Section G Flashcards
Premack Principle
- A strategy that uses behavior as SR
- Hi-P request sequence
AKA: Relativity Theory of SR; Grandma’s Law
Premack Principle AKAs
- Relativity Theory of SR
- Grandma’s Law
Response Deprivation Hypothesis (RDH)
Takes Premack to the next level
- Restricts the behavior to create an EO, making the behavior a powerful SR
Antecedent Interventions
- Implemented prior to and NOT contingent on behavior
AKA: Antecedent Procedures; Antecedent Control; Antecedent Manipulation
Antecedent Intervention AKAs
- Antecedent Procedure
- Antecedent Control
- Antecedent Manipulation
Antecedent Intervention (Methods)
- 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
Types of Antecedent Interventions
- Contingency-Dependent
- Contingency-Independent
Contingency-Dependent Antecedent Interventions
- SDs (Stimulus Control)
- Differential consequences for correct/ alternative behaviors vs challenging behaviors
Contingency-Independent Antecedent Interventions
- 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
3 Antecedent Interventions
- NCR
- High-P Instructional Sequence
- FCT
Noncontingent Reinforcement (NCR) (Definitions)
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
NCR (Uses)
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
NCR (Pros)
- 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
NCR (Cons)
- 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
What’s the difference between FT/VT and FI/VI?
FT/VT schedules are NCR
vs
FI/VI schedules are dependent on the passage of time AND the correct behavior
High-Probability Instructional Sequence
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
High-Probability Instructional Sequence AKAs
- High-P
- High-Probability Request Sequence
- Interspersed Request
- Pre-Task Requests
- Behavioral Momentum
Functional Communication Training (FCT)
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
Conditioned Reinforcers Considerations
- 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
Prompts
- Additional antecedent stimuli added to help evoke the correct response
- Used prior and during response
- Should be faded as quickly as possible
Prompt Dependence
Failure to transfer control of the behavior to the SD from the prompt
2 Types of Prompts
- Response Prompts
- Stimulus Prompts
Response Prompts
- Operate on the client’s behavior to hint towards the correct response
- Do not change the task or stimuli
3 Types: Verbal, Model, Physical
Verbal Instructions
Response Prompt
- Vocal and non-vocal (written, spoken, pictures, etc.)
- Useful in all learning contexts
Modeling
Response Prompt
- A demonstration of the correct behavior
- Effective for learners who can imitate
Physical Prompt
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
Fading Response Prompts
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
Most to Least Prompting
- 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
Least to Most Prompting
Trainer allows client an opportunity to respond within set period of time independently, increasing prompts contingent on incorrect responding
Graduated Guidance
- Minimal amount of physical prompting required to occasion the correct response and then gradually reduce
- Trainer is ready, in position to prompt if necessary
Time Delay Prompting
- Errorless Technique
2 Types: Fixed Time Delay; Progressive Time Delay
AKA: Prompt Delay; Time-Delayed Prompting; Delayed Cueing; Progressive Delay Prompting
Time Delay Prompting AKAs
- Prompt Delay
- Time-Delayed Prompting
- Delayed Cueing
- Progressive Delay Prompting
Most to Least Prompting vs Graduated Guidance
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
Stimulus Prompts (Definition & Types)
- 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
Fading Stimulus Prompts
Shaping stimulus control, so the SD controls the behavior and not the prompt
Imitation Training
Must occur without learning history to be defined as imitation
4 Defining Features:
- Formal similarity
- Model
- Immediacy
- Controlled relation
Generalized Imitation
Novel model evokes imitation
Rules for Imitation Training
- 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
Modeling (Definition & Types)
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.
Instruction & Rules Guidelines
- 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
Shaping (Definition, Terms, & Pros/Cons)
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
Differential Reinforcement (Shaping)
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
Successive Approximations
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
Response Differentiation
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
2 Types of Shaping Methods
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)
Shaping vs Stimulus Fading
Both alter behavior gradually
Shaping: Alters response requirements and builds new behaviors
Stimulus Fading: Alters antecedent stimuli specifically fading stimulus prompts
Behavior Chain (Definition & Use)
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
Behavior Chain (Defining Features)
- 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
Task Analysis
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
Behavior Chaining Methods
- Forward Chaining
- Backward Chaining
- Backward Chaining With Leap Aheads
- Total Task Chaining
Forward Chaining
- 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
Total Task Chaining
- 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
Total Task Chaining AKAs
- Concurrent Chaining
- Total-Task Presentation
- Whole-Task Method
Backward Chaining
- 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
Backward Chaining With Leap Aheads
- 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
Task Analysis vs Behavior Chain
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
Equivalence Based Instruction (EBI)
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
Derived Stimulus Relation
- Product of EBI
- The formation of relations that are based on a variety of relations between 2 or more stimuli without direct training
Stimulus Equivalence (Definition)
- 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
4 Parts of Stimulus Equivalence
- Reflexivity: Two identical
- Symmetry: Matching symbolic items
- Transitivity: 3 total symbolic item, 2 relations taught, 3rd relation “caught”
- Stimulus Equivalence: The reverse of the “caught” relation is tested / taught
Reflexivity AKAs
Generalized Identity Matching
Equivalence Class
- 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
Simple Discriminations
3-Term Contingency
Conditional Discriminations
4-Term Contingency with 2 antecedent stimuli
Sample stimuli > Correct comparison stimuli > Response > Consequence
Ex. Match “Baby” > Identify / Select baby > Match baby > SR
Matching to Sample
- 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
Relational Frame Theory (RFT)
- 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
Differential Reinforcement (Definition)
- 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
DRA
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
DRI
Differential Reinforcement for Incompatible Behavior
- Variation of DRA
- Alternative behavior must be incompatible
- Mutually exclusive response classes
DNRI / DNRA
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)
DRA / DRI (Details)
- 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
DRO (Definition)
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
DRO (Details)
- 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
DRL
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
