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ABA Psych 420 > Quiz 7 > Flashcards

Quiz 7 Flashcards

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1
Q

Extinction

A
  • One of the first procedures that should be considered for treating a problem behavior
  • As long as problem behavior is continuing it must be getting reinforced in some way

– Must identify reinforcing consequence & eliminate it

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2
Q

What do we collect to Assess Treatment Effects?

A
  • Record the problem behavior before & after the use of extinction to assess decrease in problem behavior
  • Need: Behavioral definition, reliable data collection method, baseline assessment of behavior, data collection in all relevant settings after treatment, continued data collection to assess generalization & maintenance
  • If data does not show a reduction in problem behavior, you can reassess problem or extinction procedures & make changes
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3
Q

How do you Identify the Reinforcer for the Problem Behavior through Functional Assessment?

A
  • Identify the antecedents & consequences of the problem behavior
  • Must identify the specific reinforcers for the problem behavior to use extinction
  • The reinforcing consequence may involve the behavior of another person (social reinforcer) or a change in a physical (nonsocial) stimulus or environmental event (automatic reinforcer)
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4
Q

Eliminate the Reinforcer after Each Instance of the Problem Behavior

A
  • Failure to eliminate the particular stimulus or events that function as the reinforcers for problem behavior is a failure to implement extinction
  • Need to determine if the reinforcer can be eliminated – can the change agent (parent, teacher, client, etc.) control the reinforcer
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5
Q

Is Extinction Safe?

A
  • Determine if extinction could result in the farm of the individual or those around them
  • Do not use extinction unless you know it is safe to eliminate the reinforcer
  • Do not use extinction if providing physical intervention (to address escape/avoidance behavior) would be unsafe
  • Do not use extinction if the extinction burst cannot be tolerated
  • If extinction is implemented correctly the reinforcer should never follow the problem behavior (consistency is key)

– Change agents must be trained to use extinction (instructions, modeling, feedback)

– Consider the reinforcing the change agents behavior of using extinction correctly

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6
Q

When do we Take into Account the Schedule of Reinforcement before Extinction

A
  • Continuously reinforced behavior will decrease more rapidly, when the behavior is intermittently reinforced the behavior decreases gradually
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7
Q

Reinforcing Alternative Behaviors

A
  • Extinction should always be used in conjunction with reinforcement procedures
  • Reinforcement increases a replacement behavior
  • Alternative behavior must serve the same function as the problem behavior
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8
Q

Promoting Generalization & Maintenance

A

Generalization- problem behavior will stop taking place in all relevant circumstances

Maintenance- behavior change will last over time

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9
Q

Differential Reinforcement [placholder]

A

.

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10
Q

Reinforcing one response class

A
  • When dealing with reducing problem behavior, this involves

– Reinforcing a behavior other than problem behavior behavior

– Reinforcing a reduced rate of problem behavior

  • Withholding reinforcement for another
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11
Q

Differential Reinforcement of Incompatible Behavior (DRI)

A
  • Reinforce a behavior that cannot occur in tandem with a problem behavior
  • Withhold reinforcement for instances of problem behavior
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12
Q

Differential Reinforcement of Alternative Behavior (DRA)

A
  • Reinforce occurrences of desirable alternative to problem behavior but that is not necessarily incompatible
  • Reinforcement is withheld for problem behavior
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13
Q

Sometimes when reinforcer is a negative reinforcer

A

DNRI - Differential negative reinforcement of incompatible behavior

DNRA- Differential negative reinforcement of alternative behavior

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14
Q

Guidelines for implementing behavior [placeholder]

A

.

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15
Q

When to select incompatible/alternative behavior

A
  • Already exists in repertoire
  • Requires equal or less effort than problem behavior
  • Emitted at a rate that provides sufficient opportunities for reinforcement
  • Likely to be reinforced in natural environment
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16
Q

After what assessments do we select reinforcers that can be controlled?

A
  • Identify via stimulus preference assessment
  • Identify via functional behavior assessment

– Use same consequence as is maintaining problem behavior for appropriate/incompatible behavior

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17
Q

Guidelines for implementing DRI/DRA

A
  • Reinforce incompatible/alternative behavior immediately and consistently
  • Withhold reinforcement for problem behavior

– Some “mistakes” may be tolerable

Combine with other procedures

18
Q

DRO

A

Differential Reinforcement of Other Behavior

– Deliver reinforcer whenever the problem behavior has not occurred for a specific time

– “Reinforcement for not responding”

19
Q

Fixed-Interval DRO (FI-DRO)

A
  • the reinforcer is given at the end of successive time intervals of equal duration
  • To apply

– Establish interval

– Deliver reinforcement at end of interval if problem behavior didn’t occur during the interval

  • If problem behavior occurs, reset interval
20
Q

Forms of DRO [placeholder]

A

.

21
Q

Variable-interval DRO (VI-DRO)

A
  • Omission requirement is applied at the end of successive time intervals of variable and unpredictable durations

– To apply:

— Establish variable interval schedule

— Deliver reinforcement at end of interval if problem behavior didn’t occur during the interval

— If problem behavior occurs, reset interval

22
Q

Fixed-momentary DRO (FM-DRO) and Variable-momentary DRO

A

Omission requirement is applied only at the end of successive time intervals of fixed or variable durations (contingency not in place during interval)

  • To apply:

– Establish interval

– Deliver reinforcement at end of interval if problem behavior didn’t occur at the end of the interval

23
Q

What Type of DRO To Use?

A
  • Interval more widely used that momentary
  • Interval more effective for suppressing problem behavior
  • Momentary may be most useful for maintaining reduced levels of problem behavior
24
Q

Recognize limitations of Variable/Momentary DRO

A
  • Reinforcement provided if absence of target problem behavior

– If another, nontargeted problem behavior occurs, it is reinforced

— May need to shorten interval

— May need to include other problem behaviors in definition

  • With Momentary DROs, reinforcement is delivered if problem is not occurring at end of interval, even if it occurred throughout the majority of the interval

– Change to interval DRO

– Shorten interval

25
Q

Set initial DRO intervals that assure frequent reinforcement

A
  • Calculate the mean baseline interresponse time (IRT)
  • Set interval that is equal to or slightly less than mean IRT
26
Q

Do not inadvertently reinforce other undesirable behaviors

A

Make rule: must have absence of target problem behavior and other inappropriate behaviors

27
Q

How and when do you gradually increase the DRO interval?

A

Three options:

  • Increase by constant duration of time
  • Increase intervals proportionately
  • Increase based on learner’s performance

Extend to other settings and times of day

Combine with other procedures

28
Q

Differential Reinforcement of Low Rates of Responding (DRL)

A
  • Use to decrease the frequency of the occurrence of a behavior, but not eliminate it all together
29
Q

What does a Full-session DRL look like?

A
  • Reinforcement is delivered at the end of a session if during the entire session, the target behavior occurred equal to or fewer times thana predetermined criterion
30
Q

Interval DRL

A
  • Divide the total session into a series of equal intervals of time
  • Provide reinforcement at the end of each interval in which the number of occurrences of target behavior is equal to or below predetermined criterion
31
Q

Spaced- responding DRL

A
  • Deliver reinforcer following an occurrence of a behavior that is separated by at least a minimum amount of time from a previous behavior
  • In other words, reinforcement in contingent on increasingly longer IRTs (inter-response time)
32
Q

Guidelines of using DRL [placeholder]

A

.

33
Q

Recognize limitations for DRL

A
  • DRL is slow and does nor reduce a behavior quickly
34
Q

When and how to choose the most appropriate DRL procedure

A
  • Spaced responding is the only DRL procedure that delivers reinforcement immediately following response and maintains lower rates
  • Use full-session and interval DRO when it is okay to have either no or low rates of target behavior
  • Spaced responding provides higher rates of reinforcement
35
Q

Use baseline data to guide selection of intial response or IRT limits

A
  • Set at baseline or slightly lower
36
Q

Hierarchy of DRL/Gradually thinning the DRL schedule

A
  • Full-session DRL: set new criterion based on learner’s current performance
  • Interval DRL: gradually decrease number of responses per interval
  • Spaced-responding: adjust IRT criterion based on performance
37
Q

Provide informational feedback to the learner

A

Enhance effectiveness by helping learner monitor performance

38
Q

Identification of Reinforcers [placeholder]

A

.

39
Q

How to identify an appropriate reinforcer?

A
  • Observe the person
  • Ask the client, parents, or teachers
  • Use reinforcer questionnaires
  • Present potential reinforcers continent on an operant response & measure response rate or duration
  • Preference assessment:

– Single stimulus assessment

– Paired stimulus assessment

– Multiple stimulus assessment (variation: multiple stimulus without replacement)

40
Q

Single stimulus assessments

A

Allow you to hypothesize whether a child likes or dislikes items, as well as hypothesize a child’s preference hierarchy from a select group of items

  • Use when child does not make consistent choices based on preference
  • Use if child engages in challenging behavior when fav toys are taken because child can play with toy as long as they desire
41
Q

Paired stimulus assessments

A

Allow you to determine a child’s preference hierarchy form a select group of items

  • More time-consuming that MSWOs and MSWs, they are appropriate for children who do not consistently scan a large array and make a choice based on preference
  • Typically, preference assessments with toys and with edibles are conducted separately
42
Q

Multiple Stimulus Assessment (MSW & MSWOs)

A

Allow you to determine a child’s preference hierarchy from a select group of items

  • Most appropriate for children consistently scan a large array of items and make a consistent choice based on relative preference
  • Do not use if child is likely to engage in problem behavior when toys are removed
  • Typically, preference assessments with toys and with edibles are conducted seperately

ABA Psych 420 (11 decks)

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