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BCBA > section 8 - B change procedure > Flashcards

section 8 - B change procedure Flashcards

1
Q

Premack principle by David Premack 1959
Grandma’s law
Relativity Theory of Reinforcement

A
  • make the opportunity to engage in a HIGH-probability behavior contingent on the occurrence of LOW-probability behavior will function as a R for the low-probability behavior
    e.g. first (low) then (high)
    when (low), you can (high)
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2
Q

Response deprivation hypothesis (RDH)

by Timberlake & Allison 1974

A
  • built in Premack principle
  • a model for predicting whether contingent access to 1 B will function as R for engaging in another B based on whether access to the contingent B represents a restriction of the activity compared to baseline
  • restrict access to the B creates deprivation that serves as EO
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3
Q

imitation

A

4 B-environment relations that functionally define imitation
1. formal similarity: physically look alike & same sense mode

  1. model: the stimulus that is presented in an effort to evoke the imitative B
    - model=stimulus
    - imitation=B
  2. immediacy critical: an imitation B must immediately follow the model within a few seconds
  3. controlled relation: MODEL must be the controlling variable for the imitative B
    - model=Sd for the imitative B
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4
Q

2 types of models

A
  1. planned models: pre-arranged ANTECEDENT STIMULI
    e. g video models
  2. unplanned models: occur in everyday social interactions
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5
Q

imitation training

A
  • teach individual to do what the model does

- some individuals with diabilitites need to learn imitation skills

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6
Q

5 steps of imitation training by Striefel

A
  1. access & teach any prerequisite skills for imitation training
    - attending skills
    - gross & fine motor skills needed
    - reduce or eliminate challenging Bx
  2. select models for training
    - choose 25 Bx as models, including gross & fine motor, movement of body parts, manipulation of objects
    - present 1 model at a time; present complex sequences late
  3. pretest
    - assess the individual’s ability to imitate any models already
  4. sequence models for training
    - based on pretest, models are arranged from easiest to hardist
  5. implement imitation training
    - pre-assessment: access current performance level & determine progress in learning to respond to a model
    - training: T repeatedly presents the models used in pre-assessment
    - postassessment: assess performance in previously & currently learned Bx
    - probes for imitative B: assess if the individual is developing an imitative repertoire
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7
Q

guidelines for imitation training

A
  • keep training sessions active, short (10-15 mins, a couple of times a day)
  • R both prompted & imitative responses
  • pair verbal praise & attention with tangible R
  • if progress breaks down, back up & move ahead slowly
  • record data
  • fade out prompts
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8
Q

shaping

A
  • systematically & differentially R successive approximations to a terminal B
  • differential R: R responses within a RESPONSE CLASS that meet a specific criterion along some dimension (e.g. freq, magnitude) & placing all other responses in the class on EXTINCTION
  • successive approximations: 1) the sequence of NEW RESPONSE CLASSES that emerge during the shaping process as a result of differential R; 2) each successive approximation is closer in the form to the terminal B than the response class it replaces
  • teach NOVEL Bx
  • clicker training is an application of shaping
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9
Q

response differentiation

A
  • B change produced by differential R
  • reinforced members of the current response class occur with GREATER frequency & unreinforced members occur LESS frequently as they are on extinction
  • overall result = a new response class
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10
Q

2 types of shaping method

A
  1. across response topographies
    - topography changes during shaping
    - Bx are members of the SAME RESPONSE CLASS
  2. within response topographies
    - topography constant
    - another measurable dimension of B is changed, e.g time
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11
Q

shaping vs. fading

A
  • both change B gradually
  • shaping changes response requirements
  • fading changes ANTECEDENT stimuli
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12
Q

guidelines for shaping

A
  1. access terminal B & available resources
  2. select terminal B
  3. determine the criterion for success
    • specify accuracy, speed, duration, magnitude etc. of the terminal B
  4. analyze the response class
    - identify the approximations that might emit during shaping
  5. identify the 1st B to R
    - some degree of the B should already be occurring in the individual’s repertoire
    - the B chosen should be a member of the targeted RESPONSE CLASS
  6. eliminate interfering & extraneous stimuli
  7. proceed in gradual stages
  8. **limit the # of approximations at each level
    - if too many trials occur at a certain approximation, the B may become too firmly established
  9. continue R when the terminal B is achieved
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13
Q

behavior chain

A
  • a specific sequence of discrete responses, each associated with a particular stimulus condition, where each response & the associated stimulus condition serve as an individual component of the chain
  • when the components are linked tgt –> produce a terminal outcome
  • each response in the chain (except the 1st & last response) produce a STIMULUS CHANGE that simultaneously serves 2 functions
    1. conditioned +ve R
    2. Sd for the next response in the chain

e.g. dial a phone number: press each single #

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14
Q

3 important characteristics of a B chain

A
  1. performance of a specific set of DISCRETE responses: each response has a clear beginning & end
  2. the performance of each response produces 2 functions
  3. the response in the chain must be completed in the correct order
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15
Q

behavior chain with limited hold (LM)

A
  • must be completed within a certain time

- ACCURACY & RATE are essential dimensions

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16
Q

behavior chain vs. chaining

A
  • B chain is a specific sequence of Bx that lead to R

- chaining: various methods for linking specific sequences of STIMULI & RESPONSES to form NEW PERFORMANCES

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17
Q

benefits of chaining

A
  • increases independent living skills –> can function more independently in society
  • increase one’s current B repertoire
  • can be combined with other strategies in treatment package to teach complicated repertoires
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18
Q

task analysis

A
  • is required to implement the chaining procedure
  • break complex skills into smaller, teachable units, the product of which is a series of sequentially ordered steps
  • individualized according to age, skill level, disability, prior experiences
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19
Q

chaining steps

A
  1. create & confirm the task analysis
    - to determine the SEQEUQNCE of Bx that are necessary & sufficient
    - identify the SD & response TOPOGRAPHIES
    - the individual must be able to DISCRIMINATE under which condition a given response should be performed
    - mindful of PREREQUISITE skills
    * 3 ways to do so*
    a. observe a competent individual perform the task
    b. consult with experts / persons skilled in performing the task
    c. perform the task yourself
  2. assess baseline level of mastered steps
    - mastery is accessed to determine which components of the task analysis one can perform INDEPENDENTLY
    * 2 ways*
    a. single opportunity method
    b. multiple opportunity method
  3. decide on B chaining methods
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20
Q

assess baseline level of mastered steps

a. single opportunity method

A
  • assess one’s ability to perform each B in the task analysis in CORRECT SEQUENCE
  • once the individual scores a (-), all subsequent steps are scored (-) & assessment immediately stops
  • more conservative
  • provide less info to teacher once instruction is initiated
  • quicker
  • reduce likelihood of learning during assessment
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21
Q

assess baseline level of mastered steps

b. multiple opportunity method

A
  • evaluate one’s baseline level of mastery across all Bx in the task analysis
  • if one step is incorrect, BA completes that step for the individual & prompts the learner to do/initiate the next step
  • take more time
  • provide more info: which steps he can do, which steps he needs help
  • increase likelihood of learning during assessment

teacher should not help the individual with any of the steps

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22
Q

4 B chaining methods

A
  1. forward
  2. backward
  3. backward with leap aheads
  4. total task
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23
Q
  1. forward chaining
A
  • teach in naturally occuring order
  • longer chain can be broken down into smaller chains / skill clusters
  • if has difficulty with particular step, another task analysis may be made or environmental modification may be needed

advantage

  • link smaller chains to larger one
  • easy for teacher to use
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24
Q
  1. total task chaining
    whole-task method
    concurrent chaining
A
  • every step is taught during every session

- variation of forward chaining

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25
Q
  1. backward chaining
A
  • trainer completes all the initial steps except for the last step, the individual is taught to complete the last step
  • the 1st B the individual performs independently produces the terminal R

advantage
- one each trial, the individual comes into contact with terminal R for the chain

disadvantage

  • the potential passive participation of the individual in earlier steps
  • can slow down the learning process especially if the individual has mastered some of the steps in the chain
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26
Q
  1. backward with leap aheads
A
  • not every step is trained
  • some steps are probed
  • decrease total training time
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27
Q

interrupting & breaking B chains

A
  • lessen B by unlinking one element of the chain from the next
  • unchaining can occur with desirable & undesirable Bx
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28
Q

B chain interruption strategies (BCIS)

A
  • rely on one’s ability to perform the critical steps of the chain independently, but the chain is interrupted at a predetermined step –> another B can be emitted
  • effective strategy for increasing speech & language ability
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29
Q

breaking inappropriate chain

A
  1. reexamine Sd & response
  2. determine whether similar Sd cue different responses
  3. analyze the natural setting to identify relevant & irrelevant Sds
  4. determine whether Sds in the natural setting differ from training Sds
    - some variations cannot be taught in training sessions –> final training trials should be conducted in the expected natural setting
  5. identify the presence of novel stimuli in the setting
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30
Q

factors effecting performance of B chain

A
  1. completeness of the task analysis
    - appropriate sequence/Sd
  2. length / complexity of the chain
  3. schedule of R
    - maintenance can be achieved by appropriate schedule of R
    - consider the # of responses in a chain when determining the schedule of R
  4. stimulus variation
    - teach as much variation of Sd as possible
  5. response variation
    - Sd variation may cause response variation –> retraining may needed
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31
Q

differential R

A
  • a procedure involves 2 parts:
    1. R contingent on the occurrence of B not the challenging B. Challenging B occurs at a reduced rate
    2. withholding R/extinction for the challenging B as much as possible
  • popular & effective strategy
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32
Q

6 types of DR

DRH: DR of HIGH rates of responding

A
  • R for emitting Bx that are at or above pre-established rate
  • increase B that displays too INFREQUENT
  1. full-session DRH
    - R at the END of a SESSION if during the ENTIRE session the target B occurred at a rate equal or above the predetermined criterion
  2. interval DRH
    - R at the END of each INTERVAL if the during the INTERVAL the target B occurred at a rate equal or above the predetermined criterion
    - total amount of time in a FULL SESSION must be divided into EQUAL INTERVALS
    - if the challenging B falls short of the predetermined criterion during the INTERVAL, interval is reset, and the opportunity for R is postponed
    - more complicated than full session DRH coz requires CONTINUOUS monitoring, careful timing, freq R
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33
Q

6 types of DR

DRD: DR of DIMINISHING rates of responding

A
  • R when the # of responses in a SPECIFIED TIME period is LESS than/equal to prescribed limited
  • decrease B that displays too FREQUENT but NOT EMILIMINATE ENTIRELY
  • DRD describes in RATE/FREQ
  1. full-session DRD
    - R at the end of SESSION if during the ENTIRE SESSION the target B occur at a # equal or below the predetermined criterion
  2. interval DRD
    - R at the END of each INTERVAL if the during the INTERVAL the target B occurred at a rate equal or below the predetermined criterion
    - total amount of time in a FULL SESSION must be divided into EQUAL INTERVALS
    - if the challenging B exceeds the predetermined criterion during the INTERVAL, interval is reset, and the opportunity for R is postponed
    - more complicated than full session DRD coz requires CONTINUOUS monitoring, careful timing, freq R
34
Q

6 types of DR

DRL: DR of LOW rates of responding

**increase IRT to decrease rate of responding

A
  • R only if the B occurs following a specific period of time during which it did NOT OCCUR or since the last time it occurred
  • an IRT identifies the duration of time that occurs between 2 responses
  • IRT & RATE OF RESPONSE are FUNCTIONALLY related
  • the longer the IRT–> the lower the rate of response
  • increase IRT –> rate of responses decreases
  • decrease B that displays too FREQUENT but NOT EMILIMINATE ENTIRELY
35
Q

guidelines for DRH/DRL/DRD

A
  • *limitations**
  • take time to implement –> NOT use for Bx that require SPEEDY DECREASES
  • DRD/DRL: NOT use for dangerous Bx
  • DRD/DRL calls ATTENTION to challenging B –> challenging B may receive accidental R
  • *choose MOST appropriate DRH/DRD/DRL procedure **
  • DRL: the ONLY procedure that R IMMEDIATELY following a response (based on IRT)
  • full session DRH/DRD R at a lower rate of interval DRH/DRD
  • *use BASELINE data to guide the selection of INITIAL IRT limits**
  • DRL: initial IRT criterion should based on the BASELINE MEAN IRT or slightly HIGHER
  • full-session DRD/DRH: initial criterion should based on the BASELINE MEAN # of responses or slightly HIGHER/LOWER
  • *gradually THIN the DRH/DRD/DRL schedule to achieve desired final rate of responding**
  • DRL: adjust the IRT based on the mean IRT of recent sessions, or slightly higher
  • full session DRD/DRH: based on DRD/DRH current performance, set slightly higher/lower than mean # of response during current sessions
  • interval DRD/DRH: gradually decrease/increase responses per INTERVAL, or increase/decrease the duration of the criteria interval
  • *provide feedback to learner**
  • DRL: very immediate & most accurate feedback follows each response that meets IRT criteria
  • interval DRH/DRD: high level of feedback given to the learner. challenging B resets the time interval –> provide a consequence for it
  • full session DRH/DRD: less feedback is provided to learner compared interval methods
36
Q

6 types of DR

DRI: DR of INCOMPATIBLE of responding

A
  • B can not be emitted simultaneously with the challenging B
  • challenging B on extinction are mutually exclusive response classes
37
Q

6 types of DR

DRA: DR of ALTERNATIVE of responding

A
  • DESIRABLE alternative B, not necessary incompatible
  • alternative B & challenging B are part of the SAME RESPONSE CLASS–>they will result in the same consequence–>alternative B compete successfully coz it makes the challenging B ineffective
  • DRA & DRI similar: both weakening challenging B & simultaneously strengthening acceptable B
38
Q

DNRI/DNRA: differential negative R of I/A

A
  • when escape is the R

e. g. teaching sb to ask for a 5-min break instead of running away when he desires to escape a demand

39
Q

guidelines for DRI/DRA

A
  1. select I/A B
    - already in one’s repertoire
    - requires equal/less effort than the challenging B
    - before the intervention, I/A B is being emitted at a freq that provide sufficient opportunities for R
    - likely to be maintained in the individual’s natural environment over time
  2. select R that powerful & can be delivered consistently
    - conduct R assessment to identify the most effective Rs
    - consider EOs that may exist when using Rs
    - typically SAME R that maintaining the challenging B
    - consistency
    - magnitude of R is less important than its consistent delivery & control
  3. R I/A immediately & consistently
    - use continuous schedule R initially, gradually thin to intermittent R
  4. withhold R for the challenging B
    - success of DRI/DRA depends on if they receive MORE R than the challenging B
  5. combine DRI/DRA with other procedures
    - DRI/DRA do not provide consequences for challenging B –> rarely used for destructive, dangerous B –> combined with blocking, time-out etc. to produce more potent intervention
40
Q

6 types of DR

DRO: DR of OTHER of responding

A
  • R the absence of the challenging B during or at certain time periods
  • delivery of R is determined by how the omission requirement is implemented & scheduled

DRO

a. interval: FI-DRO/VI-DRO
b. momentary: FM-DRO/VM-DRO

41
Q

interval DRO

A
  • R when challenging B did not occur throughout an interval of time
  • RESET interval if the challenging B occurs
  • very effective at decreasing challenging Bx
  • MORE popular than momentary DRO
42
Q

FI-DRO

A
  • R at the end of the FI

- increase intervals gradually as B improves

43
Q

VI-DRO

A
  • VI is based on average/mean
44
Q

momentary DRO

A
  • R only if the challenging B is not occur at the end of interval
  • very effective at MAINTAINING the decrease of challenging B
45
Q

FM-DRO

A
  • R at the end if challenging B does not occur at the end of the interval
  • increase intervals gradually as B improves
  • challenging B during the interval does not effect R
46
Q

VM-DRO

A
  • VM is based on average/mean
  • advantage*
  • does not require constant monitoring –> easier to implement than interval DRO
  • more freq R with VM-DRO than FI-DRO
47
Q

guidelines for using DRO

A
  1. select R that powerful & can be delivered consistently
    - conduct R assessment to identify the most effective Rs
    - consider EOs that may exist when using Rs
    * *ethics warning**
    - other challenging B can occur throughout the established intervals
    - could accidentally R other challenging B
    - if other challenging B increases, should shorten the interval/change operational definition to include other challenging B
    - behavior contrast
  2. set initial DRO intervals that assure frequent R
    - equal to or just under the mean baseline interresponse time (IRT)
  3. do not inadvertently R other undesirable Bx
  4. gradually increase the DRO interval
    - by constant amount of time
    - by proportionately
    - session to session change based on the performance of the individual each session
  5. extent application of DRO to other settings & times of day
  6. combine DRO with other procedures
48
Q

augmentative communication systems

A
  • for ppl can’t communicate using vocal speech
  • e.g. sing, touch, exchange a pic
  • must assess current repertoire of verbal skills, along with those of his/her audience –> e.g. sign language is not good choice since most ppl don’t understand it
  • computerized voice-operated communication device
  • PECS
  • *choose augmentative method**
    a. will the audience understand & R the communication?
    b. how much effort is required? less effortful responses are more effective
49
Q

antecedent interventions

A
  • *2 classifications of the functions of antecedent STIMULI**
    1. contingency dependent / antecedent CONTROL
  • the antecedent is dependent on the consequences of B for developing evocative & abative effects
  • stimulus control/SD = contingency dependent
  • strategies that alter the stimulus control
  • changes in response can be obtained by using within or extra STIMULUS PROMPTS
  1. contingency INdependent / antecedent INTERVENTION
    - the antecedent is NOT dependent on the consequence of B for developing evocative & abative effects
    - the antecedent itself affects B-C relations
    - MO = contingency INdependent
    - strategies that alter the MOs by influencing which classes of CONSEQUENCE FUNCTION effectively as R
    - antecedent INTERVENTIONs create AOs coz they decrease the effectiveness of Rs that maintain challenging B
    - e.g. sleeping deprivation (MO) can influence the concurrence of challenging B in the ABSENCE of learning history
    - utilized in treatment package
50
Q

3 antecedent INTERVENTIONS

  1. noncontingent R (NCR)
A
  • response-INDEPENDENT/time-based schdeule of R
  • responses are NOT dependent/contingent on anything
  • R based on TIME, not contingent on B

NCR involves

a. provide stimuli with KNOWN REINFORCING properties
b. on a FT/VT schedule
c. INDEPENDENT of B

  • FBAs correctly identify maintaining Rs
  • NCR use 3 distinct procedures that identify & deliver stimuli with known reinforcing properties e
    a. +ve R: provide +ve reinforcer maintaining the B non-contingently, e.g. attention for every xx mins
    b. -ve R: e.g. breaks for escape maintaining B for every xx mins
    c. automatic R: e.g. snesory feedback for B maintained by automatic R for every xx mins
  • NCR should be used in a treatment package e.g. with DRO
  • FT mostly: start with a dense FT/VT schedule, then gradually thin
  • *why NCR works?**
  • coz R that maintain B are available FREELY & FREQUENTLY
  • ENRICHED environment with +ve stimuli may function as AO –> REDUCE the motivation to engage in the challenging B
51
Q

how to establish the correct time for a TIME-based NCR schedule

A
  1. establish initial NCR time schedule
    - initial interval is based on the # of episodes of challenging B –> ensure one meets with FREQ R
    - initial NCR schedule <= total duration of all baseline sessions / total # of Bx recorded during baseline sessions
  2. thin NCR schedule
    - increase time to thin the NCR schedule after the challenging B decreases
    - 3 methods to thin NCR schedule
    a. constant time increase
    b. proportional time increase
    c. session-to-session time increases or decrease: based on one’s B in that session
52
Q

advantages & disadvantages of NCR

A
  • *advantages
  • NO need to monitor the person all the time –> easier to implement
  • make a +ve learning environment
  • NCR + EXT may reduce extinction induced response bursts
  • chance pairings of appropriate B & delivery of NCR Rs could strengthen & maintain those desirable Bx
  • *disadvantages
  • FREE access to NCR stimuli may REDUCE motivation to engage in adaptive behavior
  • chance pairings of problem B & delivery of NCR Rs could R challenging Bx
  • NCR escape procedure can disrupt the instructional process
  • does NOT teacher new B
53
Q

fixed/variable-time (FT/VT) vs. fixed/variable interval (FI/VI)

A
  • FT/VT: NON-contingent schedules based ONLY on pre-specified time
  • FI/VI: contingent schedules based on pre-specified time & a CORRECT RESPONSE
54
Q

3 antecedent INTERVENTIONS

  1. high probability request sequence (high-P)

interspersed requests
pre-task requests
behavioral momentum

A
  • increase the probability that a LOW probability B will occur by presenting stimuli known to promote a HIGH probability B PRIOR to an activity less likely to perform
  • *requires 2 main steps
    1. high probability requests are presented
    2. ONE low probability request is presented after correctly responding to the high probability requests
  • all Bx selected to use in the procedure have to ALREADY in one’s REPERTOIRE
  • present them VERY RAPIDLY
  • *why works?**
  • high-probability request sequence is effective in DECREASING challenging Bx coz it has an ABATIVE effect (decrease in the current freq of B) of an AO (decrease the value of reinforcer) on the individual –> challenging B no long has value for the individual
  • differential R: challenging B is placed on extinction & compliance is reinforced
  • EXTREMELY NON-aversive strategy
55
Q

3 antecedent INTERVENTIONS

  1. functional communication training (FCT)
    by Carr & Durand 1985
A
  • teach ways to FUNCTIONALLY/APPROPRIATELY communicate to compete with challenging Bx evoked by EOs
  • FCT utilizes one’s EOs strategically & capitalizes on them by teaching replacement B for their EOs
  • FCT is a way to execute mand training
  • differential R: FCT is an application of DRA
  • 1st step: access function of challenging Bx
  • ALTERNATIVE responses can take a variety of forms, e.g. vocalizations, signs, gestures
  • utilized in treatment packages
56
Q

steps to implement FCT

A
  1. dense schedule of R
    - CRF schedule
  2. reduce prompts
    - initially verbal prompts are used
    - reduce/eliminate verbal prompts after FCT target response is in one’s repertoire
  3. thin schedule
    - thin the schedule after mastered the target response
    - schedule thinking are DIFFERENT from those for NCR
    - alternative communication responses must remain SENSITIVE to the EVOCATIVE function of EO –> it competes with challenging B
    - recovery of challenging B can occur
57
Q

contingency contracting

behavioral contract

A
  • a contract is developed COLLABORATIVELY that stipulates/specifies a certain CONTINGENCY for an individual between B & R
  • contract itself is a PERMANENT product, can be written or visual stimuli for ones can’t read well
  • used in treatment packages
  • involves DELAYED R
  • rule-governance
  • contract serves as response-prompting to perform the target B
  • self-contract lead to self-management of B
58
Q

3 components of contingency contracts

A
  1. description of B
    - who/what/when/how well
    - is the B already in one’s repertoire?
    - does the B result in a permanent product?
  2. description of REWARD
    - who/what/when/how much
  3. behavior data
    - where to record/when to review
59
Q

token economy

A
  • *a CONTINGENCY package includes:
    1. specified list of responses to R
    2. tokens for establishing the specified responses
    3. back-up Rs that can be PURCHASED with tokens
  • effectiveness of tokens as Rs depends on the power of back-up Rs
  • response-cost is used in most token economies
  • tokens are generalised CONDITIONED Rs
  • used as transition between primary & naturally occurring secondary Rs
    e. g. MONEYis example of token
60
Q

6 steps to developing token economy

A
  1. select tokens
    - TANGIBLE symbols that given IMMEDIATELY after a response & exchanged LATER for known Rs
    - e.g. coupon, poker chips, points
    - safe, unable to be bootlegged, durable, easily accessible, inexpensive
    - tokens themselves should NOT be desirable objects
  2. identify target Bx & rules
    - select MEASURABLE/OBSERVABLE Bx
    - specify criteria for task completion
    - start with small # of Bx
    - ensure ones passes prerequisite skills
    - ok to individualized, rules do not have to be same for all
    - decide to include/exclude response cost
    a. mostly include it
    b. specify Bx that result in response cost
    c. the cost should correspond to the SEVERITY of B
    d. avoid BANKRUPTCY
  3. choose back-up Rs
    - NATURALLY occurring activities
    - use artificial Rs if back-up Rs are not effective
    - follow ethical & legal rules
  4. set up exchange ratio
    - keep initial ratios low
    - after time, increase cost of back-up Rs, devalue tokens, increase # of backup items
  5. develop procedures for when token requirements are NOT met
    - deliver consequences in a matter-of-fact manner
  6. field-test the token system
    - token delivery is TALLIED as if tokens were being earned BEFORE actual implementation of the system
    - after collecting data, assess if changes are needed
61
Q

group contingencies

A
  • a common consequence is contingent on the B of 1 member/part/all of the group
  • can save time
  • can be more practical to implement than individual contingency
  • take advantage of peer influence
  • disadvantage if peer pressure is involved
62
Q
  1. dependent group contingency
A
  • R is dependent on the B of 1 or small group of individual

- make a HERO

63
Q
  1. independent group contingency
A
  • ALL members are OFFERED a contingency, but ONLY who meet the contingency earn the R
64
Q
  1. interdependent group contingency
A
  • ALL in a group must meet the criterion of the contingency
  • *various methods of implementing interdependent group contingencies
  • total group meet criterion
  • group average meet criterion
  • GOOD BEHAVIOR GAME
    a. divide into 2 or more teams
    b. use DRL attempt decrease challenging B –> the team has FEWEST marks wins the game
  • GOOD STUDENT GAME: (good B game + self-monitoring) during independent seatwork
65
Q

self-management

A
  • use behavior analytic interventions to yourself Bx
  • definition of self-management requires the desired change in the B
  • NO desired changes, can’t call it self-management
  • *benefits
    1. influence Bx NOT accessible to external change agents
    2. external change agents can MISS important instances of B
    3. promotes GENERALIZATION & MAINTENANCE of B change
    4. small repertoire of self-management skills can control many Bx
    5. ppl with diverse abilities can learn self-management skills
    6. some ppl perform better under self-selected tasks & criteria
    7. contribute to more efficient & effective group environments
    8. teach students to use self-management skills provides meaningful practice for other areas of school curriculum
    9. ultimate goal of education
    10. benefits society
    11. helps one feel free
    12. feel good
66
Q

self-management vs. self-control

A
  • self-control: originated by Skinner, suggests there’s an ultimate control of B that lies within a person
67
Q

antecedent-based self-management TACTICs

environmental planning
situational inducement

A
  • MANIPULATE events/stimuli antecedent to the target B
    1. manipulate MOs
  1. provide response prompts
    - simplest, most widely used self-management technique
    - provide by oneself or others
  2. perform initial steps of a behavior chain
  3. remove materials required for undesired B
  4. limit undesired B to restricted stimulus conditions
  5. dedicate a specific environment for a B
68
Q

self-monitoring/recording/observation

A
  • observe one’s own B systematically, record occurrence/nonoccurrence
  • initially used for assessment, later become a major therapeutic intervention due to REACTIVE EFFECTS
  • self-evaluation/assessment: compare one’s performance with a predetermined criterion
69
Q

guideline for self-monitoring

A
  • provide materials to make it easy
  • provide supplementary prompts
  • self-monitor the MOST important dimension of B
  • early & often (immediately recording for each occurrence of B): NOT disrupt the target B; more often at the beginning of the treatment
  • R accurate self-monitoring
70
Q

self-administrated consequences

A
  • provide CONSEQUENCE for self after reviewing self-monitoring data
  • choose small & easy to obtain consequence
  • eliminate bootleg R: another person may be allowed to deliver your consequences
71
Q

other self-management tactics

A
  1. self-instruction
    - self-generated VERBAL RESPONSES (covert/overs) that function as RESPONSE PROMPTS for desired B
    - guide one through B chain
  2. habit reversal: doing sth else
    - multi-component treatment package: identify events that precede a target B & engage in competing responses
  3. self-directed systematic desensitization
    - substitute 1 B for unwanted B
    - develop a hierarchy of situations from least to most fearful –> gradually expose oneself to each situation: imagining each situation, then move in the actual real-life situation
  4. massed practice
    - FORCE oneself to perform an UNDESIRED B REPEATEDLY
    - may decrease B
    - ethic warning!
72
Q

prompts

A
  • supplement ANTECEDENT stimuli –> evoke desired response when SD is evident
  • a functional but irrelevant SD: hint/reminder
  • before or during a response
  • should ONLY be provided in the acquisition phase of learning novel responses

3 steps to use prompts effectively:
present SD–> prompt the correct B –> R the correct B whether prompted or not

73
Q

response prompts

A 
- act on the RESPONSE itself
3 forms: 
- verbal 
- modeling 
- physical prompting
74
Q

stimulus prompts

A
  • act on ANTECEDENT STIMULI –> call attention to the stimulus that in need of help

can be many forms

  • movement: touch, point, tap
  • position: 1 item is placed in closer proximity to the individual than the other items
  • redundancy cue: the dimension of the stimulus is paired with the correct response
75
Q

4 ways to remove response prompts

A
  1. most to least prompting
  2. least to most prompting
    - proceed to increasingly intrusive prompts ONLY if one needs them m
    - most effective prompting strategy to use when want to use the fewest artificial prompts necessary
  3. graduated guidance
    - use the minimal amount of PHYSICAL prompting required to occasion the correct response, then gradually reduce physical prompts
  4. delayed prompting
    - insert time delays between SD & prompt–>systematically eliminate prompts
    - upon successful initial implement the delayed prompting strategy, the prompt is NO longer needed
    a. fixed delayed prompting
    b. progressive delayed prompting
76
Q

2 ways to remove stimulus prompts

A
  1. stimulus fading
    - systematic & gradual REMOVAL of intrusive prompts until the control transfers to the natural stimulus
    - max to min
  2. stimulus shape transformations
    - systematic & gradual TRANSFORMATION of the PHYSICAL SHAPE of the stimulus
77
Q

errorless learning

A
  • to prevent / substantially minimize any learner errors
  • most-to-least prompting & fading methods are especially suitable for teaching new skills errorlessly
  • remove prompts so gradually that the likelihood of any failure goes away

advantages
- effective for young child, ppl with developmental disabilities/brain injuries

disadvantages

  • costly in time, money, efforts
  • errors are bound to occur at some point in time, so it’s important to teach one to PERSIST in the face of errors
78
Q

5 ABA instructional/educational methodologies

  1. DTT
    discrete trial training
    by Ivar Lovaas 1960s
A
  • a SINGLE cycle of behaviorally-based & systematic instructional routine
    5 components
    SD–(temporary) prompt–response–R–inter-trial interval
  • DTT has CLEAR BEGINNING & ENDING
  • controlled by an OPPORTUNITY to respond
  • DTT teaches discriminated operants: response is correct only when the particular SD presented

discriminated vs. free operant:
- free operant: NO SD is required for a response to emitted

  • if one responds incorrectly when SD is presented, the instructor may say ‘no’ to close one trial. Then represent SD & prompt to ensure a correct response, give R. Finally, instructor represents the trial again until correct responding occurs

4 ways to introduce targets

a. mass trial
- present a single SD for new material on ACQUISITION
- normally use prompts
- should receive 80-100% accuracy in the mass trial phase alone & a neutral distracter before proceeding to next phases

b. block trial
- give a block of one SD followed by a block of another SD

c. expanded trial
- add DISTRACTERS between SDs that currently on acquisition.
- make sure distracters have been mastered

d. random rotation
- present any random SD within a set of mastered items

79
Q

5 ABA instructional/educational methodologies

  1. incidental teaching
A
  • embed learning opportunities in ongoing everyday activities with a focus on the child’s interest & initiations

6 guiding principles

a. natural environment
- conduct in the settings that will MAINTAIN the newly acquired verbal skills
b. timing
- THROUGHOUT the time, by all parties
c. training loosely
d. indiscriminable contingencies
e. facilitates generalization
- loose training –> successful generalization
f. language use/verbal skills
- use MOs to build verbal skills to request items

80
Q

5 ABA instructional/educational methodologies

  1. direct instruction (DI)
    by Siegfied Engelmann
A
  • DI believes all children can learn

6 guiding principles

a. carefully designed curriculum
- from basic to complex skills
b. teaching in small groups
- students are ASSESSED & placed into small groups to help efficiency of learning
c. fast-paced teaching
d. scripts
e. signals for choral responding
- more freq opportunities to respond
- keep students focused
- allow teacher to check on each student’s response every time a question is posed
f. apply specific techniques for correcting & preventing errors

81
Q

5 ABA instructional/educational methodologies

  1. precision teaching

by Ogden Lindsley

A
  • a formal & individualized ABA instructional method
  • emphasis rate building/frequency, charting of performance/celeration charting
  • R the emission of EACH specific B under ALL conditions in which it is expected to occur
  • NOT use alone

4 guiding principles

a. student is always right: teacher is responsible for making necessary changes for students to do well
b. directly observable & measurable B. NO private events
c. measure performance by RATE/FREQ. NO percents
- fluency: accuracy + speed
- tool skills: basic, foundational components of more complex skills
- continuous direct measurement
d. use RATION chart
- semi-logarithmic scaling of Y-axis
- chart academic & social Bx
- flat-lining & decelerating in undesired direction –> teaching need changes

82
Q

5 ABA instructional/educational methodologies

  1. personalized system of instruction (PSI)
    by Fred Keller 1963
A
  • ABA method

5 guiding principles

a. self-pacing
b. use proctors
- students that are further along in the program
- they grade & feedback for other students
c. unit mastery: 90%
d. written materials
- NO lectures are provided

lectures used as Rs/role of professor

  • administrative roles
  • NO use lectures to teach materials
  • lectures are Rs coz they are fun & interesting

BCBA (10 decks)

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