Unit 4 Flashcards
Pre-attending skills Instructional control Verbal behavior Generalized imitation Derived relational responding
Prerequisite Skills
The tendency of behavior patterns to persist
once established
Behavior Momentum
A procedure in which a person presents a
series of easy-to-follow requests with which
the behaver has a history of compliance in a
sequence and then finishes with target
request
Hi-P request sequence
Tendency to become overly prompt
dependent
Too big to manage physically
Extremely sensitive to being touched
When to use a Hi-P request sequence
A behavior change that has consequences
for the organism beyond the change itself,
some of which may be considered important
Behavior Cusp
Behavior, that once learned, produces
corresponding modification or co-variations in
other adaptive untrained behaviors
Pivotal Behavior
Specify contingencies
Tell the listener what to do to gain or avoid
certain consequences
Rules
The verbal antecedent stimulus or “rule”
actually alters the function of other stimuli,
such as a previously neutral stimulus may
function as a discriminate stimulus or a
reinforcer
Contingency Specifying Stimuli
Behavior controlled by a verbal description of
a contingency
Rule Governed Behavior
The learner emits behavior which is
topographically identical or very similar to the
antecedent stimuli, which consists of
someone else performing a behavior, which
is then imitated by the learner
Imitation
Imitative behavior which occurs without the
person receiving training and reinforcement
to imitate the specific behavior modeled
Generalized Imitation
Presenting a model that sets the occasion for a specific response by the learner Providing response prompts as needed, so the learner emits the imitative response within a designated interval Reinforcing the imitative response
Imitation Training
Uses an individual’s imitative repertoire to
train new behaviors or to evoke desirable
behaviors occurring at a rate which is too low
Modeling
Whether or not the model’s behavior is reinforced
The similarity between the model and the imitator
The physical attractiveness and prestige of the model
The model’s emphasis of critical aspects of the target
behavior
Difficulty of the modeled behavior
Whether a “mastery” model is presented or a “coping”
model
Strength of the learner’s imitative repertoire
Motivating operations in effect with respect to the form
of reinforcement available for imitating the modeled
behavior
Variables influencing effectiveness of
modeling
A training package that utilizes instructions,
modeling, rehearsal, and feedback in order
to teach a new skill
Behavior Skills Training
Behavior Skills Training
BST
Instructions
Modeling
Rehearsal
Feedback
Four Components of BST
Vocal presentation of rationale and
description of jobs
Verbal Instructions
One of the most common procedures in staff
training
Vocal Instructions
Instructions providing in writing
Written Instructions
Role-playing with trainers/trainees
Modeling
Modeling in BST
Often involves simulated work setting
Trainee rehearses skills to be learned
Rehersal
Information provided to staff regarding their
performance
Feedback
Usually comes immediately after the skill has
been demonstrated
Feedback in BST
Performance based training
How to program models/feedback
Single client program and/or simulated
clients
Actual clients
Multiple client program
Performance based training is most effective when
To program for generality
Stokes and Baer
Provide broad range of program exemplars
with which they are likely to interact
“sample the instructional universe” for all
skills needed
General Case Conditions
Guided compliance Discrete trial training PECS Functional analysis Guarding and ambulation Gun safety skills Abduction prevention
BST has been effective to teach
Correct at the error, instruct the model and
have the trainee rehearse step correctly
At the end of a sequence, provide correction
on which steps were incorrect and then
instruct, model, and have trainee rehearse
sequence
Correct at error or at end without rehearsal of
the sequence
Ways to conduct rehearsal/feedback
Choose the skill you want to teach
Create a task analysis of the skill
Turn those steps into a checklist
How to create instructions
Read instructions to a trainee
Present instructions verbally
Print out and hand instructions for trainee to
read
Instruction Training
Two or more schedules operating
simultaneously but independently of each
other, each for a different response
Concurrent Schedules
The emergence of accurate responding to untrained and non-reinforces stimulus- stimulus relations following the reinforcement of responses to some stimulus-stimulus relations
Stimulus Equivalence
Reflexivity
Symmetry
transitivity
Types of Stimulus Equivalence
The allocations of responses to choices available on concurrent schedules of reinforcement Rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice-alternative
Matching Law
In the absence of training and reinforcement,
a response will select a stimulus that is
matched to itself
A=A
Reflexivity
After learning that A=B, the learner
demonstrates that B=A without direct training
on that relationship
Symmetry
After learning that A=B and B=C, the learner
demonstrates that A=C that emerges without
direct training on that relationship
Transitivity
An explicitly behavioral account of human
language and cognition
Provides a functional account of the structure
of verbal knowledge and cognition
Relational Frame Theory
RFT
Relational Frame Theory
Learned relational responding that can come
under the control of arbitrary contextual
cues, NOT solely the formal properties of
relata nor direct experience with them
Arbitrarily applicable relational responding
AARR
Arbitrarily applicable relational responding
Characteristics of AARR
Mutual entailment
Combinatorial mutual entailment
Transformation of stimulus functions
When in a given context, A is related in a
characteristic way to B, and as a result, B is
now related in another characteristic way to
A
Mutual Entailment
When two mutually entailed relations
combine
Combinatorial entailment
Establish what relations exists between
stimuli
Contextual Cues
C-rel
Relational context
C-func
Functional context
Qualify/quantify the specifics of a relation
between stimuli
C-func
When stimuli are brought into relations
Any change to stimuli then changes all
others in the network
Stimulus Transformers
Specific classes of AARR that show
contextually controlled properties of mutual
and combinatorial entailment and the
transformation of stimulus functions, not due
solely to formal properties or to direct training
with the stimuli involved, but due to a history
of such relational responding and the
presence of contextual cues that evokes this
pattern of responding
Relational Frames
Relating stimuli in a specify way
Framing
Coordination Opposition Distinction Comparison Hierarchical relations Deictic relations Temporal relations
Types of relational frames
Reinforcer ID Observational learning Joint attention Establishing mand/tact repertoires Instructional control Naming Reading/spelling Math Syntax and grammar Analogical reasoning Perspective taking Empathy Self-directed rules
Uses of RFT
Teaching Self Rules
Pliance
Tracking
Augmenting
Following rules because of socially-mediated
reinforcement for rule-following
Pliance
Following rules due to a history of
correspondence between the rule and the
contingencies actually encountered
Tracking
Rules that change the function of a
consequence
Augmenting
Coordination Comparative Temporal Causal relational framing Perspective-taking
Skills to teach self-rules
