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Study notes > section 8 > Flashcards

section 8 Flashcards

1
Q

Prepackaged principle

A

Aka
Grandmas law
Theory of reinforcement

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2
Q

Response deprivation hypothesis

A

Created by Timberlake and Allison 1974

Built
On Premack principal

Restricting access to the behavior creates deprivation that serves as an EO which makes the restricted behavior a very strong form of reinforcement

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3
Q

4 behavior environment relations that functionally define imitation

A

Formal similarity

Model

Immediacy

Controlled relation

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4
Q

Formal

Similarity

A

The model and the behavior must physically look alike and be in the same sense mode

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5
Q

Model

A

The stimulus that is presented in an effort to evoke the imitative behavior

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6
Q

Immediacy

A

An imitative behavior must immediately follow the model within just a few seconds it is critical

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7
Q

Controlled relation

A

The model must be the controlling variable for the imitative behavior.

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8
Q

Two types of modes

A

Planned and unplanned models

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9
Q

Planned models

A

Pre-arranged antecedent stimulus that help learners acquire new skills

Example video models

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10
Q

Unplanned models

A

Occurs in every day social interactions

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11
Q

Five steps of imitation training

A
  1. Assess and teach any pre-requisite skills for imitation training
  2. Select models for training
  3. Pretest
  4. Sequence models for training
  5. Implement imitation training
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12
Q

Shaping

A

A process involving systematically and differential lay reinforcing successive approximations to a terminal behavior

Shaping teaches novel behaviors

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13
Q

Differential reinforcement

A

Reinforcing those responses within a response class that meet a specific criterion along some dimension (frequency, magnitude, etc…) and placing all other responses in the class on extinction

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14
Q

Successive approximations

A

The sequence of new response classes that emerge during the shaping process as a result of differential reinforcement. Each successive approximation is closer in form to the terminal behavior that the response class it replaces

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15
Q

Response differentiation

A

A behavior change produce for differential reinforcement

Overall result = a new response class

Reinforced members of the current response class occur with greater frequency and unreinforced members occur less frequently because they are on extinction

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16
Q

Two types of shipping methods

A

AW

Across

Within

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17
Q

Shaping across

A

Shaping across response topographies

Topography of behavior changes during shaping

Behaviors are still members of the same response class

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18
Q

Shaping within

A

Shaping within response topographies

Topography of behavior remains constant

Example duration of time spent practicing piano increases via shaping

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19
Q

Shaping versus fading

A

Both change behaviors gradually

Shaping by changing response requirements

Fading by changing antecedent stimuli

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20
Q

Guidelines for shaping

A

Assess the terminal behavior abs avaiable resources

Select the terminal behavior

Determine criterion for success

Analyze the response class

Id the first behavior to reinforce

Eliminate interfering abs extraneous stimuli

Proceed in gradual stages

Limit the number of approximations at each level

Continue reinforcement when the terminal behavior is achieved

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21
Q

Behavior chain

A

A specific sequence of discreet responses each associated with a particular stimulus condition where each response and the associated stimulus condition serve as an individual components of the chain

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22
Q

Three important characteristics of a behavior chain

A

Performance of a specific set of discrete responses

The performance of each response changes the environment in such a way that it produces conditioned reinforcement for the preceding response and an SD for the next response

The response in the chain must be completed in the correct order usually close in time

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23
Q

Behavior train with limited hold

A

The chain must be perform correctly and within a certain time

Example when dialing the phone number on a traditional phone if you did not dial the number within a certain timeframe the phone would go to the busy signal

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24
Q

Behavior chain versus chaining

A

Behavior chain is a specific sequence of behaviors that lead to reinforcement

Chaining is various methods of linking specific sequences of stimuli and responses to form a new performance

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25
Q

Task analysis

A

Breaking down complex skills into smaller teachable units

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26
Q

Chaining steps

A

Create and confirm the task analysis

Assess baseline level of mastered steps

Decide on behavior chaining methods

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27
Q

Single opportunity method for chaining

A

Access is an individual’s ability to perform each behavior in the task analysis in the correct sequence

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28
Q

Multiple opportunity method for chaining

A

Evaluates individuals baseline level of mastery across all behaviors in the task analysis

If I step is performed incorrectly out of sequence or the time limit for the staff has exceeded the behavior analyst completes that step for the individual and then prompts to learner to do the next step

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29
Q

4 behavior training methods

A

FB BLAT

Forward

Backward

Backward with leaps ahead

Total task

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30
Q

Forward chaining

A

Behaviors identified in the task analysis are taught in their naturally occurring order

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31
Q

Total task chaining

A

Aka
Total task presentation
Whole task method
Concurrent chaining

A procedure in which every step in the task analysis is taught to the individual during every session

Technically, it is considered a variation of forward chaining

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32
Q

Backward chaining

A

A procedure in which the trainer completes all the initial steps except for the last step at which the individual is taught the last step

Once the get the last step, they then do the last two steps etc…

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33
Q

Backward chaining with Leap a heads

A

Same protocol
As the backward chain but not every step in the task analysis is trained.

Some
Steps are simply probed.

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34
Q

Interrupting and breaking behavior chains

A

Aka
Unchaining
Disrupting a chain
Unlinking a chain

Method designed to unlink one element of the chain so that the next link doesn’t serve as discriminative stimulus for the next link-

So we know how to make a cake - we start that chain but then switch over the making muffins- some similar links but now we add more to the chain

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35
Q

Breaking an inappropriate chain

A

Re-examine the Sd and the response

Determine whether similar Sd’s cue different response

Analyze the natural setting to id relevant and irrelevant Sds

Determine whether Sds in the natural setting differ from training Sds

Id the presence of novel stimuli in the setting

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36
Q

Factors affecting the performance of behavior chain

A

Completeness of the task analysis

Length or complexity of the chain

Schedule of reinforcement

Stimulus variation

Response variation

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37
Q

Differential reinforcement

A

Reinforcement contingent on the occurrence of a behavior other than the challenging behavior and challenging behavior occurs at a reduced rate

Withhold reinforcement for the challenging behavior as much as possible

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38
Q

Six types of differential reinforcement

A

HI LOAD

DRH- Turn she’ll reinforcement of high rates of responding

DRI- Differential reinforcement of incompatible behavior

DRL- Differential reinforcement of low rates of responding

DRO- Differential reinforcement of other behavior

DRA- Differential reinforcement of alternative behavior

DRD- Differential reinforcement of diminishing rates of responding

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39
Q

DRI

A

A procedure in which behavior cannot be omitted simultaneously with a challenging behavior or that it’s incompatible

Example an individual cannot refuse to eat food and eat food at the same time

Dual effect of weakening problem behavior and strengthening acceptable behavior

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40
Q

DRA

A

The procedure in which one reinforces the occurrence of behavior that provides a desirable alternative to the problem behavior but not necessarily behavior that’s incompatible with it

Dual effect of weakening problem behavior and strengthening acceptable behavior

Example coworkers are bickering so employer gives them an assignment to work as a team the bickering decreases as they work on the assignment

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41
Q

Guidelines for using DRI/DRA

A

Select incompatible/alternative behavior

Select reinforcers that are powerful and can be delivered consistently

Reinforce incompatible/alternative behavior immediately and consistently

Withhold reinforcement for the challenging behaviors

Combine DRI/DRA with other procedures

42
Q

DRO

A

Aka

Differential reinforcement of zero responding
Omission training

Procedure in which reinforcement is contingent on the absence or omission of the challenging behavior

43
Q

Interval DRO

A

Aka
Whole Interval DRO

A subtype of DRO In which a reinforcer is provided following an interval of time throughout which the challenging behavior did not occur

44
Q

Variable interval DRO

A

Variable = changeable period of time

Interval = time

A variable interval the time is established and if the challenging behavior does not occur during that interval the individual earns reinforcement at the end of that interval

45
Q

Momentary DRO

A

Reinforcer is provided following an interval of time only if the challenging behavior is not occurring at the end of that interval

46
Q

Fixed momentary DRO

A

An interval of time is established and If the challenging behavior does not occur at the end of that interval the individual earns reinforcement at the end
Of that interval

47
Q

Variable momentary DRO

A

A variable interval of time is established and if the challenge int behavior does not occur at the end of that interval the individual earns reinforcement at the end of that interval

48
Q

Guidelines using DRO

A

Select reinforcers that are powerful and can be delivered consistently

Set initial DRO intervals that assume frequent reinforcement

Do not inadvertently reinforce other undesirable behaviors

Gradually increase the DRO interval

Extend the application of DRO to other settings and times
Of day

Combine DRO with other procedures

49
Q

Differential reinforcement of high rates of responding

DRH

A

A schedule of reinforcement that provides reinforcement for emitting behaviors that are at or above a pre-established rate

DRH helps to increase behavior that the individual displays to infrequently

50
Q

Full session DRH

A

Reinforcement is delivered at the end of the session if the entire session the target behavior occurred at a rate equal to or above the predetermined criterion

51
Q

Interval DRH

A

Reinforcement is delivered at the end of each interval during which the target behavior occurred at a rate equal to or above the predetermined criterion

52
Q

DRD diminishing rates

A

A schedule of reinforcement that provides reinforcement and the number of responses in a specified time period Is less than or equal to a prescribed limit

DRD helps to decrease behavior that the individual displays too frequently but not to eliminate it entirely

DRD is described in rate/frequency

53
Q

DRL

A

A schedule of reinforcement that provides reinforcement only if the behavior occurs following a specific period of time during which it did not occur or since the last time it occurred

IRT and rate of response are functionally related

By increasing IRT you are lowering the rate of responding

Dana eats to fast- reinforcement if she pauses for 10 secs after her bite of food

54
Q

Guidelines for using DRH/DRD/DRL

A

Recognize the limitations of DRH/DRD/DRL

Choose the most appropriate DRH/DRD/DRL procedure

Use baseline data to guide the selection of the initial response or IRT limits

Gradually thin the schedule to achieve the desired final rate of responding

Provide feedback to the learner

55
Q

Augmentative communication systems

A

Many can’t communicate using vocal speech

Signing, touching, exchanging a picture,
A computerized voice communication device

56
Q

Antecedent interventions

A

Aka
Antecedent procedure
Antecedent control
Antecedent manipulations

Contingency dependent (aka antecedent control)

Contingency independent (antecedent intervention)

57
Q

3 antecedent interventions

A

Non contingent reinforcement

High probability request sequence

Functional communication training

58
Q

Non contingent reinforcement

A

A response independent schedule of reinforcement

Based on time- not on their behavior

NCR should be used in a treatment package

59
Q

High probability request sequence

High P

A

Used to increase low probability behavior by giving several high probability requests prior to the low probability requests

60
Q

Functional communication training

A

Developed by Carr abs Durand in 1985

A strategy that teaches individuals ways to functionally communicate to compete with challenging behaviors evoked by EOs

FCT is a way to execute mand training

First step is to always assess function of challenging behaviors

61
Q

Contingency contracting

A

Aka
Behavioral contrast

A procedure in which a contract is developed collaboratively that stipulates a certain contingency for an individual between a behavior and a reinforcer

Contracts are used in treatment packages

Rule Governance

62
Q

3 components of contingency contracts

A

BRD

Behavior - who will perform
Behavior? What is the behavior? How well do you have to emit the behavior??

Reward - who decides that the behavior has been emitted well enough to get the reward?? What is the reward?? When will the reward be delivered?? How much reward will they get??

Data - where is it recorded?? When is it reviewed??

63
Q

Token economy

A

Aka token system

Contingency package that includes

  1. Specified list of responses to reinforce
  2. Tokens for exhibiting the specified responses
  3. Back up reinforcers that can be purchased with the token

Tokens are generalized conditioned reinforcers

64
Q

Group contingencies

A

DII

Dependent group contingency

Independent group contingency

Inter-dependent group contingency

65
Q

Dependent group contingency

A

Aka

Hero procedure

The groups reinforcer is dependent on the behavior of an individual or small group of individuals

The goal is to make a hero out of that person or persons

66
Q

Independent group contingency

A

All members of the group or offered a contingency but only the individuals who meet the contingency earn the reinforcement

Anyone who finishes their math test gets no homework

67
Q

Inter-dependent group contingency

A

In order for the group to earn reinforcement all of the individuals let’s meet the criteria for the contingency

If everyone finishes their math test then no one will have homework- if even one person doesn’t then they all have homework

68
Q

Self management

A

Aka
Self control

Employment of behavior analytic interventions of the behavior of yourself

So like setting an alarm for the next day

69
Q

Antecedent based self management tactics

A

Aka
Environmental planning
Situational inducement

The primary feature is the manipulation of events or stimulate antecedent to the target behavior

  1. Manipulate MOs
  2. Provide response prompts

3 performing initials steps of a behavior chain

  1. Removing materials required for an undesired behavior
  2. Limiting undesired behavior to redirected stimulus conditions
  3. Dedicating a specific environment for a behavior
70
Q

Self monitoring

A

Aka
Self recording, self observation

Procedure in which a person observes his or her own behavior systematically and records occurrence and nonoccurrence of behavior

Ex. Reducing smoking , over eating

71
Q

Self-evaluation

A

Aka
Self-assessment

A comparison of an individual’s performance by themselves with a predetermined criterion

72
Q

Guidelines for self monitoring

A

Provide materials that makes self monitoring easy

Provide supplementary prompts

Self monitor the most important dimension of the behavior

Self monitor early and often

Reinforce accurate self monitoring

73
Q

Self administered consequences

A

Providing consequences for self after reviewing self monitoring data

74
Q

Other self management tactics

A

Self instruction, - talking to yourself

habit reversal, - doing something else

self-directed systematic desensitization, - substitute one behavior for another unwanted behavior

massed practice- doing an undesired behavior repeatedly

75
Q

Types of prompts

A

Stimulus and response prompts

76
Q

Prompt

A

Supplementary antecedent stimuli that are introduced to evoke a desired response when the discriminative stimulus is evident

77
Q

Three steps for using prompts effectively

A

Present antecedent stimulus

Prompt the correct behavior

Reinforce the correct behavior whether promoted or not

78
Q

Response prompts

A

Response prompts act on the response itself not on the antecedent stimuli

79
Q

3 forms of response prompts

A

Verbal
Modeling
Physical prompting

80
Q

Stimulus prompts

A

Stimulus prompt action on the antecedent stimuli not on the response

They call attention to the stimulus that is in need of help

Movement
Position
Redundancy

81
Q

4 ways to remove response prompts

A

MLGD

My little
Good dog

Most to least prompting

Least to most prompting

Graduated guidance

Delayed prompting

82
Q

Most to least prompting

A

Aka max to min

Beginning with a prompt noon to reliably Avoca behavior in gradually proceeding to less intrusive prompts

83
Q

Least to most prompting

A

Aka min to max

Prompting begins with minimal cues that systematically and gradually increase in prompt hierarchy level until resulting in the correct response

84
Q

Graduated guidance

A

Utilizing the minimal amount of physical prompting required to occasion the correct response and then gradually reduce the physical prompts

85
Q

Delayed prompting

A

Aka
Time delayed
Delayed cuing
Progressive delay

Inserting time delays between the Sd and the prompt in order to systematically eliminate prompts

86
Q

Two forms of delayed prompting

A

Fixed delayed prompting

Progressive delayed prompting

87
Q

Fixed delayed prompting

A

Aka
Constant delayed prompting

The time between the Sd and the prompt is fixed

88
Q

Progressive delayed prompting

A

Aka graduated delayed prompting

The time between the Sd and the prompt gradually increases

89
Q

2 ways to remove stimulus prompts

A

Fading and shaping

90
Q

Fading

A

Aka stimulus fading

The systematic and gradual removal of intrusive prompts until the control transfers to the natural stimulus

Purple- written in purple

Purple- written in light purple

Purple- written in black

91
Q

Shaping

A

Aka stimulus shaping

Shape transformation

Like drawing a heart- the writing heart inside the heart and slowly removing the shape of the heart until just the word heart is there

92
Q

Errorless learning

A

Instructional methods specifically designed to prevent or substantially minimize any learner errors that are used to teach particular discriminations

93
Q

5 abs instructional educational methodologies

A

Discrete trail training

Incidental teaching

Direct instruction

Precision teaching

Personalized system of instruction

94
Q

Discrete trial

A

Aka
Restricted operant
Controlled operant
Discrete trial training

Founder Ivar Lovaas 1960s

A single cycle of behavioral based and systematic instructional routine

95
Q

Incidental

Teaching

A

Aka
In-Situ training
Naturalistic teaching
Non-intensive teaching

Embedding learning opportunities in ongoing everyday activities with a focus on child’s interest and initiations

McGee, Daly, Jacobs 1994

96
Q

Six guiding principles for incidental teaching

A

Natural environment

Timing

Training loosely

Indiscriminate contingencies

Facilitates generalization

Language use/verbal skills

97
Q

Direct instruction

A

Founder Siegfried E Engelmann

ABA instructional methodology

Carefully designed curriculum
Teaching in small groups, fast paced teaching, Scripts, signals and choral responding, applying specific techniques for correcting and preventing errors

98
Q

Precision teaching

A

Founder- Ogden Lindsley

A formal individualized ABA instruction that emphasizes rate building, fluency, charting a performance, and designing and implementing teaching that reinforces the omission of each specific behavior under all conditions in which it is expected to occur

99
Q

4 guiding principles of precision teaching

A

The rat is always right

Directly observe behavior

Use rate/frequency not percent- fluency

Use ration chart- Standard celeration Chart

100
Q

Personalize system of instruction

A

The Keller plan

Founder- Fred Keller 1963

And ABA instructional methodology characterized by self pacing, use of proctors, unit mastery, emphasis on the written word, and motivational lectures

101
Q

Five guiding principles of personalize system of instruction

A

Personalized/ self pacing

Unit mastery

Written materials

Proctors

Lectures used as reinforcement/ role
Of the professor

Study notes (10 decks)

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