Lecture 5 Flashcards
Schedules of reinforcement
Continuous
Intermittent
Explain Continuous schedule
You reinforce at each occurrence of behaviour
Used in the initial stages of therapy
Explain Intermittent schedule
Reinforce some but not all occurrence of the behaviour
Used in later stages (for maintenance)
Two schedules of intermittent
Ratio and Interval
Ratio schedule
Fixed: reinforcement after specified number of responses
Variable: reinforcement after variable number of responses
Interval schedule
Fixed: Reinforcement for 1st response following a specific and constant period of time
Variable: Reinforcement for 1st response following a variable duration of time
Progress through therapy: Consequence
Must be thinned gradually; stop using reinforcement as often
Progress through therapy: Behaviour
Gradually increase the task difficulty
Shaping through reinforcement
initially reinforce for attempts close to target, then gradually reinforce when its closer to target sound
The “dos” of shaping
- Keep end target in sight and select aspect of speech that is already present
- Be a keen observer and listener
- Proceed gradually
- Train one aspect at a time
- End session on a positive not (substep)
Feedback
- Must be immediate
- Can change behaviour
- Needs to be concise
- Tell them what they need to do to do better
- Compare where they started to where they are
- Show progress visually
- Give it consistently
Instruction: General
- Describe skills to be learned
- May have to restate instruction if not understood
- Keep them simple
- Use natural speech
- Practice giving direction to someone else
- Use visuals if possible
- Use as little s necessary
Instruction: Articulation
- Give instruction on how to produce a specific sound
- Most important for those who dont have the sound
- Describe tongue/lip position, airflow, mouth opening/closing
Instruction: Language
When targeting a specific aspect of language give the rule about when it is used
Set up activities that will make it relevant for language target to be used
What is modeling
Its the clinicians production of the target behaviour
Its the antecedent stimulus
How to effectively model
- use clients correct response as a model
- modeling is consistently required in early stages to establish target
- Reinforce imitation initially then move to elicited response
- Dont terminate too early but dont overuse
What is imitation
New behaviour that follows a novel antecedent event
Who has difficulties imitating
Children with developmental difficulties
Prerequisite skills for imitating
- attending to model
- looking at clinician
- looking at objects/pictures identified
- staying seated
What is prompting
can also be called cues
They are stimuli that preced or co-occur with the response
Plan to fade prompts as soon as possible
What are different types of prompts
- verbal
- gestural
- auditory
- visual
- positional
- physical
Example of VERBAL cue
use your snake sound
Example of GESTURAL cue
pointing to a button on an SGD
Example of AUDITORY cue
placing emphasis on grammatical marker
