section 3 Flashcards
GENERALIZATION VS. DISCRIMINATION
Generalization occurs when they make connections to other things- like seeing females and saying woman
Discrimination is when its narrowed- like seeing mommy and saying mommy but not saying mommy to all women
2 types of generalization
stimulus generalization
response generalization (aka response induction)
Stimulus generalization
the individual responds to something in the same way that resembles the original thing from which he/she learned
example- saying kitty to any animal with a tail
ex. you say whats up to all your friends
“a” or “A” is said a
OVergenerlization
calling all women mommy
an inappropriate generalization
response generalization
AKA response induction
effects of the intervention are expanded from the targeted response to a similar non-targeted response
the form of the response/behavior changes
draw a straight line- first attempt is crooked but reinforced- over time they draw straighter lines
2 types of contengencies
naturally existing
contrived
relevance of behavior rules
choosing behaviors that generate reinforcers after intervention ceases
how to plan for generalization
- select target behaviors that will meet with natural contingencies of reinforcement
- specify all desired variations of the behavior and the situations in which it should/should not occur after instruction ended
7 strategies to promote generalization
CLEMING
common stimuli loosely train exemplars mediation indiscriminable contingencies negative teaching examples general case analysis
what is common stimuli
program common stimuli
involves ensuring the same SD exist in both the instructional and generalization setting
practice making a purchase at the store- trying it at home with items that are similar to ensure success at the store
loosely trains
expanding the heterogeneity of the SDs
so use a high voice then a low voice when you ask how are you
wearing hair up to teach one day and then hair down the next
that way they dont get to narrowly focused on noncritical stiumuls/stimulus control
mediation
instruction of others to help maintain and generalize newly aquired behaviors
you MUST collaborate with others to maintain their progress after your services are terminated
so teach them to say hi at home and ensure they are saying hi at school
indiscriminable contingencies
the client is not able to discriminate when their responses will be reinforced- thus high rates of behavior since they do not know when they will get reinforcement
2 ways to create indiscriminable contingencies
intermittent schedules of reinforcement
delayed rewards
negative teaching examples
telling client regarding setting, times, and conditions t which it is not appropriate to do that behavior
general case analysis
AKA - general case study
make sure that you are teaching all the different stimulus variations and response variations that they could encounter
example- learning to use multipole laundry machines
terminating successful interventions
one must systematically terminate successful interventions
assess it, how quickly did they get it, can they get to natural contingencies of reinforcement
mediators should have responsibility in the generalization process
maintence
response maintenance
do they keep that skill over time?
example- riding your bike
how to program for maintenance
use intermittent variable reinforcement with your client because this maintains the behavior
think VI and VR schedules of reinforcment
verbal behavior
skinners book published in 1957
Skinner created verbal behavior
private events
inside the skin
thoughts and feelings
only accessible to the one person
you are the only person who can feel your headache
definition of verbal behavior
behavior that is reinforced through the mediation of another persons behavior
helps you get what you want
it is defined by the function of the response not the topography
any response an be verbal
need a speaker and a listener
ex. crying of babies, gestures, writing, spoken word, sign language
form vs. function of behavior
both important
form- formal properties of language involve the topographies
function- effects of the response
verbal operant
unit analysis in verbal behavior (mands, tacts, etc..)
MO/SD -> response -> consequence
skinners 6 tyles of elementary verbal operants
EMITTT
Echoic mand intraverbal tact textual transcription
Echoic
echo, verbal imitation
controlled by the verbal discriminative stimulus (verbal SD)
it produces generalized conditioned reinforcement (praise, attention)
parent- bear
child- bear
parent great job
its must have point-to point correspondence
it must have formal similarity
point to point correspondence
beginning, middle and end of the verbal stimulus math the beginning, middle and end of the response
formal similarity
when the controlling antecedent stimulus and the response share the same sense mode and look physically the same
both are visual , both are auditory, both are tactile
