Last minute cue cards Flashcards
reactive effect?
why self-monitoring is effective. that is, being aware of the consequences of our own behaviour can cause people to make temporary positive improvements in their behaviour.
steps of self-instruction
cognitive modelling: adult performs task speaking steps aloud
overt/external guidance: student performs task while teacher verbalises steps
overt self-guidance: student performs tasks and verbalises steps aloud
faded/overt self-guidance: student performs task and whispers steps to themselves
covert self-instruction: students perform task and say steps in their head
What are the differences between self-recording, self-evaluation, self-observation, and self-instruction?
Self-recording, self-evaluation, and self-observation are otherwise known as self-monitoring. That is, the data collection of students’ own behaviour. Self-monitoring has two components measurement and evaluation.
Self-instruction is the process by which a student provides verbal prompts to him or herself in order to direct or maintain a behaviour.
Two components of self-monitoring: Self-recording (measurement) and self-evaluation (evaluation which includes self-graphing).
What are the components of self-management?
Self-monitoring
Self-evaluation
Self-administered consequences
The last link in the behaviour chain is a ___ and each link in the behaviour chain acts as an ___ for the step immediately following it.
conditioned reinforcer and SD
The Problem of the First Instance
The problem of the first instance is how do you reinforce a behaviour that occurs at low rates or is not in the child’s behavioural repertoire? You prompt students to engage in target behaviour in order to reinforce them
Stimulus Prompt
A cue that makes the SD for the target behaviour more prominent (aids discrimination). For example, in order to encourage someone to push a button, you could make it big and a bright colour.
Stimulus Shaping
Changing of the physical dimensions of the stimulus over time.
The errorless learning procedure where stimulus prompts are used within most-to-least prompting procedure to increase the probability of correct responses.
DRO used for
Suitable for challenging behaviours that are not acceptable even at low rate.
Interval DRO used when a more gradual reduction in challenging behaviour is needed for high rate behaviours. Interval DRO is later transitioned into full DRO sessions.
Momentary DRO: does behaviour occur at the end of the interval. Often used in classrooms because the teacher does not need to observe the students’ behaviour for the whole interval.
DRL
In DRL, students are reinforced at the end of each interval if they respond below or equal to a specified limit. Once the behaviour stabilises the interval length is increased. Similar to a changing criterion design (a gradual behaviour change approach).
Used to decrease the rate of behaviours that are only tolerable (appropriate) at low rates. For example, contributing to a class discussion is a desirable behaviour; dominating a class discussion is not.
Non-Contingent Reinforcement
NCR is the delivery of reinforcers at predetermined intervals regardless of student behaviour.
NCR provides the student the reinforcer that is maintaining an inappropriate behaviour independently of his performance of the behaviour. This serves to disassociate the reinforcer from the behaviour and results in the behaviour’s decrease. While NCR is in place, the inappropriate behaviour is essentially on extinction.
No behaviour is systematically strengthened as a result of NCR because the reinforcers are delivered at intervals regardless of what the student is doing.
Higher frequency behaviours and schedules of reinforcement are at a higher risk of accidental reinforcement which reduces the efficacy of the strategy.
extinction used when challenging behaviour is maintained by
teacher attention
Response cost
A technique where available reinforcers are removed when a specific behaviour occurs in an attempt to reduce challenging behaviour.
Removal of a reinforcer functions as a punisher (e.g., fines).
Used in token economies.
time out procedures
Time-out procedures decrease behaviour by denying a student, for a fixed period of time, the opportunity to receive reinforcement.
Time-out is a shortened form of the term time-out from positive reinforcement.
Reinforcers must be available in the classroom for time out to work.
Inclusion and exclusion time out procedures. That is, removed stimulus or removed from activity.
Overcorrection (last resort)
Appropriate or correct behaviour is taught through an exaggeration of experience.
A restitutional overcorrection procedure requires that the student restore or correct an environment that he or she has disturbed not only to its original condition, but beyond that.
With positive-practice overcorrection, the student who has engaged in inappropriate behaviour is required to engage in the exaggerated or overly correct practice of the appropriate behaviour.
