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BEH 0003 > Section G > Flashcards

Section G Flashcards

1
Q

Premack Principle

A
  • A strategy that uses behavior as SR
  • Hi-P request sequence

AKA: Relativity Theory of SR; Grandma’s Law

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2
Q

Premack Principle AKAs

A
  • Relativity Theory of SR
  • Grandma’s Law
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3
Q

Response Deprivation Hypothesis (RDH)

A

Takes Premack to the next level
- Restricts the behavior to create an EO, making the behavior a powerful SR

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4
Q

Antecedent Interventions

A
  • Implemented prior to and NOT contingent on behavior

AKA: Antecedent Procedures; Antecedent Control; Antecedent Manipulation

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5
Q

Antecedent Intervention AKAs

A
  • Antecedent Procedure
  • Antecedent Control
  • Antecedent Manipulation
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6
Q

Antecedent Intervention (Methods)

A
  • Manipulating MOs
  • Decreasing required response effort
  • Teaching alternative behaviors
  • Using differential consequences
  • Limiting opportunities to emit the challenging behavior
  • Increasing opportunities to emit the desired behavior
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7
Q

Types of Antecedent Interventions

A
  • Contingency-Dependent
  • Contingency-Independent
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8
Q

Contingency-Dependent Antecedent Interventions

A
  • SDs (Stimulus Control)
  • Differential consequences for correct/ alternative behaviors vs challenging behaviors
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9
Q

Contingency-Independent Antecedent Interventions

A
  • Intervention bases on MOs
  • Interventions that do not depend on consequences for target or alternative behaviors
  • EO/AO manipulations create evocative and abative effect on behavior
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10
Q

3 Antecedent Interventions

A
  • NCR
  • High-P Instructional Sequence
  • FCT
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11
Q

Noncontingent Reinforcement (NCR) (Definitions)

A

An Antecedent Intervention

  • Clients are reinforced on a time-based schedule independent of the target behavior
  • Reinforcers that maintain challenging behavior are delivered on a fixed or variable time schedule creating an AO for that behavior
  • Must know the function to determine whether to use positive, negative, or automatic SR
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12
Q

NCR (Uses)

A

For decreasing challenging behavior proactively in a non-aversive manner
- NCR SR+ = Time-based access to attention or tangible
- NCR SR- = Time-based escape from demands
- NCR Auto = Time-based access to sensory feedback

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13
Q

NCR (Pros)

A
  • Easy to implement because you don’t have to monitor all the time
  • Creates a positive learning environment
  • Can be used in treatment packages
  • Unintended pairing of desired behavior and the NCR reinforcers may strengthen and maintain those desirable behaviors
    – NCR + EXT - Effective for reducing EXT induced burst
    – NCR+ DRO - Can decrease the chance that challenging behavior will contact SR
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14
Q

NCR (Cons)

A
  • Decreased motivation to engage in appropriate behavior because of free access to NCR stimuli
  • Unintended pairings of challenging behavior and the reinforcers may reinforce challenging behavior
  • Doesn’t teach new behaviors
  • Can be distracting in the instructional setting
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15
Q

What’s the difference between FT/VT and FI/VI?

A

FT/VT schedules are NCR

vs

FI/VI schedules are dependent on the passage of time AND the correct behavior

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16
Q

High-Probability Instructional Sequence

A

An Antecedent Intervention

  • Used to increase compliance and reduce escape-maintained behaviors
  • Has an abative effect on low probability / compliance behaviors due to SR being given to hi-p responses
  • Has a differential SR effect: The low probability / compliance is placed on extinction and compliance is differentially reinforced

AKA: High-P; High-Probability Request Sequence; Interspersed Request; Pre-Task Requests; Behavioral Momentum

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17
Q

High-Probability Instructional Sequence AKAs

A
  • High-P
  • High-Probability Request Sequence
  • Interspersed Request
  • Pre-Task Requests
  • Behavioral Momentum
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18
Q

Functional Communication Training (FCT)

A

An Antecedent Intervention

  • Carr and Durand
  • Trains clients to use communicative behavior to replace challenging behavior evoked by MOs
  • DRA: Must be functionally equivalent to the challenging behavior
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19
Q

Conditioned Reinforcers Considerations

A
  • They allow us flexibility to appeal to more than one client at a time
  • Important to consider what natural SR will look like
  • Must be assessed and used in every program that aims to increase desired behaviors or replace challenging behavior
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20
Q

Prompts

A
  • Additional antecedent stimuli added to help evoke the correct response
  • Used prior and during response
  • Should be faded as quickly as possible
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21
Q

Prompt Dependence

A

Failure to transfer control of the behavior to the SD from the prompt

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22
Q

2 Types of Prompts

A
  • Response Prompts
  • Stimulus Prompts
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23
Q

Response Prompts

A
  • Operate on the client’s behavior to hint towards the correct response
  • Do not change the task or stimuli

3 Types: Verbal, Model, Physical

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24
Q

Verbal Instructions

A

Response Prompt
- Vocal and non-vocal (written, spoken, pictures, etc.)
- Useful in all learning contexts

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25
Q

Modeling

A

Response Prompt
- A demonstration of the correct behavior
- Effective for learners who can imitate

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26
Q

Physical Prompt

A

Response Prompt
- Trainer guides throughout the behavior
- Used with younger and severely disabled clients

Cons:
- Most intrusive
- Tough to fade
- Not all clients respond well to physical touch

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27
Q

Fading Response Prompts

A

Transfer stimulus control to from the prompt to the SD

4 Ways to Fade:
- Most to Least Prompting
- Least to Most Prompting
- Graduated Guidance
- Time Delay Prompting

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28
Q

Most to Least Prompting

A
  • Steadily guide client through the entire response, systematically reducing the amount of physical assistance
  • Typically goes from physical guidance to less intrusive prompts, such as visual guides, verbal instructions, and then the actual SD
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29
Q

Least to Most Prompting

A

Trainer allows client an opportunity to respond within set period of time independently, increasing prompts contingent on incorrect responding

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30
Q

Graduated Guidance

A
  • Minimal amount of physical prompting required to occasion the correct response and then gradually reduce
  • Trainer is ready, in position to prompt if necessary
31
Q

Time Delay Prompting

A
  • Errorless Technique

2 Types: Fixed Time Delay; Progressive Time Delay

AKA: Prompt Delay; Time-Delayed Prompting; Delayed Cueing; Progressive Delay Prompting

32
Q

Time Delay Prompting AKAs

A
  • Prompt Delay
  • Time-Delayed Prompting
  • Delayed Cueing
  • Progressive Delay Prompting
33
Q

Most to Least Prompting vs Graduated Guidance

A

Most to Least Prompting: Includes non-physical prompts

vs

Graduated guidance: Being prepared to physically prompt as minimally as necessary by shadowing client’s movements in position to physically assist as needed

34
Q

Stimulus Prompts (Definition & Types)

A
  • Prompts that increase the salience of antecedent stimuli
  • Additional stimulus are faded in /out until the behavior is controlled on by the SD

Types: Movement; Position; Redundancy

35
Q

Fading Stimulus Prompts

A

Shaping stimulus control, so the SD controls the behavior and not the prompt

36
Q

Imitation Training

A

Must occur without learning history to be defined as imitation

4 Defining Features:
- Formal similarity
- Model
- Immediacy
- Controlled relation

37
Q

Generalized Imitation

A

Novel model evokes imitation

38
Q

Rules for Imitation Training

A
  • Short session (10 -15 min, 2x/day)
  • Initially provide SR for prompted and independent imitations
  • Set a # of necessary learned targets before the client no longer needs formal imitation training
39
Q

Modeling (Definition & Types)

A

A strategy for teaching new skills by imitating. The model demonstrates the exact behavior needed to do the skill

Types of models
- Live: Present/ In person
- Symbolic model: Picture icon, photo, video, etc.

40
Q

Instruction & Rules Guidelines

A
  • Involve the client and other stakeholders
  • Present the rule in a positive statement
  • Rules should be simple and short
  • Match how rules are stated to developmental level
  • Use common set of rules to avoid confusion
41
Q

Shaping (Definition, Terms, & Pros/Cons)

A

A strategy in which you systematically and differentially reinforce successive approximations to a terminal response / goal

Terms: Differential Reinforcement; Successive Approximations; Response Differentiation

Pros:
- Positive behavior to support SR
- Doesn’t typically involve aversives or punishments
- Can be combined with other procedures

Cons:
- Time-consuming
- Progress doesn’t always occur in intended order
- Requires continuous monitoring
- Inappropriate / harmful behaviors can be shaped unintentionally

42
Q

Differential Reinforcement (Shaping)

A

Reinforcing those responses within a response class that meets a specific criterion along some dimension and placing all other responses in that response class on extinction
- Associated with Shaping

43
Q

Successive Approximations

A

The gradual and progressive change in criteria that must be met for differential SR
- Sequential of closer approximations to the targeted behavior, that place the previous response on extinction

  • Associated with Shaping
44
Q

Response Differentiation

A

A response change produced by differential SR during shaping in which reinforced responses occur more often than unreinforced responses due to extinction
- This leads to a novel response

  • Associated with Shaping
45
Q

2 Types of Shaping Methods

A

Across: Response changes forms (Ex. More > Want more > I want more)

Within: Form remains the same, but some other measurable dimension changes (Ex. Rate, latency, duration)

46
Q

Shaping vs Stimulus Fading

A

Both alter behavior gradually

Shaping: Alters response requirements and builds new behaviors

Stimulus Fading: Alters antecedent stimuli specifically fading stimulus prompts

47
Q

Behavior Chain (Definition & Use)

A

A specific sequence of separate responses, each one associated with a particular stimulus conditions (SD) and each response and the associated SD serves as an individual response component of the chain

Method of Teaching:
- Chaining: Connect a specific sequence of stimuli and response to form new behaviors

Use:
- Increasing adaptive skills & independence
- Access to less restrictive environments
- Independent participation in activities
- Combining behaviors
- Adding behaviors to existing behaviors

48
Q

Behavior Chain (Defining Features)

A
  • The performance of a set of discrete behaviors
  • Each discrete behavior act as a reinforcer for the previous discrete behavior and an SD for the next discrete behavior (true for all steps except the first and last)
  • All discrete behaviors must be performed in order and close in time
49
Q

Task Analysis

A

Analyzing the behavior by breaking down the entire complex behavior into small teachable units and this leads to the behavior chain that will be taught

50
Q

Behavior Chaining Methods

A
  • Forward Chaining
  • Backward Chaining
  • Backward Chaining With Leap Aheads
  • Total Task Chaining
51
Q

Forward Chaining

A
  • Taught in the natural order
  • Artificial SR is delivered until the last step is mastered
  • Can be time consuming
  • Easy to implement

CONS:
- Reduces practice opportunities
- Takes long to get to the terminal reinforcer

52
Q

Total Task Chaining

A
  • Variation of forward chain
  • Teach every step, every time - Prompt when necessary
  • More flexible and faster than forward chaining
  • Can be combined with graduated guidance and prompting

CONS:
- Not good for clients who don’t do well with physical prompting
- Relies on artificial SR

AKA: Concurrent Chaining; Total-Task Presentation; Whole-Task Method

53
Q

Total Task Chaining AKAs

A
  • Concurrent Chaining
  • Total-Task Presentation
  • Whole-Task Method
54
Q

Backward Chaining

A
  • Instructor completes the entire chain except the last step
  • A terminal / natural SR is delivered each time
  • Can be combined with fading

Use for: Behaviors with reinforcing terminal outcomes

CONS:
- Potential passive participation from the client
- Slow

55
Q

Backward Chaining With Leap Aheads

A
  • Variation of backward chain
  • Same process, but not every step is not formally trained
  • Flexible, some steps are “caught” vs taught

Use for: Decreasing chaining time; Some steps are already in the clients repertoire

56
Q

Task Analysis vs Behavior Chain

A

Task Analysis: An analysis of the target behavior that break it down into small teachable units, which helps to devise a behavior chain

vs

Behavior chain: Series of steps and tasks presented in a specific order that leads to SR

57
Q

Equivalence Based Instruction (EBI)

A

A teaching method that combines Stimulus Equivalence and Programmed Instruction (PI)
- Aims to create instructions that maximizes learning outcomes and generalization
- EBI uses PI by: Breaking the material down to teachable units; Designing unit mastery criteria; ASR; Feedback
- Leads to unlearned relations

58
Q

Derived Stimulus Relation

A
  • Product of EBI
  • The formation of relations that are based on a variety of relations between 2 or more stimuli without direct training
59
Q

Stimulus Equivalence (Definition)

A
  • Must have a minimum of 3 stimuli
  • A variety of equivalence outcomes
  • The emergence of accurate responding to untrained stimulus relations following training of other stimulus
  • If A = B and B = C, the A = C
60
Q

4 Parts of Stimulus Equivalence

A
  1. Reflexivity: Two identical
  2. Symmetry: Matching symbolic items
  3. Transitivity: 3 total symbolic item, 2 relations taught, 3rd relation “caught”
  4. Stimulus Equivalence: The reverse of the “caught” relation is tested / taught
61
Q

Reflexivity AKAs

A

Generalized Identity Matching

62
Q

Equivalence Class

A
  • Most important part of EBI
  • When an individual has consistent responding in the 3 categories of stimulus equivalence (Reflex., Sym., Trans.) without training or SR for many symbolic arbitrary, and opposite relations
  • Functionally similar
63
Q

Simple Discriminations

A

3-Term Contingency

64
Q

Conditional Discriminations

A

4-Term Contingency with 2 antecedent stimuli

Sample stimuli > Correct comparison stimuli > Response > Consequence

Ex. Match “Baby” > Identify / Select baby > Match baby > SR

65
Q

Matching to Sample

A
  • Teaching arrangement to promote generative learning and equivalence learning
  • DTT Process
  • Teaches attending and organizing of different stimuli
  • Help establish equivalent and nonequivalent relations

Use For: Complex verbal relations (e.g. reading, math, etc.)

3 Types: Identity MTS; Symbolic MTS; Oddity MTS

66
Q

Relational Frame Theory (RFT)

A
  • The ability to derive many relations know as frames
  • Frame: A stimulus relation between 2 or more stimuli that function within that class
  • Derived Relations: Forming untrained relations between stimuli due to sameness, differences, comparison, etc. to trained relations
67
Q

Differential Reinforcement (Definition)

A
  • Used to eliminate, reduce, and increase behaviors
  • Provide SR for one response class and extinction for other response classes
  • Can be used with SR+ and SR-

6 Types: DRA, DRI, DRO, DRL, DRD, DRH

68
Q

DRA

A

Differential Reinforcement for Alternative Behavior
- Easiest of DR procedures
- Alternative and challenging behavior are a part of the same response class
- Concurrent schedule of SR > Matching Law

Use For: Weakening challenging behavior by teaching adaptive skills; Reducing many different challenging behaviors; FCT

AKA: Alt-R

69
Q

DRI

A

Differential Reinforcement for Incompatible Behavior
- Variation of DRA
- Alternative behavior must be incompatible
- Mutually exclusive response classes

70
Q

DNRI / DNRA

A

Differential Negative Reinforcement of Incompatible / Alternative Behavior

Use For: Reducing challenging behaviors maintained be escape from demands
- The alternative behavior is reinforced with escape from the demand (Ex. Teaching to ask for a break vs eloping)

71
Q

DRA / DRI (Details)

A
  • Combine with other procedures
  • Seldomly used on its own for dangerous behaviors and can be paired with response blocking, time out, fading, and/or DRO to be more effective

CON: Does not provide a consequence for challenging behavior

72
Q

DRO (Definition)

A

Differential Reinforcement of Other Behavior
- A procedure in which SR is contingent on the absence / omission of the challenging behavior
- SR given when challenging behavior has not been displayed during a specific time period or moment in time

73
Q

DRO (Details)

A
  • Can be combined with DRI and punishment
  • Interval: SR delivered at the end of the interval if the behavior didn’t occur at all
  • Momentary: SR delivered at the end of the interval if the behavior isn’t happening in that moment

CON: Labor intensive if intervals are short and may require support from others

74
Q

DRL

A

Differential Reinforcement of Low Rates of Responding
- Provides SR for behaviors that are at or below a pre-established rate during a specific period of time

BEH 0003 (4 decks)

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