Task List B Flashcards
– an organism’s interaction with the environment; Dead man’s test refers to the fact that a behavior is anything a dead person cannot do (e.g., breathing, walking, crying, reading, etc.).
Behavior
– a specific instance of behavior (e.g., a direct support professional is walking next to a client. The client reaches out, perhaps to touch or grab the staff. The staff member quickly darts out of the way. The behavior of darting out of the way is a response, as is the reach from the client).
Response
a group of responses that produce the same effect on the environment; in other words, several behaviors that have the same function (e.g., a patient engages in head banging, screaming, and hitting staff which all produce the same effect on the environment (escape from their non-preferred activities).
Response class
events in the environment that affect the behavior of an individual (e.g., a client with a history of trauma sees a therapist’s shirt that reminds them of their abuser’s shirt, and begins to cry. The shirt (stimulus) had an impact on behavior based on individual learning history).
Stimulus
a group of stimuli that are similar along one or more dimensions; they look or sound similar, they have a common effect on behavior, or they occur at similar times relative to the response (e.g., you teach a staff member to provide help for a client when the client signs for help, says “Help,” or exchanges a picture symbol for help. You are establishing a stimulus class for the staff person. The different stimuli (modes of communication) produce a common behavioral result (provide help).
Stimulus class
AKA classical conditioning or Pavlovian conditioning; a learning process wherein a previously neutral stimulus (which would not alter behavior) acquires the ability to elicit a response (alter behavior); Respondent behavior is controlled by its antecedents (e.g., during physical therapy, the physical therapist has a client complete various physical activity, which the client greatly dislikes. Each time the client passes the physical therapy room, the client begins to shake and sweat. The previously neutral stimulus (the physical therapy room) through respondent conditioning, elicits the client’s response of shaking and sweating).
Respondent conditioning
consequences that result in an increase or decrease the frequency in the same type of behavior under similar conditions; operant behaviors are controlled by their consequences (e.g., a school uses a bell to signal when it is time to transition to the next class period. When the bell rings, a client receives praise if they initiate packing up their belongings within 10 seconds. They are more likely to respond quickly to the transition bell in the future).
Operant conditioning
a procedure that increases the occurrence of a target behavior by providing a motivating stimulus as a consequence; something is added (positive) to increase the future likelihood of a behavior (reinforcement)(e.g., there’s a coffee shop, you order coffee, you get coffee or there’s a science project, you work very hard, you get praise from your teacher).
Positive reinforcement
a procedure that increases the occurrence of a target behavior by removing an aversive stimulus as a consequence; something is removed (negative) to increase the future likelihood of a behavior (reinforcement) (e.g., it’s noisy outside, you close the window, the noise is removed or bugs are everywhere, you use a bug spray, bugs disappear).
Negative reinforcement
requires an instructor to provide reinforcement after every correct response.
Continuous schedule of reinforcement
requires an instructor to provide reinforcement after some correct responses, not every response.
Intermittent schedule of reinforcement
– a reinforcer is delivered after a specified number of responses (e.g., a child receives a cookie after every 3 correct responses. FR-3).
Fixed ratio (FR)
– a reinforcer is delivered after a non-specified number of responses. An average number for the reinforcement rate must be defined (e.g., a child receives a cookie, on average, after every 5 correct responses. VR-5).
Variable ratio (VR)
a reinforcer is delivered after a specified amount of time (e.g., a child receives a cookie after answering homework questions for 20 minutes. FI-20).
Fixed interval (FI)
because the curve in the graph tends to look like a scallop shell.
FI scallop effect
a reinforcer is delivered after a non-specified amount of time. An average length for the reinforcement interval must be defined (e.g., a child receives a cookie, on average, after every 15 minutes he spends doing homework. VI-15).
Variable interval (VI)
is a procedure that decreases the occurrence of a target behavior by providing a aversive stimulus as a consequence; something is added (positive) to decrease the future likelihood of a behavior (punishment) (e.g., you see a toy car your brother is playing with, you grab it from him, you get reprimanded from your father or you find your friend in the gym class, you talk to him, you get 30 pushups for talking in class).
Positive punishment
a procedure that decreases the occurrence of a target behavior by removing a motivating stimulus as a consequence; something is removed (negative) to decrease the future likelihood of a behavior (punishment) (e.g., you see a ball and a baseball bat, you break a vase with the bat, you lose your TV time or there is a soccer game, you hit someone, you lose the privilege to play soccer).
Negative punishment
said to produce their own consequences, without another person changing the environment in any way in response to the behavior of interest (e.g., scratching an itch; rubbing sore muscles or a patient engages in rocking back and forth on the floor to experience a reduction in anxiety (aversive private event). He is experiencing automatic negative reinforcement).
Automatic reinforcement
contingency delivered in whole or in part by another person (e.g., a client who lives in a residential treatment facility engages in pinching staff. Each time the client engages in pinching staff, they give the client a break to “calm down.” The pinching behavior is maintained by socially mediated negative reinforcement (access to a break).
Socially mediated reinforcement
reinforcement that works without prior learning (in other words, things built in). (e.g., food, water, regulated body and environmental temps, sexual stimulation).
Unconditioned reinforcer
a reinforcer which becomes reinforcing only after a learning history (e.g., money, grades, praise, and tokens).
Conditioned reinforcer
a consequence that has been paired with access to many different reinforcing consequences until it took on reinforcing properties itself (e.g., stickers, grades, money, tickets, points).
Generalized reinforcer
punishment that works without prior learning (in order words, things built in with a need to avoid) (e.g., extremely hot or cold temperatures, extremely loud noises, painful stimulation, starvation, extreme thirst, lack of sexual stimulation).
Unconditioned punisher
a stimulus change that decreases the future frequency and occurrences of behavior that is based on an organism’s learning history with other punishers (e.g., reprimand, time-out, facial expressions).
Conditioned punisher
a consequence that has been paired with many different experiences of punishment until it took on punishing properties itself (e.g., reprimands such as “No!”, social disapproval such as head shake, frown, time-out).
Generalized punisher
withholding all reinforcement from a previously reinforced behavior maintained by its consequences (e.g., patient flicks the light switch on an off which makes the lights in their room go on and off. Hospital staff disconnect the light from the switch, so the patient can still flick the switch, but the light does not come on. Access to the reinforcer (lights on and off) has been withheld).
Operant extinction
rates of responding happen exclusively, or at a higher rate, in the presence of a stimulus rather than in its absence (e.g., a client says “Hi!” when staff members prompt her by saying, “Say hi!” The client does not ever initiate greetings without this prompt. The client’s behavior of saying “hi” is under the control of the staff’s directive prompt. (This is a problem! For a greeting behavior to have social significance, it typically needs to be under the control of at least one of the following: (1) a person coming into the environment, and (2) a person stating a greeting, which can then be returned).
Stimulus control
occurs when one responds to a specific stimulus (SD) but not to another stimuli (S∆); there is only one behavior that is either reinforced or punished in accordance with the presented stimuli (SD or S∆) (e.g., when you teach a boy to throw a ball, you will present the ball and reinforce his behavior only when he throws the ball; when he throws other objects such as a rock or a marble, you will not reinforce his behavior and in music class, singing is reinforced (SD), but in math class, singing is not reinforced (S∆).
Discrimination
applying what a subject learns in a contrived setting in other natural settings, with other individuals and times; when teaching a skill, you must always consider if it can eventually be applied in a natural environment; external validity.
Generalization
occurs when a subject is able to give various responses when an SD is given (e.g., a child being able to respond to someone asking how they are by saying I’m fine, I’m good, etc. or a child being able to respond to someone asking for 40 cents by giving a quarter, a dime, and a nickel, 4 dimes, or 3 nickels and a quarter).
Response generalization
occurs when a subject is able to give a response upon being presented with various stimuli across people, items, locations, situations or time (e.g., a child being able to respond with their age when asked by their teacher, friend, or neighbor and a child being able to respond by washing their hands in different settings; bathroom sink, kitchen sink, etc.).
Stimulus generalization
following the removal of an intervention, the extent to which a response remains in an individual’s repertoire over time (e.g., a client is taught to read using evidence based interventions, and then maintains the ability to read over many years).
Maintenance
what drives the value of a stimulus; controls the behavior.
Motivating operations (MO)
strengthens the value of a stimulus; deprivation (e.g., when you are hungry, food becomes valuable to you so there is an EO to get food).
Establishing operation (EO)
weakens the value of a stimulus; satiation (e.g., after you eat, you become full and food is no longer valuable so there is an AO to get food).
Abolishing operation (AO)
an MO that is learned through one’s past history
Conditioned motivating operation (CMO)
a neutral stimulus is paired with an unconditioned or a conditioned motivating operation. Later, the subject will have the MO to engage in a behavior in the presence of the stimulus (e.g., if a man gives you a lecture at bedtime every day, you would have an MO to sleep upon seeing him and a mom usually puts a baby to sleep, one day, dad tried to and the baby wouldn’t sleep, but mom usually wears a certain perfume that the baby paired with sleep, so the dad puts on the perfume).
Surrogate CMO (CMO-S)
one will have a supplemental MO to fulfill his/her original unconditioned or conditioned motivating operation (e.g., if you have an MO to use the bathroom, you will find the bathroom and go there. If the bathroom door is locked, you will have another MO to get the key to use the bathroom).
Transitive CMO (CMO-T)
one will have an MO to engage in a behavior to avoid or escape from a non-preferred stimuli (e.g., if one had a history of being bitten by a dog, he/she would yell, cry or run upon seeing a dog; the dog is the CMO-R).
Reflexive CMO (CMO-R)
a behavior that is controlled by verbal/written antecedents/rules; unlike contingency-shaped behavior, rule governed behavior involves verbal prediction of the consequence in the antecedent stage (e.g., before a game, a soccer team is told not to use to their hands or they’ll get a penalty, so they don’t use their hands during the game).
Rule-governed behavior
behavior selected by direct consequences; occurs when an individual comes into contact with reinforcement/punishment which modifies their future behavior (e.g., a patient in an inpatient setting tried to elope from the unit. When they reached the door and attempted to open it, a loud alarm went off. It was very aversive, and functioned as a punisher for touching the door).
Contingency-shaped behavior
occurs when a person repeats what another person says; yes point-to-point correspondence and formal similarity.
Echoic
occurs when a person copies what is written; yes point-to-point correspondence and formal similarity.
Copy a text
occurs when a person names objects or actions of what he/she sees, hears, smells, tastes, or touch; no point-to-point correspondence or formal similarity.
Tact
occurs when a person asks what he/she wants. An MO (motivating operation) must be present; no point-to-point correspondence or formal similarity.
Mand
occurs when there is a verbal exchange between two people and the response is different from the stimulus; no point-to-point correspondence or formal similarity.
Intraverbal
occurs when a person reads what is written; yes point-to-point correspondence but no formal similarity.
Textual
occurs when a person writes what he/she hears; yes point-to-point correspondence but no formal similarity.
Transcription/taking dictation
both the stimulus and the response match the beginning, middle and end (e.g., di (beginning) no (middle) saur (end); saying dinosaur and repeating dinosaur matches the beginning, middle and end and the word dinosaur written on a board and saying dinosaur matches the beginning, middle and end).
Point-to-point correspondence
both the stimulus and the response look, sound or feel the same (e.g., seeing thumbs up and showing thumbs up looks the same and saying help and repeating hello sounds the same).
Formal similarity
a relation between two or more stimuli that is not directly trained and not based on physical properties of the stimuli; if A, B, and C all correspond to the same thing, and only A-B and B-C are directly trained, the relation drawn between A and C is derived.
Derived stimulus relations (stimulus equivalence)
presents a relationship of two identical stimuli. When a person is shown A , he/she can match it to another A (A=A) (e.g., showing someone a quarter (A) and asking them to match it and respond by showing you a quarter (A).
Reflexivity
presents a relationship of two stimuli that are interchangeable. When a person is shown A, he/she can identify A is B (A=B) (e.g., showing someone a quarter (A) and asking them what it is and them responding by showing the written word (B).
Symmetry
presents a relationship of three stimuli that are interchangeable. When a person is taught A is B, B is C, then he/she will learn that A is also C (A=B, B=C, therefore A=C) (e.g., showing someone a quarter (A) and asking them what it is and them responding by showing the written word (B), showing them the written word (B) and asking them what it is and them responding with its value, 25 cents (C), then them correlating the object (quarter, A) with its value (25 cents, C).
Transitivity
