Unit 4 Flashcards
Pre-attending skills Instructional control verbal behavior generalized imitation derived relational responding
Prerequiste skills
The tendency of behavior patterns to persisit once established
Behavioral 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
High-P request sequence
Tendency to become overly prompt dependent
Too big to manage physically
Extremely sensitive to being touched
When to use High-P request sequence
A behavior change that has consequences for the organism beyond the change itself, some of which may be considered important
Behavior cusps
Behavior, that once learned, produces corresponding modification or covariations 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 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 (procedure)
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 reperatoire
Motivating operations in effect with respect to the form of reinforcement avaiable 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
Vocal instructions
One of the most common procedures in staff training
Instructions provided in writing
Written instructions
role-playing with trainers/trainees
Modeling
Modeling in BSD
Often involves simulated work setting
Trainee rehearses skills to be learned
Rehearsal
Information provided to staff regarding their performance.
Feedback
Feedback in BST
Usually comes immediately after the skill has been demonstrated
Performance based training
How to program models/feedback
Single client program and /or simulated clients
Actual clients
Multiple client program
Performance based training is effective with these.
To program for generality
Stokes and Baer suggest
