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BEH 0003 > Section B > Flashcards

Section B Flashcards

1
Q

Behavior

A
  • Actions that living organism do, including how they think, feel, and say
  • Has an effect on the environment
  • Larger set/class of responses that share physical dimensions/ functions
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2
Q

Response

A
  • A single instance of behavior
  • Measurable unit of analysis in the science of BA
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3
Q

Behavior vs Response Example

A

Behavior: Clapping

Response: A single clap

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4
Q

Response Class

A
  • A group of behaviors that have the same function/operant
  • Similar behaviors are strengthened or weakened collectively as a result of operant conditioning
  • Response can have different topographies
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5
Q

Operant

A
  • An instance of behavior that is initially spontaneous, however consequences will modify the behavior in the future… Essentially, a learned behavior.
  • Response - Consequence Relationship
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6
Q

Operant Class is another term for…

A
  • Response class
  • Behavior with the same function
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7
Q

Is it a behavior? (5Qs)

A
  1. Is it a label?
  2. Is it a condition/state?
  3. Does it pass the mannequin test?
  4. Does it pass the mentalism test?
  5. Does it pass the operational definition test?
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8
Q
  1. Is it a label?
A

Happy, Sad, Interested —> Not a behavior

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9
Q
  1. Is it a condition/state?
A

Behavior vs Not Behavior

  • Smiling vs Happy; Eating vs Hungry; Pacing vs Anxious; Aggressing vs Mean; Crying vs Depressed
  • Pouring water on your own head vs Getting wet standing in the rain
  • Taking money vs Receiving money
  • Rocking your body side to side vs Getting blown over by the wind
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10
Q
  1. Does it pass the mannequin test?
A
  • If a mannequin can do it, it’s not a behavior.
  • If a mannequin cannot do it, it is a behavior
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11
Q
  1. Does it pass the mentalism test? (Common Terminology)
A

Mentalistic terminology such as:
- Experiencing anxiety
- Confusion
- Depression
- Mindfulness

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12
Q
  1. Does it pass the operational definition test?
A

If you can’t operationally define it, it’s not a behavior.

Operational vs No Operational
- Reporting negative feelings vs Experiencing negative feelings

  • Sharing your thoughts vs Your thoughts
  • Saying “I hear a bird” vs Hearing a bird
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13
Q

Repertoire

A

All the behaviors that you can do and a collection of skills you have learned that are related to a specific task or a specific setting

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14
Q

Environment

A
  • Stimulus conditions that are internal and external to the individual
  • Always changing
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15
Q

Stimulus

A
  • An energy change that affects an organism through its receptor cells
  • Internal or external events that affect the behavior of an individual
  • 3 Types: Formal/physical features, Temporal and Functional
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16
Q

Body Systems Impacted by Stimuli

A
  1. Proprioceptors (Internal): Joints, tendons, muscles, etc., needed for posture, balance, and movement
  2. Interceptors (Internal): Organs - i.e. Headaches, hunger pains
  3. Exteroceptors: 5 Senses - Most often studied by BA
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17
Q

When do stimuli occur?

A
  • Before a behavior (Antecedent)
  • During a behavior (Consequence)
  • After a behavior (Temporal locus of stimuli)
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18
Q

Stimulus Class

A
  • A group of antecedent or simultaneous stimuli that tend to evoke / abate an operant / behavior / response class
  • Stimuli may vary across physical dimensions
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19
Q

3 Types of Stimulus Classes

A
  1. Formal
  2. Temporal
  3. Function
  • FTF: For The Fun
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20
Q

Formal Stimulus Class

A
  • A type of a stimulus class
  • Social and non-social stimuli that share physical features
  • Social: Request from parents
  • Non-Social: Bad smell, loud noise, etc.
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21
Q

Temporal Stimulus Class

A
  • A type of a stimulus class
  • Refers to the time
  • Stimulus classes may not share commonalties topographically
  • Before: Antecedents
  • After: Consequences
  • Antecedents and Consequences both determine what is learned.
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22
Q

Temporal: Antecedent

A

Exist or occur before a behavior of interest… Important for learning and motivation

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23
Q

Temporal: Consequences

A

Stimulus changes that occur after a behavior of interest… Important for future behavior

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24
Q

Functional Stimulus Class

A
  • A type of a stimulus class
  • The effect of the stimulus on the behavior
  • A single stimulus can have multiple functions
  • A stimulus class can be arbitrary
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25
Q

Functional Effects of Consequences (2)

A
  • Effect can have an immediate, yet temporary effect (Ex. You stop drinking sour milk immediately, but still drink milk in the future)
  • Effect can have delayed, yet more long-term effect (Ex. You eat dairy and get a stomach, you avoid dairy going forward)
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26
Q

Feature Stimulus Class

A

Share common topographies and/or common relative relations

  • Infinte # of stimuli, created by stimulus generalization
  • Ex. Concept of a cat, concept of a hours, concept of a tree, etc.
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27
Q

Arbitrary Stimulus Class

A

Evoke the same response but do not share physical stimulus features

  • Limited # of stimuli, created by stimulus equivalence
  • Ex. 50%, 0.5, half, 1/2
  • Ex. Fruit - Apple, banana, pear
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28
Q

2 Types of Behavior

A
  1. Respondent
  2. Operant
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29
Q

Respondent (2)

A
  1. Respondent Behavior
  2. Respondent Conditioning
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30
Q

Respondent Behavior

A
  • Involuntary elicited behavior (UR) by an antecedent (US)
  • Phylogenic = Genetically inherited behavior (Ex. Gag reflex)
  • Rarely changes in ones lifetime, however HABITUATION
  • AKA: Reflex; Reflexive Relations; US-UR
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31
Q

Respondent Behavior AKAs

A
  • Reflex
  • Reflexive Relations
  • US-UR
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32
Q

Habituation

A

When an US is present repeatedly over a short period of time, the strength of the respondent behavior diminishes

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33
Q

Respondent Conditioning

A

When neutral stimuli achieve the capacity to elicit respondent behaviors

  • Conditioning = Pairing (Not Learning)
  • Ex. You eat fish and vomits, after this whenever you smell fish you become nauseous (CS smell of fish - CR nausea)

AKA: Classical and Pavlovian Conditioning; SS Pairing; CS-CR

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34
Q

Respondent Conditioning AKAs

A
  • Classical and Pavlovian Conditioning
  • SS Pairing
  • CS-CR
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35
Q

Respondent Extinction

A

Unpairing of a CS and an US

  • When the CS is presented without the US the CR weakens
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36
Q

Operant (2)

A
  1. Operant Behavior
  2. Operant Conditioning
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37
Q

Operant Behavior

A
  • Voluntary, learned behavior, selected by consequences… Defined by function (Not topography)
  • Emitted/Evoked
  • Ontogenetic - Learned behaviors the consequence of your setting
  • Can be effected by ADAPTATION
  • AKA: ABC; 3 Term Contingency; SRS Model
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38
Q

Operant Behavior AKAs

A
  • ABC
  • 3 Term Contingency
  • SRS Model
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39
Q

Adaptation

A

When, with repeated exposure to a particular stimulus, the response reduces

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40
Q

Operant Conditioning

A
  • A process that determines the future likelihood of an occurrence or nonoccurrence of a particular behavior
  • Operant Behavior IS the result of Operant Conditioning
  • There is AUTOMATICTY in operant conditioning
  • AKA: ABC; 3 Term Contingency; Behavioral Contingency
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41
Q

Operant Conditioning AKAs

A
  • ABC
  • 3 Term Contingency
  • Behavioral Contingency
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42
Q

Automaticity

A

Operant conditioning occurs automatically, even if no one is aware of the contingency in place

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43
Q

3 Basic Principles of Behavior

A
  1. Punishment
  2. Extinction
  3. Reinforcement
  • Four our procedures to be conceptually systematic, they must be derived from our 3 principles.
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44
Q

Consequences

A

A stimulus change that comes after a behavior that effects the future likelihood of future behavior

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45
Q

Reinforcement (SR)

A
  • # 1 Principal and major part of most behavior change procedures
  • A stimulus change following a behavior that results in the behavior occurring more often
  • Can happen organically or intentionally
  • SR makes antecedent stimulus conditions relevant and creates stimulus control, making the behavior more likely to occur in the presence of the SD and not the Sdelta
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46
Q

Discriminated Operant

A

A behavior that occurs in some conditions more than others
- Ex. Getting cold water from a blue tap on the water cooler

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47
Q

Something has the potential of being SR based on…

A

Motivation (MOs)

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48
Q

What do MOs alter?

A

The current value of stimulus changes as reinforcement

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49
Q

SR can strengthen the following 5 measurements:

A
  1. Rate
  2. Duration
  3. Latency
  4. Magnitude
  5. Topography
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50
Q

Immediacy and Delays in SR

A
  • Immediacy of the reinforcer is critical (the temporal relation)
  • Delayed consequences aren’t technically reinforcement, but they can influence rule-governed behavior
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51
Q

Transient Effects

A

Temporary effect; when a reinforcement or punishment is removed, it should be expected for the behavior to change (for the worse) above, or below baseline

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52
Q

Behavioral Contrast

A

When a behavior occurs in multiple environments, but treatment is delivered in only one environment, you can expect to see a change in behavior in the opposite direction in the non-treatment environment

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53
Q

2 Types of Behavioral Contrast

A
  1. Positive Behavior Contrast
  2. Negative Behavior Contrast
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54
Q

Positive Behavioral Contrast

A

An increase in behavior in the non-treatment condition and a decrease of that same behavior in the treatment condition (DRO; Extinction; Punishment)

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55
Q

Negative Behavioral Contrast

A

A decrease in behavior in the non-treatment setting and in increase in that same behavior in the treatment condition

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56
Q

Positive Reinforcement

A

When behavior is followed immediately by the presentation of a stimulus that increases the future likelihood of that and similar behaviors in the future
- Most important and widely used concept in AB
- AKAs: SR+; Type I Reinforcement

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57
Q

Positive Reinforcement AKAs

A
  • SR+
  • Type I Reinforcement
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58
Q

5 Types of Positive Reinforcers

A
  1. Edible
  2. Activity
  3. Tangible
  4. Social
  5. Sensory
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59
Q

Negative Reinforcement

A

When behavior is followed immediately by the reduction/removal of a stimulus that increases the future likelihood of that and similar behaviors in the future
- Ex. Relief, escape, avoidance
- AKAs: SR-; Type II Reinforcement

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60
Q

Negative Reinforcement AKAs

A
  • SR-
  • Type II Reinforcement
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61
Q

2 Types of Negative Reinforcement

A
  1. Escape
  2. Avoidance
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62
Q

Escape

A

A behavior that stops an ongoing aversive stimulus/unpleasant situation
- Ex. Turning off loud music in your car (escape loud music)

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63
Q

Avoidance

A
  • A type of SR-
  • A response that prevents or postpones the presentation of an aversive stimulus/ unpleasant situation
  • More common than escape
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64
Q

2 Types of Avoidance

A
  1. Discriminated Avoidance
  2. Free-Operant Avoidance
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65
Q

Discriminated Avoidance

A

The contingency for responding is the prevention of the onset of an aversive stimulus in the presence of a SD/signal

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66
Q

Free-Operant Avoidance

A

The contingency for responding is the prevention of the onset of an aversive stimulus without the presence of a SD/signal

  • This can occur at any time before the scheduled onset of the stimulus and therefore delays the presention
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67
Q

Automatic Reinforcement

A

When behavior is evoked, shaped, maintained, or weakened by environmental variables that happen without other’s manipulation
- No social mediation from others
- AKAs: Sensory; Self-Stimulatory Behaviors; Stereotypy

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68
Q

Automatic Reinforcement AKAs

A
  • Sensory
  • Self-Stimulatory Behaviors
  • Stereotypy
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69
Q

2 Types of Automatic Reinforcement

A
  1. Negative Automatic Reinforcement
    - Ex. Scratching an insect bite, now you scratch the bite all the time
  2. Positive Automatic Reinforcement
    - Baking and liking brownies the first time, not you bake then all the time
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70
Q

Automatic Punishment (Definition)

A

Punishment that occurs without the social mediation of others

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71
Q

2 Types of Automatic Punishment

A
  1. Positive Automatic Punishment
    - Ex. You buy an itchy sweater, in the future you don’t buy or wear itchy sweaters
  2. Negative Automatic Punishment
    - Ex. Every time you bite your nails, you have to remove your nail polish, which cause you to decrease your nail biting
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72
Q

Socially Mediated Contigency

A

When another person controls your access to reinforcement / punishment

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73
Q

Unconditioned Reinforcer / Reinforcement (UCR)

A

A stimulus change that increases the future frequency of behavior without prior pairing with any other form of reinforcement
- No learning history requires
- UCR are generally phylogenic and require a state of deprivation to be a reinforcer (MO)
- Ex. Food and water

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74
Q

Unconditioned Reinforcer / Reinforcement (UCR) AKAs

A
  • Primary reinforcer
  • Unlearned reinforcer
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75
Q

Conditioned Reinforcer / Reinforcement

A

When a previously neutral stimulus acquires the ability to function as a reinforcer through SS-Pairing with one or more UR or CR
- Learning history is required
- UCR are a product of ontogeny

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76
Q

Conditioned Reinforcer / Reinforcement AKAs

A
  • Secondary reinforcer
  • Learned reinforcer
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77
Q

CR vs Respondent Conditioning

A

Respondent conditioning has nothing to do with reinforcers, although the process of pairing is the same.
- CR > Stimulus = SR+ or SR-
- Respondent conditioning > NS becomes an eliciting antecedent stimulus

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78
Q

Generalized Conditioned Reinforcer (GCSR)

A

A type of conditioned reinforcer that has been paired with many UCR and CR
- Reinforcing are like reinforcing at any time to anyone
- No MO needed
- Ex. Money; Social praise

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79
Q

Generalized Conditioned Reinforcer (GCSR) AKAs

A
  • Generalized reinforcer
  • Nonspecific reinforcer
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80
Q

When is a behavior controlled by rules?

A

When behavior changes, but the contingencies are not immediate or guaranteed

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81
Q

Rule-Governed Behavior

A

A verbal description of a behavioral contingency
- A delayed consequence

Deadlines in rules change behavior
- SD = Time before the deadline
-Sdelta = Time after the deadline

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82
Q

Rule-Governed Behavior AKAs

A
  • Rule governance
  • Rule control
  • Rules
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83
Q

Contingency-Shaped Behavior

A

When a behavior is directly controlled by a contingency, not rules
- SD > Response > Outcome (Must occur within 30 secs)
- Ex. Putting Neosporin on a painful cut, will immediately relieve the sting

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84
Q

Is the behavior a rule or contingency? (5Qs)

A

It’s A Rule
1. No immediacy
2. B-C delay greater than 30 seconds
3. Behavior changes without reinforcement
4. A big increase in the rate of behavior following only 1 instance of SR occurs
5. The rule exists, but no consequence exists (including no automatic reinforcement)

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85
Q

Punishment

A

A stimulus change following a behavior that results in that behavior occurring less often or not at all in the future
- Basic principle of operant conditioning
- Defined by function, not form

AKAs: SD-; SDP; SO; Punishment Based SD

86
Q

Punishment AKAs

A
  • SD-
  • SDP
  • SO
  • Punishment Based SD
87
Q

Discriminative Effects of Punishment

A

A behavior that occurs less often, or not at all in certain conditions
- SDP

88
Q

Punishment vs Threats

A
  • Threats decrease behavior in the moment
  • Punishment decreased behavior in the future
89
Q

Recovery from Punishment

A

When the rate of behavior temporarily increases back to its original rate when you stop a punitive procedure

90
Q

Punisher vs Aversive Stimulus

A
  • Punisher (SP): A stimulus change that decreases the future frequency of behavior that immediately precedes it

vs

  • Aversive Stimulus: Unpleasant stimulus
91
Q

Immediacy of Punishment

A

Should be delivered without any delay following the target behavior
- Even small delays can reduce effectiveness

92
Q

Intensity of Punishment

A

Higher intensity punishers are more effective at decreasing behavior
- Should start at a higher intensity and gradually decrease to be most effective
- Gradually increasing intensity has not been proven to be effective

93
Q

Schedule of Punishment

A

Consistent and continuous schedules are most effective
- Intermittent schedules can be effect in some conditions

94
Q

Reinforcement for Target Behavior During Punishment

A

Reinforcement for challenging target behavior must be eliminated or reduced for punishment to be effective

95
Q

Alternative Behavior During Punishment

A

More effective when the target behavior isn’t the only means contact reinforcement
- Most effective when paired with DRA

96
Q

Positive Punishment

A

A process that occurs when teh addition of a stimulus immediately following a behavior results in the future frequency of the behavior

  • AKA: Type I Punishment
97
Q

Positive Punishment AKAs

A
  • Type I Punishment
98
Q

6 Types of Positive Punishment Interventions

A

RRROSE

  1. Reprimand
  2. Response Blocking
  3. Response Interruption and Redirection (RIRD)
  4. Overcorrection
  5. Shock / Contingent Electrical Stimulation / ECT
  6. Exercise / Contingent Exercise
99
Q

Shock / Contingent Electrical Stimulation / ECT

A
  • A type of positive punishment
  • Deliver a shock after a behavior
100
Q

Overcorrection

A
  • A type of positive punishment
  • Client is required to engage in effortful behavior that is directly relate to the challenging behavior

2 Types of Overcorrection
- Restitutional overcorrection: Restore the environment to its original state before the behavior occurred and make it a lot better on top of that
- Positive practice overcorrection: Repeatedly do the correct form of behavior for a certain time or number of times

101
Q

Reprimand

A
  • A type of positive punishment
  • Negative or corrective feedback
  • Most common form of punishment
  • Has the potential to actually be reinforcing, if viewed as attention
102
Q

Response Blocking

A
  • A type of positive punishment
  • Physically intervene / block the response
103
Q

Exercise / Contingent Exercise

A
  • A type of positive punishment
  • Require a response not topographically related to the behavior; like exercise
104
Q

Response Interruption and Redirection (RIRD)

A

Interrupt a stereotypic behavior as it stats and redirect your client to a high probability behavior

2 Types
- Motor RIRD: Interrupts and redirects motor stereotypy
- Vocal RIRD: Interrupts and redirects vocal stereotypy

105
Q

Negative Punishment

A

A process that occurs when a response is followed immediately by the removal of a stimulus (or decrease in the intensity of a stimulus) that decreases the likelihood of similar response under similar conditions

  • AKAs: Type II Punishment; Penalty Principle; Penalty Contingency
106
Q

Negative Punishment AKAs

A
  • Type II Punishment
  • Penalty Principle
  • Penalty Contingency
107
Q

2 Types of Negative Punishment Procedures

A
  1. Response Cost
  2. Time-Out
108
Q

Types of Response Costs

A
  1. Bonus Response Cost: Making addition non-contingent reinforcers available and removing them if challenging behavior occurs
  2. Direct Fines: Direct loss of positive reinforcers
  3. Existing Cache Response Cost: Behavior produces loss from existing collection of reinforcers
109
Q

Types of Time-Out

A

SEN

  1. Non-Exclusionary Time-Out
  2. Exclusionary Time-Out
  3. Seclusion Time-Out
110
Q

Types of Non-Exclusionary Time-Outs

A

IWORP

  • Ignoring / Planned Ignoring: Social reinforcers (attention, physical contact) removed for a certain time contingent on behavior; least aversive
  • Withdrawal of specific reinforcer: Taking something preferred away for a certain time
  • Observation / Contingent Observation: The client is repositioned in the room so he/she can observe everything, but not participate
  • Ribbon / Time-Out Ribbon: You put a colored wristband on the client and remove in the event of undesired behavior
  • Partition Time-Out: The client stays in the room, but their view is restricted by a wall / partition
111
Q

Types of Exclusionary Time-Outs

A
  1. Time-In Setting Removed: Location not changed; Ex. Screen goes blank with incorrect answer
  2. Removal from Time-In Setting (Hallway or in Room): Location changed; Ex. Time-out room, Hallway time-out, Partition time-out
  3. Facial Screening
112
Q

Types of Seclusion Time-Outs

A
  1. Relaxation: Client expected to lie down for a period of time
  2. Restrained Time-Out: Movement suppression and therapeutic restraint
113
Q

Response Cost (Definition)

A
  • A type of negative punishment
  • Loss of specific reinforcers contingent on challenging behavior, which includes removal of things already earned
  • Least restrictive of punishers

3 Types
- Bonus response cost
- Fines / Direct Fines
- Existing Cache Response Cost

  • AKA: Penalty
114
Q

Response Cost AKAs

A

Penalty

115
Q

Potential Unwanted Effects of Response Cost

A
  • Unpredictable side effects, which is true for all punishment procedures
  • Reduction of desired behaviors
  • Aggressive behavior
  • Avoidance of programming
  • Attention for punished behaviors
116
Q

Time-Out (Definition)

A
  • A type of negative punishment
  • Access to a specific reinforcer is prohibited for a period of time

3 Types
- Seclusion
- Exclusionary Time-Out
- Non-Exclusionary Time-Out

AKA: Time-Out from Positive Reinforcement

117
Q

Time Out AKAs

A

Time-Out from Positive Reinforcement

118
Q

Seclusion (Definition)

A
  • A type of time-out in negative punishment
  • The client is place in time-out room for a period of time and locked in (most restrictive)

2 Types
- Required relaxation
- Restrained time-out

119
Q

Exclusionary (Definition)

A
  • A type of time-out in negative punishment
  • Immediate removal of your client from the reinforcing (time-in) space

3 Types
- Time-in setting removed
- Removal from time-in setting
- Facial screening

120
Q

Non-Exclusionary (Definition)

A
  • A type of time-out in negative punishment
  • Client is kept in a time-in space, but no movement is allowed
  • Most preferred method; least restrictive

5 Types (IWORP)
- Ignoring / Planned Ignoring
- Withdrawal of specific reinforcer
- Observation / Contingent Observation
- Ribbon / Time-Out Ribbon
- Partition Time-Out: The client stays in the room, but their view is restricted by a wall / partition

121
Q

Time-Out vs Response Cost

A

Time-out: Access is removed for a period of time

vs

Response cost: A specific amount of reinforcers are removed

122
Q

Time-Out vs Extinction

A

Time-out is more aversive, no reinforcers can be earned

vs

Extinction, other behaviors may still contact reinforcement

123
Q

Unconditioned Punisher / Punishment (UCP)

A

A stimulus change that decreases the frequency of any behavior that immediately precedes it
- No learning history required
- Product of phylogeny

AKAs: Primary Punishers; Unlearned Punishers

124
Q

Unconditioned Punisher / Punishment (UCP) AKAs

A
  • Primary Punishers
  • Unlearned Punishers
125
Q

Conditioned Punisher / Punishment (CP)

A

A previously NS that now functions as a punisher because of SS-Pairing
- Learning history required
- Product of ontogeny

AKAs: Secondary Punishers; Learned Punishers

126
Q

Conditioned Punisher / Punishment (CP) AKAs

A
  • Secondary Punishers
  • Learned Punishers
127
Q

Generalized Conditioned Punisher (GCSP)

A

A type of conditioned punisher that’s been paired with any unconditioned and conditioned punishers
- Doesn’t depend on an MO for its effectiveness
- Likely to be punishing at any time

AKA: Generalized Punisher

128
Q

Extinction

A

A maintaining reinforcer is no longer provided > The behavior decreases

3 Types
1. Positive Reinforcement Extinction
2. Automatic Reinforcement Extinction
3. Negative Reinforcement Extinction

AKA: Operant Extinction

129
Q

3 Types of Extinction

A
  1. Positive Reinforcement Extinction
  2. Automatic Reinforcement Extinction
  3. Negative Reinforcement Extinction
130
Q

Extinction AKAs

A

Operant Extinction

131
Q

Extinction: When to Not Use It

A
  • When a behavior can cause harm
  • Can’t prevent reinforcement from happening
  • Need behavior to decrease quickly
132
Q

Unwanted Effects of Extinction (9)

A

BAMBVIRUS

  • Extinction burst
  • Extinction-induced aggression
  • Magnitude of behavior increases
  • Behavioral contrast
  • Extinction-induced variability
  • Imitation
  • Resurgence
  • Unintentional extinction of desired behaviors
  • Spontaneous recovery
133
Q

Extinction Burst

A

Immediate increase in the rate of responding when an EXT procedure is first implemented
- More likely when a behavior is maintained by CRF
- Less likely if NCR is used prior to EXT or if EXT is paired with SR

134
Q

Extinction-Induced Aggression

A

A temporary increase in aggression
- Should be anticipated (the correct maintaining variable is targeted)

135
Q

Increase in Magnitude of Behavior

A

Increase in things like volume, duration, intensity, etc.

136
Q

Resurgence

A

When during EXT, a behavior that has gone through EXT in the past returns

137
Q

Spontaneous Recovery

A

A typical short pattern in which the behavior that diminished during EXT process reoccurs even though the behavior has not been reinforced

138
Q

Extinction-Induced Variability

A

When novel behavior occurring during the EXT process

139
Q

Causes of Resistance to Extinction

A
  • Long history of reinforcement
  • INT schedules of reinforcement are more resistant than CRF
  • High response effort
  • Number of prior EXT trials
140
Q

Extinction does not mean….

A

An automatic reduction of behavior. This could be caused by punishment or something else.

141
Q

Response Blocking vs Extinction

A

Response blocking prevents the response from occurring

vs

Extinction, a target behavior occurs but isn’t met with the prior maintaining consequence / reinforcer

142
Q

Non-Contingent Reinforcement vs Extinction

A

Both decrease behavior

NCR - By changing antecedents

vs

EXT - By changing consequences

143
Q

Operant Extinction vs Respondent Extinction

A

Operant EXT: Withholding reinforcement when the behavior occurs (think consequences)

vs

Respondent EXT: Unpairing of a CS and US

144
Q

Stimulus Control

A

Weh a discriminated operant (learned behavior) occurs in the presence of the SD and not in the presence of an Sdelta

145
Q

Faulty Stimulus Control

A

An irrelevant stimulus controls the correct behavior and the relevant behavior does not

146
Q

Stimulus Salience

A
  • Affects stimulus control
  • Prominence of the stimulus in your setting to make things easier to learn

2 things that effect stimulus salience
1. Masking / Stimulus Blocking: A competing stimulus mask the evocative function
2. Overshadowing: The presence of 1 stimulus interferes with/overshadows the acquisition of stimulus control by another stimulus
- Ex. Watching TV while studying, overshadows learning

147
Q

Overselective Stimulus Control

A
  • Affects stimulus control
  • Individual focuses on a minor feature of a physical stimulus

AKA: Stimulus overselectivity

148
Q

Discriminated Stimulus

A

A signal that tells you reinforcement is available

149
Q

Stimulus Delta

A

A stimulus in the presence of which a given behavior has not produced reinforcement in the past

  • It can also simply mean less reinforcement, vs no reinforcement
150
Q

SD vs MO

A

MO: Differential reinforcing effectiveness of an environmental event… Changes the value of a given behavior due to SR

vs

SD: The promise of the reinforcer based on the reinforcing history

151
Q

Loose Stimulus Control

A

Within

  • Ex. All shades of green
152
Q

Tight Stimulus Control

A

Between / Across

  • Ex. Green vs other colors
153
Q

Discrimination vs Generalization

A

Discrimination: Narrow stimulus control; occurs when a small spectrum of stimuli brings a response

vs

Generalization: Loose stimulus control; occurs when a large spectrum of stimuli occasions certain responses

154
Q

Generalization Gradient

A

A graph that displays the extent to which behavior that’s been reinforced in the presence of an SD is emitted in the presence of an Sdelta
- Flat slope: Little stimulus control
- Increasing (downward) slope: More stimulus control

AKA: Stimulus generalization gradient

155
Q

Concept

A

Something that has a set of shared values
- Requires being able to discriminate what is in and out of a particular stimulus class

156
Q

How do you teach concepts?

A

Through discrimination training and verbal descriptions

157
Q

Motivating Operation

A

An environmental variable which:

  • Alter Value: Increases or decreases the reinforcing effectiveness of a stimulus
  • Alter Behavior: Increases or decreases the current frequency of all behaviors that has been reinforced
158
Q

2 Types of MOs

A
  • Establishing Operation
  • Abolishing Operation
159
Q

Establishing Operation (EO)

A

A type of MO

  • Alter Value: An in the moment increases in the current reinforcing effectiveness of a stimulus
  • Alter Behavior (Evocative): An in the moment increase in the current frequency of behavior to contact the now more valuable stimulus
160
Q

Abolishing Operation (AO)

A

A type of MO

  • Alter Value: An in the moment decreases in the current reinforcing effectiveness of a stimulus; makes the things you want less valuable in the moment
  • Alter Behavior (Abative): An in the moment decrease in the current frequency of behavior that’s been reinforced by the stimulus which isn’t currently valuable. Your behavior is altered, and you don’t try to get that thing because you don’t currently want it
161
Q

Function-Altering Effects

A

When a consequence for a behavior in the presence of an MO changes the behavior evoked by the MO in the future

162
Q

What is the difference between the behavior-altering and function-altering effects of an MO?

A

Behavior-altering are in the current moment and function-altering effects are future effects

163
Q

UMOs

A
  1. Body temperature
  2. Food / Water deprivation
  3. Sleep deprivation
  4. Oxygen deprivation
  5. Activity deprivation
  6. Pain
  7. Sex deprivation
164
Q

CMOs

A

MOs that change the value of other stimuli, objects, or events due to conditioning
- Based on individual learning history

3 Types
1. Surrogate
2. Reflexive
3. Transitive

165
Q

CMO-S

A

Surrogate MO

  • A pairing process
  • A once NS acquires its MO status by having been paired with a UMO. The NS acquires the same value and behavior-altering effect of the UMO
166
Q

CMO-R

A

Reflexive MO

  • A stimulus come before the onset of pain making it so that the offset of this other stimulus is just as negatively reinforcing as the offset of the (anticipated) pain
  • Evokes avoidant behaviors; think negative reinforcement
167
Q

CMO-T

A

An environmental variable that establishes another event as a reinforcer or punisher

  • Something is blocking access to a UCR and problem-solving behaviors are needed
  • Relied on in manding programs
168
Q

2 Types of Generalization

A
  1. Stimulus Generalization
  2. Response Generalization
169
Q

Stimulus Generalization

A

Same response, different stimuli

170
Q

Response Generalization

A

Same stimuli, different responses

AKA: Response induction

171
Q

Response Generalization AKAs

A

Response induction

172
Q

Is it response or stimulus generalization? Did the form of the behavior change? Yes.

A

It’s response generalization / induction

173
Q

Is it response or stimulus generalization? Did the form of the behavior change? No

A

It’s stimulus generalization

174
Q

Strategies to Promote Generalization

A

CB MINGLES

Common stimuli
Behavior Trap
Mediation
Indiscriminable contingencies
Negative teaching examples
General case analysis
Loosely train
Exemplars
Self-Management

175
Q

Generalization: Common Stimuli

A

Ensure the same SDs exist in both the instructional and generalization setting

176
Q

Generalization: Behavior Trap

A

Effective contingency of SR that’s easy to enter and hard to leave

177
Q

Generalization: Mediation

A
  • Ask stakeholders to provide SR for the behavior
  • Contrive opportunities, which can include various prompts
178
Q

Generalization: Indiscriminable Contingencies

A
  • Intermittent SR schedule
  • Delayed rewards
179
Q

Generalization: Negative Teaching Examples

A
  • Promotes stimulus control
  • Teaches learner to discriminate between settings, times, and conditions in which the behavior is not appropriate
180
Q

Generalization: General Case Analysis / Strategy

A

Teach all the different stimulus variation and responses that may be in the generalized setting

181
Q

Generalization: Loosely Train

A

Broaden the variety of the non-critical aspects of the SD

182
Q

Generalization: Exemplars

A

Teach enough response and stimulus examples

183
Q

Generalization: Self-Management

A

The learner is present in the instructional and generalized environment

3 Ways
1. Response variability - Lag reinforcement
2. Recruit SR
3. Teach required levels - Train target behaviors to meet performance criteria to contact SR in natural environment

184
Q

Maintenance / Response Maintenance

A

Sustained progress

185
Q

3 Schedules of Reinforcement

A
  1. CRF
  2. INT
  3. EXT
186
Q

CRF

A

Continuous Schedule of SR

  • Used for acquisition of new behaviors
187
Q

INT

A

Intermittent Schedule of SR

  • Used for maintaining behaviors that have been established
188
Q

4 Basic Schedule of INT SR

A
  • FR
  • VR
  • FI
  • VI
189
Q

Ratio Schedules

A

Best when higher rates of responding are important

  • Higher rates of responding because of faster responding means SR comes sooner
190
Q

Post Reinforcement Pause

A

A pause in responding following SR, but the responding speeds up again

  • Related to an FR scheduled of SR; Stairs on a graph
191
Q

Fixed Rate

A

INT Schedule of SR

  • Consistent high rate of responding
  • Post SR Pause
  • Graph: Steps
192
Q

Variable Ratio

A
  • Strongest basic schedule of INT SR
  • Produces consistent, high, and steady rates of responding
  • Graph: Super steep line
193
Q

Interval Schedules

A

SR comes with time passage and only 1 response

  • Lower rates of responding
  • To increase / decrease responding > Decrease / increase interval
194
Q

Fixed Interval

A

INT Schedule of SR. Passage of time and a correct response is required

  • Slow start, but accelerating response
  • Post SR Pause
  • Graph: Scalloped graph
195
Q

Variable Interval

A

INT Schedule of SR

  • Constant, slow-moderate stable rates of response
  • Good for maintenance
  • Graph is constant, but not steep
196
Q

Ratio Strain

A

A result of extreme increases in ratio when moving from denser to thinner schedules of SR
- Common behaviors: Avoidance, aggression, etc.

197
Q

Limited Hold

A

SR is available for a limited amount of time

  • Used for increasing your client’s response speed into a limited time; to build fluency
198
Q

4 Variations of Basic INT Schedules of SR

A
  1. Lag Schedules of SR
  2. Progressive Schedules of SR
  3. Delays to SR Schedule
  4. Differential SR to Ratios of Responding (DRH, DRD, DRL)
199
Q

Lag Schedule of SR

A

INT Schedule of SR delivered for a response that is different in topography, sequence, etc., than previously reinforced response

  • Use for increasing variability and expanding behavior repertoires
200
Q

Progressive Schedules of SR

A

INT Schedule of SR

  • Systematically thin each successive SR opportunity independent of client’s behavior until responding stops
    – Breaking Point: Assess how for the reinforcer will go
  • Use for SR assessment and intervention

AKAs: Progressive Interval; Time-Based Progressive Delay; Delay Fading

201
Q

Progressive Schedules of SR AKAs

A
  • Progressive Interval
  • Time-Based Progressive Delay
  • Delay Fading
202
Q

Delays to SR Schedule

A

INT Schedule of SR used to teach self-control, function communication, etc.
- Can be used to offset resurgence

203
Q

7 Compound Schedules of SR

A

CMCMTAC

Concurrent
Multiple
Chained
Mixed
Tandem
Alternative
Conjunctive

204
Q

Concurrent Schedule of SR

A

2 or more schedules of SR are in effect separately and at the same time for 2 or more behaviors, each schedule is signaled by / correlated with a different SD

  • Matching law / theory: Herrnstein; Given 2 choices you will choose to engage in the behavior that has the highest rate of SR
205
Q

Multiple Schedule of SR

A

2 or more basic schedules of SR are presented alternating, in a random sequence for 1 or more behaviors

  • SD associated with each schedule
  • Schedules occur successively and independently; can cause behavioral contrast
206
Q

Chained Schedule of SR

A

2 or more basic schedules of SR are presented and occur successively in order

  • SD associated with each schedule

3 Elements
1. Specific order
2. Each step serves as an SD for the next step
3. Each step serves as a CSR for the previous step

207
Q

Mixed Schedule of SR

A

2 or more basic schedules of SR are presented in an alternating, random sequence for 1 or more behaviors

  • Identical to multiple schedules without the SD
  • Occurs successively and independently
208
Q

Tandem Schedule of SR

A

2 or more basic schedules of SR are presented and occur succesively

  • Identical to chained without the SD
  • Trial by error; Sequence with no instructions
209
Q

Alternative Schedule of SR

A

A compound schedule combining # of responses and time

  • Provides SR when the requirement of either a ratio or interval schedule is met
  • Hint: 2nd chance schedule
210
Q

Conjunctive Schedule of SR

A

A compound schedule of SR combining the # of responses and time
- Provides SR when the completion of the response requirements for both a ratio and interval schedule have been met

  • Hint: Both / AND schedule
211
Q

Adjunctive Behaviors

A

Behaviors that are maintained independently of SR contingencies, BUT exist due to the contingencies being available for other behaviors

  • Behaviors occur in between the provision of SR and when SR isn’t available
    AKA: Schedule induced behaviors

BEH 0003 (4 decks)

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