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BEHP 5004 > Unit 6- Schedules of Reinforcement > Flashcards

Unit 6- Schedules of Reinforcement Flashcards

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1
Q

Multiple schedule

A

-2 or more components, each with a different schedule of reinforcement
-Only one schedule at a time
-Each schedule correlated with a distinct SD
EX. schedule of daily activities, child interacting with different parents, different class periods with different teachers.

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2
Q

Mixed Schedule

A

-2 or more components, each with a different schedule
-One schedule at a time
-Same as multiple BUT NO SDs
EX. reading a new book, taking a walk somewhere unfamiliar

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3
Q

Chained Schedule

A

-2 or more components, each with a different schedule of reinforcement
-Completion of Schedule A produces Schedule B and completion of Schedule B produces reinforcer
-Each component correlated with a distinct SD
EX. Cooking a meal (step by step), reading a novel- chapter to chapter

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4
Q

Tandem Schedule

A
  • 2 or more components, each with a different schedule of reinforcement
  • Completion of Schedule A produces Schedule B and completion of Schedule B produces reinforcer
  • Same as chained BUT NO SDs
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5
Q

Concurrent Schedule

A

-2 or more components independently available at the same time, can freely alternate
-Each component is correlated with a distinct SD
-Provides a procedure for studying choice and variable affecting choice
EX. having a conversation and cooking a meal, daydreaming and listening to lecture

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6
Q

Conjoint Schedule

A
  • 2 or more components independently available at the same time, can freely alternate
  • Same as concurrent but NO SDs
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7
Q

Alternative Schedule

A

-2 or more components, each with a different schedule of reinforcement
-All components available at same time (like concurrent)
-First component completed produces reinforcement and typically once a component is started, person will not stop until reinforcer is produced.
-Reflects a preference for one schedule over the others
EX. Sending an email OR making a phone call, buying coffee OR making coffee, seeing a therapist OR talking to friend

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8
Q

Conjunctive Schedule

A
  • 2 or more components, each with a different schedule of reinforcement
  • Reinforcement requirements for ALL components must by met to receive reinforcer
  • Order of components not important
  • EX. read book, review powerpoint, answer questions, pass test
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9
Q

Progressive Schedule

A

-Some schedule parameter changes systematically over successive reinforcers or blocks of reinforcers
-Progressive FI-time: seconds are added to successive FI intervals
-Progressive FR-n: responses are added to successive ratios
EX. learning to play longer and longer musical pieces (progressive VR), heavy coffee drinker attempting to reduce coffee intake (reverse progressive FR)

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10
Q

Behavioral Function

A

Conditions that motivate and maintain problem behavior

-Events that motivate, occasion and reinforcer a response class

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11
Q

Major Functions of Problem Behavior

A
  • Positive Reinforcement

- Negative Reinforcement

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12
Q

Positive Reinforcement of Problem Behavior Examples

A

-Access to tangible, activity, attention, biological, control, and counter-control

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13
Q

Negative Reinforcement of Problem Behavior Examples

A

-Escape/avoidance of demands, painful stim, unpleasant social stimuli, warning stimuli, biological, and control

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14
Q

General Treatment Options for Function Based Treatment

A

•Extinction
•Differential Reinforcement
•Time contingent schedules (of reinforcer
deliveries)
•Stimulus Fading
•Medical treatment for biologic conditions

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15
Q

Attention- EXTINCTION

A
  • No reaction
  • Planned ignoring
  • Withdraw attention
  • Attend to others appropriate behavior
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16
Q

Attention- DIFFERENTIAL REINFORCEMENT

A
  • FCT
  • Catch em being good
  • DRO
  • Provide activities that result in attention
  • DRL/DRH
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17
Q

Attention- TIME CONTINGENT

A

-Scheduled attention

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18
Q

Attention- STIMULUS FADING

A
  • Gradual change in type, frequency, duration of attention

- Introduce an SD that signals availability of attention and fade to natural consequences

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19
Q

Access- EXTINCTION

A

-Deny access and offer no substitute activity

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20
Q

Access- DIFFERENTIAL REINFORCEMENT

A

-•Functional Communication Training (FCT)—prompt the child to request access to desired objects or activities.
•Follow a Daily Activity Schedule that includes several desirable activities.Schedule desired activities to occur after less desirable ones to comprise work-play sequences.
• Involve the child in the identification of activiti
es in the Daily Activity Schedule and to be used as reinforcers for pro-social behaviors and academic performance
•Involve the child in the identification of materials to be used as reinforcers for pro-social behavior and academic performance
•Provide a choice among activities whenever possible
•Provide a structure that links demonstrating desira
ble behavior with access to reinforcing activities and materials
•Access to reinforcing materials-activities can also
be arranged on DRO, DRL,and DRH schedules

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21
Q

Access- TIME CONTINGENT SCHEDULE

A
  • Enrich the environment
  • Offer choices
  • Daily activity schedule with preferred activities included
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22
Q

Biological/Sensory- EXTINCTION

A
  • Sensory blocking

- Neurotransmitter blocker or antagonist

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23
Q

Biological/Sensory- DIFFERENTIAL REINFORCEMENT and TIME CONTINGENT SCHEDULE

A
  • DRA, DRL of problem behavior, DRH of pro-social behavior

- Access to drug substitutes

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24
Q

Biological/Sensory- STIMULUS FADING

A
  • Restraint/blocker fading
  • Medication titration
  • Drug substitute fading
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25
Q

Control- EXTINCTION

A

-Do not allow child to control “uncontrollables”

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26
Q

Control- DIFFERENTIAL REINFORCEMENT

A
  • Teach and prompt use of appropriate negotiating skills(the WIN-WIN concept)
  • Reinforce conformity with ‘uncontrollable’ structures
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27
Q

Control- TIME CONTINGENT

A
  • Provide opportunities for choosing/control

- Relinquish control as appropriate

28
Q

Escape/Avoidance- EXTINCTION

A

EXTINCTION
•Continue instruction during occurrences of problem
behavior until the task is completed
•Maintain the expectation of task completion when the child has disengaged from the task
•Require completion of the task before beginning the
next scheduled activity.
•Present tasks using a prompt hierarchy that culminates in guided compliance (includes a positive punishment operation)

29
Q

Escape/Avoidance- STIMULUS FADING

A

STIMULUS FADING
•
Gradually increase task difficulty—for children who are sensitive to difficult tasks, task difficulty can begin at a level that does not cause frustration and gradually and systematically increase difficulty as the child demonstrates success at each difficulty level.
•Interspersed preferred tasks—tasks that a child prefers to perform can be interspersed among less preferred or more difficult task items. This increases positive reinforcement for task engagement, and decreases fatigue and frustration

30
Q

Escape/Avoid Pain- DIFFERENTIAL REINFORCEMENT

A 
Escape-Avoidance of Painful Stimulation
DIFFERENTIAL REINFORCEMENT
•Teach skills to relieve pain
–Self-medication
–Positioning
–Massage
–Social skills to improve relationships with aggressive peers
•Functional Communication Training (FCT)- prompt the child to request assistance to relieve pain
31
Q

Escape/Avoid Pain- STIMULUS FADING

A

Escape-Avoidance of Painful Stimuli
STIMULUS FADING
•Gradually increase exposure to painful stimuli—for
example,medical or rehabilitation procedures such as catheterization,dental procedures, medical exams, physical therapy, etc.
•Interspersed preferred activities—activities that a child prefers can be interspersed with painful procedures. The frequency and duration can be faded as needed

32
Q

Escape/Avoid of Warning Stimuli- EXTINCTION

A

Escape-Avoidance of Warning Stimuli
EXTINCTION
•Continue planned sequence of events without
interruption

33
Q

Escape/Avoid of Warning Stimuli- DIFFERENTIAL REINFORCEMENT

A

Escape-Avoidance of Warning Stimuli
DIFFERENTIAL REINFORCEMENT
•Provide the child with choices regarding the schedule of events and their timing where feasible
•Reinforce participation in transitions—taking a leadership or helper role
•Provide a highly preferred activity to distract the child from a pending unpleasant, but necessary event

34
Q

Escape/Avoid of Warning Stimuli- TIME CONTINGENT

A 
Escape-Avoidance of Warning Stimuli
TIME CONTINGENT ESCAPE-AVOIDANCE OF WARNING STIMULI
(VT, FT
schedules)
•Usually contraindicated
35
Q

Extinction- Operation Vs. Process

A

Extinction OPERATION: Discontinue reinforcement

Extinction PROCESS: The reduction in the response rate that occurs as a result of the extinction operation

36
Q

Side Effects of Extinction

A
  • Extinction burst
  • Behavioral contrast
  • Extinction induced aggression
  • Agitated or emotional behavior
  • Resumption of Previously reinforceed responses
  • Spontaneous Recovery
37
Q

Extinction Burst

A

-Initial increase in rate, duration, amplitude and variability

38
Q

Extinction induced aggression

A

-Violent acts directed at the source of reinforcment
or others not related to delivery of reinforcement
-Highest levels of aggression during initial phase of extinction

39
Q

Agitated or Emotional Behavior

A

-Crying, pouting, fussing, rhythmic rocking

40
Q

Resumption of Previously reinforced Responses

A 
-•Behaviors occurring at zero or near-zero rates may increase
•Can occur within a response class or different response classes
41
Q

Behavioral Contrast

A

Behavioral Contrast
•Following introduction of extinction in one setting, therecan be an increase in responding in settings uncorrelated with extinction
•Effect most pronounced when time between components is short
•A significant clinical consideration

42
Q

Spontaneous Recovery

A
  • Spontaneous reoccurence of previously reinforced responses

- Can initially be up to 50% of pre-extinction rate

43
Q

Goh and Iwata- Escape Extinction

A
  • 40 year old male with SIB and aggression maintained by escape from demands
  • Used an escape extinction procedure
  • *SIB and Aggression covaried closely when escape extinction was used
44
Q

Lerman et. al (1999)

A

-41 cases of SIB
10 cases just escape extinction
31 cases escape-ext and DRA or VT/FT or Stimulus Fading
**When using Esc-Ext alone get greater Extinction burst then when used in conjunction with other components

45
Q

Planned Ignoring

A

A protocol designed a priori to withhold social attention for a period of time following the occurrence of specified index behaviors

46
Q

Design a Differential Reinforcement procedure

A

Optimal Design of the Reinforcement Operation
•Identify effective forms of reinforcers via preference
assessments
•Arrange motivating conditions that will establish the effectiveness of reinforcers
•Deliver contingent reinforcers as soon as possible
after the behavioral criteria have been met
•Select a schedule of reinforcement that will effectively compete the schedule maintaining problem behavior
•Make the contingency as clear (discriminable) as possible

47
Q

Design DR based on the Matching Law

A
  • All behavior is choice behavior
  • The choice over one behavior over another is based on 1) reinforcer rate 2) reinforcer quality 3) reinforcer delay 4) response effort
48
Q

Time contingent reinforcer schedules

A

-Discontinues the response-reinforcer relation maintaining prob bx (can be viewed as EXTINCTION)

49
Q

Mace & Lalli (1991)

A

46 yr-old male diagnosed with Moderate MR and Psychosis:** Found bizarre speech function = attention, so NC attention provided at VT 90 sec schedule discontinued contingency of bizarre speech & reduced occurrence

50
Q

Factors affecting the effectiveness of VT/FT schedules

A
  • Density of FT/VT schedule vs. baseline schedules of reinforcement
  • FT vs VT
  • With or without extinction
  • Use FT/VT with DRO to avoid reinforcing problem behavior and make schedule discriminable
51
Q

Reynolds JEAB (1961)

A

Behavioral Contrast Pigeon’s rate of key pecking during presentation of 1 stimulus was modified by changing only schedule of reinforcement associated with different stimulus.

52
Q

Behavioral Momentum

A

Refers to tendency for pattern of behavior, once established, to persist despite some opposition to response-reinforcer relationship

53
Q

Van Camp, Lerman, Kelley et al. 2000

A

FT vs VT effects on aggression. Effects appeared to be comparable on rate of aggression, (though effects more pronounced immediately with VT), overall were comparable!

54
Q

Vollmer et al., JABA, 1993

A

Compared of DRO and NCR & found both effective & comparable, but NCR showed less problem behavior.

55
Q

Lalli et al., JABA, 1997

A

Showed NC schedules combined with extinction showed large & immediate reduction in aggressive behavior &SIB
Also showed NC schedule can be used with or without extinction but if extinction is possible, should include it.

56
Q

Conceptual Framework for Designing Function-Based Interventions

A

Matching Theory and Behavioral Momentum Theory as a base

57
Q

Behavioral mass

A

Persistence of response made up of: Length learning history, reinforcement
rate, r quality, r delay, r effort for response class. Also “resistance of the baseline response rate to change when response reinforcer relationship is disrupted”

58
Q

Behavioral velocity

A

equal to (baseline) response rate

59
Q

Response-Reinforcer Disruptors

A

Extinction, Satiation, Dark key food, Punishment, Alternative reinforcement, Distraction

60
Q

Catania (JEAB, 1963)

A

Relative response allocation
approx equaled relative time
allocation

61
Q

Nevin, Mandell, & Atak, JEAB, 1983

A

Multiple VI VI baseline, pigeons, food access 4 seconds as SR+.
Found: The greater the baseline R+ the greater the resistance to change
Confound: Is momentum a function of response-reinforcer (operant) or stimulus reinforcer (Pavlovian) contingencies?

62
Q

Chung (1966)

A

Function shows an asymptotic curve
Single alternative arrangement
produces less sensitivity to variations
in reinforcement

63
Q

The Matching Law (Hernstein 1961)

A

The Matching Law (Herrnstein, 1961) It simply states, ‘relative response rate will match relative reinforcement rate’
• The relationship also holds for time allocation

64
Q

Nevin et al. JEAB, 1990

A

Is momentum is a function of S-S or R-S contingencies? Confirmed that resistance to change is a function of Stimulus -Reinforcer contingencies rather than Response-reinforcer contingencies!

65
Q

Mace et al. JEAB, 1990

A

Established pigeons/humans species generality. Replicated Nevin 1983 and 1990

BEHP 5004 (6 decks)

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