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BEH 5048 > Unit 2 > Flashcards

Unit 2 Flashcards

1
Q

Reinforcer assessment evaluates: _____

A

Effectiveness of a stimulus as a reinforcer

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2
Q

Single operant reinforcer assessment: _____

A

Reinforcement is provided for a single response

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3
Q

Absolute reinforcer value is the ability of: _____

A

A single stimulus to reinforce responding

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4
Q

Concurrent operant reinforcer assessment: _____

A

Different reinforcers are simultaneously available for different responses

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5
Q

Relative reinforcer value is the ability of 1 stimulus to: _____

A

Function as a more powerful reinforcer than another

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6
Q

Progressive-ratio reinforcer assessment: _____

A

Finds break point as response requirement increases

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7
Q

Break point is evaluated in: _____

A

Progressive-ratio schedules

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8
Q

Break point: _____

A

Last ratio value where responding occurred

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9
Q

Stable preferences: _____

A

Remain the same over time

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10
Q

Reinforcement as a procedure: _____

A

Contingency arranged to influence learning

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11
Q

Reinforcement as a process: _____

A

Effect of consequence to strengthen behavior

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12
Q

Types of reinforcer assessments (3): _____

A

(1) Single operant
(2) Concurrent operant
(3) Progressive-ratio

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13
Q

Single operant reinforcer assessment assesses: _____

A

Absolute reinforcer value

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14
Q

Concurrent operant reinforcer assessment assesses: _____

A

Relative reinforcer value

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15
Q

Progressive-ratio reinforcer assessment assesses: _____

A

Capacity for thinning schedule of reinforcement

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16
Q

Considerations when selecting stimuli for PAs (5):

A
  1. Social validity
  2. Context
  3. Cost
  4. Health and secondary effects
  5. Program goals
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17
Q

Prioritizing types of reinforcers:

A
  1. Social items
  2. Leisure items with tokens
  3. Edibles with tokens
  4. Distributed edibles
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18
Q

Variables that impact reinforcer effectiveness (5):

A
  1. Parameters of reinforcement
  2. Satiation and deprivation
  3. Stimulus variation and choice
  4. History of contingencies
  5. Way reinforcement is delivered
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19
Q

Unwanted effects of reinforcement (5):

A
  1. “Unnatural” contingencies
  2. Undesirable response patterns
  3. Narrowing effect on behavior
  4. Shadowing the SD
  5. Strengthening undesired behavior
20
Q

Solution for a narrowing effect on behavior

A

Use a reinforcement schedule that promotes variation

21
Q

Solution for undesirable response patterns

A

Careful selection of schedules of reinforcement

22
Q

Solution for “unnatural” contingencies

A

Program natural reinforcement contingencies

23
Q

Solution for shadowing the SD

A

Program “natural” antecedents or systematic transfer of discriminative control

24
Q

Solution for strengthening undesired behavior

A

Pay attention to the type of response occurring when a reinforcer is delivered

25
Q

Undesirable response patterns

A

The schedule of reinforcement used might influence undesirable rates (too high or too low) or inconsistent responding

26
Q

Shadowing the SD

A

Learner might only attend to the discriminative stimulus established during training and not to “natural” antecedents that should control the behavior

27
Q

“Unnatural” contingencies

A

Consequences that are different from the consequences that will be experienced in the “natural” environment and may therefore create a dependency on “contrived” reinforcers

28
Q

Strengthening undesired behavior

A

Unwanted effect of reinforcement is related to the type of response immediately followed by a reinforcer is the type of response more likely to occur, meaning the wrong type of response could be selected

29
Q

Narrowing effect on behavior

A

Unwanted effect of reinforcement related to only a specific type of responding is followed by a reinforcer, only that type of responding is more likely to occur

30
Q

Concurrent Operant Reinforcer

Assessment Procedure

A
  1. Select two (or more) identical tasks
  2. Arrange a concurrent schedule
    - Completion of Task 1 = Stimulus A
    - Completion of Task 2 = Stimulus B
  3. Include baseline phase or control condition
    - No programmed consequences
  4. Analyze differences in responding between
    conditions
31
Q

Single Operant Reinforcer

Assessment Procedure

A
  1. Identify single response and consequence
  2. Control: No programmed consequence for
    response
  3. R-S contingency: Provide stimulus
    contingent on response (typically FR 1)
  4. Repeat steps 2 and 3 using reversal or
    multielement design
  5. Analyze differences in responding between
    baseline and reinforcement conditions
32
Q

When to Use a Concurrent Operant

Reinforcer Assessment

A
  1. Multiple sources of reinforcement
  2. Identify more valuable reinforcers to use for more difficult tasks
  3. Avoid satiation
  4. To assess value of different magnitudes of a reinforcer
33
Q

When to Use a Single Operant

Reinforcer Assessment

A
  • To validate results of preference
    assessments
  • To identify a large array of reinforcers
34
Q

Limitations of Concurrent Operant

Reinforcer Assessment

A
  • May mask reinforcer effects for lower
    preference stimuli, resulting in false
    negatives
  • Does not assess reinforcer
    effectiveness when response
    requirements increase
35
Q

Limitations of Single Operant

Reinforcer Assessment

A
  • Not likely to identify “potency” relative to others
  • Not likely to identify if there are
    competing contingencies
  • Not likely to identify if response effort
    increases
36
Q

Progressive-Ratio Reinforcer

Assessment Procedure

A 
1. Identify a response and a 
consequence 
2. Arrange a progressive-ratio schedule
3. Provide reinforcement based on ratio 
requirement until participant ceases 
to respond for a predetermined 
amount of time (break point)
37
Q

Limitations of Progressive-Ratio

Reinforcer Assessments

A
  • More labor-intensive
  • Practical limits on how much to
    continue increasing the response
    requirements
38
Q

When to Use Progressive-Ratio

Reinforcer Assessment

A
  1. Response requirements will increase (Thinning schedules)
  2. To determine effective parameters of
    reinforcement when increasing response effort
  3. To identify reinforcers that compete
    with problem behavior when teaching
    alternative or incompatible behavior
39
Q

Short-Term Targets (What & When to Reassess)

A
  • Frequent, moderate effort response
    requirements with many
    opportunities to contact reinforcers
  • Assess more frequently
40
Q

Long-Term Targets (What & When to Reassess)

A 
- High effort, prolonged intervention 
with fewer opportunities to contact 
ultimate reinforcers
- Use a more thorough initial 
assessment
41
Q

Use the most efficient (brief MSWO) if….

A

There is a need for several effective

reinforcers

42
Q

Use a more thorough

assessment (paired-stimulus) when…

A

Requiring prolonged effort for a

single reinforcer

43
Q

Four Parameters of Reinforcement

A
  1. Quality
  2. Delay
  3. Magnitude
  4. Rate
44
Q

Reinforcement During Acquisition

A 
- Powerful, immediate consequences are 
ideal
-- High quality
-- Short delay
-- Longer duration
  • Consequence contacted EVERY TIME!
45
Q

Reinforcement During

Generalization

A
  • Could be:
    • Longer delay
    • Different type (quality)
    • Shorter duration
  • Intermittent schedules

BEH 5048 (9 decks)

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