Unit 9 Flashcards
Goal of education
To create new individuals who are capable of doing new things, not simply of repeating
what other generations have done-individuals who are creative, inventive, and
discoverers
Importance of generalization
Most students with autism and severe disabilities have difficulty generalizing the
skills they learn.
An effective teacher has students perform targeted skills in different settings and with different instructors, cues, and materials before concluding with confidence that the student has acquired and generalized a skill
Continued importance of generalization
Adulthood is expressed through self-sufficiency
Generalization
The occurrence of relevant behavior under different conditions without the scheduling of the same events in those conditions as had been scheduled in the training conditions
Stimulus generality
The extent to which performance of the target
behavior is improved in environments
different than the original training
environment
Response generality
The extent to which the learner performs
variety of functional responses in addition to
the trained response
Maintenance
The extent to which the learner continues to
perform the target behavior after a portion or
all of the intervention has been terminated
Generalization across participants
The changes in behavior of untreated
persons as a function of the treatment
contingencies that are applied to the client
Techniques for programming the generality of behavior change
Introduce to natural reinforcement contingencies Train sufficient exemplars Train loosely Use Indiscriminable contingencies Program common stimuli Mediate generalization Train to “generalize"
Introduce to natural reinforcement contingencies
Transfer control from trainer to stable, natural
contingencies
Accomplished by choosing behaviors to
teach that will meet maintaining
reinforcement contingences after training
Train sufficient exemplars
Train in multiple settings
Use multiple trainers
Train with multiple stimuli
Train loosely
Training is conducted with relatively little
control over the stimuli presented and the
correct responses allowed, so as to maximize
sampling to relevant dimensions r transfer to
other situation and other forms of the
behavior
Use indiscriminable contingencies
Use variable reinforcement schedules
Delay reinforcement
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Continuous reinforcement
Used to teach new skills
Use until the data show stable responding for
several days
Intermittent reinforcement
Used to sustain/maintain intervention effects Used after stable responding has been achieved Can use a variable schedule to systematically fade reinforcement from continuous to intermittent
Training diversely
Focused training yields focused effects Diverse training yields diverse effects Use sufficient stimulus exemplars Vary dimensions of antecedents Make contingencies indiscriminable
Mediate generalization
Establish a response as part of the new learning that is likely to be used with other problems as well
Language is the most common mediator
Train to generalize
Reinforce generalization
Use instructions to facilitate generalization
Programming for generalization
Gradual approximate the antecedent stimulus
conditions of the target environment by fading
in natural distracters within the training
environment
Select antecedent stimuli for the training
environments that can be altered to gradually
approximate the stimuli in the target
environment
Gradually change the nature of the consequent
stimulus conditions from contrived to natural
reinforcers and punishing stimuli
Behavioral contrast
If a behavior has been maintained in two or more
contexts, and a procedure that decreases the
behavior (e.g., DRO or extinction) is introduced
in one of these contexts, the behavior may
increase in the other context(s) despite no
changes in the contingencies in these other
contexts.
Direct consumers
The individuals we are paid to serve (clients)
Indirect consumers
Other individuals who benefit from behavior change in clients
Terminating services
Never abandon clients
Don’t leave suddenly without adequately preparing
Start planning ahead of time and collaborate with other professionals
Criteria for terminating
They don’t need your services
Client is not benefiting
Client is harmed by your service
The environment is unsafe
Risk-benefit analysis
The potential gain must be weighed against the risk of continuing
This is done when deciding to take a case, continue with a case, and terminate a case
Steps in a risk-benefit analysis
Assess risk of behavioral intervention
Assess benefits
Discuss the analysis with involved parties
Decision
