Les 31, 32, 33 Flashcards
Antecedent Intervention Approaches
focus on structuring the environment to prevent problem behaviors from occuring and to enhance a person’s motivation
Antecedent control approach advantages
it’s proactive approach with the strategies that prevent problem behavior from occuring. It also involves adjusting environmental factors that may be responsible for the occurence of problem behavior. It can enhance the instructional approach by preventing errors from occuring.
Antecedent control strategies
1) create a clear and predictable schedule
2) provide opportunities for choice making
3) incorporate a child’s interest into the instructional materials you are using (e.g. movie or show)
4) present materials that appropriately match the child’s level of performance
5) provide schedule, attentions or escape to prevent a child from engaging in attention seeking or escape seeking behavior.
6) focus on functional communication training (picture exchange communication) to teach a client to use functionally equivalent replacement behavior for the problem behavior
Antecedent Types
1) stimuli - environmental events that affect and elicit a change in behavior, which can be antecedents or consequences.
2) cue/signal - stimuli that occur naturally in the environment and remind us to perform a mastered behavior. if the antecedent elicits a behavior without teaching, it is a cue.
3) prompts - teaching procedures we add to the environment to train a new behavior. if the antecedent elicits a behavior through teaching, it is a prompt.
4) triggers are stimuli that elicit problem behaviors
5) motivating operations are antecedent conditions that determine the effectiveness of a particular reinforcer at a given moment in time.
Motivation Operation types
Establishing Operation - make the reinforcer more desirable.
Abolition Operation - make the reinforcer less desirable.
Cues vs Prompts
Establishing Operations vs Triggers
e.g. feeling sleepy enhances the chances if you give me the work I’ll tear it up
(Les 32) Extinction procedure? When and how it’s used?
Extinction procedures - most commonly used to reduce challenging or interfering behaviors, successfully reduce interfering behaviors, disruptive or restricted behaviors that interfere with optimal development, learning and/or achievement.
Functional Behavior Assessment —-> extinction procedure.
It’s convenient to think about principle in terms of its operation and effect. With extinction, the operation involves witholding a reinforcer and the effect is to decrease a challenging behavior.
Extinction is never used in isolation, but used in combination with a program extinction + teaching functionally equivalent replacement behavior. Extinction is only used after a clear understanding of the function of a challenging behavior, only determined by conducting a Functional Behavior Assessment
What are 4 forms of extinction?
Extinction is used for behaviors that are motivated by different outcomes. e.g. extinction + reinforcement procedure to address behaviors that are motivated by 1) tangible access (by touch) - withholding the accustom reinfocer in order to decrease behavior, 2) attention (withhold attention to produce the effect of decreasing behavior), 3) escape (for some undesirable situation or activity getting out of the situation to descrease challenging behavior), 4) sensory - accustomed reinforcer is sensory stimulation involve withholding the sensory consequences.
Extinction?
It’s a method of Behavior Reduction. We can change behavior by Manipulating Consequences and we can do that by increasing the preceding behavior via adding reinforcement or decreasing the preceding behavior by subtracting reinforcement.
Extinction - eliminating a previously learned behavior by withholding reinforcement.
Extinction Types
Positive Reinforcement (S^r+, S - stimulus, r - conditioned pos rein)
Negative Reinforcement
Automatic Reinforcement
Variable interval schedule - creates the strongest behavioral responding there is.
Use extinction in combination with reinforcement for a replacement behavior during skill building.
Risks of Extinction
Extinction bursts - temporary increase in the behavior when extinction starts.
Escalation of problem behaviors.
For escape extinction, the behavior leads to a repetition of a stimulus that the person doesn’t want in their environment, which is a form of punishment.
Learned helplessness - occurs, when a behavior is repeatedly punished. It can be caused by extinction alone without skill building component
Learned helplessness
Repeated exposure to punishing consequences paired with multiple behaviors leads to the learner ceasing to initiate independent action. So, people sit and wait to be told what to do next.
Common Applications of Extinction
(Les 33) Differential Reinforcement function?
It allows us to manipulate consequences by adding reinforcement to build replacement behaviors and decreasing reinforcement to rid ourselves of problem behaviors
Differential Reinforcement of other behavior?
We do not reinforce the identified target behavior, but we reinforce any other response.
Differential Reinforcement of alternative behavior?
We do not reinforce the identified target behavior, but we reinforce a specified replacement behavior.
Differential Reinforcement of incompatible behavior?
We can use instead of DRA.
We do not reinforce the identified target behavior, but we reinforce a specific replacement behavior that cannot physically occur at the same time as the target behavior.
Differential Reinforcement of high rates behavior (DRH)?
- We don’t reinforce replacement behaviors or skill acquisition targets that occur below a specified rate.
- We reinforce replacement behaviors or skill acquisition targets that occur above a specified rate.
Differential Reinforcement of low rates behavior (DRL)?
- We don’t reinforce target behaviors that occur above a specified rate.
- We reinforce target behaviors that occur below a specified rate.
FI2 - Fixed Interval 2 min
