TOPIC 9 - Stimulus Control Flashcards
when a behaviour happens in the presence of some stimuli but not others
- discriminating/extinction stimulus
Stimulus control
Stimulus control develops as a result of _______ training
Discrimination training
being reinforced in some conditions but not others leads to LEARNING about WHEN A BEHAVIOUR SHOULD OCCUR so that it can be reinforced. this is called:
discrimination training
Discriminative stimuli and extinction stimuli are examples of:
controlling stimuli
Stimulus/event that SETS THE OCCASION for REINFORCEMENT for a behaviour
discriminative stimulus
stimulus/event that precedes a behaviour and set the occasion for its NON-REINFORCEMENT - will NOT be reinforced if this is present
extinction stimulus
Establishing Operations vs. discriminating stimuli:
EO: makes a reinforcer more effective
SD: tells you whether or not operant will be reinforced
Abolishing Operations vs. Sdelta (extinction stimulus):
AO: makes stimulus less potent as a reinforcer
Sdelta: tells you the behaviour will not be reinforced (yes/no)
antecedents include establishing and abolishing operations AS WELL as CONTROL STIMULI. They alter the _______ probability of a behaviour whereas consequences, which include reinforcers and punishers, alter the _______ probability of a behaviour.
antecedents: current probability
consequences: future probability
Establishing and abolishing operations and control stimuli are all:
antecedents
An antecedent that makes a response more likely to occur (change agent wants this to occur in the individual; helps them out)
prompt
An antecedent that makes a response more likely to occur; gets the behaivour to occur in the correct situation (SD present) more often so that the behaviour can be reinforced - help make the connection with the SD
prompt
prompting
getting someone to do a certain response in the presence of discriminative stimuli verbally, gesturally, etc.:
Prompting
Slowly prompting less unless until the behaviour can be done without a prompt in the presence of a discriminative stimulus
fading
the behaviour of another person (prompter) EVOKES the desired RESPONSE from another individual (learner) in the presence of the SD
RESPONSE prompts
Changing the STIMULUS or the ADDITION or REMOVAL of a STIMULUS to evoke the desired response from the learner in the presence of the SD
stimulus prompts
Verbal behaviour of other person results in correct behaviour or trainee:
- basically just telling them what to do
Verbal prompt
Physical movement or gesture of another person lead to the correct behaviour
(Eg: pointing)
gestural prompt
Prompter demonstrates target behaviour for the learner
modelling prompt
prompter PHYSICALLY ASSISTS learner to engage in correct behaviour
- eg: hand over hand
physical prompt
Verbal Prompt
Gestural Prompt
Modeling Prompt
Physical Prompt
These are all examples of _________ prompts.
RESPONSE PROMPTS
involves changing the SD or Sdelta to make the SD or Sdelta more salient
- WITHIN stimulus prompt
stimulus prompts
Stimulus ADDED on top of SD or Sdelta
shifting the response from occurring in the presence of the SD plus the prompt to the SD alone
transfer of stimulus control
3 ways of transferring stimulus control:
(PPS)
Prompt fading
Prompt Delay
Stimulus Fading
Making sure someone can do something in the presence of the SD alone without a prompt would be considering:
transferring stimulus control
RESPONSE PROMPT (prompt from other person) is GRADUALLY removed until the prompt is no longer needed for the behaviour to occur in the presence of the SD
Prompt fading
Prompter provides least intrusive (verbal) prompt first and then uses more intrusive prompts ONLY if necessary
Least-to-Most Prompting and Fading:
Verbal Prompt -> Gestural Prompt -> Physical Prompt
Prompter provides MOST intrusive prompt first and gradually fades to less intrusive prompts as it progresses
Most-to-Least Prompting and Fading
Physical prompt -> gestural prompt -> verbal prompt
gradually delay DELIVERY of the PROMPT to allow the learner the chance to produce the response unprompted
prompt delay
Stimulus prompt (change to/difference from stimulus) is gradually removed or lessened until the prompt is no longer needed for the behaviour to occur in the presence of the natural SD
stimulus fading
stimulus fading, prompt delay, and prompt fading are all examples of
transferring stimulus control
The ABSENCE of a SD can be an ________ stimulus in itself.
extinction
PROCEDURES where ANTECEDENT stimuli (discriminative, extinction stimulus) are MANIPULATED to make desired behaviours more likely to occur so they can be reinforced and undesirable less likely to occur
aka antecedent control procedures, antecedent manipulations
Antecedent Interventions
Stimulus that changes the probability of an operant behaivour
controlling stimulus (discriminative - sets the occasion; extinction - non-reinforcement)
CS vs. MO
CS - (SD and Sdelta) changes probability of a behaviour based on telling you whether or not behaviour will be reinforced
- Will I be reinforced for this: YES/NO
MO - (EO and AbO) alters the VALUE or EFFECTIVENESS of a reinforcer (to alter the probability of the behaivour that produces the reinforcer) - sliding scale
- If I’m being reinforced, how worth it is the reinforcer
- Present SD for desired behaviour
- New SD by LIMITING the occurrences of specific behaviours to specific situations -> MORE SPECIFIC SD
- Arrange establishing operations for desirable behaviour
- Decrease response effort for desirable behaviour
increasing desirable behaviour
Discriminative stimuli don’t guarantee a behaviour will occur but they will make it more ______.
- make SD EASY TO ACCESS
likely
SD -> More likely
- leave fruit out on the table so you’re more likely to grab it
- instructions can serve as discriminative stimuli
Limiting the occurrences of specific behaviours to specific situations (reduce the impact of competing behaviour)
Developing New SDs
eg: insomnia - ONLY use the bed for sleeping
eg: studying - ONLY use a certain area for studying
Make the consequences of the desirable behaivour more appealing by arranging __________ (2)
- withhold satiation until the right time
- insomnia example:
establishing operations
eg: avoid taking naps throughout the day, don’t sleep in
- only go to bed when tired/at bed time
Studying 1 hour a day for a week instead of 7 hours straight before a test would be an example of __________ (step 4 of increasing desired behaviours)
decreasing response effort
- making it less effortful to engage in desired behaivour
- break up behaviour into smaller tasks
DECREASING undesirable behaviour:
- Remove ____ for undesired behaviour
- Extinguish ____ for undesired behaviour
- Make the undesired behaviour impossible
- Arrange ______ (2) For undesirable behaviour
- _______ response effort and/or delay for undesirable behaviour
- Remove SDs for undesired behaviour (out of sight out of mind)
- Extinguish SDs for undesired behaivour (if you can’t remove SD, try to remove outcome of SD -> extinguish; break association)
- Make the undesired behaviour impossible (eg: put phone in other room when studying so you can’t reach for your phone)
- Arrange abolishing operations for undesirable behaviour
(if you exercise more during the day, staying up late will be less appealing) - Increase response effort and/or delay or undesirable behaviour
(don’t keep candy at home; have to go out and buy some if you want some)
The more controlling stimuli in the environment, ______the chance of success in behavioural modification
increases
easier to modify elements than later elements in _______ (2)
behaviour chains
- nip it in the bud
