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ABA622 > Week 1 > Flashcards

Week 1 Flashcards

1
Q

Three qualifications regarding effects of reinforcement

A
  • Timing between behavior and consequence
  • Relationship between stimulus and response
  • Role of motivation
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2
Q

Operation and defining effect of positive reinforcement

Can alter…

A 
Rate
Duration
Latency
Interresponse time
Magnitude
Topography of behavior
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3
Q

Rule-governed behavior

A
  • Behavior controlled by a rule: a verbal statement of an antecedent-behavior-consequence contingency
  • Gets people the consequence
  • e.g. speeding
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4
Q
  • Behavior controlled by a rule: a verbal statement of an antecedent-behavior-consequence contingency
  • Gets people the consequence
  • e.g. speeding
A

Rule-governed behavior

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5
Q

Automaticity of reinforcement

A

Person doesn’t have to explain or understand the relation between actions and a reinforcing consequence for it to happen

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6
Q

Automatic reinforcement

A
  • The behavior-stimulus change relation that occurs without the presentation of consequences by other people
  • When a behavior persists in the absence of any known reinforcer
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7
Q
  • The behavior-stimulus change relation that occurs without the presentation of consequences by other people
  • When a behavior persists in the absence of any known reinforcer
A

Automatic reinforcement

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8
Q

Unconditioned reinforcer

A

Response occurs with no learning

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9
Q

Response occurs with no learning

A

Unconditioned reinforcer

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10
Q

Conditioned reinforcer

A

Previously neutral paired with unconditioned reinforcers

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11
Q

Previously neutral paired with unconditioned reinforcers

A

Conditioned reinforcer

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12
Q

Generalized conditioned reinforcer

A

A conditioned reinforcer that has been paired with unconditioned and conditioned reinforcers and does not depend on a current EO for any particular form of reinforcement for its effectiveness.

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13
Q

A conditioned reinforcer that has been paired with unconditioned and conditioned reinforcers and does not depend on a current EO for any particular form of reinforcement for its effectiveness.

A

Generalized conditioned reinforcer

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14
Q

Reinforcers by formal properties

A 
Edible
Sensory
Tangible
Activity
Social
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15
Q

Premack Principle

A

To get high rate behavior (watch tv), need to do low rate behavior (homework)

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16
Q

To get high rate behavior (watch tv), need to do low rate behavior (homework)

A

Premack Principle

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17
Q

Response-deprivation hypothesis

A

Restricting access to the one behavior would create a state of deprivation for access to that behavior which creates a situation where access to the deprived behavior acts as a potential reinforcer if the baseline data indicates that the behavior occurs at a higher rate than in the restricted state.

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18
Q

Restricting access to the one behavior would create a state of deprivation for access to that behavior which creates a situation where access to the deprived behavior acts as a potential reinforcer if the baseline data indicates that the behavior occurs at a higher rate than in the restricted state.

A

Response-deprivation hypothesis

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19
Q

Stimulus preference assessments

A

identifying potential reinforcers, large pool of stimuli

Single-stimulus (ss)
Paired-stimulus (ps)
Free operant (FO)
Multiple-stimulus with item replacement (MSW)
Multiple-stimulus without item replacement (MSWO)

20
Q

identifying potential reinforcers, large pool of stimuli

A

Stimulus preference assessments

21
Q

Single-stimulus (ss)

A

providing a single item to a child, and recording his behavioral response to each item, as well as the duration of his engagement with each item.

22
Q

providing a single item to a child, and recording his behavioral response to each item, as well as the duration of his engagement with each item.

A

Single-stimulus (ss)

23
Q

Paired-stimulus (ps)

A

a no cost diagnostic tool that generates a ranked order list of preferences for a specific individual. PS assessments allow the student to rank stimuli that are most preferred among an array of options.

24
Q

a no cost diagnostic tool that generates a ranked order list of preferences for a specific individual. PS assessments allow the student to rank stimuli that are most preferred among an array of options.

A

Paired-stimulus (ps)

25
Q

Free operant (FO)

A

records the amount of time a client engages in a particular activity, then compares it to the amount of time engaged in other activities.

26
Q

records the amount of time a client engages in a particular activity, then compares it to the amount of time engaged in other activities.

A

Free operant (FO)

27
Q

Multiple-stimulus with item replacement (MSW)

A

the teacher places an array of items (usually toys or edibles) in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher replaces that same item in the array, and replaces the unselected items with new ones.

28
Q

the teacher places an array of items (usually toys or edibles) in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher replaces that same item in the array, and replaces the unselected items with new ones.

A

Multiple-stimulus with item replacement (MSW)

29
Q

Multiple-stimulus without item replacement (MSWO)

A

the teacher places an array of items in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher places them back on the table.

30
Q

the teacher places an array of items in front of the child, and allows him or her to select one. After the child plays with or consumes the item, the teacher places them back on the table.

A

Multiple-stimulus without item replacement (MSWO)

31
Q

To find potential reinforcers you can ask the target person…

A

Open-ended questions
Rank-ordering
Choice format

32
Q

In-the-moment reinforcer analysis

A

Response, immediate consequence, take note on future occurrences of behavior

33
Q

Response, immediate consequence, take note on future occurrences of behavior

A

In-the-moment reinforcer analysis

34
Q

Concurrent schedule of reinforcement

A

Two or more contingencies of reinforcement operate independently and simultaneously for two or more behaviors
- Pits two stimuli against each other to see which will produce the larger increase in responding

35
Q

Two or more contingencies of reinforcement operate independently and simultaneously for two or more behaviors
- Pits two stimuli against each other to see which will produce the larger increase in responding

A

Concurrent schedule of reinforcement

36
Q

Multiple schedule of reinforcement

A
  • Two or more component schedules of reinforcement for a single response
  • Only one component schedule in effect at any given time
  • A discriminative stimulus signals the presence of each component schedule
37
Q
  • Two or more component schedules of reinforcement for a single response
  • Only one component schedule in effect at any given time
  • A discriminative stimulus signals the presence of each component schedule
A

Multiple schedule of reinforcement

38
Q

Progressive-ratio schedule of reinforcement

A
  • The response requirements for reinforced are increased systematically over time independent of the participants behavior
  • The practitioner gradually requires more responses per presentation of the preferred stimulus until a breaking point is reached and the response rate declines
39
Q
  • The response requirements for reinforced are increased systematically over time independent of the participants behavior
  • The practitioner gradually requires more responses per presentation of the preferred stimulus until a breaking point is reached and the response rate declines
A

Progressive-ratio schedule of reinforcement

40
Q

Noncontingent reinforcement

A

Potential reinforcement on a fixed-time or variable-time

Regardless of behavior

41
Q

Potential reinforcement on a fixed-time or variable-time

Regardless of behavior

A

Noncontingent reinforcement

42
Q

Differential reinforcement of other behavior

A

Potential reinforcer when target behavior has not occurred during a set time interval to at a specific point in time

43
Q

Potential reinforcer when target behavior has not occurred during a set time interval to at a specific point in time

A

Differential reinforcement of other behavior

44
Q

Differential reinforcement of alternative behavior

A

Potential reinforcer contingent on occurrences of a desirable alternative to the target behavior

45
Q

Potential reinforcer contingent on occurrences of a desirable alternative to the target behavior

A

Differential reinforcement of alternative behavior

46
Q

Nine guidelines for applying positive reinforcement effectively

A
  1. Easily achieved criterion
  2. High-quality reinforcers
  3. Varied reinforcers to maintain potent EO
  4. Use direct not indirect reinforcement contingencies
  5. Combine response prompts and reinforcements
  6. Initially reinforce each occurrence of the behavior initially
  7. Provide contingent attention and descriptive praise
  8. Gradually increase the response-to-reinforcement delay
  9. Gradually shift from contrived to naturally occurring reinforcers

ABA622 (9 decks)

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