17 Using instructions, rules, contingency contracts etc. Flashcards Preview

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Flashcards in 17 Using instructions, rules, contingency contracts etc. Deck (18)
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1
Q

Similar if not identical to following instructions as both are under the control of verbal antecedent stimuli.

Some say in instruction is a type of rule, others make a distinction between the two

A

Rule governed behavior

2
Q

Contingency specifying stimuli, which may alter the function of other stimuli, and evoke behavior that doesn’t require want to have a history of contacting the consequences specified by that…

Often come in the form of F/than statements. If you go right at the light then you go to Main Street

A

Rules

3
Q

May be defined as oral or written verbal stimuli, which may be efficient ways to evoke a new behavior though not necessarily alter the function of other stimuli

Thus, a statement such as please pick up your toys, although formally and instruction or request, would not be considered a rule if it’s only affect was to evoke picking up toys because such behavior has been reinforced in the past when the instruction was given…. Conversely, saying, that is delicious, in the presence of a novel food, although not formally and instruction or rule should be considered a rule if it auto is the function of the food such that it presents evokes eating in the listener

A

Instructions

4
Q

Typically if there’s a high correspondence between following instructions/rules and then contacted contingencies of reinforcement, this will build a stronger instruction/rule following repertoire

On the other hand, low correspondence between following instructions/rules and subsequently contacting contingencies of reinforcement will likely yield a week or instruction/rule following

A

Rules

5
Q

In practice Can be useful for:

more quickly getting behavior under the control of a Settings Natural contingency such as, while shaping, training, prompting and fading

Self management or self control

Following of behavioral contract such as contingency contract

A

rules and instructions

6
Q

Can make people insensitive to the contingencies that are Actually in a fact and this has the potential to be problematic

However some may argue it’s precisely that insensitivity which makes people overcome and persevere in the face of seemingly insurmountable odds

A

Rules

7
Q

Composed of IF/than statements or rules.

Specifies a dependent relationship between the completion of a specified metal behavior and access to a specific reward

Not the primary means for obtaining skill acquisition. Individual must already demonstrate the performance of the skill or task

It’s necessary that an individual’s verbal repertoire beef proficient enough to allow for his or her behavior to come under control of the rules in the contract

Note: visual aids like images, recordings etc. can be used

A

Contingency contracts

8
Q

Can be used to alter behavior in nearly any setting such as school, home, between school and home, business, sporting event etc.

Should be specific regarding the who what when how well and how much of tasks and we wards

Should ensure a frequent and immediate pay off in small amounts, after small approximations of the target behavior

Should be dated and signed by all parties involved

If it is consistently failing to produce the desired results for any party involved, then based on the data and input from all signing parties, revising should be strongly considered.

A

Contract

9
Q

When developing, consider co-authoring list of what is currently being done and what needs to be done better from each parties perspective and fairly negotiate behaviors and rewards

A

Contract

10
Q

Also known as self control, is the application of behavior change strategy is to produce a change in one’s on behavior. Eg, abate Unwanted behavior and/or evoke desired behavior

Involves self monitoring which requires one to observe/record ones own behavior occasionally resulting in behavior change without an additional intervention

If contingencies are clear and consistently implemented and behavior can come under the governance of rules then …. might be successful

A

Self management

11
Q
  1. Identify the target behavior in reliable, measurable terms
  2. Self monitor i.e., track and graph, target behavior accurately and often and set goals for it
  3. Identify SD’s & EO’s For target behavior and the effort required to engage in it
  4. Arrange environmental contingencies to support self management such as, very effort required to engage in target behaviors, publicly commit to displaying/graphing them, and/or reinforce the achievement of behavior goals
  5. Identify immediate or delayed consequences for that behavior
  6. Obtain an accountability partner. One who agrees to prompt and/or provide and withhold consequences based on performance
  7. Track alternative responses they compete with the target behavior; identify effort to engage in them
  8. Identify private and public precursors to target behaviors
A

Some strategies for self management

12
Q

A contingency in which common consequence off in a reward, is delivered to individuals within a group dependent upon the behavior of one or more members of the group and maybe classified as dependent, independent or inter-dependent

A

Group contingency

13
Q

A consequence for the whole group is “dependent” On the behavior of an individual or a small number of group members.

Example: if the student answers the question correctly then everyone in the group gets an extra hour of free time possibly making that student HERO

A

Dependent group contingency

14
Q

A consequence is Available to all members of the group but only those who made the performance criterion will actually receive the consequence

Frequently combined with contingency contracts and token economies

Example: only those students who quietly have their hands folded on top of their desks for 10 seconds will be dismissed after the bell rings. Any student to demonstrate this for 10 seconds will be dismissed

A

Independent group contingency

15
Q

A consequence is available to all individual members of the group but only when all members of the group meet the criterion

Example, a boss could say that everyone will get a bonus but only after every individual meets the sales quota otherwise nobody gets a bonus

A variation maybe use if the group gives up because they see that at least one member of the group is failing to meet criterion. Sometimes this failure may be due to sabotage
Example: variations like group averaging, total group criterion or random selection of group members when evaluating, might help overcome such issues

A

Inter-dependent Contingency

16
Q
  1. Choose an effective reward
  2. Select an appropriate and measurable target behavior
  3. Set appropriate performance criteria and appropriate difficulty levels
  4. Combine with other procedures when appropriate
  5. Select the most effective, fair, ethical group contingency
  6. Record and monitor individual and group performance and make adjustments as necessary
A

Implementing a group contingency

17
Q

When setting up an exchange ratio, initially use small ratios of number of tokens earned two price of back up items;

As target behaviors and increase, the cost of back up items should rise while increasing the number of back up items for sale

Fines or response costs might be included those students should never be able to go into debt

Initial and ongoing training on the token economy may be required

A

Challenges Designing a token economy

18
Q

A type of token economy, has participants move up or down a hierarchy of levels that grant them very levels of access to more privileges and reinforce the activities. Example one, two, three or red, yellow, green etc.

Can be used in conjunction with traditional token economies and self-monitoring

May help facilitate a strategy for generalization to natural settings as tokens are faded out and greater learn her independence and responsibility is expected and demonstrated at the highest levels

A

Level system