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FIT BEHP 5018 > UNIT 4 > Flashcards

UNIT 4 Flashcards

1
Q

Describe the relationship between

diagnosis and stability

A

ASD seem to have more stable preference assesement.

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2
Q

According to a survey conducted by Graff and Karsten (2012), how often did most BCBAs say they conducted full-scale preference assessments?

A

Less than once a month

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3
Q

Research conducted by Zhou, Iwata, Goff, and Shore (2001) has suggested greater stability in stimuli ranked in what part of the preference hierarchy?

A

The top of the hierarchy

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4
Q

Research examining preference stability as a function of diagnosis has generally suggested what?

A

Preferences may be more stable for persons diagnosed with ASD

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5
Q

Which of the following has been suggested as a determining factor in whether or not frequent preference assessments help increase accuracy?

A

If preferences vary

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6
Q

. List the two things to which the

effectiveness of a reinforcer can refer

A 
The effectiveness of a reinforcer can
refer to both
1. Its momentary capacity to support
responses that produce it
2. Its utility in producing long-term behavior
change
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7
Q

What operations might alter the prolonged

value of a stimulus?

A

Repeated exposure?
 Value enhancing effects (mere exposure)
 Learning how to extract reinforcement?
 Explains displacement of leisure items by
food?
 Reinforced engagement?
 Value diminishing effects (long-term satiation)
 Stimulus-stimulus pairings?
 Contingency?

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8
Q

Describe the general conclusions from

the Hanley et al. studies

A

Hanley et al. (1999, 2003, 2006):

Shifting activity preferences: Can we
make something preferred when it was
not already?
 By pairing less preferred activity with
established reinforcers through contingent
delivery?
 By pairing less preferred activity with
established reinforcers through
noncontingent delivery?

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9
Q

Hanley, Iwata, & Lindberg (1999):

A 
Examined choices between activities in a
concurrent chain
 First link determined the subsequent
activity
 Differing arrangements/schedules in the
subsequent activity
 Measured proportion of selections as
function of
 Reinforcement delivered for engagement
(not choosing) in the less preferred activity
 Does this impact choices?
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10
Q

Describe the effect delays have on the

value of a reinforcer

A 
Generally, delays to reinforcement can
weaken the effectiveness of behavioral
arrangements
 And result in decreases in the value of
a reinforcer 
Primary, directly consumable
reinforcers are discounted more steeply
than conditioned reinforcers
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11
Q

Leon, Borrero, & DeLeon (in preparation):

A

Delayed food produced greatest persistence
 Delayed tokens produced most rapid
decreases in responding
 Immediate token delivery with a delayed
exchange opportunity equaled (David) or
exceeded (Chris) effects of delayed food
 Conditioned reinforcers less susceptible to
adverse effects of delay?
 Seems to depend on when they are earned
and exchanged

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12
Q

Determinants of Stimulus Value:

Rate

A

Rate of reinforcement: Shown to affect relative

response allocation

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13
Q

Matching law (ML):

A 
Matching law (ML): Organisms will distribute
behavior among concurrently available
alternatives in same proportion that reinforcers
distributed among those alternatives
 In humans, the ML obtains for
 Problem behavior
 Academic responding
 Communicative behavior
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14
Q

Determinants of Stimulus Value:

Quality

A

Conceptualized
in terms of level of preference (higher
preference = better quality)
Higher preference, better quality reinforcers
may function as relatively more potent reinforcers

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15
Q

Determinants of Stimulus Value:

Magnitude

A 
Mixed results obtained from studies
examining effects of magnitude
 Some suggest positive relation between
magnitude and responding
 Others suggest no relation
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16
Q

Trosclair-Lasserre, Lerman, Call, Addison, &

Kodak (2008):

A 
Magnitude may
also play an
important role
when thinning
schedules of
reinforcement
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17
Q

Which of the following did Hanley et al. conclude regarding shifts in preference produced through conditioning procedures?

A

Effects seemed to be transient

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18
Q

Research examining the effects of delay to
reinforcement has generally suggested
which of the following?

A

Effects seemed to be transient

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19
Q

Research examining the effects of delay to reinforcement has generally suggested which of the following?

A

Delays can decrease the value of a reinforcer

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20
Q

Research examining the effects of reinforcer quality has generally suggested which of the following?

A

Better quality reinforcers may function as more potent reinforcers

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21
Q

Research examining the effects of reinforcer
quality has generally suggested which of the
following?

A

Better quality reinforcers may function as more potent reinforcers

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22
Q

Magnitude of reinforcement can vary according to which of the following properties?

A

Quantity, intensity, or duration

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23
Q

List the two functions of motivating

operations

A 
Reinforcer establishing function:
Momentary alters the reinforcing
effectiveness of other events
2. Evocative function: Momentarily alters
the frequency of occurrence of the type
of behaviors that produces those other
events as a consequence
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24
Q

What is a Motivating operation again?

A

An environmental event, operation, or

stimulus condition that serves 2 functions

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25
Q

Describe stimulus satiation

A 
Stimulus satiation
 Momentarily decreases the reinforcing
effectiveness of the stimulus
 Momentarily decreases the frequency of
behaviors that have produced the stimulus
as a consequence
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26
Q

Describe stimulous deprivation

A 
Stimulus deprivation
 Momentarily increases the reinforcing
effectiveness of that stimulus
 Momentarily increases the frequency of
behavior that p
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27
Q

Describe the effects of motivating
operations on preference rank and
responding

A

Conclusions on motivating operations
 Can influence preference assessment
results
 May influence reinforcer value, but not
necessarily under naturalistic conditions
 More interesting examples may not
involve deprivation or satiation, but
conditioned establishing operations
 Transitive CEO manipulated to enhance
motivation for mands in response chains
 Are there different “kinds” of satiation?

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28
Q

Determinants of Stimulus Value:
Motivating Operations
 Gottschalk, Libby, & Graff (2000):

A

Deprivation and satiation effects with food
on preference assessment outcomes
• Control: Regulated (premeasured) access for
24 hr before assessment
• Deprivation: 48 hour deprivation for one
stimulus at a time; regulated access for others
• Satiation: 10 min free access before
assessment; regulated access for other
 Paired-stimulus preference assessment
following manipulations

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29
Q

Stimulus satiation is defined as a motivating
operation which functions to momentarily
_______ the reinforcing effectiveness of a
stimulus and momentarily ________ the
frequency of behavior that produce the
stimulus as a consequence.

A

Decrease; decrease

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30
Q

The results of a study conducted by Vollmer
and Iwata (1991) examining rates of simple
responses under conditions of deprivation and
satiation revealed which of the following?

A

Satiation decreased mean response rate

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31
Q

The results of studies examining the effects of
motivating operations (MOs) on preference
and reinforcer assessment outcomes have
generally found that:

A

MOs can influence preference assessment
results and may influence reinforcer
assessments

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32
Q

Determinants of stimulus value:

Behavioral economics

A 
Can the effectiveness of a reinforcer be
influenced by the nature of other,
qualitatively different reinforcers in the
environment?
 Behavioral economics: Imports
principles of microeconomics to the
study of operant behavior
33
Q

Elasticity of Demand

A

Elasticity of demand = sensitivity to price
 Extent to which changes in unit price
influence consumption of the commodity

Elastic demand: Changes
in price produce larger
than proportional changes
in consumption

34
Q

Inelastic demand:

A

Changes in price produce less than proportional changes in consumption
E.g., 1% increase in price produces < 1% decrease in consumption

35
Q

Elasticity of Demand

A 
Stimuli with
equivalent initial
consumption
(under low cost
conditions) may
have very different
demand profiles
36
Q

What Influences Elasticity of

Demand?

A 
Open vs. closed economies
 Open economy: Consumption of
reinforcer not dependent on responding
within earning context
Supplemental access to reinforcer
provided outside of earning context
 Closed economy: Consumption of
reinforcer entirely dependent on
responding within earning context
No supplemental access
37
Q

What Influences Elasticity of

Demand?

A

Nature of available alternatives
 Demand is more elastic when
substitutable reinforcers are concurrently
available
 Substitutable reinforcers: Reinforcers that
share important functional properties
 E.g., two food items

38
Q

Describe whether demand is more
or less elastic under open
economies

A 
Greater defense
of consumption
(less elastic
curves) under
closed
economies than
open economies
39
Q

Describe whether demand is more
or less elastic when substitutable
stimuli are available

A

Demand is more elastic when
substitutable reinforcers are concurrently
available
 Substitutable reinforcers: Reinforcers that
share important functional properties
 E.g., two food items

40
Q

Which of the following best describes inelastic demand?

A

Changes in price produce less than

proportional changes in consumption

41
Q

Which of the following best describes elastic

demand?

A

Changes in price produce greater than

proportional changes in consumption

42
Q

Which of the following best defines an open economy?

A

Consumption of reinforcer not dependent on

responding with experimental environment

43
Q

Which of the following have been suggested to

influence the elasticity of demand?

A

Constraints on income re: “luxury goods” vs.
“necessary goods”
b. Open and closed economies
c. Nature of available alternatives

44
Q

Demand appears to be less elastic under

which of the following conditions?

A

When functionally dissimilar stimuli are

concurrently available

45
Q 
Determinants of stimulus value:
Contingency
a. Describe research on the effects
of past effort on the current value
the reinforcer itself
A

Clement et al. (2000): Assessed effects
of past effort on the current value of SD
associated with identical reinforcers
DeLeon et al. (2011):
 Free reinforcers lose value more rapidly
than earned reinforcers

46
Q

Contingency and Stimulus Value

A

Variable effects:
 Contingent stimuli do not always increase in
value and greater effort is not related to
greater increase in value
 Consistent effects:
 Noncontingent delivery may devalue stimuli
more rapidly
 Did contingency at least help to preserve
value against what might be a natural
decline?
 Is the decrement sufficient to impact clinical
intervention?

47
Q

Which of the following conditions resulted in
the largest percentage increase in selection
percentage and break point in the study
conducted by DeLeon et al. (2011)?

A

. Restricted access

48
Q

Studies examining the effects of contingency
on stimulus value have suggested which of the
following as a consistent finding?

A

. Noncontingent delivery may devalue stimuli

more rapidly

49
Q

Determinants of stimulus value:
Accumulation and continuity
a. Describe accumulated
reinforcement

A 
Reinforcer Accumulation
 “…reinforcers need not be consumed
following each completion of a schedule
requirement but rather can be
accumulated, then collected and
consumed later.”
McFarland &amp; Lattal (2001) JEAB
 We want kids to accumulate reinforcers
 Does not interrupt ongoing behavior
 Requires fewer teacher resources
 But…the inherent d
50
Q

What promotes accumulation?

A

Consumption cost (Yankelevitz et al., 2008)
Consumption cost (Yankelevitz et al., 2008)
 Interest for savings?
 The nature of the reinforcer? Continuity?

51
Q

Procedures that interrupt continuity

A 
Procedures that interrupt continuity
might alter the quality of the reinforcer,
thus discounting its effectiveness
(Hackenberg &amp; Pietras, 2000)
The effectiveness of some reinforcers
(e.g., video) might partly depend on
uninterrupted access
 Is the individual willing to “pay” to
preserve continuity
52
Q

Continuity and Stimulus Value

A

Continuity and Stimulus Value

53
Q

Continuity and Stimulus Value:

Amount of Work

A 
Is demand for delayed, accumulated
access more or less elastic as an equal
amount of immediate, but distributed
access?
 2 Concurrent-schedule demand curves:
1. First series (No tokens):
 Test stimulus (Escalating option):
Increasing FR across phases (FR1, FR2,
FR5, FR10, FR20, etc.)
 Second stimulus, constant FR1
Is demand for delayed, accumulated
access more or less elastic as an equal
amount of immediate, but distributed
access?
 2 Concurrent-schedule demand curves:
2. Second series (Tokens):
 Token later exchangeable for test stimulus
(Escalating option): Increasing FR across
phases (FR1, FR2, FR5, FR10, FR20, etc.)
 Second stimulus, constant FR1
54
Q

Accumulated access, mediated through

tokens…

A 
Supports faster work
 Supports greater overall quantity of work
 Is preferred by learners
 Why do we care?
“Dissimilar” reinforcers
may produce more
“durable” TX when
(1)Problem behavior is
reinforced, and
(2)Reinforcement of
appropriate behavior
thinned
Tokens exchanged for
accumulated activities
(1)Have same desirable
qualities as edibles
(2)May produce similar
therapeutic effects
(3)Lack “undesirable
qualities”
55
Q

c. Describe the conclusions about

accumulation

A 
 Accumulated access, mediated through
tokens…
 Supports faster work
 Supports greater overall quantity of work
 Is preferred by learners
 Why do we care?
“Dissimilar” reinforcers
may produce more
“durable” TX when
(1)Problem behavior is
reinforced, and
(2)Reinforcement of
appropriate behavior
thinned
Tokens exchanged for
accumulated activities
(1)Have same desirable
qualities as edibles
(2)May produce similar
therapeutic effects
(3)Lack “undesirable
qualities”
Accumulated access, mediated through
tokens…
 Supports faster work
 Supports greater overall quantity of work
 Is preferred by learners
 Is it really about continuity?
56
Q

Delivery of a brief period of access each time a
small response requirement is met best
describes which of the following?

A

. Distributed reinforcement

57
Q

Delivery of all reinforcement at the same time
following the completion of a larger response
requirement best describes which of the
following?

A

b. Accumulated reinforcement

58
Q

All of the following are general conclusions
regarding research on accumulated access
mediated through tokens EXCEPT which?

A

Is not preferred by learners

59
Q

Determinants of stimulus value:
Stimulus variation
a. Define stimulus variation

A

Determinants of Stimulus Value:
Stimulus Variation
 Stimulus variation: Arranges for rotation of
different reinforcers following responding
 Found to increase response rate and
decrease interresponse time
 May be preferred even if the varied
reinforcers are of lesser preference but
still moderately preferred
 Stimulus variation appears to have some
effect but only in so far as the stimuli that
are being presented are moderately to
highly preferred

60
Q

. Describe effect on stimulus value

A 
Determinants of Stimulus Value:
Stimulus Variation
Effect of stimulus variation seems to
be idiosyncratic across individuals
Moderately to highly preferred stimuli
seem to have some effect on
response rate and IR
61
Q

Describe findings of relevant

research on stimulous variation

A

Determinants of Stimulus Value:
Variation and Choice
 Can varying reinforcers or providing choice
of reinforcers produce beneficial effects?
 Several methods for incorporating different
reinforcers
 Frequent preference assessment (e.g.,
DeLeon et al., 2001)
 Stimulus variation
 Pre-session selection
 Post-response reinforcer choic

62
Q

Which of the following best defines stimulus

variation?

A

b.

Arranges for rotation of different reinforcers following responding

63
Q

 Stimulus variation appears to have some effect on
response rate and interresponse time provided
that the stimuli that are being presented are of
what level of preference?

A

Moderately to highly preferred

64
Q

Determinants of stimulus value:
Choice
a. Define pre-session selection

A

Pre-session selection
 Ask the learner which reinforcer they
would like to earn in the following
instructional session

65
Q

Define within session choice

A 
Within-session (post-response)
choice
 Permit the learner to choose from a
small array of reinforcers each time the
schedule requirement is met
66
Q

Describe how yoking is used in

research on choice

A 
Graff &amp; Libby (1999):
 Pre-session
 Participant chose1 of 3 HP edible items prior
to each session
 That stimulus used to reinforce responding
throughout the session
 Within-session choice
 3 HP edible items placed behind response
 Participant chose 1 of 3 after meeting
schedule requirement
Determinants of Stimulus Value:
Choice
 Choice vs. no choice
 Lerman et al. (1997):
Within-trial subject or experimenter
choice
Choice
 Subject selected among 2 HP stimuli
Yoked No Choice
 Reinforcer selected by experimenter on
the basis of order chosen in the
preceding choice condition
 Yoking studies suggest no effects of
choice
 The problem with yoking procedures
 Although they approximate a method of
control for momentary fluctuations in
preference,
 They are not perfect because preferences
may change across brief time spans or as
a function of exposure in preceding
sessions
 How, then, to perfectly isolate the effects
of choice?
67
Q

 Which of the following best describes presession choice?

A

Learner selects reinforcer they would like to

earn in the following instructional session

68
Q

 Which of the following best describes within

session choice?

A

Learner chooses reinforcer each time the

schedule requirement is met

69
Q

Which of the following best describes yoking

procedures used in research on choice?

A

Reinforcer selected by experimenter on the
basis of order chosen in the preceding choice
condition

70
Q

Which of the following best describes the
general conclusions regarding research on the
effects of choice?

A

Choice may be preferable but not always

beneficial

71
Q

What if “Reinforcement” Doesn’t

Work?

A

 Reinforcement is defined by its effect
on the response upon which it is made
contingent – it increases responding

72
Q

Procedural Mismatches

A

The stimulus used was not a reinforcer
 It was perhaps chosen arbitrarily or based
upon conventional wisdom, but never directly
evaluated for its reinforcing efficacy
 E.g., this may happen often with social
praise
 Preference and/or reinforcer assessment
should be used to systematically determine
or at least to estimate the likely effectiveness
of the stimulus as a reinforcer before it is
incorporated into the relevant context
The stimulus was not a reinforcer under the
specific conditions in which it was arranged
 The item delivered contingent upon the
target response was insufficiently effective
relative to that response
 It may have been tested for reinforcer
effectiveness under separate (perhaps less
stringent) conditions and found effective, but
efficacy did not extend to current conditions
 Important to test reinforcer effects under
conditions that approximate the conditions of
their use in the relevant context
The stimulus used was no longer a
reinforcer under these conditions
 It was once a reinforcer under these
conditions, but effectiveness has since
been altered by some other event
 E.g., satiation, developmental changes
 The use of ineffective stimuli in the
relevant context can be avoided by
repeated preference assessments across
time

73
Q

Which of the following is a possible solution

when the stimulus used was not a reinforcer?

A

Conduct PA and/or reinforcer assessments

74
Q

Which of the following is a possible solution when
the stimulus was not a reinforcer under the
specific conditions in which it was arranged?

A

Test reinforcer under conditions that approximate

the conditions of their use in the relevant contex

75
Q

Which of the following is a possible solution
when the stimulus followed the wrong
response?

A

. Ensure that the reinforcer is contingent on the

behavior of interest

76
Q

What if “Reinforcement”

Decreases Responding?

A 
Again assuming that the contingency
was executed with fidelity, a decrease in
responding may result from
 Overjustification (previously covered)
 Punishment: Time-out from preferred
activity
 Discriminative properties of reinforcers:
Reinforcer evokes incompatible behavior
77
Q

Which of the following best describes how
punishment can result in a decrease in
responding when a “reinforcement”
contingency is arranged?

A

Time-out from preferred activity

78
Q

 Which of the following best describes how the
discriminative properties of reinforcers can
result in a decrease in responding when a
“reinforcement” contingency is arranged?

A

Reinforcer evokes incompatible behavior

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