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behavioral analysis > principles of operant conditioning > Flashcards

principles of operant conditioning Flashcards

1
Q

what are many intervention programs based on?

A

operant conditioning.

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2
Q

what did the research in operant conditioning first begin with?

A

animals.

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3
Q

what are the contingencies of reinforcement?

A

the relationships between behaviors and the environments that produce or influence those behaviors.

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4
Q

what are the abc’s of behavior?

A
  • a (antecedents), b (behaviors), and c (consequences)
  • all related to each other
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5
Q

what are antecedents?

A
  • the stimuli, settings, and contexts that influence behaviors
  • can include things like gestures or looks from others
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6
Q

what are behaviors?

A
  • the actions we perform
  • often the focus of the abc program.
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7
Q

what are consequences?

A
  • events that follow the actions performed
  • these events may or may not have an impact on the individual
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8
Q

why is context important when it comes to behavior?

A

it changes our reactions ex: we may not pick up the phone if it is from someone we do not recognize).

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9
Q

what is important to remember about familiar procedures?

A

they do not change behavior. instead, they must be used in ways in which they are unfamiliar.

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10
Q

what are prompts?

A
  • 1 of 3 types of antecedents
  • directly facilitate and guide the performance of specific behaviors
  • makes it likely a behavior will occur
  • examples: verbal instructions are the most common (please do the laundry), gestures, written commands, etc.
  • different types can be used alone or together
  • used in hopes of receiving a particular response
  • the overall goal is to develop a behavior where prompts are not needed
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11
Q

what are the factors influencing prompts?

A
  • should occur just before the response is supposed to occur
  • should be specific
  • should guide behaviors
  • should remind people of potential consequences
  • reinforce responding to prompts
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12
Q

what is fading?

A

the gradual removal of a prompt.

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13
Q

what is important to remember about prompts?

A

make sure not to remove a prompt too early or the behavior/reaction may not occur!

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14
Q

what are setting events?

A
  • 2 of 3 types of antecedents
  • contextual factors or conditions that influence behavior (think of it as actions that “set the stage” to influence future behavior)
  • tend to have broader influences on behavior
  • can include external events or internal (emotional) ones
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15
Q

what is establishing operation?

A
  • an antecedent variable that temporarily increases the effectiveness of a consequence and the behaviors associated with it
  • can include emotional states, environmental events
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16
Q

what is abolishing operation?

A

antecedents that decrease the effectiveness of a consequence and the behaviors associated with it.

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17
Q

what are high probability requests?

A
  • 3 of 3 types of antecedents
  • way of presenting a prompt asking another person to do something in a special way that increases the likelihood that they will do it
  • if someone asks a few high probability requests first, a low probability request that follows is more likely to be completed due to behavioral momentum (the tendency for a behavior to continue)
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18
Q

what is important to remember about the reinforcement of responses?

A

some responses are reinforced, some are not.

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19
Q

what is differential reinforcement?

A

reinforcing a response in the presence of one stimulus while not reinforcing another stimulus (ex: a student’s behavior gets reinforced when they does not raise their for 5 minutes).

20
Q

what is discriminative stimulus?

A

a stimulus whose presence has been associated with a reinforcement (ex: a rat sees a light turn on. he associates the light with the push of a lever and does just that).

21
Q

what is a non-discriminative stimulus?

A

a stimulus whose presence has been associated with a non-discriminative reinforcement.

22
Q

what is important to remember about reinforced responses?

A

they are more likely to occur with discriminative stimuli but not with non-discriminative stimuli.

23
Q

what is stimulus control?

A
  • when responses are differentially controlled by antecedent stimuli
  • is mostly learned
24
Q

what is shaping?

A
  • rewarding successive approximations towards a target behavior (ex: teaching an animal to do tricks and rewarding behavior that is similar to what is desired)
  • has local and topographical prerequisites
  • often relies on behaviors that are already in our inventory, regardless of how small or insignificant they may be
25
Q

what does operant conditioning do with a stimulus?

A

it does not cause a response, but rather increases the likelihood that it will happen.

26
Q

what are target behaviors?

A

behaviors that one wants to develop (these do not often happen).

27
Q

what is reinforced practice?

A

repeated trials or performance of behavior followed by reinforcing consequences.

28
Q

what is a chain?

A

a sequence of responses (ex: the process of getting dressed).

29
Q

what is chaining?

A
  • developing the sequence of behaviors
  • reinforcement is offered for the completion of not just one behavior, but multiple
30
Q

what is forward chaining?

A

developing behaviors in the order that they are meant to be performed.

31
Q

what is backward chaining?

A
  • starting with the last behavior in the sequence
  • the shorter the delay between a response and reinforcer, the greater the effect the reinforcement has
32
Q

what is important to remember about consequences?

A

consequences are contingent upon performance, this means it is delivered only after the target behavior has occurred. however, this also requires consistency.

33
Q

what are positive reinforcers?

A
  • stimuli/events presented after a behavior occurs that increase the likelihood that that behavior will occur again
  • does not mean that the events will be good in nature, just that something will be presented
34
Q

what are negative reinforcers?

A
  • stimuli/events removed after a response has been performed that increase behavior prior to their removal
  • essentially means that something will be removed
35
Q

what is a generalized conditioned reinforcer?

A
  • when a conditioned reinforcer is paired with other reinforcers (examples: money, approval, attention
  • often uses tokens (like stickers, tickets, coins, etc.) to serve as generalized reinforcers
36
Q

what are back-up reinforcers?

A

the events that tokens can purchase.

37
Q

what are primary reinforcers?

A

reinforcers that require learning.

38
Q

what are secondary/conditioned reinforcers?

A
  • reinforcers that acquire reinforcing value by being paired with conditioned reinforced
  • order is important because they are acquired with classical conditioning
39
Q

what is negative reinforcement?

A

an increase in the likelihood that a behavior will reoccur due to removing an aversive event immediately after the target behavior has been performed.

40
Q

what is punishment?

A

presentation or removal of a stimulus or event following a response, which decreases the likelihood of that response.

41
Q

what are the types of punishment?

A

negative: adverse consequence is presented after a response (like being yelled at)
removal: taking away positive event after a response (like losing privileges after staying out late)
positive: stimulus that decreases the behavior is produces

42
Q

what is extinction?

A
  • cessation of reinforcement of a response that results in a decrease in the likelihood of that behavior in the future
  • consequence that was previously presented no longer follows
  • can be helpful, but only if you know what the reinforcer is
43
Q

what is discrimination?

A

individual responds differently under different stimulus conditions (example: when the teacher is in the classroom, students tend to behave better than when the teacher is absent).

44
Q

what is generalization?

A

the ways in which an effect of a program may extend beyond contingency.

45
Q

what is stimulus generalization?

A

generalization or transfer of a response to situations other than those in which training takes place.

46
Q

what is response generalization?

A

the changes in behaviors or responses other than those that have been trained or developed (ex: if a person is praised for smiling, the likelihood that laughing and talking occur may also increase).

47
Q

what is response covariation?

A

the tendency for responses to change together.

behavioral analysis (14 decks)

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