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behavioral analysis > positive and negative reinforcers > Flashcards

positive and negative reinforcers Flashcards

1
Q

what is the main goal of interventions?

A

develop prosocial and adaptive behaviors.

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2
Q

why is reinforcement important when eliminating a bad behavior?

A

it can help by introducing helpful prosocial behaviors to replace the bad ones.

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3
Q

what is positive reinforcement?

A
  • the increase in the probability or likelihood of a response following the presentation of a positive reinforcer
  • you are adding something
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4
Q

what is a food reinforcer?

A
  • it is a unlearned, primary reinforcer
  • we need it to survive
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5
Q

why is food not used as a reinforcer often?

A
  • not always constantly available, especially in applied settings
  • can be unhealthy depending on the type of food used
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6
Q

how can food reinforcers be beneficial?

A
  • helps in establishing the reinforcing properties of other events, such as praise, feedback, attention, smiles, and physical contact
  • often used in reinforcement programs where several reinforcers are available and food (e.g., soda, snacks) can be selected as one option, like in a token economies
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7
Q

how can food reinforcers be limiting?

A
  • effectiveness depends heavily on how deprived a person is
  • depends on the type of food used as some foods may be more reinforcing than others, like if someone has a favorite food
  • delivery and consumption of food after a response sometimes interrupt ongoing behavior (like if you are giving candy, someone may take a break from their good behavior to eat it).
  • as food is more effective when it has been deprived, there are some ethical concerns
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8
Q

what are social reinforcers?

A
  • conditioned reinforcers that can be verbal praise, attention, physical contact (including affectionate or approving touches, pats, and hand holding), and facial expressions (including smiles, eye contact, nods of approval, and winks)
  • can also reinforcer bad behaviors (like laughing at a person)
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9
Q

how can social reinforcers be beneficial?

A
  • easily administered in everyday life and in a large number of situations
  • does not disrupt the behavior that is reinforced
  • a generalized conditioned reinforcer because it has been paired with many reinforcing events
  • behaviors developed with this may be more easily maintained once the intervention is terminated
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10
Q

how are social reinforcers limiting?

A
  • praise, approval, and physical contact are not reinforcing for everyone
  • the form that praise or attention takes can greatly influence its effects
  • can be easy to deliver praise but harder to make it specific
  • we are more likely to pay attention to negative behaviors than positive ones, reinforcing the wrong behaviors
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11
Q

what are high probability behaviors?

A
  • allowing an individual to engage in certain responses
  • can reinforce a lower-probability behavior
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12
Q

how are high probability behaviors beneficial?

A
  • inmost settings, activities or privileges are readily available
  • it is easy to find high-probability behaviors that a person likes
  • also makes it so extra reinforcers (e.g., candy or money) need not be introduced into the setting
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13
Q

how are high probability behaviors limiting?

A
  • depends on response deprivation, or not allowing free access to the behavior that otherwise might be performed
  • the access to an activity cannot always immediately follow low-probability behavior
  • providing an activity is sometimes an all-or-none enterprise so that it is either earned or not earned
  • relying on one or two activities as reinforcers runs the risk that some individuals may not find them reinforcing
  • activities must be freely available to the clients
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14
Q

what is feedback?

A

knowledge of results of one’s performance and does not necessarily include additional events that may be reinforcing in their own right.

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15
Q

how is feedback beneficial?

A
  • easy to deliver because it focuses on just the information about performance with additional reinforcing events
  • there are many ways to provide feedback
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16
Q

how is feedback limiting?

A
  • often the effects of feedback are weak (magnitude of change) and inconsistent
  • it is not one of the more potent consequences for altering behavior
  • can be delayed in some settings (ex: being graded on an essay)
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17
Q

what are tokens?

A

generalized conditioned reinforcers such as poker chips, coins, tickets, stars, points, check marks, and money.

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18
Q

how are tokens beneficial?

A
  • potent reinforcers and often can develop behaviors at a higher level than those developed by other conditioned reinforcers
  • they help bridge the delay between the target response and backup reinforcement
  • because they are backed up by a variety of reinforcers, they are less subject to satiation than are other reinforcers
  • can be easily administered without interrupting the target response
  • less likelihood that the reinforcers will be of value to only a few of the individuals in the setting
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19
Q

how are tokens limiting?

A
  • constitute consequences not present in most settings for ongoing behavior with some exceptions
  • backup reinforcers extraneous to the setting are introduced. for example, in a classroom program, tokens may be backed up with food. food is not normally presented in a class and eventually needs to be eliminated
  • are not usually necessary to change behavior
  • there is the task of removing the token system after behavioral gains have been made
  • people in token economies may obtain them in unauthorized ways, although this is rare
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20
Q

what do the effectiveness of programs rely on?

A

how the reinforcer is delivered.

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21
Q

what does it mean for a reinforcer to be contingent?

A

reinforcer is provided only if the desired response is performed and otherwise not given.

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22
Q

what will happen if a reinforcer is provided non-contingently?

A

reinforcer is provided whether or not the behavior occurs so the behavior is not likely to change.

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23
Q

why are quick reinforcement responses better?

A

they are learned better.

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24
Q

what happens the greater the amount of the reinforcer delivered?

A

the more frequent the response will be.

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25
Q

what happens when a reinforcer is given in excessive amounts?

A
  • a reinforcer loses its effect
  • this is satiation
26
Q

what reinforcers are also subject to satiation?

A

secondary, or conditioned, reinforcers.

27
Q

why are high quality/preferred reinforcers better?

A

they often lead to greater performance than do those that are less preferred.

28
Q

what is a schedule of reinforcement?

A

the rule denoting how many or which specific responses will be reinforced.

29
Q

what is the simplest schedule of reinforcement (continuous reinforcement)?

A

response is reinforced each time it occurs.

30
Q

what type of reinforcement schedule is best to use in the beginning?

A

continuous reinforcement.

31
Q

what is intermittent reinforcement?

A

reinforcements delivered after only some of the appropriate responses.

32
Q

what type of reinforcement schedule is best for fighting extinction?

A

intermittent reinforcement.

33
Q

what is a ratio schedule?

A
  • reinforcement is contingent upon the emission of a certain number of responses
  • schedule specifies the ratio of the total number of responses to the one that is reinforced
34
Q

what is an interval schedule?

A

reinforcement is contingent upon the amount of time that passes.

35
Q

what is fixed reinforcement?

A

requirement of reinforcement is the same every time.

36
Q

what is variable reinforcement?

A

requirement of reinforcement is different from time to time.

37
Q

what is fixed-ratio schedules?

A
  • an unvarying number of responses be performed before a response is reinforced
  • the number following FR specifies which response will be reinforced. for example, FR: 1 specifies that only one response is required for the reinforcer to be delivered. (FR: 1 is also called continuous reinforcement, because every response is reinforced.) FR: 10 denotes that every 10th response is reinforced
38
Q

what is a variable-ratio schedule?

A
  • reinforcement occurs after a certain number of responses
  • that number varies unpredictably from occasion to occasion. for example, VR: 5 indicates that, on the average, 5 responses are to be performed before the rein- forcer is delivered. the second response may be reinforced on some occasions, whereas the eighth response may be reinforced on other occasions. a different number of responses may be required each time. across all occasions, however, reinforcement is delivered on the average of the number specified (e.g., 5 in the VR: 5 schedule). behavior tends to extinguish more slowly
39
Q

what are fixed-interval schedules?

A
  • requires that an interval of time pass before the reinforcer is available
  • for example, in an FI: 1 schedule, the first response after one minute passes is reinforced
  • fosters poor or inconsistent performance of the target behavior
40
Q

what are variable-interval schedules?

A
  • specifies the average length of intervals required for reinforcement
  • for example, a VI: 10 schedule denotes that, on the average, 10 minutes must elapse before a response is reinforced. on any given occasion, the interval may be more or less than 10 minutes. the reinforcer is delivered for the first response after the interval elapses. in general, responding tends to be higher and more consistent under VI schedules than it is under FI schedules
41
Q

what type of reinforcement schedule is most seen in the real world?

A

variable ratio and variable interval schedules.

42
Q

what happens when intervals are fixed?

A

we are likely to see a scalloping effect (where we see an increase of behavior near the end of an interval and then a dip, and so on).

43
Q

what to variable schedules promote?

A

a greater consistency in performance than do fixed schedules.

44
Q

what do ratio schedule promote?

A

higher rates of responding than interval schedules because rate of responding influences how soon the reinforcer is delivered.

45
Q

what type of reinforcement schedule is preferred when intermittent reinforcement is used?

A

variable schedules and ratio schedules.

46
Q

what is differential reinforcement of other behavior?

A

provides reinforcement when the client engages in any behavior other than the undesirable target response.

47
Q

what is differential reinforcement of other behavior effective in?

A

reducing severe, dangerous behavior.

48
Q

what is incompatible behavior?

A
  • any behavior that directly interferes and cannot be performed with the undesired behavior
  • often the direct opposite of the undesired behavior
49
Q

what is differential reinforcement of incompatible behavior (DRI)?

A

reinforcing behaviors that are incompatible or that compete with the undesired behavior.

50
Q

what is differential reinforcement of alternative behavior (DRA)?

A

increasing the frequency of alternative behaviors, whether or not they actually are physically incompatible with the undesired behavior, in order to decrease the undesired behavior.

51
Q

what are positive opposites?

A

behaviors that are alternatives to and preferably incompatible with the undesired behavior.

52
Q

what are differential reinforcement of low rates of responding (DRL)?

A

delivering reinforcing consequences for reductions in the frequency of the undesired behavior or for increases in the time intervals in which instances of that behavior does not occur.

53
Q

what is usually apart of differential reinforcement of low rates of responding (DRL)?

A

shaping.

54
Q

what is reinforcement of functionally equivalent behavior?

A

reinforcement of a prosocial, acceptable behavior that attains or serves the same function as does the problem behavior.

55
Q

what is functional communication training?

A

developing communication in the client to obtain the consequences that maintain some other problem or disruptive behavior.

56
Q

what is non-contingent reinforcement (NCR)?

A
  • reinforcer is provided independently of what the person is doing
  • like if someone is reinforced for frowning instead of smiling
57
Q

what is non-contingent reinforcement designed to do?

A
  • reduce undesired behavior
  • can also reduce a motivating operation
58
Q

what is negative reinforcement?

A

a behavior that is increased when it results in escape from or avoidance of an aversive event.

59
Q

why is negative reinforcement usually not used in applied settings?

A

it requires an ongoing aversive event that can be terminated when the desired target behavior happens, which means it must be delivered frequently before reinforcement can occur.

60
Q

what can happen with the use of aversive events?

A

often produces undesirable side effects.

61
Q

when is negative reinforcement typically used?

A

when it has been already operating in the setting in some way and can be mobilized to support adaptive behavior.

behavioral analysis (14 decks)

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