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BEHP 5013 April > unit 7 > Flashcards

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
A system whereby participants earn generalized condition reinforcers as an immediate consequence for specific behaviors
Token economy
26
System development for token economies
Administrative issues Ethical issues Legal issues
27
Components of token economies
What do we want the individual to do? What kind of “token”? What will help motivate the individual?
28
Steps in designing a token economy
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
Select tokens
``` Consider: Client characteristics Safety of the token Difficulty to bootleg Durability Cost Ease of delivery ```
30
Identify target behaviors
``` Mostly behavior to accelerate Observable Measureable Clearly defined Criteria for earning token(s) ```
31
Select back-up items that can be exchanged for tokens
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
Back-up reinforcers as MOs
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
Establish the ratio of earning
Approximately how often you will deliver | tokens for each behavior
34
Establish exchange ratio and system
How many tokens are needed before they | can exchange tokens
35
Develop procedures
When to deliver tokens When to exchange tokens Plan for what happens when criteria are not met Data collection system
36
Delivering tokens/praise
Immediately after behavior | Use specific descriptive praise
37
Field testing
Covertly record when tokens would have been delivered
38
Training with tokens
Train staff | Train participants
39
Advantages of token economy systems
``` Powerful behavior change system Immediate delivery of reinforcement Does not interrupt task or activity Depth and individualization Facilitate money usage Facilitates data collection ```
40
Disadvantages of token economy systems
``` Complex and cumbersome Staff intensive Requires constant monitoring May be unnatural or intrusive System eventually requires fading ```
41
Phasing out token economy system
``` 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
Level system
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
Best to use level systems when
``` Multiple behavior change targets Behaviorally similar population Similar target environments Target population’s behavior is controlled, somewhat, by delayed or mediated ``` contingencies
44
Advantages of level systems
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
Disadvantages of level systems
Can become punitive Easily misused Relying on level system too much
46
Self-management
The personal application of behavior change tactics that produces a desired change in behavior
47
Self-management strategies
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
Self-management strategies for problem behavior
Identify and display alternative responses that compete with and/or are incompatible with the target behavior Identify private and public precursors
49
Ways to self-manage
Providing prompts Performing the initial steps of a behavior chain Removing necessary items Restricting stimulus conditions
50
Advantages to self-management
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
Self-monitoring
A procedure whereby a person systematically observes his behavior and records the occurrence or nonoccurrence of a target behavior
52
How to self-monitor
Recording when the target behavior occurs Data are collected as behavior occurs Need to make sure monitoring is accurate
53
Self-monitoring is likely to be more effective if
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
Elements of teaching self-management
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

BEHP 5013 April (9 decks)

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