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behavioral analysis > generalization > Flashcards

generalization Flashcards

1
Q

what is generalization?

A

behavior changes that carry over (i.e., generalize) to conditions other than those included in training.

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2
Q

what is response maintenance?

A

the extension of behavior changes over time after the program (e.g., use of antecedents, behaviors, consequences) is no longer in effect.

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3
Q

what often causes poor maintenance when the program is in place?

A

often due to the adaption of the reinforcers used.

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4
Q

how do you fix poor maintenance where the program is in place?

A

add in new contingencies/situations to make the program more interesting.

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5
Q

when often causes poor maintenance when the program is removed?

A
  • the program is not there long enough for natural reinforcers to take hold
  • no motivating operation or reinforcers to maintain change
  • behaviors have not come under control of stimuli in the treatment condition
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6
Q

what is transfer of behavior?

A

the extension of behavior changes to new situations, settings, and circumstances.

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7
Q

how can behavior generalize?

A

to new places, people, or times.

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8
Q

what is response generalization?

A

changes in behaviors that are not targeted directly in the intervention program.

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9
Q

what is good to do at the outset of any program?

A

consider whether and what types of generalization might be of interest.

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10
Q

what are behavioral cusps?

A

behaviors or changes in behavior that bring individuals into contact with new contingencies that have broad consequences, it brings a person new opportunities.

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11
Q

how are behavioral cusps and generalizations related?

A

in generalization, we want the behavior to be maintained and to transfer while behavioral cusps draw attention to the fact that some behaviors more than others may be pivotal to the goals of generalization

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12
Q

what do behaviors developed with artificial and temporary contingencies (e.g. token reinforcement) tend to do?

A

they more likely to act as behavioral cusps because if performed, they are likely to lead to other things.

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13
Q

what is also important to do at the outset of behavior?

A

onsider whether there is a possible behavioral cusp to target not only to change a particular set of behaviors, but also to use those behaviors to expand the individual’s experiences in constructive new ways.

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14
Q

what are keystone behaviors?

A

behaviors that, when altered, influence other behaviors.

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15
Q

what are keystone/pivotal behaviors prerequisites for?

A

other behaviors that allow growth.

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16
Q

what are behavior cusps compared to keystone behaviors?

A

behavior cusps are broader while keystone behaviors are more specific.

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17
Q

what is response maintenance?

A

continuation of the behavior over time after the program has been terminated.

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18
Q

what is the transfer of behavior across situations and settings?

A

carryover of the behavior change to settings or places other than the setting in which the intervention was conducted.

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19
Q

what is response generalization?

A

changes in behaviors other than those specifically included in the intervention program.

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20
Q

what does it mean if behavior is disappearing during the intervention (particularly in the ABAB experiment)?

A

may provide a preview of coming attractions, namely, the loss of the acquired behavior once the behavior-change program has been terminated.

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21
Q

when responses are maintained after reinforcing or other consequences have been withdrawn, the reason usually is blank.

A

unclear.

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22
Q

what is one theory about why behavior may be maintained after the reinforcers have been withdrawn?

A

the behavior of the persons who administered the program (parents, teachers, peers, and staff) has changed in some permanent fashion.

23
Q

what is another theory about why behavior may be maintained after the reinforcers have been withdrawn?

A

reinforcement resulting directly from the behaviors themselves maintains the behavior.

24
Q

maintenance of behavior is more clearly understood when what?

A

it is predicted in advance on the basis of the special procedures used to sustain performance after withdrawal of the program.

25
Q

what is a recommendation to maintain behavior?

A

it has to be programmed systematically and included as part of the intervention rather than merely hoped for as a desirable side effect.

26
Q

in general, should transfer of behavior across situations and settings be expected?

A

no not unless specific efforts are made to program generalization across the situations of interest.

27
Q

what is the good behavior game is a great example of?

A

the three kinds of generalization: over time, across settings, and across response domains.

28
Q

how is generalization across responses is different from other types of generalization?

A

the target behaviors must be included.

29
Q

what is the most obvious procedure for ensuring that behavior will be maintained and will transfer to new situations?

A

bring it under the control of the consequences that naturally occur in the environment.

30
Q

how do you maintain behavior once its already been well established

A

use reinforcing and punishing consequences that ordinarily follow behavior in everyday life.

31
Q

what are behavioral traps?

A

once a client’s behavior has been developed, it becomes “trapped” into the system of reinforcers available in the natural environment.

32
Q

why are prosocial behaviors often not “trapped”?

A

in everyday life, delivery of reinforcement is often delayed, intermittent, or not present at all.

33
Q

what is negativity bias?

A
  • our brains are hardwired to respond more to negative stimuli and events than to positive events
  • could be another why it is hard to maintain prosocial behaviors
34
Q

what is prosocial behavior usually maintained by?

A

the control of antecedents (e.g., stimulus conditions, contexts) instead of
immediate consequences.

35
Q

why is it often helpful to program normally available reinforcers?

A

hey are more likely to follow behavior once a more “artificial” program that relied on external consequences (e.g., tokens) is ended.

36
Q

why may behaviors need to be developed with special contingencies?

A
  • to achieve high and consistent levels of performance
  • after behavior has been developed, contingencies utilizing sources of influence available in the natural environment can be substituted
37
Q

what may be the reasons for the loss of behavioral gains following an intervention program?

A
  • abruptly withdrawing the reinforcing and punishing consequences
  • it is usually best to fade the program gradually
38
Q

why is it good to gradually remove the program?

A

behavior may become less dependent on the immediate controlling contingencies.

39
Q

what is a good way of fading?

A

making the consequences increasingly intermittent/spaced apart.

40
Q

what is important to remember when delaying reinforcement?

A

wean a client from immediate reinforcement (have immediate reinforcement to begin and start to delay it).

41
Q

what is using levels to promote advancement through the program?

A

as a client progresses through the levels, the consequences for behavior are more delayed, occur more intermittently, or exert less direct and immediate control over behavior.

42
Q

what is another reason why behavior may not be maintained?

A

clients may readily form a discrimination between the conditions in which reinforcement (or punishment) is delivered (SD) and not delivered (S).

43
Q

what is training the general case?

A

a systematic strategy for developing behavior across several conditions.

44
Q

what is the term “general case” used to refer to?

A

the goal, namely, to ensure the individual is trained to engage in the desired behavior beyond the very specific conditions in which training may have been initiated.

45
Q

what are the steps of training the general case?

A
  • specify the set of stimulus situations across which a behavior is to be performed after training is done
  • define the range of relevant situations
  • define the range of response variations/different behaviors required across the set of stimulus situations
  • select and teach examples that sample from the range of the stimulus and response domains
46
Q

what is in-situ (situation) training?

A
  • interested in generalization from the laboratory to everyday life or from simulated situations to real-life situations
  • most likely to transfer if it is very similar to a real situation
47
Q

why are peer facilitators useful?

A

because peers have contact with the client across a variety of situations, their presence may provide the client with cues to continue the target behavior across these situations.

48
Q

what has self-control procedures done?

A

they have achieved transfer of behavior across situations but few demonstrations are available that can exert long-term impact.

49
Q

what happens if the duration of the intervention is short?

A

maintenance and transfer may be unlikely.

50
Q

what happens if the duration of the intervention is for an extended period of time?

A

they tend to be more effective in addition to repeated opportunities to perform a behavior.

51
Q

what is often used to maximize the likelihood that responses will be maintained/transfer?

A

combine various procedures.

52
Q

why has response generalization has received less attention than the other forms of generalization?

A

a behavior-change program is implemented with the intention focusing on the exact behaviors of interest.

53
Q

what are three ways to promote response generalization?

A
  • select keystone behaviors
  • include many response conditions during training
  • develop diverse responses within a given class of behavior

behavioral analysis (14 decks)

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