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SPED 306 > Test 2 > Flashcards

Test 2 Flashcards

1
Q

setting events

A

those events which change the value of a consequence

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2
Q

indirect assessment

A
  • behavioral interviews

- behavior rating scales

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3
Q

direct assessment

A

direct observations

  • scatter plots
  • ABC
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4
Q

summary statements

A

describe situations, behaviors, and the outcomes or reinforcers maintaining the behaviors in those situations

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5
Q

functional equivalency training

A
  • identify stimuli that occasion and maintain behavior
  • pay attention to form and function
  • teach socially appropriate replacement behavior
  • new behavior= at least as efficient and effective
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6
Q

positive reinforcement

A

the contingent presentation of a consequence that increases the behavior

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7
Q

negative reinforcement

A

the contingent removal of a consequence that increases the behavior

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8
Q

individualized reinforcers

A
  • sampling
  • prepared menus
  • observing
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9
Q

effective reinforcers influenced by:

A
  • reinforcement history
  • students deprivation state
  • perceived value of reinforcer
  • consistency
  • age appropriateness
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10
Q

the goal is to get reinforcers to be _____ ______

A

naturally occurring

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11
Q

contingency

A

if… then…

explicit relationship between performing the behavior and obtaining the consequence

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12
Q

importance of immediacy

A
  • right after the target behavior
  • connect the behavior with consequence
  • avoid inadvertently reinforcing other behaviors
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13
Q

types of reinforcers

A
  • primary
  • secondary
  • token reinforcers
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14
Q

primary reinforcers

A
  • stimuli with a biological importance
  • natural, unlearned, unconditioned
  • temporary, used mainly when teaching new
  • BEHAVIOR OVERKILL
  • state of deprivation
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15
Q

secondary reinforcers

A
  • conditioned reinforcers
  • replace primary reinforcers
  • social stimuli, preferred activity
  • symbolic representation
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16
Q

premack principle

A

low frequency —-> high frequency

  • based on strength of preferred activity as a reinforcer
  • ex: eat broccoli then go play
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17
Q

generalized conditioned reinforcers

A
  • associated with a variety of other reinforcers
  • exchangeable for something of value: money, social comments, praise
  • not dependent on a state of deprivation
  • less susceptible to satiation
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18
Q

token reinforcers

A
  • symbolic representations exchangeable for some of value
  • similar to using money in society
  • advantages: portable, no limits, durable, visible, unique
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19
Q

collaborative activity

A

the act of dividing up the work so that the teacher does some of it and the student does the other part

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20
Q

precorrection

A

the process of rehearsing before entering a situation

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21
Q

immediate antecedent assistance

A

give a direction to do something- teacher immediately steps in and helps the student get started

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22
Q

preferred item as distracter

A

an activity made more palatable by superimposing a preferred item into it

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23
Q

offering choices

A

offering students choices of activity from a list or pre-selected inventory

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24
Q

behavioral momentum

A

giving two to three high probability requests before a low probability request is given

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25
Q

embedding within preferred routines

A

the process of making an undesirable task a part of a more desirable task

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26
Q

dependent group-oriented contingency

A

dependent on particular students behaviors

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27
Q

independent group-oriented contingency

A

group contingency, but individuals earn

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28
Q

interdependent group-oriented contingency

A

group contingency based on overall group performance

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29
Q

continuous schedule of reinforcement

A
  • for every behavior reinforcement
  • high rate of responding
  • learning new behaviors
  • very low frequency behaviors
  • problems: satiation, dependency, not most efficient, may interfere with routine
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30
Q

intermittent reinforcement schedule

A
  • follows some but not all occurrences of behavior
  • reduces satiation
  • requires greater number of correct responses
  • teaches delay of gratification
  • maintenance
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31
Q

interval intermittent reinforcement

A

-at least one occurrence during specific amount of time

32
Q

FI (fixed interval)

A
  • low rates of behavior
  • influences by length
  • fixed-interval scallop
33
Q

VI (variable interval)

A
  • average length

- unpredictability

34
Q

ratio intermittent reinforcement

A

number of times the behavior occurs determines R

35
Q

FR (fixed ration)

A
  • increases in rate of behavior
  • inappropriate fluency
  • post-reinforcement pause
36
Q

VR (variable ratio)

A
  • based on average response

- unpredictability

37
Q

thinning

A

dense (continuous) to sparse (variable)

38
Q

ratio strain

A

thinned too quickly– too large

39
Q

punishment

A
  • only stops behavior for awhile
  • Consequent stimuli S
  • Decreases behavior
  • Administered contingently
  • Immediately following challenging behavior
  • Identified only by its effect on behavior
  • Can occur naturally
  • negatively reinforcing for teacher
  • alternative: fair pair
40
Q

hierarchy of procedural alternatives

A
  1. strategies of differential reinforcement
  2. extinction
  3. removal of desirable stimuli
  4. presentation of aversive stimuli
41
Q

extinction

A

reduces behavior by abruptly withdrawing or terminating positive reinforcer

42
Q

delayed reaction

A

resistance to extinction, intermittent reinforced

43
Q

increased rate

A

rate and intensity before significant reduction

44
Q

controlling attention

A

body language, hints, attention is attention

45
Q

extinction-induced aggression

A

early stages of procedure, “you just watch me”

46
Q

spontaneous recovery

A

after initial extinction may have reoccurrence

47
Q

imitation or reinforcement by others

A

“if she can get away with it then maybe i can too”

48
Q

limited generalizability

A

may occur in other settings where extinction is not in place

49
Q

removal of desirable stimuli

A
  • use in combination with token reinforcer
  • teacher must be able to withdraw reinforcer
  • students must understand rules
50
Q

time out from positive reinforcement: nonseclusionary

A

non removal (move chair out of the circle)

51
Q

time out from positive reinforcement: exclusionary

A

removing student from activity, denying access

52
Q

time out from positive reinforcement: seclusionary

A

student is removed from classroom itself, time out room

53
Q

presentation of aversive stimuli

A
  • extremely intrusive
  • rapidly stops occurrence
  • appropriate only when safety is jeopardized or long standing serious behavior problems
54
Q

types of aversive stimuli

A
  • unconditioned

- conditioned

55
Q

unconditioned aversive stimuli

A
  • physical pain
  • naturally occurring or contrived
  • mild to more intrusive
56
Q

conditioned aversive stimuli

A
  • paired with unconditioned aversive stimuli

- verbal reprimands

57
Q

overcorrection

A

to teach students to take responsibility and teach appropriate behavior

58
Q

restitutional overcorrection

A

restore or correct environment that was disturbed beyond original state

59
Q

positive-practice overcorrection

A

engage in exaggerated or overly correct practice of appropriate behavior

60
Q

negative practice

A
  • practice inappropriate behavior

- depends on satiation or fatigue

61
Q

positive reinforcement 3 key words

A
  • increases
  • presentation
  • contingent
62
Q

satiation

A

when they are given too much reinforcement and become unmotivated by the reinforcer

63
Q

how to set up a token economy

A
  1. pinpoint behavior
  2. build the token economy
  3. implement the program
64
Q

build the token economy

A

a. select tokens and reinforcers
b. set token value
c. construct a bank
d. arrange business hours

65
Q

implement token economy

A

a. explain the program
b. award tokens and praise
c. decrease tokens overtime but continue praise
d. make adjustments

66
Q

behavior contracts

A
  1. make preparations
  2. negotiate
  3. write it down, sign it, post it
67
Q

make preparations for behavior contracts

A

a. define the behavior- observable and measurable
b. select reinforcers- student identifies reinforcers
c. define the criteria
d. select bonus and penalty

68
Q

consecutive criteria

A

perform behavior certain number of times in a row

69
Q

cumulative criteria

A

adds up successes but not failures

70
Q

negotiate behavior contracts

A

a. explain contract purpose
b. explain rules
c. open negotiations
d. conclude negotiations

71
Q

differential reinforcement subcategories

A
  1. DRL
  2. DRO
  3. DRA
  4. DRI
72
Q

DRL

A
  • reinforcing when behavior occurs less

- identify exisiting rate, identify time in which I will be observing identify rate of reinforcement

73
Q

DRO

A

non-occurance, zero rates of behavior -> reinforce when problem behavior does not occur no matter what else happens

74
Q

DRA

A

alternative (can occur at same time as problem behavior) reward for more appropriate behavior when it replaces problem behavior and serves same purpose

75
Q

DRI

A

incompatible behaviors -> reinforce behavior that makes it impossible to do problematic behavior
-ex: problem behavior- out of seat -> reward in seat behavior

76
Q

summary statements

A
  • setting events (when)
  • immediate antecedents (and/ or when)
  • behaviors (name will)
  • in order to get (reinforcing/maintaining consequence)

SPED 306 (4 decks)

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