Quiz 10 Pt. 2 (Ch. 11) Flashcards
behavorial chain
complex behavior consisting of many component behaviors that occur together in a sequence
-each behavior depends on occurrence of past behavior
stimulus-response chain
each behavior or response in chain creates stimulus change that acts as an SD for next response in chain
-first response occurs from SD (i.e., gum in pocket -> reach for gum)
–produces SD from second response, and so on until responses in chain occur in order
-behavorial chain continues if last response in chain results from reinforcing consequence
–(i.e., folded towel -> payment, praise)
5-component stimulus response chain
1) SD1 -> R1
2) SD2 -> R2
3) SD3 -> R3
4) SD4 -> R4
5) SD5 -> R5
task analysis
the process of analyzing behavioral chain by breaking it down into its individual stimulus-response components
ways to conduct task analysis
observe a person engaging in task and record each stimulus-response components
-ask person who performs task well to explain all components in task
-perform task yourself and recording sequence of SDs and responses in task
–Bellamy et al. (1979): gives best info about each response involve in task and the stimulus associated with each response
chaining procedures
strategies for teaching complex tasks (behavioral chains)
-systematic application of prompting and fading strategies to each stimulus-response component in chain
3 types of chaining procedures
1) backward
2) forward
3) total task presentation
backward chaining
intensive training procedure used with learners with limited abilities
-use prompting and fading to teach last behavior in chain first
-using reinforcers at each step is important because it make outcome of each step a conditioned reinforcer, as well as an SD for next response
forward chaining
teach one component of chain at a time, chain components together, and use prompting and fading to teach behavior associated with SD at each step in a chain
-move from front of chain to end, before giving reinforcer after each response, the outcome of each response (the SD for next response) becomes a conditioned reinforcer
–don’t get to natural reinforcer at end of chain until one trains last component
total task presentation
complex behavioral chain is taught as one unit
-total task is completed in each learning trial, use prompting to get learner to engage in whole behavioral chain
-use any prompt needed to get learner to engage in whole task
graduated guidance
hand-over-hand guidance to lead learner through task
-if done incorrectly, graduated guidance may amount to forcing learner through behavior w/o teaching learner to engage in behavior independently
shadowing
keeping hand close to learner’s hand as learner engages in behavior
-allows one to initiate physical guidance immediately if learner fails to execute one of the component behaviors in a chain
-prevents errors and should be done a number of times as the learner exhibits behavioral chain without assistance
when to use total task presentation
-teaching a task that’s not too long or complex
–forward/backward procedures are better for long/complex tasks and limited abilities
–they focus on one component at a time and chain together after they’re mastered individually
-learner’s and teacher’s ability lvl. must be considered
written task analysis
trainer presents learner with list of component behaviors in proper sequence
-learner uses list to perform task correctly, effective only if learner can read, understand, and execute behavior in instructions
picture prompts
take pictures of the outcomes of each behavior or someone engaging in each behavior in the task
-pictures are used to prompt learner to engage in behaviors in proper sequence
-to be effective, the learner has to look at the pictures in the proper sequence
–each picture must have stimulus control over the behavior that’s depicted
video modeling or prompting
learner watches video of someone engaging in behavioral chain immediately before engaging in same task
2 ways video modeling can be done
1) learner watches whole video before attempting to finish task
2) learner watches one step of the task on video and completes it at at time
self-instructions
self-generated verbal prompts
-teach learners how to give themselves verbal prompts or instructions to engage in right sequence of behaviors in a chain
-learners must be able to remember self-instructions, say them at appropriate time, and follow them
-learner first learns to recite self-instructions as a prompt for correct behavior and then recite covertly
how to use chaining procedures
1) determining whether a chaining procedure is appropriate
2) develop a task analysis
3) get a baseline assessment of the learner’s ability
4) choose chaining method to be used
5) implement chaining procedure
6) continue reinforcement after task has been learned
1) determining whether a chaining procedure is appropriate
if person isn’t completing a complex task because they’re not capable, a chaining procedure is appropriate
2 ways for assessing learner’s mastery lvl.
1) single-opportunity method
2) multiple-opportunity method
single-opportunity method
present learner with opportunity to complete task and record which components the learner does w/o help in correct sequence
-first error will typically result in errors on all subsequent steps in task analysis or learner’s inability to complete further steps
multiple-opportunity method
assess learner’s ability to finish each individual component in chain
-present SD, wait for learner to respond, if they don’t respond correctly, present second SD and so on until learner has had opportunity to respond to every SD
4) choose chaining method to be used
for learners with limited abilities, forward or backward chaining are most appropriate
-if task is less complex or learner’s more capable, total task presentation may be more appropriate
