Section 2: Foundational Knowledge: Hard Flashcards

Question

5 Types of Positive Reinforcers

Answer 1

_EATSS_ 1. **Edible**- chocolate 2. **Activity**- swinging 3. **Tangible**- iPad 4. **Social**- praise 5. **Sensory**- squeezes and tickles

Answer 2

Increasing Behavior: Initial Criterion is greater than baseline and less than or equal to highest performance in baseline Decreasing Behavior: Initial Criterion is less than baseline and greater than or equal to lowest performance in baseline

Answer 3

*(Type 2 Reinforcement; S^r-)* * *A PROCESS that occurs when a behavior is followed immediately by the reduction or removal of a stimulus that increases the future frequency of the behavior in similar conditions* * *2 Types:* * *Escape* * *Avoidance* * *Free Operant Avoidance* * *Discriminated Avoidance*

Answer 4

In negative reinforcement, escape is a response that stops an ONGOING aversive event.

Answer 5

* In negative reinforcement, avoidance is a response that PREVENTS or POSTPONES the presntation of a stimulus * 2 Types * **Discriminated Avoidance** * ****A contingency in which responding in the presence of a SIGNAL/WARNING prevents the onset of a stimulus from which escape is a reinforcer * Think S^D * Ex: checking the traffic is the S^D for choosing to take side streets to work * **Free Operant Avoidance** * ****no signal/warning * a continegency in which responses at ANY TIME during the interval prior to the secheduled onset of an aversive stimulus delays the presentation of the aversive stimulance * Avoidance behavior is FREE to occur at any time * Ex: You do NOT check the traffic and decide to take side streets to work to avoid potential traffic

Answer 6

*(UCR; Primary Reinforcer; Unlearned Reinforcer)* * A stimulus change that can increase the future frequency of behavior WITHOUT PRIOR PAIRING with any other form of reinforcement * UCRs are products of **phylogeny** * food, water, sleep, etc

Answer 7

*(CR; Secondary Reinforcer; Learned Reinforcer)* * When a previously neutral stiumulus acquires the ability to function as a reinforcer therough stimulus-stimulus pairing with one or more unconditioned or conditioned reinforcers * learning history required--result of **ontogeny**

Answer 8

*(Generalized Reinforcer; GCSR)* * A type of conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers. * Does not depend on an MO for its effectiveness * likey to be reinforcing at any time * Ex: Tokens, social praise, money

Answer 9

*(S^D-**, S^DP, S^P, Punishment based S^D)* * When a response is followed immediately by a stimulus that decreases the FUTURE frequency of similar responses. * defined by function and future effects on behavior--**not topography or what it does in the moment** * two term contingency becomes a 3 term when you add the S^DP which is called Discriminative Effects of Punishment

Answer 10

* Threats are NOT punishment * Threats function as an MO that evokes alternative behaviors that avoid the threatened punishment

Answer 11

When punshment is stopped its effects on the behavior are not permanent. The rate of the ehavior will increase back to its original rate or even exceed it. This is the equivalent to extinction for reinforcement.

Answer 12

* Effects on punishment can be temporary * People who are using punishment procedures may be negatively reinforced by their behavior (ex. a parent who hits their child is negatively reinforced by the removal of whining) * Punishment does not address the function of challenging behavior * Emotional and aggressive reactions may develop * Escape and avoidance of the people implementing the procedure or the setting in which it is used * Others may immitate the punishment procedure * Requires a lot of supervision, time, and resources * ETHICS: Reinforcement should be used rather than punishment whenever possible. If necessary, punishment procedures must be accompanied by reinforcement procedures for alternative behavior

Answer 13

An aversive stimulus is just an unpleasant stimulus, but a punisher is a stimulus change that DECREASES the future frequency of the behavior

Answer 14

*(Type 1 Punishment)* * A PROCESS that occurs when the addition of a stimulus immediately following a behavior results in a decrease in the future frequency of the behavior * 5 Types: _ROSER_ 1. **Reprimands** 2. **Overcorrection** 1. **Restitutional Overcorrection** 2. **Positive Practice Overcorrection** 3. **Shock/Contingent Electrical Stimulation/ECT** 4. **Exercise/Contingent Exercise** 5. **Response Blocking**

Answer 15

(a form of positive punishment) * An individual is required to engage in effortful behavior that is directly related to the challenging behavior * 2 Types * **Restitutional Overcorrection**- repair the environment to its original state before the behavior occured AND make it better on top of that * **Positive Practice Overcorrection**- Replacement behavior. The individual is required to repeatedly perform a correct form of the behavior for a certain amount of time or a certain number of times.

Answer 16

* Physically intervening as soon as the individual begins to emit the challenging behavior to block the COMPLETION of the response * Ex: putting mittens on your hands to block nail biting * Response Blocking DOES NOT equal Extinction * Response blocking prevents the response from occuring * In extinction, the response can still occur but it will not produce reinforcement * Ex: Using goggles to block eye poking is response blocking because it prevents eye poking. It is not extinction because the response did not occur. If you put eye poking on extinction, you would let the behavior occur but not give attention or allow escape, or whatever the maintaining consequence is

Answer 17

* (Type 2 Punishment; Penalty Principle; Penalty Contingency)* * A PROCESS that occurs when a response is followed immediately by the removal of a stimulus (or the decrease in intensity of a stimulus) that decreases the future frequency of similar responses under stimilar conditions

Answer 18

_BF_ * Loss of a specific amount of reinforcement contingent on behavior * Produces moderate to rapid decreases in behavior 1. **Bonus Response Cost**- When you make additional non contingent reinforcers available to the individual and then take those away (Ex. bonus recess time) 2. **Direct Fines**- Direct loss of positive reinforcers ETHICS WARNING: Cannot remove basic client's rights nor should they have to be earned

Answer 19

*(Time Out from Reinforcement)* 1. Non-Exclusionary Time Out-- _IWOR_ 1. Ignoring/Planned Ignoring 2. Withdrawal of a Specific Reinforcer 3. Observation/Contingent Observation 4. Time-Out Ribbon 2. Exclusionary Time Out-- _RPH_ 1. Room/Time Out Room 2. Partition Time Out 3. Hallway Time OUt ETHICS WARNING: limitations on the duration and conditions of time out

Answer 20

* Both are called **Aversive Control** * Difference is the effect on behavior (increase or decrease) and whether aversive is added (punishment) or removed (reinforcement)

Answer 21

*(UCPs; Primary Punishers; Unlearned Punishers)* * A stimulus change that decreases the frequency of any behavior that immediately preceds it irrespective of the organism's learning history * product of phylogeny * extreme heat, loud noises, etc

Answer 22

*(CPs; Secondary Punishers, Learned Punishers)* * A previously neutral stimulus that now fu8nctions as a punisher because of prior pairing with one or more other punishers * learning history required * ontogenic * Ex: a neutral tone paired with a shock makes the tone a conditioned punisher

Answer 23

*(Generalized Punishers)* * a type of conditioned punisher that has been paired with many unconditioned and conditioned punishers * does not depend on an MO for its effectiveness * Ex. reprimands * Ex. social disapproval

Answer 24

*(EXT; Operant Extinction)* * A procedure that occurs when a previously reinforced response is discontingued so that behavior decreasers in the future * A maintaining reinforcer is no longer provided * This is the third principle of ABA * Using extinction and punishment together is often effective * Ext is more rapid with a behavior that has been maintained by a **continuous schedule of reinforcement (CRF)**

Answer 25

* Extinction burst * Extinction induced aggression * Can be difficult to use on infrequent behaviors * May be difficult to know what is maintaining the behavior * May be difficult to control the reinforcer (e.g. attention from peers) * May be difficult or dangerous to ignore the behavior * Sometimes behaviors put on extinction are imitated by others * Gradual decrease in frequency and amplitude of the behavior * If it is not used in a treatment package along with reinforcement for replacement behaviors, etc, it poses ETHICAL problems * **Behavioral Contrast**

Answer 26

_PAN_ 1. Positive Reinforcement * if the function is attnetion, then ignoring (planned ignoring) is the procedural extinction procedure * If the function is access to tangibles, not giving them the tangible is EXT 2. Automatic Reinforcement *(Sensory Extinction)*- mask or remove the sensory consequence 3. Negative Reinforcement *(Escape Extinction)*

Answer 27

Immediate increase in the frequency of responding when an extinction procedure is initally implemented

Answer 28

A typical pattern in which the behavior that diminshed during the extinction process reoccurs even though the behavior has not been reinforced

Answer 29

1. Long history of reinforcement 2. Intermittent schedules of reinforcement 3. High quality reinforcer 4. Large amount of reinforcer 5. Response requiring little effort 6. Number of previous extinction trials

Answer 30

Operant EXT: withholding reinforcement when the behavior occurs Respondent EXT: the unpairing of a conditioned stimulus-CS and an unconditioned stimulus-US Ex: Pavlov's dogs--no longer presenting the food after the tone

Answer 31

* When the rate/frequency, latency, duration, or amplitude of a response is altered in the presence of an antecedent stimulus * Acquired when: * Responses are reinforced only in the presence of the S^D * Responses are not reinforced in the presence of S^delta

Answer 32

1. Pre-Attending Skills 2. Stimulus Salience-- affected by: 1. Masking 2. Overshadowing

Answer 33

(affecting stimulus control) * Even though a stimulus **has acquired** stimulus control over a behavior, a competing stimulus can BLOCK the evocative function of that stimulus * The behavior is already in the individual's repertoire but is MASKED by other elements * Ex: Child knows answer to question but does not respond in the presence of peers

Answer 34

(affecting stimulus control) * The presence of one stimulus condition interferes with the **acquisition** of stimulus control by another stimulus * The individusal cannot learn the bheavior because the learning is OVERSHADOWED by another element * Ex: Watching cheerleading outide the window during math class distracts the student from learning math facts

Answer 35

S^D * A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occured and not been reinforced in the past * Lets you know that reinforcement is available * Any form of physical energy capapble of detection by the organism can function as an S^D.

Answer 36

* A stimulus in the presence of which a given behavior has NOT produced reinforcement in the past * S^delta does not always mean zero reinforcement. It can be lesser quality or amount of reinforcement than the S^D

Answer 37

* S^Ds and MOs in combination are called the **Repertoire Altering Effect** * In Common: * both occur before the behavior (antecedents) * both have evocative functions * Differences: * MO changes the value of the stimulus as a reinforcer or punisher. * Related to the differential reinforcing effectiveness of an environmental event * no reinforement history necessary * S^D - a response in the presence of the S^D must produce more rienforcement than it does in it's absence * this is dependent on the rienforcing history Example: When you are hungry, there is an MO that evokes the behavior of getting food and increases the value of food as a reinforcer. Seeing McDonald's is the S^D that signals the availability of food

Answer 38

* When an antecedent stimulus has a history of evoking a response that has been reinforced in its presence, the same type of behavior tends to be evoked by stimuli that share similar phsyical properties with the controlling atecedent stimulus * Stimuli that are similar to the original S^D evoke the same responses as that original S^D * Ex: calling all women mommy * LOOSE degree of stimulus control

Answer 39

* Occurs when new stimuli (similar or not similar to the controlling stimulus) do NOT evoke the same response as the controlling stimulus * TIGHT degree of stimulus control * Ex: discriminating green from turquoise

Answer 40

* (Discrimination Training)* * A procedure in which response are reinforced in the presence of one stimulus condition- S^D but not in the presence of the other condition-S^delta

Answer 41

*(Stimulus Generalization Gradient)* * A graph of the extent to which behavior that has been reinforced in the presence of a specific stimulus condition is emitted in the presence of other stimuli * The gradient shows the relative degree of stimulus generalization and stimulus control (or discrimination) * Flat Slope= little stimulus control * Increasing/Decreasing Slope= more stimulus control * Ex. Various distances of physical proximity to a child and the child's resulting SIB. SIB rates got progressively lower as the distnce between the individual and the behavior analyst increased

Answer 42

*(Concept Formation; Concept Acquisition)* * A concept is a product of both stimulus generalization and stimulus discrimination * Stimulus generalization WITHIN a stimulus class and stimulus discrimination BETWEEN stimulus classes * A concept requires you to discriminate between what is included in a stimulus lass and what is excluded from that same stimulus class * Ex: Green * generalization of all different shades of green = green * discrimination between green and yellow or blue

Answer 43

* Discrimination training * Multiple exemplars for what the concept is and what it is not

Answer 44

Three term contingency: a discriminative stimulus → response → consequence

Answer 45

* A form of complex stimulus control in which the role of one S^D is CONDITIONAL on the presence of other discriminative stimuli (or sometimes an MO) * 4 term contingency * conditional stimuli → antecedent stimuli → response → consequence

Answer 46

* Selecting a comparison stimulus corresponding to a sample stimulus * 2 Types: * Identical Matching to Sample * Symbolic Matching to Sample * the relation between the sample and comparison stimuli is arbitrary * Ex: matching picture to word

Answer 47

* The emergence of accurate responding to untrained and nonreinforced stimulus stimulus relations following the reinforcement of responses to some stimulus stimulus relations * Useful for teaching complex verbal relations * Must have a positive demonstration on 3 different behavioral tests that represent: * If A = B, and B = C, then A = C

Answer 48

_RST_ 1. Reflexivity 2. Symmetry 3. Transitivity

Answer 49

(from stimulus equivalence) *(Generalized Identical Matching)* * simple non-symbolic matching to sample * picture of dog to picture of dog * the behavior of matching the two identical stimuliu are under **reflexive stimulus control** * A = A

Answer 50

(from stimulus equivalence) * Occurs with reversibility of the sample stimulus and the comparison stimulus * The stimulus control of A and B are symmetrical * If A = B, then B = A * A is picture of dog * B is written word "dog"

Answer 51

(from stimulus equivalence) * The final critical test for stimulus equivalence * Requires demonstration of 3 untrained stimulus-stimulus sequences * A = B * B = C * A = C * A transitive relation occured between A and C even though it is not taught * C is the spoken word "dog"

Answer 52

* An equivalence class results from stimulus equivalence training, the symoblic matching to sample procedures * A set of arbitary stimuli that do not need to have common physical properties (e.g. spoke word dog and written word dog share no common phyiscal properties with a picture of a dog) * An equivalence class is formed if all stimuli in that set are reflexive, symmetrical, and transitive with each other.

Answer 53

*(Rule Governance; Rule Control; Rules)* * A verbal description of a behavioral contingency * behavior comes under the control of DELAYED consequences--therefore it's not a contingency * Deadlines in rules help to change behavior * The deadline demarks when the S^D period ends. * The time before the deadline is the S^D * The time after the deadline is the S^delta

Answer 54

*(Contingency Control)* * When a behavior is directly controlled by a contingency, not rules * ABC * A consequence must occur within 0 to 60 seconds following the response

Answer 55

1. There is not an immediate consequence for the response 2. Response Consequence delay is greater or equal to 60 seconds 3. We see behavior change without reinforcement 4. A large increase in the frequency of the bheavior occurs following 1 instance of reinforcement 5. No consequence for the behavior exists (including no automatic reinforcement) but the rule exists

Answer 56

* an antecedent condition, operation, or stimulus that alters the effectiveness (value) of a consequence AND has a **momentary** effect on a dimension of behavior * Two Types: * Establishing Operation * Abolishing Operation

Answer 57

* An MO that increases the effectiveness of a stimulus as a reinforcer * Value altering effect- Increase the effectiveness of a consequence as a punisher or a reinforcer * Establishing Operations have establishing effects by definition * Eos may evoke or abate behavior depending on whether the EO alters the effectiveness of a reinforcer or a punisher * Reinforcer establishing effect * Punisher establishing effect

Answer 58

An MO can increase or decrease the effectiveness of a consequence as a punisher or a reinforcer

Answer 59

* A momentary increase or decrease in the frequency of behavior that has been reinforced by the stimulus that is alterned in effectiveness by the same MO * **Evocative Effect**- When MOs evoke behavior, they increase the momentary frequency of behavior * **Abative Effect**- When MOs abate behavior, they decrease the momentary frequency of behavior * Whether an EO or an AO evokes or abates responding is determined by the type of consequence that the specific EO or AO alters (reinforcement or punishment)

Answer 60

* Value altering effect- Decrease the effectiveness of a consequence as a reinforcer or a punisher * Abolishing Operations have abolishing effects by definition * AOs may abate or evoke behavior depending on whether the AO alters the effectiveness of a reinforcer or a punisher * Reinforcer abolishing effect * Punisher abolishing effect

Answer 61

* EO related to reinforcement- EO^SR– Increases the valuevof other events as form of reinforcement (reinforcer establishing effect) and evokes the type of behavior which as been reinforced by those events in the past (evocative effect) * AN EO FOR REINFORCEMENT ALWAYS **INCREASES** THE VALUE OF THE REINFORCER (REINFORCER ESTABLISHING EFFECT) AND **EVOKES** BX * EO related to positive reinforcement- * EO^SR+ Water deprivation has a reinforcer establishing effect—water becomes more valuable * Evocative effect- evokes behavior that has obtained water in the past * Temperature dropping has a reinforcer establishing effect—a jacket becomes more valuable * Evocative effect- evokes bx that has obtained a jacket in the past * EO related to negative reinforcement- EO^SR- * A heat wave is in effect. This has a reinforcer establishing effect--an air conditioner becomes more valuable * Evocative effect- evokes bx that has obtained an air conditioner int he past

Answer 62

* AO related to reinforcement- AO^SR– **Decreases** the value of other events as forms of reinforcement (reinforcer abolishing effect) and **abates** the type of behavior which has been reinforced by those events in the past * AN AO FOR REINFORCMENT ALWAYS **DECREASES** THE VLAUE OF THE REINFORCER (REINFORCER ABOLISHING EFFECT) AND **ABATES** BX * AO related to positive reinforcement- AO^SR+ * Water satiation has a reinforcer abolishing effect—water becomes less valuable as a reinforcer * Abative effect- abates bx that has resulted in water in the past * Temperature increases has a reinforcer abolishing effect— jacket becomes less valuable as a reinforcer * Abative effect- abates bx that has resulted in a jacket in the past

Answer 63

* Refers to how the FUTURE behavior of a person changes because of the MO they are experiencing in the moment * Consequent variables (reinforcement, punishment, extinction) that alter the FUTURE frequency of whatever behavior immediately preceded those consequences * The MO the person experiecnes in the moment functions as an S^P to cause a decrease in the future frequency of the particular type of behavior that immediately preceded that instance of wathever discomfort the person is experiencing * Ex: Working out too hard at the gym. Pain evokes the behavior of taking medication. The value of medication has momentarily increased. The pain you experienced in the moment will in the FUTURE cause a reduction of the bheavior that led you to this pain

Answer 64

UMOs * for all organisms, there are events, operations, and stimulus conditions with value altering motivating effects that are unlearned * 9 main UMOs: 1. food deprivation 2. water deprivation 3. sleep deprivation 4. activity deprivation 5. oxygen deprivation 6. sex deprivation 7. becoming too warm 8. becoming too cold 9. increase in pain

Answer 65

CMOs * motivating operations that alter the effectiveness of consequences as a result of the individual organism’s learning history (Ontogenic provenance). Establishing and abolishing effects are learned. * Three types: * Surrogate MO * Reflexive MO * Transitive MO

Answer 66

* A stimulus that has acquired its effectiveness by accompanying some eother MO and has come to have the same value altering and behavior altering effects as the MO that it has accompanied * Alters the value of consequences that are under the control of an MO with which it has been **PAIRED** * **A PAIRING PROCESS WITH ANOTHER MO MUST TAKE PLACE**

Answer 67

* A condition or object that acquires its effectiveness as an MO by PRECEDING a situation that is either WORSENING or IMPROVING * Since the condition or ojbect comes before the aversive event, escape or avoidance would now be highly reinforcing * **AN AVERSIVE EVENT OR A THREAT IS COMING SOON** * Alternatively, getting closer and closer to one's goal may function as a reflexive MO that encourages contineued performance * CEO-R establishes its own termination as an effective form of negative reinforcement or punishment CAO-R abolishes its own termination as an effective form of negative reinforcement or punishment * Threat CEO-Restablishes its own termination as an effective form ofnegative reinforcement or punishment. It evokesavoidance behavior and evokes behavior that has resulted in its own termination in the past. * The Threat CEO-R is actually the warning stimulus that evokes an avoidance response in what has ben termed signaled avoidance or discriminated avoidance (not a good term because it’s confused with discriminative stimulus which is incorrect). The warning stimulus establishes the termination of itself as conditioned negative reinforcement. Termination of the warning stimulus is correlated with the delay or prevention of the worsening condition.

Answer 68

S^M * a stimulus that must be present to allow the person to engage in the behavior that is primed for reinforcement. Its absence evokes seeking out that stimulus

Answer 69

* An environmental variable that establishes (or abolishes) the reinforcing effectiveness of **another stimulus (S^M)** and thereby evokes (or abates) the behavior that has been reinforced **by that other stimulus** * UMO effects (food deprivation, etc) **transfer** to the conditioned reinforcers and when they do they are called TRANSITIVE CONDITIONED MOs. * PROBLEM SOLVING