Foundation Knowledge- The Super Hard Stuff Flashcards
Response Generalization
Extent to which an individual exhibits novice responses that are functionally equivalent to the trained target response
How To Plan for Generalization
Select target behaviors that will meet with natural contingencies or reinforcement
Specify all desired variations of the behavior and the situations in which it should occur after instruction
7 Strategies To Promote Generalization
CLEMING Common Stimuli Loosely train Exemplars Mediation Indiscriminable contingencies Negative teaching examples General case analysis
Programming Common Stimuli
The likelihood that the correct will be occasioned in the generalization setting is increased if there is a lot of similarity between instructional setting and generalization setting
Loosely Training
Noncritical elements of the teaching setting are altered in arbitrary ways
Exemplars
The more examples utilized when teaching
Mediation
Instruct others who will maintain and generalize the newly acquired behaviors
Indiscriminable contingency
An individual is not able to discriminate when his or her responses will be reinforced
Negative teaching examples
Instructing individuals regarding settings, times and conditions in which is it NOT appropriate to display a certain behavior
General case analysis
Ensuring that you are teaching all the different stimulus variations and response variations the individual may encounter in the generalization post intervention environment
Terminating Successful Interventions
Systematically terminate
From the beginning attempt to reduce the need to generalize
Probe for generalization
Maintenance
Following removal of an intervention the extent to which a particular response remains in the individual’s repertoire over time
Verbal Behavior
Behavior that is reinforced through the mediation of another’s behaviors
Defined by the function of the response not topography
Not necessarily verbal, could be signed, written
Listener and Speaker
Form vs function of verbal behavior
Formal properties of language involved the topography
Function effects of the response
Verbal Operant
Unit of analysis in verbal behavior
MO/SD >Response >Consequence
Verbal Repertoire
A set of verbal operants emitted by someone
How are verbal operants used as the basis for language assessment?
Assess current effectiveness of each verbal operant
Obtaining info about clients mand
Conduct a VBMAPP
6 Types of Elementary Verbal Operants
EMITT Echoic Mand Intraverbal Tact Textual Transcription
Echoic
Speaker repeats verbal behavior of another speaker Controlled by a Verbal SD Point to Point Verbal Similarity GCSR
Mand
Type of verbal operant in which the speaker asks for what he or she wants or needs
Controlled by MO
First verbal operant
Items manded for
Mand Training
Choose words related to strong motivation
Needs to be controlled access
Easy to deliver
2 Types of Mands
Regular
Extended
Regular mands
Mands that can actually be reinforced
Extended mands
Emitting mands to objects or animals that can’t supply an appropriate response
2 Extended Mands
Superstitious
Magical
Intraverbal
Answering a question
Verbal Discriminative Stimulus
NOT point to point
GSCR
Intraverbal Training
Pre req- 50 mands and tacts
Prompting, fading and chaining
Begin with fill in’s
Should be taught systematically
Tact
Speaker has direct contact with
Labeling
Nonverbal SD
GSCR
Tact Training
Start with echoics
5-10 mands
Choose words used during tact training
Teach with mand components “What is that” “What do you see”
Ultimate goal is labeling independently without “what is that”
Tact Extensions
There is not one way to describe one thing
4 Types of Tact Extensions
SMMG Solistic Metaphorical Metonymical Generic
Solistic Extension
Poor use of language
Metaphorical Extension
Metaphors
Metonymical Extension
Verbal responses to novel stimuli that don’t share relevant features
Generic Extension
Stimulus Generalization
Textual
Reading written words
Verbal SD
Point to point
GCSR
Transcription
Taking Dictation
Verbal SD
Point to point
GCSR
Listener Training
Listener acts as an SD for speaker’s behavior
Autoclitic
Verbal behavior about one’s own VB
Modifies other forms of verbal behavior
Schedules of Reinforcement
A rule that describes a contingency of reinforcement
Continuous Reinforcement
Every occurrence of target behavior
CRF and Extinction are
Bookends of all schedules of reinforcement
Intermittent Schedules of Reinforcement
Between CRF and EXT
Some occurrences
Used for maintaining behaviors already established
4 Basic Schedules of INT Reinforcement
FVFV Fixed Ratio Variable Ratio Fixed Interval Variable Interval
Fixed ratio
Basic schedules of reinforcement
Constant set criteria when certain number of occurrences of the behavior before reinforcement
FR4 - Reinforcement every 4th CORRECT response
Looks like steps on a graph
Patterns of Responding with FR
Completes required responses with little hesitation
Postreinforcement pause- not responding for certain time after reinforcement
Variable Ratio
Strongest basic schedule
Average number of responses for certain number of occurrences of targeted behavior for reinforcement
Super fast and steep line
VR- Reinforcement delivered after an AVERAGE of every 4th CORRECT response
Pattern of Responding with VR
Produces consistent steady rates of response
Fixed Interval
Basic INT schedule
Constant set criteria with specific amount of time elapsing before a single CORRECT response produces reinforcement
FI5- Reinforcement delivered after 1st correct response occurring AFTER 5 minutes
Scalloped
Pattern of Responding Produced with FI
Postreinforcement pause evident but only during early part of interval. At the end there is an accelerated rate.
Rate of Response Produced by FI
Slow to moderate
Larger FI requirement, longer postreinforcement pause
Variable Interval
Changing set criteria after a specific amount of time elapses before a single correct response produces reinforcement
VI 12- Reinforcement delivered after the 1st CORRECT response that occurs after an AVERAGE of 12 minutes
Straight lines but not steep
Patterns of Responding by VI
Constant, stable rates of response
Few hesitations
Rate of Response by VI
Low to moderate rate of response
Larger interval lower overall rate of response
FR vs FI
Both produce post reinforcement pause
Variable Schedules do not produce PRP
Thinning INT Reinforcement
Gradually increasing response ratio or the duration of the time interval
VR 4 to VR 6
VR 6 to VR 4
Limited Hold
A restriction placed on an interval schedule requiring that to be eligible for reinforcement, the primed response must occur within specified span of time following that interval
Can be imposed on any type of schedule
To speed up response rate
FR 5 with LH 2 minutes- Must complete the 5 tasks within 2 minutes
3 Variations of Basic INT Schedules of Reinforcement
HDL
DRH
DRD
DRL
Differential Reinforcement
Used when challenging behavior has to do with rates of response
DRH- Higher Rates
A schedule of reinforcement that provides reinforcement for emitting behaviors are at or above pre-established rate
Increases behavior that displayed too little
DRD- Diminishing Rates
A schedule of rein. that provides reinforcement when the number of responses in a specified time period is less than or equal to limit
Decreases behavior that displays too much
DRL- Low Rates
A schedule of rein. that provides reinforcement only if behavior occurs following a specific time during which it did not occur or since last time it occurred
IRT identifies duration
Lower IRT lower rate of response
Decreases behavior that displays too much
Progressive Schedules of Reinforcement
A variation of basic INT schedules of rein
Systematically thins each successive of rein. opportunity independent of the participant’s behavior
An assessment procedure for identifying reinforcers that will maintain treatment effects across increasing schedule requirements.
Increasing requirement for rein.
Compound Schedules of Reinforcement
Combination of CRF
4 INT of reinforcement
DR of various responding
Extinction
7 Compound S of R
CMCMTAC Concurrent Multiple Chained Mixed Tandem Alternative Conjunctive
Concurrent S of R
Occurs when 2 or more contingencies of rein., operate independently and simultaneously for 2 or more behaviors
We make choices among concurrently available events every day
Choice making
Matching Law
Matching Law
A phenomenon according to which organisms MATCH their responses according to the proportion of payoff during CHOICE situations.
Given 2 concurrently available behaviors we choose to engage in the behavior with highest rate of reinforcement
Formula of Matching Law
B1/B1+B2 - R1/R1+R2
Multiple S of R
Present 2 or more basic schedules of reinforcement in an alternating, usually random, sequence for only 1 or more behaviors.
SD correlated with each basic schedule
Chained S of R
2 or more basic schedule requirements that occur successively and has an SD correlated with each independent schedule with 1 or more behaviors
Mixed S of R
Identical multiple schedules except the mixed schedule has no SD correlated
Tandem S of R
Similar to the chained schedule except does not use and SD not specific order
Alternative S of R
Provides reinforcement when requirement either ratio or interval schedule is met
Conjunctive S of R
Provides reinforcement when completion of the response requirements for both a ratio and interval schedule
Adjunctive behavior
Behaviors that are brought about by schedules of reinforcement during times when reinforcement is unlikely to be delivered.
Schedules of Punishment
All info provided about S of R are also relative to how to schedule punishment- Recommend reinforcement rather than punishment
