Study guide part 2 Flashcards
prevent escape from demand
- Response blocking
- Prompting through task
- Paced repeating prompting
- Generally included as part of a treatment package
Escape extinction
Stimulus that precedes reinforced behavior may exert “control” over behavior
- Antecedent stimulus is paired with a response reinforcer contingency
- Developed through history of reinforcement
- Stimulus becomes discriminative stimulus (SD)
- Signals the availability of SR+ for a certain response
Stimulus control
transfer control across environment, people
Generalization
responding to the irrelevant stimulus or aspect of a complex stimulus children with autism prone to this
Ex. Therapist always holding hands in lap during a trial this is what the child was responding to, not the verbal stimulus
Overselectivity:
- Provide immediate or simultaneous prompt (0 second delay)
- Gradually increase amount of time before prompt is provided gives learner a chance to “beat the prompt”
Time delay or Delayed prompt:
- Start at 0 second time delay ( often two sessions)
- Increase amount of time and hold constant for the whole session (ex. 2 second delay for all trials that session)
- Increase after certain criterion is met
Constant Time delay
- Start at 0 seconds time delay (often 2 sessions)
- Increase the amount of time WITHIN session id criteria is met (ex. 2 consecutive trials)
- May be cumbersome to implement
Progressive time delay
- Goal is to eliminate or reduce errors during instruction
- Correct response is fully prompted so the child cannot make errors
Errorless learning
- The child must make errors to
- Side effects: extinction induced aggression or other behaviors
- Overselectivity
- Repeater error patterns
- Exacerbated for kids with autism
- Lead to more errors that persist over time
Trial and Error Learning
- stimulus fading
- stimulus shaping
- response prevention
- delayed prompting
- superimposition with stimulus fading
- superimposition with stimulus shaping
- most to least physical prompting
Errorless learning procedures
- used in matching to sample formats
- 2 choice array ( can use larger)
- Present a known stimulus with an unknow stimulus
- Student then responds away from the known stimulus
- Train 2 stimuli in isolation
- Then mix them and have an outcome test
Exclusion procedures
- More errors demonstrated in least to most
- Fast acquisitions in least to most
- Use MTL prompts to minimize errors
- Errors provide less feedback to learner than prompted trials
- Errors may complicate teaching procedures
- Errors produce lower rate of reinforcement
- Errors may evoke problem behavior
- Use most to least with time delay when learning history is unknown
Comparison of most to least prompting and least to most
Deliver “reinforcer” on a fixed or varied schedule
- Reduces extinction-induced behaviors
- Easy to implement
- Can also be used as a control condition in FA
- Then systematically thin the schedule when behavior stabilizes
- NCR effects are often temporary
Non-contingent reinforcement
: linked sequence of responses
- Each response has dual function (produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in the chain
- Functions as conditioned reinforcer for the previous response
- SD for the next response
- Reinforcement for the last response in chain maintains reinforcing effectiveness of the stimulus changes produced by all previous responses
- Used when teaching a longer sequence of responses
- Order matters
- Need to construct a task analysis
Behavior chain
- Observe competent performer
- Execute the task yourself
- Ask an expert
- Trial and error
Constructing and validity of task analysis
4 methods
