Reinforcements / Final Flashcards
Indirect outcome recording
Measures results that produces an observable product in the environment
Example) teacher asking parents to fill questionnaire about child’s behavior at home vs school (check to see if behavior in class is positively effecting home)
Direct outcome recording
Instead of relying on memory, data is gathered immediately as the behavior occurs or as it produces results
Event Recording
Behavior is observed continuously throughout the observation period and each instance of the behavior is recorded immediately as it occurs
2 criteria:
- does behavior look same every time?
- does behavior have a clear beginning and end?
Deprivation
When a person hasn’t had access to a particular reinforcer for a significant period of time
(Makes it more potent)
Immediacy
Time between the occurrence of the behavior and the delivery of the reinforcer
- the more immediate, the more effective
Size
Magnitude of the reinforcer changes the effectiveness
- not give too much or reinforcer loses its value
-too little, not motivating enough
Contingency
When the reinforcer is delivered ONLY for the target behavior, it is more effective
Schedules of reinforcement
Specifies how often particular behaviors receive reinforcement
Continuous schedule
Used for learning new behaviors, the behavior is reinforced every time
Intermittent schedule
Used to maintain behavior once a skill is acquired
- behavior reinforced only some of the time
- generates high response rates and prevents behavior from stopping
Fixed ratio schedule
A schedule of reinforcement after a fixed level of responses
Example) reinforce every 5th correct response
Variable ratio schedule
An average number of responses must be made before delivery of reinforcement
Example) slot machine
Fixed interval Schedule
It doesn’t matter how many times a behavior occurred, the person only gets the reinforcer once the response is given after a fixed amount of time
Example) receiving a paycheck
Variable interval schedule
Reinforcer is delivered for the first response that occurs after an unpredictable amount of time has passed
Example (email) ✉️
Systematic Desensitization
Treatment practices engaging in successive approximations towards target behavior
- often paired with anxiety reduction exercises + positive reinforcement
- used to treat phobias 🕷️ (gradually exposing to fear in relaxed state)
Demand Fading
Incrementally increase demands you place on the student across several sessions
Non contingent reinforcement
Reinforcing child without demands in place
Causes to be associated with reinforcement and become a reinforcer
(Rapport building)
Pairing
When child has associated you with reinforcement or good things
Pace
Increasing pace of instruction decreases escape behaviors
Interspersing
Mixing up easy and more difficult tasks
Wait program
Teaches student to accept denied request and wait for access to item
- uses visuals and timers
- student taught to wait for items/activity for incremental periods of time
Extinction
When the response no longer produces reinforcement
Response cost
Taking away reinforcer as a result of behavior
Example) taking care of keys away after missing curfew
Functional behavior assessment
A collection of different procedures of gathering information on antecedents, behaviors, and consequences in order to determine the factors that lead to maintaining problem behavior
Visual schedules
Pictures that communicate a series of activities / steps of a specific schedule
-gives sense of control, predictability, and choice over their schedule
Means to an end visual
Shows individual when they are finished or when something new is going to happen (like a transition)
Example) timer, token board, first/then board
- more likely to story on task if they can see when they get a break
[ Bright horizons ]
Functional Communication Training
Use of appropriate communicative behavior to replace in appropriate behavior
Social stories
A tool to teach children with autism how to act in social situations
Transition program
Teaches student to easily transition by reinforcing systematic steps
1) first contrive transition by situations like moving from one chair to another
Sensory Diet
The use of sensory activities/exercises to calm certain sensory needs
Example) activity schedule, replacement behavior that serves same purpose
Over correction
Contingent on target behavior, individual must engage in tedious task directly related to the problem
Restitutional Overcorrection
Learner is required to repair the situation to its original state
Positive practice overcorrection
Learner is required to practice the correct form or the behavior/behavior that is incompatible as a result of the problem behavior
Time out
Withdrawal of opportunity to receive positive reinforcement for specific time
Phoneme
Smallest contrastive unit of sound system in language, helps shape articulation
Intraverbal prompt
A question that leads child to correct response
Video self modeling
When student views videos of themselves as examples of behavior
Isolation
Teaches student to pair stimulus with reinforcement once it is paired, you mix it up with other stimulus (distractors)
Mixed Trials
Mixing mastered SD’s with target SD’s to ensure discrimination
Trial by trial data
Data is collected after each trial on whether or not the response was correct, incorrect, or mastered
Probe Data
Data collected on initial trial
- only checks initial trial of each program/target to see whether teaching/prompting was enough to maintain target skill following day
Transfer trial
When we re-present the original SD and use a lesser prompt than the first
-Hailey (Comp assessment)
Error Correction
If child begins to emit an incorrect response do not allow to finish response
- prompt to show correct response asap
- use transfer trial to fade out prompt + distract or trial to come back to SD to test if they got it
Cold probe
Used to record whether student was able to independently provide correct response upon first presentation of SD
(3 consecutive yes probes = mastered skill)
Toy imitation
When teaching play skills, start with items student has shown interest in -> use 2 identical sets so teacher and student have one (SD: “do this”).
Gross motor imitation
Imitation of body movements (SD= “copy me”)
Fine motor imitation
Imitation of detailed, precise movements
- may use materials
(SD= “Do this”)
Oral motor imitation
Imitation of movement of mouth, tongue, lips, face, head, often prereq to verbal imitation and speech
- helps shape articulations & increase vocalizarions
(Ex: EC “Up”, “more”)
Echoic
Repeating what was heard, auditory SD/discriminative stimulus, consequence = non specific reinforcement
(Anything that increases behavior that is not the object being said)
Mand
Demand, command, asking or requesting. Asking for what one wants, then as a consequence getting it.
Acts as immediate reinforcement using communication.
Tact
Coming into contact with the environment through one of our senses
- antecedent = non verbal stimulus in environment
Example) saying “popcorn” when you see popcorn
Intraverbal
Responding to conversation, or a question
- antecedent is verbal stimulus
Listener Responding
Responding to manda of another
- receptive language - not verbal behavior
👁️
(EC)
Stimulus-stimulus pairing
Repeated pairing of neutral stimulus with a reinforcing stimulus ; neutral stimulus becomes conditioned as reinforcer,
++ increase in responding (automatic reinforcement)
4 Functions of Behavior
1) gain attention
2) escape/avoid a task /situation
3) gain an item/tangible
4) gain automatic reinforcement
