Quiz 5 Ch 11 & 12 Flashcards
Behavior Chain
- A complex behavior consisting of many component behaviors that occur together in a sequence
- Stimulus response chain
- Each behavior or response in the chain produces a stimulus change that acts as an SD for the next response in the chain (When the end becomes the beginning).
- The whole stimulus-response change is under stimulus control of a particular SD
- A behavioral chain only continues if the last response in the chain results in reinforcement
Task Analysis
- The process if analyzing a behavioral chain by breaking it down into its individual stimulus-response components
- Need to identify the SD associated with each behavior in the task
- Need to identify all the behaviors (steps) necessary to perform a task
Completion of Task Analysis
- Observe a person engaged in the task and record each of the stimulus-response components
- Ask a person who performs the task well (an expert) to explain all the components in the task
- Perform the task yourself
–Advantage: provides the best information about each response involved in the task & the associated SD
Considerations of Task Analysis
- After development may have to revise task analysis
– May need to break down some behavioral components or combine 2 or more steps together
- Revising your task analysis depends on how well your behavioral training is progressing
– Learner struggling = break down the steps they are struggling with
– Learner mastering steps = combining steps together
Behavioral Skills Training (BST)
- Instructions, Modeling, Rehearsal, and Feedback to help a person acquire useful skills
–Usually used to teach skills that can be simulated in a role play
Components of BST
- Instructions: describe the appropriate behavior for the learner
- Should be presented at the learner’s level
- Should be presented by someone who has credibility with the learner
- Should be paired with modeling whenever observing the behavior will enhance the potential for learning the behavior
- Learner should repeat the instructions back to the teacher (check for understanding)
- Learner’s rehearsal of behavior should take place as soon as possible
BST (Modeling)
- Modeling: The correct behavior is demonstrated for the learner (learner imitated behavior)
- When the client exhibits correct behavior, it should result in reinforcement
- The model should resemble the learner or should have a high status
- The complexity of the model’s behavior should be developmentally appropriate & match the learner’s abilities
- Learner must be attending
- The modeled behavior must occur in the proper context (SD present)
- Models’ behavior should be repeated as needed
- Behavior should be modeled in various ways and situations (generalization)
- Provide immediate opportunities for learner to imitate behavior afterward
BST (Rehearsal)
- The opportunity for the learner to practice the behavior after receiving the instruction or watching a model demonstrate the behavior
- The behavior should be rehearsed in the proper context (presence of SD)
- Rehearsals should be programmed for success (practice easier behaviors first)
- Rehearsal of correct behavior should be followed by praise/reinforcement
- Incorrect/partial correct behavioral displays should be followed w/corrective feedback
- The behavior should be rehearsed until it is demonstrated correctly at least a few times
BST Feedback
Feedback: Delivery of praise or other reinforcers for correct performance and further instruction after incorrect performances
– Reinforcing consequence & verbal prompt for correct behavior
- Should be immediate
- Should always involve praise for aspect of the behavior
- Praise should be descriptive
- Do not be negative (e.g., “bad” or “wrong”)
- Always praise before providing corrective feedback
- Provide corrective feedback on one aspect of the performance at a time (build correct feedback in steps)
Generalization after BST
- BST does not occur in the natural environmental settings
- In situ Assessment: an assessment of skills occurs in the natural environment where the skills are needed and the individual is not aware that an assessment ins taking place
- in situ Training: The trainer sets up an assessment in the natural setting without the learners knowledge
– If the learner does not perform the skills the trainer enters the situation to provide training
– Learner is then provided with multiple opportunities to practice in the assessment situation
