unit 7 Flashcards

1
Q

A document that specifies a contingent
relationship between the completion of a
specified behavior or tsk and access to a

specific reward

A

Contingency contract

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2
Q

Contracts are not used for

A

Skill acquisition

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3
Q

Contracts are used for

A

Permanent products

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4
Q

The individual’s verbal repertoire must be
sufficiently advanced so that his/her behavior
comes under the control of the contract

A

Contracts

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5
Q

Necessary elements of a contract

A

Task
Signatures
Reward
Data collection

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6
Q

Should monitor progress of contract and

provide interim rewards

A

Progress record

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7
Q

The opportunity to engage in a high-
probability behavior contingent upon the

occurrence of low-probability behavior will
reinforce the low-probability behavior

A

Premack principle

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8
Q
Payoff should be immediate
Initially reward small approximations
Reward frequently with small amounts
Reward accomplishments, not obedience
Reward performance after it occurs
The contract must be fair, honest, and

positive

The terms of the contract must be clear
Contracting methods used systematically

A

Contracting rules

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9
Q

Date contract begins and ends

Behavior
Amount and kind of reward
Signatures of all involved
Schedule for review of progress

A

DeRisi model

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10
Q

Involve the individual in some or all aspects of
developing the contract
Select behavior-negotiate
Describe behavior, must be observable and

measurable
Identify rewards

Identify mediator, collect data, and reward
Write understandable contract
Collect data

Troubleshoot the system if no improvement

Rewrite contract

Monitor, troubleshoot, rewrite for improvement

A

Contracting guide

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11
Q

A contingency in which reinforcement for all
members of a group is dependent on the
behavior of a person within the group, a
select of group members within the larger
group, or each member of the group meeting

a performance criterion

A

Group contingency

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12
Q

Group of persons share certain problem
Unrealistic to set up individual programs
Difficult to identify the person responsible for

x behavior

Singling out one person to reward may cause

problems with peers

A

Consider using group contingencies when

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13
Q

Types of group contingencies

A

Independent
Dependent
Interdependent

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14
Q

A contingency in which reinforcement for
each member of a group is dependent on
that person’s meeting a performance criterion
which is in effect for all members of the group

A

Independent group contingency

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15
Q

A contingency in which reinforcement for all
members of a group is dependent on the
behavior of one member of the group or the
behavior of a select members within the

larger group

A

Dependent group contingency

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16
Q

Dependent group contingency is also known

as

A

Hero procedure

Consequence sharing

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17
Q

Interdependent group contingency

A

A contingency in which reinforcement for all
group members of a group is dependent on
each member of the group meeting a
performance criterion that is in effect for all

members of the group

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18
Q

Group average: Advantage

A

Group members may continue to work hard
to meet criterion even when they see peers
failing to meet the criterion

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19
Q

Group average: Disadvantage

A

Some group member may become “free

riders”

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20
Q

Advantage of random selection with group

contingencies

A

As it is uncertain who will be selected as the
person to be evaluated, all members may
work harder and try to meet the criterion

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21
Q

Advantages of group contingencies

A

May save time as do not need to design multiple

programs

May be easier to implement that individualized

programs
May work quickly

Takes advantage of natural peer-to-peer influence
Group members may encourage “hero” or all

other peers

Group members may discontinue reinforcing
undesirable behavior of “hero” or all other peers

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22
Q

Disadvantages of group contingencies

A

Peers may put too much pressure on the
“hero” or other peers

If the “hero” does not earn the reward or if
some peers lose the reward for the group,

others may retaliate
Can be tricky to implement successfully
depending on the makeup of the group
May have other undesirable effects

23
Q

Guidelines for implementing group

contingencies

A

Choose powerful rewards
Determine the behavior to be strengthened or

weakened

Set appropriate performance criteria
Combine with other procedures when

appropriate

Select the most appropriate group

contingency

Monitor individual and group performance

24
Q

Indiscriminable group contingency

A

Can be used with independent, dependent,
or interdependent group contingencies
Members cannot predict which group
members, target behaviors, settings, and/or
times on which the reward will be contingent
Can be a powerful strategy for promoting
generalization and maintenance

25
Q

A system whereby participants earn
generalized condition reinforcers as an
immediate consequence for specific

behaviors

A

Token economy

26
Q

System development for token economies

A

Administrative issues
Ethical issues
Legal issues

27
Q

Components of token economies

A

What do we want the individual to do?
What kind of “token”?
What will help motivate the individual?

28
Q

Steps in designing a token economy

A

Select tokens
Identify target behaviors

Select back-up items that can be exchanged

for tokens

Establish the ratio of earning and exchanging

Develop procedures
Field testing and training

29
Q

Select tokens

A
Consider:
Client characteristics
Safety of the token
Difficulty to bootleg
Durability
Cost
Ease of delivery
30
Q

Identify target behaviors

A
Mostly behavior to accelerate
Observable
Measureable
Clearly defined
Criteria for earning token(s)
31
Q

Select back-up items that can be exchanged

for tokens

A

Try natural occurring activities/events before
using contrived reinforcers
If individuals can get back-up reinforcers for
“free,” tokens won’t be as effective
Can be tangibles, activities or privileges

32
Q

Back-up reinforcers as MOs

A

Highly preferred back-up reinforcers function
as an establishing operation for positive

reinforcement

They increase the effectiveness of tokens as

reinforcement

Non-preferred back-up reinforcers function as

a abolishing operation

33
Q

Establish the ratio of earning

A

Approximately how often you will deliver

tokens for each behavior

34
Q

Establish exchange ratio and system

A

How many tokens are needed before they

can exchange tokens

35
Q

Develop procedures

A

When to deliver tokens
When to exchange tokens
Plan for what happens when criteria are not

met
Data collection system

36
Q

Delivering tokens/praise

A

Immediately after behavior

Use specific descriptive praise

37
Q

Field testing

A

Covertly record when tokens would have

been delivered

38
Q

Training with tokens

A

Train staff

Train participants

39
Q

Advantages of token economy systems

A
Powerful behavior change system
Immediate delivery of reinforcement
Does not interrupt task or activity
Depth and individualization
Facilitate money usage
Facilitates data collection
40
Q

Disadvantages of token economy systems

A
Complex and cumbersome
Staff intensive
Requires constant monitoring
May be unnatural or intrusive
System eventually requires fading
41
Q

Phasing out token economy system

A
Always pair tokens with praise
Gradually increase earning criteria
Increase cost of items
Switch to natural back-up reinforcers
Fade out physical tokens
Reduce amount of time in effect
Use self-monitoring and level system
42
Q

Level system

A

A component of some token economy
systems in which participants advance up or
down throughout a succession of levels
contingent on their behavior at the current

level

43
Q

Best to use level systems when

A
Multiple behavior change targets
Behaviorally similar population
Similar target environments
Target population’s behavior is controlled,
somewhat, by delayed or mediated

contingencies

44
Q

Advantages of level systems

A

Simplifies staff training

Provides systematic guidelines for decisions
Can offset the individual differences that

control decisions

May be used to fade out a token economy

program

45
Q

Disadvantages of level systems

A

Can become punitive
Easily misused
Relying on level system too much

46
Q

Self-management

A

The personal application of behavior change
tactics that produces a desired change in

behavior

47
Q

Self-management strategies

A

Identify target behavior
Self-monitor

Identify discriminative stimuli and establishing

operations

Arrange contingencies to support self-
management

Identify immediate and delayed positive and
negative consequences for engaging in the

target behavior
Get an accountability partner

48
Q

Self-management strategies for problem

behavior

A

Identify and display alternative responses
that compete with and/or are incompatible
with the target behavior
Identify private and public precursors

49
Q

Ways to self-manage

A

Providing prompts

Performing the initial steps of a behavior

chain

Removing necessary items
Restricting stimulus conditions

50
Q

Advantages to self-management

A

Can lead to lasting change
Skills may contribute to a more efficient
classroom, workplace, or home

Some people perform better under self-
selected goals and standards

One of the ultimate goals of education

“feels good”

51
Q

Self-monitoring

A

A procedure whereby a person systematically
observes his behavior and records the
occurrence or nonoccurrence of a target

behavior

52
Q

How to self-monitor

A

Recording when the target behavior occurs
Data are collected as behavior occurs
Need to make sure monitoring is accurate

53
Q

Self-monitoring is likely to be more effective

if

A

The behavior is recorded immediately after it

occurs

Effective prompts cue the person to observe

and record regularly
Permanent product of the behavior or a
record of its occurrence is made for

evaluation

54
Q

Elements of teaching self-management

A

Self-selection and definition of the target
behavior to be managed
Self-observation and recording
Specification of the procedures for changing

the target behavior

Implementation of the self-management

strategy

Evaluation of self-management program