section 8 Flashcards
(101 cards)
1
Q
Prepackaged principle
A
Aka
Grandmas law
Theory of reinforcement
2
Q
Response deprivation hypothesis
A
Created by Timberlake and Allison 1974
Built
On Premack principal
Restricting access to the behavior creates deprivation that serves as an EO which makes the restricted behavior a very strong form of reinforcement
3
Q
4 behavior environment relations that functionally define imitation
A
Formal similarity
Model
Immediacy
Controlled relation
4
Q
Formal
Similarity
A
The model and the behavior must physically look alike and be in the same sense mode
5
Q
Model
A
The stimulus that is presented in an effort to evoke the imitative behavior
6
Q
Immediacy
A
An imitative behavior must immediately follow the model within just a few seconds it is critical
7
Q
Controlled relation
A
The model must be the controlling variable for the imitative behavior.
8
Q
Two types of modes
A
Planned and unplanned models
9
Q
Planned models
A
Pre-arranged antecedent stimulus that help learners acquire new skills
Example video models
10
Q
Unplanned models
A
Occurs in every day social interactions
11
Q
Five steps of imitation training
A
- Assess and teach any pre-requisite skills for imitation training
- Select models for training
- Pretest
- Sequence models for training
- Implement imitation training
12
Q
Shaping
A
A process involving systematically and differential lay reinforcing successive approximations to a terminal behavior
Shaping teaches novel behaviors
13
Q
Differential reinforcement
A
Reinforcing those responses within a response class that meet a specific criterion along some dimension (frequency, magnitude, etc…) and placing all other responses in the class on extinction
14
Q
Successive approximations
A
The sequence of new response classes that emerge during the shaping process as a result of differential reinforcement. Each successive approximation is closer in form to the terminal behavior that the response class it replaces
15
Q
Response differentiation
A
A behavior change produce for differential reinforcement
Overall result = a new response class
Reinforced members of the current response class occur with greater frequency and unreinforced members occur less frequently because they are on extinction
16
Q
Two types of shipping methods
A
AW
Across
Within
17
Q
Shaping across
A
Shaping across response topographies
Topography of behavior changes during shaping
Behaviors are still members of the same response class
18
Q
Shaping within
A
Shaping within response topographies
Topography of behavior remains constant
Example duration of time spent practicing piano increases via shaping
19
Q
Shaping versus fading
A
Both change behaviors gradually
Shaping by changing response requirements
Fading by changing antecedent stimuli
20
Q
Guidelines for shaping
A
Assess the terminal behavior abs avaiable resources
Select the terminal behavior
Determine criterion for success
Analyze the response class
Id the first behavior to reinforce
Eliminate interfering abs extraneous stimuli
Proceed in gradual stages
Limit the number of approximations at each level
Continue reinforcement when the terminal behavior is achieved
21
Q
Behavior chain
A
A specific sequence of discreet responses each associated with a particular stimulus condition where each response and the associated stimulus condition serve as an individual components of the chain
22
Q
Three important characteristics of a behavior chain
A
Performance of a specific set of discrete responses
The performance of each response changes the environment in such a way that it produces conditioned reinforcement for the preceding response and an SD for the next response
The response in the chain must be completed in the correct order usually close in time
23
Q
Behavior train with limited hold
A
The chain must be perform correctly and within a certain time
Example when dialing the phone number on a traditional phone if you did not dial the number within a certain timeframe the phone would go to the busy signal
24
Q
Behavior chain versus chaining
A
Behavior chain is a specific sequence of behaviors that lead to reinforcement
Chaining is various methods of linking specific sequences of stimuli and responses to form a new performance
25
Task analysis
Breaking down complex skills into smaller teachable units
26
Chaining steps
Create and confirm the task analysis
Assess baseline level of mastered steps
Decide on behavior chaining methods
27
Single opportunity method for chaining
Access is an individual’s ability to perform each behavior in the task analysis in the correct sequence
28
Multiple opportunity method for chaining
Evaluates individuals baseline level of mastery across all behaviors in the task analysis
If I step is performed incorrectly out of sequence or the time limit for the staff has exceeded the behavior analyst completes that step for the individual and then prompts to learner to do the next step
29
4 behavior training methods
FB BLAT
Forward
Backward
Backward with leaps ahead
Total task
30
Forward chaining
Behaviors identified in the task analysis are taught in their naturally occurring order
31
Total task chaining
Aka
Total task presentation
Whole task method
Concurrent chaining
A procedure in which every step in the task analysis is taught to the individual during every session
Technically, it is considered a variation of forward chaining
32
Backward chaining
A procedure in which the trainer completes all the initial steps except for the last step at which the individual is taught the last step
Once the get the last step, they then do the last two steps etc...
33
Backward chaining with Leap a heads
Same protocol
As the backward chain but not every step in the task analysis is trained.
Some
Steps are simply probed.
34
Interrupting and breaking behavior chains
Aka
Unchaining
Disrupting a chain
Unlinking a chain
Method designed to unlink one element of the chain so that the next link doesn’t serve as discriminative stimulus for the next link-
So we know how to make a cake - we start that chain but then switch over the making muffins- some similar links but now we add more to the chain
35
Breaking an inappropriate chain
Re-examine the Sd and the response
Determine whether similar Sd’s cue different response
Analyze the natural setting to id relevant and irrelevant Sds
Determine whether Sds in the natural setting differ from training Sds
Id the presence of novel stimuli in the setting
36
Factors affecting the performance of behavior chain
Completeness of the task analysis
Length or complexity of the chain
Schedule of reinforcement
Stimulus variation
Response variation
37
Differential reinforcement
Reinforcement contingent on the occurrence of a behavior other than the challenging behavior and challenging behavior occurs at a reduced rate
Withhold reinforcement for the challenging behavior as much as possible
38
Six types of differential reinforcement
HI LOAD
DRH- Turn she’ll reinforcement of high rates of responding
DRI- Differential reinforcement of incompatible behavior
DRL- Differential reinforcement of low rates of responding
DRO- Differential reinforcement of other behavior
DRA- Differential reinforcement of alternative behavior
DRD- Differential reinforcement of diminishing rates of responding
39
DRI
A procedure in which behavior cannot be omitted simultaneously with a challenging behavior or that it’s incompatible
Example an individual cannot refuse to eat food and eat food at the same time
Dual effect of weakening problem behavior and strengthening acceptable behavior
40
DRA
The procedure in which one reinforces the occurrence of behavior that provides a desirable alternative to the problem behavior but not necessarily behavior that’s incompatible with it
Dual effect of weakening problem behavior and strengthening acceptable behavior
Example coworkers are bickering so employer gives them an assignment to work as a team the bickering decreases as they work on the assignment
41
Guidelines for using DRI/DRA
Select incompatible/alternative behavior
Select reinforcers that are powerful and can be delivered consistently
Reinforce incompatible/alternative behavior immediately and consistently
Withhold reinforcement for the challenging behaviors
Combine DRI/DRA with other procedures
42
DRO
Aka
Differential reinforcement of zero responding
Omission training
Procedure in which reinforcement is contingent on the absence or omission of the challenging behavior
43
Interval DRO
Aka
Whole Interval DRO
A subtype of DRO In which a reinforcer is provided following an interval of time throughout which the challenging behavior did not occur
44
Variable interval DRO
Variable = changeable period of time
Interval = time
A variable interval the time is established and if the challenging behavior does not occur during that interval the individual earns reinforcement at the end of that interval
45
Momentary DRO
Reinforcer is provided following an interval of time only if the challenging behavior is not occurring at the end of that interval
46
Fixed momentary DRO
An interval of time is established and If the challenging behavior does not occur at the end of that interval the individual earns reinforcement at the end
Of that interval
47
Variable momentary DRO
A variable interval of time is established and if the challenge int behavior does not occur at the end of that interval the individual earns reinforcement at the end of that interval
48
Guidelines using DRO
Select reinforcers that are powerful and can be delivered consistently
Set initial DRO intervals that assume frequent reinforcement
Do not inadvertently reinforce other undesirable behaviors
Gradually increase the DRO interval
Extend the application of DRO to other settings and times
Of day
Combine DRO with other procedures
49
Differential reinforcement of high rates of responding
| DRH
A schedule of reinforcement that provides reinforcement for emitting behaviors that are at or above a pre-established rate
DRH helps to increase behavior that the individual displays to infrequently
50
Full session DRH
Reinforcement is delivered at the end of the session if the entire session the target behavior occurred at a rate equal to or above the predetermined criterion
51
Interval DRH
Reinforcement is delivered at the end of each interval during which the target behavior occurred at a rate equal to or above the predetermined criterion
52
DRD diminishing rates
A schedule of reinforcement that provides reinforcement and the number of responses in a specified time period Is less than or equal to a prescribed limit
DRD helps to decrease behavior that the individual displays too frequently but not to eliminate it entirely
DRD is described in rate/frequency
53
DRL
A schedule of reinforcement that provides reinforcement only if the behavior occurs following a specific period of time during which it did not occur or since the last time it occurred
IRT and rate of response are functionally related
By increasing IRT you are lowering the rate of responding
Dana eats to fast- reinforcement if she pauses for 10 secs after her bite of food
54
Guidelines for using DRH/DRD/DRL
Recognize the limitations of DRH/DRD/DRL
Choose the most appropriate DRH/DRD/DRL procedure
Use baseline data to guide the selection of the initial response or IRT limits
Gradually thin the schedule to achieve the desired final rate of responding
Provide feedback to the learner
55
Augmentative communication systems
Many can’t communicate using vocal speech
Signing, touching, exchanging a picture,
A computerized voice communication device
56
Antecedent interventions
Aka
Antecedent procedure
Antecedent control
Antecedent manipulations
Contingency dependent (aka antecedent control)
Contingency independent (antecedent intervention)
57
3 antecedent interventions
Non contingent reinforcement
High probability request sequence
Functional communication training
58
Non contingent reinforcement
A response independent schedule of reinforcement
Based on time- not on their behavior
NCR should be used in a treatment package
59
High probability request sequence
High P
Used to increase low probability behavior by giving several high probability requests prior to the low probability requests
60
Functional communication training
Developed by Carr abs Durand in 1985
A strategy that teaches individuals ways to functionally communicate to compete with challenging behaviors evoked by EOs
FCT is a way to execute mand training
First step is to always assess function of challenging behaviors
61
Contingency contracting
Aka
Behavioral contrast
A procedure in which a contract is developed collaboratively that stipulates a certain contingency for an individual between a behavior and a reinforcer
Contracts are used in treatment packages
Rule Governance
62
3 components of contingency contracts
BRD
Behavior - who will perform
Behavior? What is the behavior? How well do you have to emit the behavior??
Reward - who decides that the behavior has been emitted well enough to get the reward?? What is the reward?? When will the reward be delivered?? How much reward will they get??
Data - where is it recorded?? When is it reviewed??
63
Token economy
Aka token system
Contingency package that includes
1. Specified list of responses to reinforce
2. Tokens for exhibiting the specified responses
3. Back up reinforcers that can be purchased with the token
Tokens are generalized conditioned reinforcers
64
Group contingencies
DII
Dependent group contingency
Independent group contingency
Inter-dependent group contingency
65
Dependent group contingency
Aka
Hero procedure
The groups reinforcer is dependent on the behavior of an individual or small group of individuals
The goal is to make a hero out of that person or persons
66
Independent group contingency
All members of the group or offered a contingency but only the individuals who meet the contingency earn the reinforcement
Anyone who finishes their math test gets no homework
67
Inter-dependent group contingency
In order for the group to earn reinforcement all of the individuals let’s meet the criteria for the contingency
If everyone finishes their math test then no one will have homework- if even one person doesn’t then they all have homework
68
Self management
Aka
Self control
Employment of behavior analytic interventions of the behavior of yourself
So like setting an alarm for the next day
69
Antecedent based self management tactics
Aka
Environmental planning
Situational inducement
The primary feature is the manipulation of events or stimulate antecedent to the target behavior
1. Manipulate MOs
2. Provide response prompts
3 performing initials steps of a behavior chain
4. Removing materials required for an undesired behavior
5. Limiting undesired behavior to redirected stimulus conditions
6. Dedicating a specific environment for a behavior
70
Self monitoring
Aka
Self recording, self observation
Procedure in which a person observes his or her own behavior systematically and records occurrence and nonoccurrence of behavior
Ex. Reducing smoking , over eating
71
Self-evaluation
Aka
Self-assessment
A comparison of an individual’s performance by themselves with a predetermined criterion
72
Guidelines for self monitoring
Provide materials that makes self monitoring easy
Provide supplementary prompts
Self monitor the most important dimension of the behavior
Self monitor early and often
Reinforce accurate self monitoring
73
Self administered consequences
Providing consequences for self after reviewing self monitoring data
74
Other self management tactics
Self instruction, - talking to yourself
habit reversal, - doing something else
self-directed systematic desensitization, - substitute one behavior for another unwanted behavior
massed practice- doing an undesired behavior repeatedly
75
Types of prompts
Stimulus and response prompts
76
Prompt
Supplementary antecedent stimuli that are introduced to evoke a desired response when the discriminative stimulus is evident
77
Three steps for using prompts effectively
Present antecedent stimulus
Prompt the correct behavior
Reinforce the correct behavior whether promoted or not
78
Response prompts
Response prompts act on the response itself not on the antecedent stimuli
79
3 forms of response prompts
Verbal
Modeling
Physical prompting
80
Stimulus prompts
Stimulus prompt action on the antecedent stimuli not on the response
They call attention to the stimulus that is in need of help
Movement
Position
Redundancy
81
4 ways to remove response prompts
MLGD
My little
Good dog
Most to least prompting
Least to most prompting
Graduated guidance
Delayed prompting
82
Most to least prompting
Aka max to min
Beginning with a prompt noon to reliably Avoca behavior in gradually proceeding to less intrusive prompts
83
Least to most prompting
Aka min to max
Prompting begins with minimal cues that systematically and gradually increase in prompt hierarchy level until resulting in the correct response
84
Graduated guidance
Utilizing the minimal amount of physical prompting required to occasion the correct response and then gradually reduce the physical prompts
85
Delayed prompting
Aka
Time delayed
Delayed cuing
Progressive delay
Inserting time delays between the Sd and the prompt in order to systematically eliminate prompts
86
Two forms of delayed prompting
Fixed delayed prompting
Progressive delayed prompting
87
Fixed delayed prompting
Aka
Constant delayed prompting
The time between the Sd and the prompt is fixed
88
Progressive delayed prompting
Aka graduated delayed prompting
The time between the Sd and the prompt gradually increases
89
2 ways to remove stimulus prompts
Fading and shaping
90
Fading
Aka stimulus fading
The systematic and gradual removal of intrusive prompts until the control transfers to the natural stimulus
Purple- written in purple
Purple- written in light purple
Purple- written in black
91
Shaping
Aka stimulus shaping
Shape transformation
Like drawing a heart- the writing heart inside the heart and slowly removing the shape of the heart until just the word heart is there
92
Errorless learning
Instructional methods specifically designed to prevent or substantially minimize any learner errors that are used to teach particular discriminations
93
5 abs instructional educational methodologies
Discrete trail training
Incidental teaching
Direct instruction
Precision teaching
Personalized system of instruction
94
Discrete trial
Aka
Restricted operant
Controlled operant
Discrete trial training
Founder Ivar Lovaas 1960s
A single cycle of behavioral based and systematic instructional routine
95
Incidental
| Teaching
Aka
In-Situ training
Naturalistic teaching
Non-intensive teaching
Embedding learning opportunities in ongoing everyday activities with a focus on child’s interest and initiations
McGee, Daly, Jacobs 1994
96
Six guiding principles for incidental teaching
Natural environment
Timing
Training loosely
Indiscriminate contingencies
Facilitates generalization
Language use/verbal skills
97
Direct instruction
Founder Siegfried E Engelmann
ABA instructional methodology
Carefully designed curriculum
Teaching in small groups, fast paced teaching, Scripts, signals and choral responding, applying specific techniques for correcting and preventing errors
98
Precision teaching
Founder- Ogden Lindsley
A formal individualized ABA instruction that emphasizes rate building, fluency, charting a performance, and designing and implementing teaching that reinforces the omission of each specific behavior under all conditions in which it is expected to occur
99
4 guiding principles of precision teaching
The rat is always right
Directly observe behavior
Use rate/frequency not percent- fluency
Use ration chart- Standard celeration Chart
100
Personalize system of instruction
The Keller plan
Founder- Fred Keller 1963
And ABA instructional methodology characterized by self pacing, use of proctors, unit mastery, emphasis on the written word, and motivational lectures
101
Five guiding principles of personalize system of instruction
Personalized/ self pacing
Unit mastery
Written materials
Proctors
Lectures used as reinforcement/ role
Of the professor
