is external validity?

A

if findings can be generalized to outside the study

100
Q

Which is the most common research design in research?
Which is the most rare to be used?

A

ABAB (reversal design)
AB (comparison)

101
Q

What is another word for comparison within-subjects design?
What does it mean?
Benefits and drawbacks?

A

A-B
baseline vs. treatment
determines if behav changed after treatment, can’t be replicated

102
Q

What is another word for reversal within-subjects design?
What does it do?
Benefits and drawbacks?

A

ABAB
baseline vs. treatment and then baseline vs. treatment
shows functional relationship b/t behav and treatment, is it reversible and safe?

103
Q

What happens in a multiple-baseline-design?

A

1 behav is maintained while 1 behav is treated

104
Q

What is a multiple-baseline-across-situations design?

A

for 1 person, same behav but diff situations
2 or more situations, after 1 treatment, next

105
Q

What is a multiple-baseline-across-people design?

A

start with 1 person but then with another person for next stage
1: A and _ and _ 2: B and A and _ 3: C and B and A

106
Q

What is a multielement?

A

for 1 person, trying all interventions
alternating b/t 2 or more treatment conditions at one session

107
Q

True or false: being assigned home assignments are more successful

A

True

108
Q

What would an absolutist thinker say?

A

“I must do…”

109
Q

What would an overgeneralizer say?

A

“I’ll never be a good student due to that one mark”

110
Q

What would a catastrophizer say?

A

“things are so horrible, they can’t possibly get worse”

111
Q

What are the types of anxiety disorders?

A

phobias, panic DO, generalized anxiety DO, OCD, PTSD

112
Q

What are ways in helping phobias?

A

systematic desensitization, flooding, participant modelling

113
Q

What is systematic desensitization?

A

expose to fear while conditioning another response

114
Q

What is participant modelling?

A

imitate another person approaching feared object

115
Q

What is a panic disorder?
Cure for someone who has panic attacks in a car?

A

fear from no stimulus or cue
in vivo: take small car trips to longer ones

116
Q

What is generalized anxiety disorder?
Cure?

A

constantly worrying and can’t sleep at night
treatment package: CBT, acceptance therapy (worrying won’t help/affect it)

117
Q

What is OCD?
Cure?

A

unwanted intrusive thoughts w/ repetitive behav
in vivo: engage obsession but no compulsive behav
cognitive therapy: self-statements to maintain obsession
acceptance: learn that thoughts don’t control behav

118
Q

What is PTSD?
Cure?

A

fear from trauma, leads to depression, can’t sleep/concentrate
prolonged exposure therapy: events similar to problem
cognitive therapy: generate alternative balanced thoughts

119
Q

What is Beck’s cognitive theory?

A

cognitive schemas lead to negative interpretation of life

120
Q

How does behavioural activation relate to depression?

A

imbalance of punishment/positive reinforcement can cause depression

121
Q

What is alcohol and substance use disorder?
Cure?

A

can’t control themselves, higher tolerance and withdrawal
behav couple therapy: partner will reinforce nondrinking
find triggers: find S^D or establishing operations, self monitor

122
Q

What is contingency management?

A

measures abstinence of addictive substance and reinforces

123
Q

What are the types of eating disorders?

A

bulimia nervosa, anorexia nervosa, binge eating DO, obesity

124
Q

What is bulimia nervosa?
Cure?

A

obsessed with being thin and eats lots and then purges
cognitive therapy to counter beliefs of food/weight/appearance

125
Q

What is anorexia nervosa?

A

obsessed with being thin and eats little to malnourish

126
Q

What is binge eating disorder?

A

life threatening of eating lots of food

127
Q

What is obesity?

A

overweight to have health problems

128
Q

What is countercontrol?

A

allowing the person in the study to have control over the study
they can opt out anytime

Behaviour Modification (1 decks)

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