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 behavior 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
Behavior Skills Training
A training package that utilizes instructions,
modeling, rehearsal, and feedback in order
to teach a new skill
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
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 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 stimulusstimulus relations following the reinforcement
of responses to some stimulus-stimulus
relations
Types of stimulus equivalence
Reflexivity
Symmetry
transitivity
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
AARR
Arbitrarily applicable relational responding
Characterizations of AARR
Mutual entailment
Combinatorial mutual entailment
Transformation of stimulus functions
Mutual entailment
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
Functional context
Cfunc
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
Framing
Relating stimuli in a specify way
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
