Unit 4 Flashcards
Prerequisite skills
Pre-attending skills Instructional control Verbal behavior Generalized imitation Derived relational responding
Behavioral momentum
The tendency of behavior patterns to persist once established
High-P request sequence
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
When to use High-P request sequence
Tendency to become overly prompt dependent
Too big to manage physically
Extremely sensitive to being touched
Behavior cusps
A change that has consequences for the organism beyond the change itself some of which may be considered important
Pivotal behavior
Behavior, that once learned, produces corresponding modification or covariations in other adaptive untrained behaviors
Rules
Specify contingencies
Tell the listener what to do to gain or avoid certain consequences
Contingency specifying stimuli
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
Rule-governed behavior
Behavior controlled by a verbal description of a contingency
Imitation
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
Generalized imitation
Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled
Imitation training
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
Modeling (procedure)
Uses an individual’s imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low
Variables influencing effectiveness of 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
Behavior Skills Training
A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skills
BST
Behavior Skills Training
Four components of BST
Instructions
Modeling
Rehearsal
Feedback
Verbal instructions
Vocal presentation of rationale and description of jobs
One of the most common procedures in staff training
Vocal instructions
Written instructions
Instructions providing in writing
Modeling
Role-playing with trainers/trainees
Often involves simulated work setting
Modeling in BST
Rehearsal
Trainee rehearses skills to be learned
Feedback
Information provided to staff regarding their performance
Usually comes immediately after the skill has been demonstrated
Feedback in BST
How to program models/feedback
Performance based training
Performance based training is effective with
Single client program and/or simulated clients
Actual clients
Multiple client program
Stokes and Baer suggest
To program for generality
General case conditions
Provide broad range of program exemplars with which they are likely to interact “sample the instructional universe” for all skills needed
BST has been effective to teach
Guided compliance Discrete trial training PECS Functional analysis Guarding and ambulation Gun safety skills Abduction prevention
Ways to conduct rehearsal/feedback
Correct at the error, instruct the model and have the trainee rehearse step correctly
At the end of the 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
How to create instructions
Choose the skill you want to teach
Create a task analysis of the skill
Turn those steps into a checklist
Instruction training
Read instructions to a trainee
Present instructions verbally
Print out and hand instructions for the trainee to read
Concurrent schedules
Two or more schedules operating simultaneously but independently of each other, each for a different response
Stimulus equivalence
The emergence of accurate responding to untrained and non-reinforces stimulus-stimulus responses to some stimulus-stimulus relations
Types of stimulus equivalence
Reflexivity
Symmetry
Transitivity
Matching law
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
Reflexivity
In the absence of training and reinforcement, a response will select a stimulus that is matched to itself
A=A
Reflexivity
Symmetry
After learning that A=B, the learner demonstrates that B=A without direct training on that relationship
B=A
Symmetry
Transitivity
After learning that A=B and B=C, the learner demonstrates that A=C that emerges without direct training on that relationship
If A=B and B=C, then A=C
Transitivity
Relational Frame Theory
An explicitly behavioral account of human language and cognition
Provides a functional account of the structure of verbal knowledge and cognition
RFT
Relational Frame Theory
Arbitrarily Applicable Relational Responding
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
AARR
Arbitrarily applicable relational responding
Characterizations of AARR
Mutual entailment
Combinatorial mutual entailment
Transformation of stimulus functions
Mutual entialement
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
Combinatorial entailment
When two mutually entailed relations combine
Contextual cues
Establish what relations exists between stimuli
Crel
Relational context
Cfunc (1)
Functional context
Cfunc (2)
Qualify/Quantify the specifics of a relation between stimuli
Stimulus transformers
When stimuli are brought into relations
Any change to stimuli then changes all others in the network
Relational frames
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
Framing
Relating stimuli in a specific way
Kinds of relational frames
Coordination Opposition Distinction Comparison Hierarchical relations Deictic relations Temporal relations
Uses for RFT
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
Teaching self-rules
Pliance
Tracking
Augmenting
Pliance
Following rules because of socially-mediated reinforcement for rule-following
Tracking
Following rules due to a history of correspondence between the rule and the contingencies actually encountered
Augmenting
Rules that change the function of a consequence
Skills to teach self-rules
Coordination Comparative Temporal Causal relational framing Perspective-taking
