section 3- generalisation & VB & schedule of R Flashcards
1
Q
discrimination
A
- narrow stimulus control
- when a limit spectrum of stimuli occasion A response
2
Q
generalisation
A
- large spectrum of stimuli occasion certain responses
- critical for human to survive and thrive
2 types of generalisation
- stimulus generalisation
- response generalisation
3
Q
stimulus generalisation
A
- responding to antecedent stimuli that sharing certain aspects of the ORIGINAL SD
- the person responds to sth in the SAME way that resemble the original thing he learned
- a BROADENING of the spectrum of stimuli that occasion certain responses
- program stimulus generalisation: teach a person to respond in the same way to similar but not identical stimuli
- over-generalisation/inappropriate generalisation: emit a response that appropriate to some contexts in an inappropriate context
e. g. call all women ‘mommy’
e. g. prejudice
4
Q
response generalisation
response induction
A
- a person exhibits NOVEL responses that are FUNCTIONALLY equivalent to the trained target response
- intervention effects expand from a targeted response to a SIMILAR non-targeted response
- response induction = introduction (novel responses)
- enable to shape NEW behavior
- if the response/behavior change, then it’s response generalization
5
Q
plan for generalisation
A
- select target behaviors that will meet with NATURAL contingencies of R
- functional behavior
- relevance-of-behavior rule: only choose behaviors that generate R after intervention ceases
- 2 types of contingencies: naturally existing contingency, contrived contingency
- specify ALL desired variations of B & situations that it should/not occur after instructions ended
* *do this at the beginning of the planning stage**
6
Q
7 strategies to promote generalisation
A
CLEMING
- common stimuli
- ensure the same SD exists in both the instructional & generalization setting
- correct response is more likely to occur in the generalization setting if there’s lots of similarity between the instructional & generalization settings.
- loosely train
- alter NON-critical elements of the teaching settings in arbitrary ways –> the individual is LESS likely to too narrowly discriminate some non-critical elements –>non-critical elements are LESS likely to acquire exclusive control over the target response
- expand the heterogeneity of SD - exemplars/multiple exemplar training
- the MORE examples used in teaching, the better
- provide the person OPPORTUNITIES to respond correctly to multiple examples of ANTECEDENT stimuli
- provide multiple RESPONSE examples - mediation
- instruct OTHERS who will help maintain & generalize the newly acquired Bx
* * ETHICAL**- your ethical responsibility to collaborate with others to maintain the clients’ progress after your services terminate
- the CODE: cooperate with other professionals to serve your client effectively & appropriately
- in-discriminable contingencies
- contingencies when an individual is UNABLE to discriminate when his responses will be reinforced –> Bx continue at a HIGH rate
- make the contingencies UNCLEAR in generating setting
- intermittent schedules of R: start with continuous R (CRF), then move to intermittent R (INT)- all indiscriminable contingencies involve INT but not all INT are indiscriminable*
- delayed rewards: unclear what stimuli will produce R
- all indiscriminable contingencies involve INT but not all INT are indiscriminable*
- negative teaching examples
- teach individuals when it is NOT appropriate to display a certain B: settings, times, conditions- strengthen discrimination skills
- general case analysis/strategy
- ensure to teach ALL different STIMULUS & RESPONSE variations in generalisation, post-intervention environment
- help to learn SIMILARITIES & DIFFERENCES of stimuli WITHIN a stimulus class
- ensure to teach ALL different STIMULUS & RESPONSE variations in generalisation, post-intervention environment
7
Q
terminate successful interventions
A
- must SYSTEMATICALLY terminate successful interventions
- should access how INTRICATE/COMPLEXITY the intervention is, how QUICKLY the intervention produced the desired change, the AVAILABILITY of NATURAL contingencies of R for the newly acquired skill
- attempt to reduce the need to generalize FROM THE BEGINNING
- PROBE for generalization BEFORE, DURING, AFTER intervention
- mediators should have responsibility in the generalization process
8
Q
maintenance
A
- after remove the intervention, the extent that a particular response remains in the person’s REPERTOIRE OVER TIME
- program maintenance *
- use intermittent/variable R –> promote persistence under EXT
- use variable ratio/interval schedule of R (VR/VI)
9
Q
verbal B
A
- SKINNER created VB
- VB book published 1957
10
Q
private events
A
- inside the skin
- thoughts & feelings
- are behaviors
- only accessible to 1 individual, not 2 or more –> you are the only person who can feel it
11
Q
technical definition of VB
A
- B that is reinforced through the MEDIATION of OTHER’s Bx
- define by FUNCTION of the response, NOT topography
- vocal & non-vocal Bx
- any response FORM can be verbal: baby cry, gestures, writings etc
- involve SOCIAL INTERACTION between SPEAKER & LISTENER
- speaker: gain access to R, controls environment through the B of listener. SKINNER’s VB mainly concerned B of speaker
- listener: must learn how to R the speaker’s VB
- communication helps ppl get what they desire & avoid undesirable
12
Q
form & function of VB
A
- form: formal properties of language involve topographies
e. g. classify words as nouns, verbs, prepositions - function: EFFECTS of the response
13
Q
verbal operant
A
- the UNIT of VB
e. g. mands, tacts - MO/SD–>response–> consequence
- verbal repertoire: a set of verbal operants emitted by sb
- use verbal operant as the basis for language assessment*
- assess current effectiveness of each verbal operant
- start by mand repertoire
- FIRMLY establish repertoires for each verbal operant before move on to more complex ones
- VB assessment: VB-MAPP
- functional analysis of VB is ongoing
- must determine what the correct source of control should be and how the source can be established
14
Q
Skinner’s 6 elementary verbal operants
A
EMITTT
- echoic
- mand
- intraverbal
- tact
- textual
- transcription
15
Q
echoic
verbal imitation
A
- occurs when the speaker repeats the VB of another speaker
- controlled by the verbal SD: whatever the speaker said controls what the listener is going to say: the speaker says ‘echo’, then listener says ‘echo’
- the ability to echo is essential for identifying objects & actions
- produce GCSR, e.g. praise, attention
- verbal SD has 2 things in common with response:
- point-to-point correspondence: verbal stimulus & response match in beginning, middle, end
- formal similarity: controlling antecedent stimulus & response share same SENSE mode (e.g. both visual, auditory, tactile) & PHYSICALLY look exactly the same
16
Q
echoic training
A
- bring verbal responses under the FUNCTIONAL control of verbal SD that have point-to-point correspondence & formal similarity with the response
- GOAL: to enable the speaker to repeat your sounds –> eventually TRANSFER the response form to other, more advanced verbal operants
- teach echoics*
- shaping: teacher presents a vocal verbal stimulus, reinforces the student’s SUCCESSIVE APPROXIMATIONS towards the sample
- at beginning: choose sounds that SIMPLE & WITHIN his repertoire
- teach systematically:
- teach consonants after mastered all vowels
- oral motor imitation: build physical strength: blow on items, use stimuli etc
- prompt level: physical (e.g. hands on face), touch face, gradually shape mouth formations
17
Q
mand
A
- the speaker asks for what he needs or WANTS
- controlled by MO not SD
- occur due to a state of deprivation / aversive stimulation
- manding is reinforced by ATTAINING the manded items
- allows the LISTENER to infer what EO may be affecting the speaker
- mands often become STRONG forms of VB coz the specific R received
- mands are the FIRST verbal operants acquired by humans
18
Q
mand training
A
- FIRST verbal operant to teach
- bring verbal responses under the functional control of MOs
- initiate teach mand training*
- assess motivation: an MO needs to be in effect at the time of training
- the time when your client’s motivation is STRONG
- control & contrive the motivation
- make a list of potential motivators & reinforcers
- select the 1st few words to teach
- at beginning choose*
- items related to STRONG motivation, e.g. food, toy
- items you can CONTROL access
- items can be available for a SHORT period of time initially
- items are easy to DELIVER &/ REMOVE
- items that are CONSISTENTLY strong
- items the client prefers
- words involving a response form already in the client’s repertoire
- next, teach complex mands*
- mands with adj & prepositions
- increase the length of the mands
- mand for information, attention, ppl do things for you
19
Q
2 types of mands
A
- regular mand: can actually be reinforced
- extended mand: emit mands to objects /animals that CANNOT possible supply an appropriate reinforcing response
e. g. while drive on the freeway tell another driver ‘move your car’
a. superstitious mand: R sometimes occur incidentally.
b. magical mand: R NEVER occurred in the past; wishing. e.g. ‘I wish I had a million dollars’
20
Q
intraverbal
A
- speaker DIFFERENTIALLY responds to other ppl
- ANSWER A QUESTION
- a verbal SD evokes a verbal response that does NOT have point-to-point correspondence with the verbal stimulus
- allow a person to talk & think abt things that are NOT physically present
- produces GCSR
21
Q
intraverbal training
A
- bring verbal responses under the functional control of verbal SD that LACK point-to-point correspondence with the response
- prerequisites: has acquired 50 mands & tacts
- teach*
- use prompting, fading, chaining
- focus on what interests the learners & manipulate the EOs
- teach in the NATURAL environment as much as possible
- CONTINUE teach NEW mands & tacts while teach intraverbals
- at beginning*
- begin with fill in the blank activities using favorite songs, characters
- teach to give one’s name, gender etc. (e.g. social questions)
- use object & animal sounds
- WH questions
- teach systematically*
- teach in natural environment promote generalisation
- short sessions: 1-15 minutes
- conduct training at table, on floor, playground, etc.
22
Q
tact
A
- speaker names things & actions that the speaker has DIRECT contact with through any of the SENSE mode
- label the environment when the object, event, stimulus is PRESENT in your environment
- verbal response in the PRESENCE of the thing tacted
- if a person is naming something but the thing is NOT presented to the person –> the person CANNOT tact it
- controlled by NON-VERBAL SD
- produce GCSR
- tact extensions/extended tacts *
- not 1 name for 1 thing: many ways to describe the same thing
- a new stimulus being SIMILAR to another known stimulus may evoke a response LIKE the original stimulus
- 4 types SMMG
- solistic extension: poor use of language, substandard VB, slangs
- metaphorical extension: the novel stimulus shares SOME but not all of the features of the original stimulus. (e.g. his heart is as black as coal)
- metonymical extension: the novel stimulus shares NONE relevant features of the original stimulus, some irrelevant but related feature has acquired stimulus control
- generic extension: the novel stimulus shares ALL relevant features of the original stimulus = stimulus generalization
23
Q
tact training
A
- bring verbal responses under the functional control of NONVERBAL SD
- prerequisites: echoics, some labeling of vocabulary, 5-10 mands that occur without echoic prompts
- teach*
- similar to teach mands, with verbal stimulus ‘what is that’ ‘what do you see’ –> not a pure tact (i.e. tact with only the non-verbal SD)
- continue with mand training simultaneously with tact training sessions
- teach systematically
- teach with mand component: with MO for the items, (e.g. cookie), R with access to the item
- teach without mand component: without MO for the item.
24
Q
textual
A
- without any implications, the readers UNDERSTANDS what is being read
- read WRITING words
- involves intraverbal behavior & receptive language
- occurs when a verbal SD has point-to-point correspondence but NO formal similarity between the stimulus & response
- produce GCSR
