Unit 1 Flashcards
Jose checks his P.O. Box. Once in a while, when Jose checks his P.O. Box, there is a check inside. This could best be described as:
Variable Interval (VI)
Jay gets a cookie every hour on the hour:
time schedule
Which type of schedule produces uneven responding?
Fixed
Which type of schedule produces higher rates of responding?
Ratio
Which schedule produces very high and steady responding?
Variable Ratio (VR)
Which schedule produces a scalloped pattern of responding?
Variable Interval (VI)
Which schedule produces high rates of responding but in a pause and burst pattern?
Fixed Ratio (FR)
Which of the following is an example of a time-based schedule?
Giving a child a candy bar every 48 hours
When setting criteria for reinforcement using DRH, the criteria is set between baseline rate and:
The highest rate during baseline
Jack frequented two bars. He would ask women to dance at both bars, and experienced similar rates of reinforcement at both bars. At one bar, women began dancing with Jack at higher rates than at the other bar. Jack’s rate of asking women to dance increased at the one bar, and decreased at the other bar. This is an example of:
Behavioral Contrast
If Chris approaches staff with his hands at his sides, the staff would say “Good hands down Chris, what do you want?” Then, Chris would sign for keys and the staff would hand over the keys. What type of schedule is this?
Chained
If Danica sat appropriately during task time and completed the task, staff would say, “Good job Danica, it’s break time!!” But she would only have a break if she then also signed “break.” During the break, Danica had to be free of aggressive behavior against others. If she was free of aggressive behavior against others, staff would give Danica candy. But when staff gave her candy, they would ask “Danica, what else do you want?” If Danica taps her head, then staff moves away from Danica.
Chained
Dennis’ mother would not give him cookies if he asked for a cookie, but she would give him cookie if he whined.This is an example of:
Differential Reinforcement
Chris has learned to approach staff with his hands down instead of his hands up through the process of differential reinforcement. This is:
Differentiation
Jose taught Juan how to turn on the water in a sink. Initially, Jose took Juan’s hand and guided it to right on top of the faucet and turned the water on. This was repeated a number of times. Then Jose noticed that Juan was moving his hand to the faucet independently but not pressing down, so Jose guided Juan to press down.This is an example of:
Graduated guidance
Jose was teaching Gwen to sign for candy. Initially, Jose would say, “Gwen, what do you want? Sign candy!” and then Jose would sign candy, and guide Gwen to sign candy. After repeating this a number of time, Jose stopped fully guiding Gwen’s hand and waited for her to sign independently. If she signed for candy, Jose gave her candy. If she did not sign for candy, Jose guided her hand to sign candy.This is an example of:
both Most-to-least prompt fading and Least-to-most prompt fading
Staff was teaching Randy how to tie his shoes. The only thing that Randy could do was to put his feet inside his shoes. What type of chaining should be used?
Backward
Discrimination training consists of presenting two different:
Antecedent stimuli
behavior chain
complex bx consisting of 2 or more responses in order
parts of chain
links
parameters of reinforcement
magnitude, duration, quantity
schedule of reinforcement
rule that specifies which response will be followed by reinforcement and which will not
CRF
each and every single response emitted is reinforced
Ext
schedule of non-reinforcement, no bx is ever reinforced
CRF
used to established or strengthen bx
intermittent reinforcement
used to maintained bx
ratio schedule
reinforcement delivered after certain # of responses
interval schedule
reinforcement delivered for the first response after a certain amount of time since last reinforcement
fixed schedule
responses or Amt of time remains the same
variable schedule
amt of time or # of response is random but centers around a value
limited hold
restriction placed on an interval schedule requiring response to occur in time limit
limited hold results in
some increase in rate no change in pattern
fixed schedules result in
unsteady responding
variable schedules result in
steady responding
fixed schedules result in
responding occurs in pause and burst pattern
ratio schedules
produce higher rates of responding
FR
all or none schedule
VR
steady and high rates of responding
ratio strain
if schedule thinned too quickly
FI scallop
produce by FI schedule, pause in responding immediately after reinforcement
VI
steady, low to moderate rates of responding
fixed time
reinforcement delivered after amount of time with no contingency
time based schedules
non-contingent stimulus presentation
DRH
require minimum # responses in time period
DRH criteria
set b/t average baseline and highest rate during baseline
DRH IRT
adds contingency, governs times b/t responses ex: double clicking mouse.
behavioral contrast
bx that is maintained in 2 or more contexts, when conditioned introduced in one context affects the behavior in other contexts affects the behavior in the other context without intervention
task analysis
broken down into component behaviors or teachable units, based on the needs of the learner
concurrent schedules
two or more alternation schedules, each associated with a different stimulus
multiple schedules
consists of two or more alternating schedules, each associated with a different stimulus
mixed schedules
the same as a multiple schedule except that there are no different stimuli associated with each component schedule
chained schedules
responses are linked together in a chain. conditioned reinforcer is produced after response requirements are met for that component schedule in the chain
differential reinforcement
consists of reinforcement and extinction reinforce some responses and not others (others put on extinction)
shaping
involves differential reinforcement of successive approximations to a target behavior that you want to see
prompts
antecedent stimuli used to evoke a correct response in the presence of an EO or SD
response prompt
operate directly on the response
verbal response prompt
written or oral statement – asking someone to do something
gestural response prompt
pointing or looking toward something
modeling
do exactly what you want them to do
tactual or physical
touching a body part
physical or manual guidance
hand over hand
stimulus prompt
operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical SD
position cue
place something in a certain place so someone sees it
movement cue
move item closer so the person will see it
fading
a technique to gradually transfer stimulus control from prompts to naturally occurring EOs and/or SDs
most to least
start with highest prompt and fade
least to most
start with least prompt and increase if the person does not do what they are supposed to
time delay
wait before giving a prompt to see if they will do the behavior on their own
graduated guidance
involves hand-over-hand assistance and the combined use of physical prompting and fading
stimulus fading
highlighting a physical dimension of a stimulus to increase the likelihood of a correct response
chaining
a procedure which may be used to teach a task analysis
backwards chaining
start with the last step then individual cannot do; reinforce at the end of the chain
forward chaining
start with the first step they cannot do and reinforce after that step
total task chaining
teach all steps and prompt
discrete trial instruction
teaching format comprised of: an antecedent stimulus, response by learner, and a teacher provided consequence.
discrimination training
present at least two different antecedent stimuli and reinforce occurrence of bx in presence of SD/Do not reinforce responses emitted in presence of Sdelta
simultaneous discrimination training
both the SD and the Sdelta stimulus conditions are presented at the same time
successive discrimination training
only one antecedent (SD or Sdelta) is presentd to the learner in a given trial
stimulus control
behavior that occurs more often in the presence of one stimulus condition (SD) than it does in the presence of another stimulus condition (Sdelta)
incidental teaching
naturalistic teaching, instructional trials which are initiated responses to naturally occurring activities and materials/end with delivery of naturally occurring consequences as reinforcement
the effectiveness of shaping may be increased by combining shaping with…
prompting
