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BEHP5018 UNITS1-9 > UNIT 1-9 > Flashcards

UNIT 1-9 Flashcards

1
Q

Behavior reinforced through the mediation of other people

A

Verbal Behavior

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2
Q

Factors that influence VB - Antecedent Conditions: x4

A
  1. State of deprivation or aversive stimulation
  2. Some aspect of the environment
  3. Other verbal behavior
  4. Own verbal behavior
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3
Q

Factors that influence VB - Consequence Conditions: x2

A
  1. Related to the MOs (State of deprivation/aversive stimulation)
  2. Educational (Social)
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4
Q

Defined as a verbal operant in which the response is reinforced by a characteristic consequence and is therefore under the functional control of relevant conditions of deprivation or aversive stimulation.

A

Mand

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5
Q

Evoked by a particular object or event or property of an object or event.

A

Tact

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6
Q

Responses under the control of audible or written verbal stimuli supplied by another person or the speaker himself… showing no point to point correspondence with the verbal stimuli that evoke them and reinforced by a generalized conditioned reinforcer

A

Intraverbal

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7
Q

Verbal behavior under the control of verbal stimuli in which the response generates a sound-pattern similar to that of the stimulus resulting in a generalized conditioned reinforcer

A

Echoic

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8
Q

This term is intended to suggest behavior which is based upon or depends upon other verbal behavior

A

Autoclitic

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9
Q

An____________ affects the listener by indicating either a property of the speaker’s behavior or the circumstances responsible for that property

A

Autoclitic

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10
Q

An approached that teaches early communication skills using pictures

A

PECS

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11
Q

Base Elements (of the Pyramid Approach): x4

A
  1. Functional Activities
  2. Powerful reinforcers
  3. Functional communication
  4. Contextually inappropriate behaviors
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12
Q

Top Elements (of the Pyramid Approach): x5

A
  1. Generalization
  2. Effective lessons
  3. Specific teaching strategies
  4. Minimizing and correcting errors
  5. Data collection and analysis
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13
Q

Advantages of PECS: x4

A
  1. Requires interaction with other people from the start (social interaction)
  2. Encourages the individual to initiate communication rather than respond to a prompt (spontaneous)
  3. Starts with requesting, not commenting/labelling (Functional/reinforcing)
  4. Is based on Skinner’s VB
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14
Q

Phase I: Initiation

A
  1. Approach people to initiate communication
  2. To teach initiation using 2 person prompting procedure
  3. Teach 3-step sequence: pick up, reach, release
  4. One picture at a time
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15
Q

Phase II: Increase spontaneity and range (traveling taught)

A
  1. Increase spontaneity
  2. Increase distance (between adult and book) - teach traveling to CP, with book or to get book, from room to room with book
  3. Persistence taught
  4. Variety of people, activities, locations, reinforcers involved
  5. Teaching strategy: shaping
  6. Lesson type: sequential
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16
Q

Phase IIIA: Simple Discrimination

A
  1. Desired vs undesired items
  2. 4 step error correction procedure
  3. vary distractor pictures
  4. Switch switches (in the error correction procedure)
  5. Alternative strategies (blank card, size, distance)
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17
Q

Phase IIIB: Conditional Discrimination

A
  1. Discrimination between equally reinforcing items
  2. Conduct correspondence checks
  3. Use 4 step error correction procedure
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18
Q

Phase IV: Building Sentences

A
  1. “I want” + picture placed on a strip and whole sentence is handed over to the adult
  2. Student taps the symbols
  3. Attributes to increase length of sentences and to ask for very specific reinforcers.
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19
Q

Phase V: Answering “What do you want?”

A
  1. Leads to commenting
  2. Maintain spontaneity
  3. Use progressive time delay prompting strategy
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20
Q

Phase VI: Commenting

A
  1. Answering “What do you see/hear/feel?”

2. Discriminating between “What do you see/want?”

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21
Q

Successful modality transitions requires: x5

A
  1. New modality vocabulary be equal to current vocabulary
  2. Rate of initiation is equal
  3. Length of utterance is equal
  4. New modality is at least 80% intelligible to unfamiliar listener
  5. Speed of interaction is equal
    Do not take skills away - unethical
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22
Q

Research-based benefits of use of PECS:

A
  1. Facilitates acquisition of speech
  2. Increases social approach during play
  3. Reduces behavior management targets rates
  4. Is easily understood in community and by peers
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23
Q

Topographical response form:

A
  1. saying words
  2. forming signs and gestures
  3. writing words/sound
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24
Q

Selection based response form:

A
  1. listener reacts by pointing/touching/typing

2. selects or gesture towards

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25
Q

Characteristics of Natural Science of Behavior: x6

A
  1. Inductive vs deductive
  2. Intimate contact with phenomenon of interest
  3. Focus on observable behavior and objective, operational definitions
  4. Use of standard, absolute units of measurement
  5. Experimental analysis
  6. Identification of functional relations
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26
Q

Units of measurement: everyone uses them

A

Standard

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27
Q

Units of measurement: Value does not change from one instance to the next

A

Absolute

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28
Q

Units of measurement: Apply to every instance

A

Universal

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29
Q

Units of measurement: Dimensional Quantity of Behavior x4

A
  1. Entailed in the behavior itself
  2. Not an abstraction
  3. Sensitive to changes in independent variable
  4. Visible to the naked eye
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30
Q

Essential Properties of Behavior: x2

A
  1. Count

2. Time

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31
Q

Count (Property of Behavior) x2

A
  1. Repeatability

2. Countability

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32
Q

Time (Property of Behavior) x2

A
  1. Behavior occurs in time

2. Behavior takes time to occur

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33
Q

Measure derived from the fundamental properties of behavior: x5

A
  1. Frequency/rate = count/time
  2. Latency (temporal locus)
  3. Duration (temporal extent)
  4. Celeration (count/time/time/time)
  5. Inter-response time
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34
Q

SCC moves up via:

A

Multiplication

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35
Q

SCC move down via:

A

Division

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36
Q

Celeration:

A

change in rate over time

Celeration = count/time/time/time

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37
Q

Bottom axis in Daily SCC:

A

Days

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38
Q

Thin, vertical lines in Daily SCC:

A

Weekdays

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39
Q

Top axis in Daily SCC:

A

Weeks

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40
Q

Thick, vertical lines in Daily SCC:

A

Sundays

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41
Q

Column between two Sunday lines in Daily SCC:

A

One week

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42
Q

Standard celeration fan depicts:

A

Standard Slopes (allows for quick comparison)

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43
Q

Bottom axis in Weekly SCC:

A

Calendar weeks

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44
Q

Thin, vertical lines in Weekly SCC:

A

Week

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45
Q

Thick, vertical lines in Weekly SCC:

A

Month

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46
Q

Top axis in Weekly SCC:

A

Months

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47
Q

Counting Time Floor =

A

1 / Minutes spent recording

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48
Q

Counting Time Floor (less than 1 min) =

A

60secs / # of seconds

OR
1 / Fraction of a minute

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49
Q

Charting Frequencies:

A

Count / # of minutes spent recording

OR

Count X Counting Time Floor

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50
Q

Charting Frequencies (less than 1 min) =

A

Count / Fraction of a minute

OR

Count X Counting Floor

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51
Q

Charting “Zero” frequencies:

A

Indicate with data point “X” or “?” below counting time floor

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52
Q

Charting No Chance Days:

A

Behavior does not have the opportunity to occur.

Do Not connect data points across no chance days.

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53
Q

Charting Ignored Days:

A

Behavior has the opportunity to occur, but is not observed or recorded.
Data points are connected across ignore days.

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54
Q

Behavior Floor =

A

1 / # of min bx can occur

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55
Q

Record Ceiling =

A

1 / # of observation minutes

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56
Q

Charting latency =

A

1 / Minutes spent recording

Use forward slash “/”

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57
Q

In charting latency, forward slash moving down the chart denotes

A

Longer latency

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58
Q

In charting latency, forward slash moving up the chart denotes

A

Shorter latency

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59
Q

Charting Duration =

A

1 / Minutes spent recording

Use backward slash “"

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60
Q

In charting duration, backward slashes moving down the chart denote

A

Longer duration

61
Q

In charting duration, backward slashes moving up the chart denote

A

Shorter duration

62
Q

Estimating Celerations:

A
  1. Determine the slope and direction of the trend line
  2. Using a straight edge, draw a line of best fit through the data series
  3. Ensure equal number of data points intersecting, above or below celeration line
63
Q

Finding celeration values:

A

Using a straight edge, draw a line parallel to the celeration line passing through 1-line and a Sunday line.

  1. If the celeration line is increasing, read the frequency of the NEXT Sunday line
  2. If the celeration is decreasing, read the frequency of the PREVIOUS Sunday line
64
Q

System of measuring and analyzing behavior using the SCC

A

Precision Teaching

65
Q

Fluency - introduced by:

A

Carl Binder

66
Q

A word used to describe mastery

A

Fluency

67
Q

Accuracy plus speed

A

Fluency

68
Q

RESAA

A 
Retention 
Endurance
Stability
Application 
Adduction
69
Q

Maintenance/memory (RESAA)

A

Retention

70
Q

Resistance to distractions/fatigure(RESAA)

A

Endurance

71
Q

Low variablity (RESAA)

A

Stability

72
Q

Easily learn next step, generalization (RESAA)

A

Application

73
Q

Emergence of new repertoires(RESAA)

A

Adduction

74
Q

Benefits of SCC: x8

A
  1. Standard, absolute, universal
  2. Entails to properties of behavior (count and time)
  3. Dimensional units (frequency or rate=count/time, duration, latency, IRT)
  4. Standard visual display enables ease of interpretation
  5. Ease of comparison across behaviors, settings, individuals
  6. Celeration produces standard slope (standard trend lines yield prediction)
  7. Times 2 or greater celeration = clinically significant and statistically significant
  8. Broad scale impact
75
Q

Deliver a discrete consequence for each discrete response

A

Continuous Reinforcement

76
Q

Reinforcement only sometimes follows the target response

A

Intermittent Reinforcement

77
Q

Reinforcement is provided following a pre-specified number of responses

A

Ratio Schedules

78
Q

Delivery reinforcer after the last of a fixed number of responses

A

Fixed Ratio

79
Q

Arrange reinforcers for the last of a number of responses that varies from one reinforcer to the next

A

Variable Ratio

80
Q

Reinforcement is provided for the first response that follows some amount of time

A

Interval Schedules

81
Q

Reinforcer delivered contingent on the first response after some constant time period has elapsed

A

Fixed Interval

82
Q

Arrange reinforcers contingent on the first response after a specified time, but the time varies from one reinforcer to the next

A

Variable Interval

83
Q

Deliver stimuli known in other contexts to be reinforcers solely on the basis of time, independent of responding

A

Response-independent (time-based)

84
Q

Reinforcer delivered after some constant time period has elapsed

A

Fixed Time

85
Q

Arrange reinforcers after a specified time, but the time . varies from one reinforcer to the next

A

Variable Time

86
Q

t s without response, then 1 response

A

DRL (Differential Reinforcement of Low Rate of bx)

87
Q

1 response within t s or less of last response

A

DRH (Differential Reinforcement of High Rate of bx)

88
Q

t s without a response

A

DRO (Differential Reinforcement of Other bx/Omission)

89
Q

Contingent on alternate response, often in the absence of target response

A

DRA (Differential Reinforcement of Alternative Bx)

90
Q

When a reinforcer follows a response, its effect depends on its relation not only to that response, but also to other responses preceding it

A

Delay Contingencies

91
Q

Task materials and relevant instructions do not occasion predetermined level of performance in absence of prompts

A

Skill Deficit

92
Q

The skill is intact, but the person is unmotivated to respond under appropriate stimulus conditions

A

Performance (or motivational) Deficit

93
Q

Some property of responding is gradually changed by differentially reinforcing successive approximations to target behavior

A

Shaping

94
Q

____________ component of shaping increases response variability, allowing novel response forms to contact reinforcement

A

Extinction

95
Q

To increase Response Diversity: x2

A
  1. Extinction induced variation

2. Lag-reinforcement schedules

96
Q

An _______ reward is naturally related to the responses that produce it

A

Intrinsic

97
Q

An ________ reward is arbitrarily related to the responses that produce it

A

Extrinsic

98
Q

Reinforcement contingencies (extrinsic rewards) lead to decrements in enjoyment (intrinsic rewards) and thus result in decreases in engagement

A

Overjustification Hypothesis

99
Q

Factors that may account for what appears to be lessened intrinsic motivation: x3

A
  1. Satiation
  2. Contrast Effects
  3. Learned helplessness
100
Q

Assessing the Strength of Reinforcers: x4

General experimental arrangements for reinforcer AX

A
  1. Single-operant arrangement
  2. Concurrent schedule arrangement
  3. Progressive ratio schedule arrangements
  4. Demand curves
101
Q

Type of experimental arrangements for reinforcer AX:

  1. Perhaps the most commonly used
  2. Single reinforcement schedule is arranged (often) for a single response
  3. Typically FR schedule
  4. DV = Response rate or frequency
  5. Compare to baseline rates
A

Single-Operant Arrangement

102
Q

Type of experimental arrangements for reinforcer AX:

  1. Most sensitive test of relative reinforcer effectiveness
  2. Multiple response options concurrently available
  3. Each are associated with a distinct stimulus delivered contingent upon appropriate response
  4. DV= Relative response allocations across available alternative
  5. Often includes a control condition
  6. May mask reinforcer effects for lower preference stimuli
A

Concurrent-Schedule Arrangement

103
Q

Type of experimental arrangements for reinforcer AX:

  1. Ratio requirement increases systematically within a session, across successive “trials”
  2. Session ends when a participant ceases to respond to pre-determined amount of time
  3. Dependent measure = “Break point” (value of the last completed schedule requirement)
A

Progressive Ratio Schedule Arrangement

104
Q

__________ allow one to look at choices under conditions of asymmetrical reinforcers and under various conditions of constraint

A

Demand Curves

105
Q

General Categories of SPAs: x3

A
  1. Indirect preference assessment (client or caregiver)
  2. Naturalistic (in-vivo) direct observation
  3. Direct preference assessment (free operant or approach based)
106
Q

Variables to consider when selecting a preference method: x3

A
  1. Abilities
  2. Position biases
  3. Problem behavior
107
Q

If only pre-requisite skill is approach response, then use

A

Single stimulus method OR Duration

108
Q

If individual has approach response, visual scanning, and possible position bias, then use

A

Paired stimulus method OR Multiple stimulus method

109
Q

If individual has approach response, visual scanning, possible position bias, and visual match-to-sample, then use

A

Pictorial SPA

110
Q

If individual has auditory to match-to-sample, then use

A

Vocal SPA

111
Q

Individuals with profound disabilities cannot participate in traditional SPAs, instead use other options:

A
  1. Microswitches

2. Indices of happiness

112
Q

Selection controlled by location rather than by the items themselves

A

Position bias

113
Q

Eliminating Position Biases: x5

A
  1. Quality training
  2. Magnitude training + error correction
  3. Changing to vertical placement of stimuli
  4. Holding stimuli directly in front of the participant
  5. Placing items in opposite corners of the room
114
Q

Other considerations when selecting SPAs:x3

A
  1. Time
  2. Function of problem behavior
  3. Can stimulus be delivered after the selection
115
Q

If time is of issue use:

A

FO
SS
MSWO

116
Q

If problem behavior is maintained by access to tangible reinforcer, then use

A

FO

117
Q

If problem behavior is maintained by attention, then use

A

PS

MSWO

118
Q

Food items often ____________ displace leisure items in mixed arrays(SPA)

A

downward

119
Q

Establishing social stimuli as reinforcers

______________: Primary reinforcers delivered freely and attention is consistently provided during consumption

A

Non-contingent pairing

120
Q

Establishing social stimuli as reinforcers

______________: Primary reinforcers and attention simultaneously provided contingent on the completion of a task

A

Contingent pairing

121
Q

Studies - Zhou et al (2001):

Examined stability of preferences over time

A

Zhou et al (2001) conclusions:

Greater stability for most participants when only the top 5 stimuli are considered suggesting that highest preferences may be more stable

122
Q

Studies - Cicconee et al (2007):

Examined rank order correlation coeefficients for food only.
Stimulus type - Are food preferences more or less stable than non-food preferences?

A

Cicconee et al(2007) conclusions:

Some validity to the notion that food stability higher than non-food stimuli

123
Q

Studies - DeLeon et al (2001):

Are changes in preference associated with corresponding changes in the utility of reinforcers?

A

DeLeon et al (2001) conclusions:

Frequent PA sometimes helps, sometimes doesn’t.

Variable preferences

124
Q

Two things to which the effectiveness of a reinforcer can refer:

A
  1. Its momentary capacity to support responses that produce it
  2. Its utility in producing long-term behavior change
125
Q

Operations that might alter the prolonged value of a stimulus: x3

A
  1. Repeated exposure
  2. Stimulus-stimulus pairing
  3. Contingency
126
Q

Hanley et al Studies: Determinants of stimulus value

  1. Examined choices between activities in a concurrent chain
  2. Selected 1HP and 1LP activity, measured relative response allocation
  3. Examined the effects of satiation and conditioning on . preference ranks
A

Hanley et al Conclusions:

  1. Enhancing an activity with supplemental contingent reinforcement can shift choices towards that activity
  2. Non-contingent pairing of an activity with established preferred stimuli can shift choices towards that activity
  3. Effects seem to be transient (do not persist after discontinuation of the pairing procedures)
127
Q

Leon et al Study:

Examined the effects of delayed reinforcement with primary and conditioned reinforcers

A

Leon et al Conclusions:

  1. Delayed food produced greatest persistence
  2. Delayed tokens produced most rapid decreases in responding
  3. Immediate token delivery with a delayed exchange opportunity equaled or exceeded effects of delayed food
128
Q

Trosclair-Lasserre et al (2008):

Examined effects of different reinforcer magnitudes on preference and reinforcer efficacy

A

Trosclair-Lasserre et al (2008) Conclusions:

Magnitude may play an important role when thinning schedules of reinforcement

129
Q

Momentary alters the reinforcing effectiveness of other events

A

Reinforcer establishing function of an MO

130
Q

Momentarily alters the frequency of occurrence of the type of behaviors that produce those other events as consequences

A

Evocation Function of an MO

131
Q

Gottschalk et al (2000) and McAdam et al (2005):

Examined the deprivation and satiation effects with food on preference assessment outcomes

A

Gottschalk et al (2000) and McAdam et al (2005) Conclusions:

Satiation can influence preference rank

132
Q

Extent to which changes in the unit price influence consumption of the commodity (sensitivity to price)

A

Elasticity of demand

133
Q

Changes in price produce less than proportional changes in consumption

A

Inelastic demand

134
Q

Changes in price produce larger than proportional changes in consumption

A

Elastic demand

135
Q

What influences elasticity of demand?

A

Open vs Closed economies

136
Q

Consumption of reinforcer not dependent on responding within earning context

A

Open economy

137
Q

Consumption of reinforcer entirely dependent on responding within earning context

A

Closed economy

138
Q

Greater defense of consumption is under _______ economies rather than _________ economies

A

closed; open

139
Q

Reinforcers that share important functional properties

A

Substitutable reinfocers

140
Q

Demand curves vary with the similarity of alternatives:x2

A
  1. Consumption declines more rapidly as price increases when alternative is functionally similar
  2. Consumption declines more rapidly as delay increases when alternative is functionally similar
141
Q

Clement et al (2000)/ DeLeon (2011)

Contingency and stimulus value:

A

Conclusions:

  1. Free reinforcers lose value more rapidly than earned reinforcers /non-contingent delivery may devalue stimuli more rapidly
  2. However, contingent stimuli did not always increase in value and greater effort is not related to greater increase in value
142
Q

DeLeon et al (in press):

Does continuity matter?
Exp1: do delayed, accumulated reinforcers support rates of responding equivalent to distributed reinforcement
Exp2: Do children with IDD prefer to accumulate access to activities and food?

A

Conclusions:

Accumulated acess, mediated through tokens:

  1. supports faster work
  2. supports overall quantity of work
  3. is preferred by learners
143
Q

Several methods of incorporating different reinforcers: x4

A
  1. Frequent PA
  2. Stimulus variation
  3. Pre-session selection
  4. Post-response reinforcer choice
144
Q

Ask learners which reinforcer they would like to earn in the following instructional session

A

Pre-session selection

145
Q

Ask learners to choose from a small array of reinforcers each time the schedule requirement is met

A

Within-session (post-response) choice

146
Q

Graff and Libby (1999):

Examined pre-session and post-session choice

A

Conclusions:

  1. All displayed preference for within-session choice during concurrent schedule
  2. 3 of 4 displayed higher rates during within-session choice condition in single-operant schedule
147
Q

No change in responding may occur due to(“reinforcement doesn’t work”):x2

A
  1. Contrived external contingencies where contingencies were not needed (e.g. detrimental effects of extrinsic reinforcement on intrinsic motivation)
  2. Procedural mismatches between the response and its outcome
148
Q

Procedural mismatches: x5

A
  1. The stimulus used was not a reinforcer
  2. The stimulus was not a reinforcer under the specific conditions
  3. The stimulus used was no longer a reinforcer under these conditions
  4. A response-reinforcer contingency was arranged but was not contacted
  5. The stimulus followed the wrong response
149
Q

Considering the contingency was executed with fidelity a decrease in responding may result from:x3

A
  1. Overjustification
  2. Punishment (time-out from preferred activity)
  3. Discriminative properties of reinforcers: reinforcer evokes incompatible behavior

BEHP5018 UNITS1-9 (1 decks)

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