Strengthen and Maintaining Behavior Flashcards
1
Q
Problems with behavior
A
Can’t do: skill deficit
Problem with strength: won’t do
Does, but only under limited circumstances
Does at the wrong time or in the wrong place
2
Q
Adaptive behavior
A
Those skills or abilities that enable the individual to meet standards of personal independence and responsibility that would be expected of his or her age and social group
3
Q
Mastered tasks
A
Tasks for which the person has met the performance criteria set for the specific task within specific conditions
4
Q
Examples of assessments used to identify skills to target for acquisition
A
VB-MAPP, essential for living, the MOVE curriculum
5
Q
Discriminative stimulus
A
Antecedent stimulus correlated with the availability of reinforcement. Stimulus that should, after teaching, evoke the correct or an appropriate response
6
Q
Prompts
A
Supplementary antecedent stimuli used to evoke the correct response in the presence of an EO or SD that will eventually control behavior
7
Q
Artificial consequences and schedules
A
Consequent stimuli or schedules of presentation that may result in the learner making the correct or an appropriate response more frequently
8
Q
Prompts maybe given
A
Before a response begins to occur or during a response cycle to aid the performance of the behavior
9
Q
Prompts are used
A
In skill acquisition programs, to evoke a low probability behavior, to evoke a chain of behavior by prompting the first step, to prompt behaviors incompatible with an inappropriate behavior
10
Q
Response prompts
A
Operate directly on the response
11
Q
Types of response prompts
A
Verbal, modeling, physical
12
Q
Stimulus prompts
A
Operate directly on the antecedent task stimuli to cue a correct response in conjunction with the critical discriminative stimulus
13
Q
Position cue
A
Item being taught placed closer to the student
14
Q
Movement cue
A
Pointing to, tapping, touching, looking at item being taught
15
Q
Redundancy of antecedent stimuli
A
One or more stimulus/response demention paired with correct choice
16
Q
Gestural prompts
A
Response prompt if the prompt operates on the response and stimulus prompts if the prompt operates on an antecedent stimulus
17
Q
Fading
A
A technique used to gradually transfer stimulus control from supplementary antecedent stimuli to naturally occurring EO’s and/or discriminative stimuli
18
Q
Procedures for fading response prompts
A
Most to least prompts, least to most prompts, time delay, graduated guidance
19
Q
Single response skill
A
A single movement and can be taught without breaking it down into smaller steps
20
Q
Multiple response skill
A
Requires breaking down the skill into multiple steps or responses to effectively teach it
21
Q
Stimulus fading
A
Highlighting a physical dimension of the stimulus to increase the likelihood of the correct response
22
Q
Effects of stimulus fading on problem behavior
A
Functions as an abolishing operation and abates problem behavior, evokes appropriate behavior
23
Q
Stimulus shape transformations
A
Using initial stimulus shape that will prompt a correct response
24
Q
Task analysis
A
Breaking down a chain into its component responses
25
Developing a task analysis
1. Perform the task or watch someone perform the task
2. write down each individual step in sequence
3. Perform or have someone perform a task according to the steps listed
26
Types of chaining procedures
Backward, backward with leaps ahead, forward, total task
27
Forward chaining
The responses in the chain are taught, one at a time, in the same order as the naturally occur
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Backward chaining
The responses are taught, one at a time, but beginning with the last step in the chain
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Advantages of backwards chaining
The learner contacts the natural reinforcement contingencies in every learning trial
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Backward chaining with leaps ahead
Same as backward chaining except some steps are skipped and probed instead
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Advantage of backward chaining with leaps ahead
May reduce training time
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Total task chaining
All of the steps are trained in a learning trial; works best with learners with an imitative repertoire
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Procedures for teaching response chains
Chaining, modeling, instructions, behavioral skills training
34
Simultaneous discrimination training
Both discriminative stimulus and the S Delta stimulus conditions are presented to the learner at the same time
35
Successive discrimination training
Only one antecedent is presented to the learner in a given trial
36
Discrimination training
Reinforce a response in the presence of the stimulus, but not in the absence of that stimulus
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Stimulus control
Situation in which the frequency, latency, duration, or amplitude of the behavior is altered by the presence or absence of an antecedent stimulus
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Model
An antecedent stimulus that evokes the imitative behavior
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Planned models
Prearranged antecedent stimuli that facilitate new skills
40
Unplanned models
All antecedent stimuli with the capacity to evoke imitation
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Imitation training
Teaching the learner to imitate or do exactly what the person providing the models is doing
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Types of imitation
Fine motor, gross motor, object imitation
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High probability request sequence
Antecedent manipulation in which 2 to 5 easy, known tasks are presented in quick succession immediately prior to a difficult task or response that is relatively infrequent
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Listener responding
Following directions or complying with requests of others
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Errorless teaching
Procedure in which the prompt is given right away
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Differential outcomes procedure
Different reinforcers are provided in a discrimination task each of which is correlated with a given stimulus
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Differential outcomes can be effective in
Difficult discrimination tasks
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Discrete trial training
Antecedents I presented; teacher waits for the letter to respond, learner response, and teacher provides consequence contingent on the learners response
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Components of a discrete trial
And antecedent stimulus that sets the occasion for the learners response. A response by the learner. The teacher provided consequence for the learners response
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Task interspersal
Programming mastered items or tasks in between acquisitios trials during discrete trial instruction
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Incidental teaching
One or more cues occur or motivating operations are captured in a naturally occurring situation. Naturally occurring consequences are delivered contingent on learners response
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Capturing
Taking advantage of a teaching situation that arises without warning in a natural setting
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Contriving
Setting up a prearranged teaching opportunity
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Discrete trial training often results in
Rapid rate of acquisition
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Incidental teaching or natural environment teaching often results in
Stimulus generalization and induction
56
Two effective behavioral approaches to measure education
Direct instruction and University of Kansas behavior analysis program
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Available time in school
Total number of school days and hours
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Allocated time in school
Amount of time scheduled for instruction
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Instructional time
Number of minutes instruction is delivered
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Engaged/on task time
Time spent attending to ongoing instruction
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Academic learning time
The time that students actually spend learning
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Role of behavior analysis and education
Principles of learning, the operant as the basic unit, interactive not passive, measurement and evaluation of educational outcomes, developed and validated an effective technology of instructional design instructional delivery
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The challenge of behavior analysis in education
Be clear about what is taught, teach first things first, stop making all students advance at the same rate, program the subject matter, reconsider ABA instructional technology, determine how to cause more durable and extensive behavior change, develop methods that teachers can and will actually use
64
Elements of the ABA approach to education
Clearly specified and behaviorally stated instructional objectives.
Well designed curricular materials.
Assessment of learners entry skills.
On going frequent direct measurement of skills.
Focus on mastery.
Highly structured and fast-paced.
Systematic use of positive and corrective feedback.
Supported by empirical research.
Extensively field tested and revised based on data.
Consider how realistic the procedures are for classroom practice.
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Behaviorally stated instructional objectives
A statement of actions a student should perform after completing one or more instructional components
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Reasons for writing behaviorally stated instructional objectives
Guide the instructional content and tasks, communicate to students on what they will be evaluated, specify the standards for evaluating ongoing and terminal performance
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Mastery
Level of performance that meets accuracy and fluency criteria
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Accuracy
Correctness of the response
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Fluency
Short latency, high rate of correct responses
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Durable
Maintains across time even after instruction ends
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Smooth
Free of pause and fall starts
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Useful
Applies to the real world
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Contextually meaningful
Socially valid
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Resistant to distractions
Performance consistent even when there are environmental distractions
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Criterion-based evaluations
Results of other students have no effect on one'a score
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Normed referenced evaluation
Student scores are based on an compared with peers performance
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Generative learning/adduction
A general pattern of responding that produces effective responding to many untrained relations
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Generative instructions
Teaching procedures which lead to adduction
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Stimulus equivalence
Describes the emergence of accurate responding to untrained and non-reinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations
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Types of stimulus equivalence
Reflexivity, symmetry, transitivity
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Reflexivity
In the absence of training and reinforcement the learner selects a stimulus that is matched to itself
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Symmetry
After learning that A=B the learner demonstrates that B=A without direct training on that relationship
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Transitivity
After learning that A=B and B=C, the learner demonstrates that A=C without direct training on that relationship
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Learn unit
The smallest divisible units of teaching and incorporates interlocking three term contingencies for both teacher and the student
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Stages of learning
Acquisition, fluency, application
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Acquisition stage
Establishing a new behavior, skill, or repertoire
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Fluency stage
Student practices acquired skill to increase the number of correct responses per unit of time
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Application stage
Using learned material in new, concrete, and real life situations
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Influences on the number of learning units
Wait time, response latency, feedback the way, enter trial interval
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Response latency and IRT
Student variables that can influence the number of learn units delivered in a classroom
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Active student responding
Frequency of detectable responses that a student emits during ongoing instruction
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Passive responding
Pays attention, listens to the teacher, watches others respond
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Active student responding correlated with
Increased academic behavior, improve test scores, reduced disruptive behavior
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Hi ASR approaches to instructional activity
Programmed instruction, personalized system of instruction, direct instruction, precision teaching, Morningside model
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Response cards
Cards, signs, or items that are held up simultaneously by all students to display their response to a question
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Types of response cards
Pre-printed selection based response cards. Pre-printed selection based pincher response cards. Write on response cards
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Choral responding
Students respond orally in unison
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Guided notes
Teacher prepared handouts that organize content, guides the learner with standard cues for the learner to record key facts concepts and relationships, provides a take-home product for study, keeps teacher on task
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Programmed instruction
Involves a presentation of small frames of information, which requires a discriminated response. Developed by Skinner, often uses a computer
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Personalized system of instruction
Students achieve standards at their own pace
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Direct instruction
Follows a logical analysis of concepts and procedures as it presents examples and non-examples and instructional sequence that fosters rapid concept
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Precision teaching
Focuses on learners performances as a means to assess interventions as the frequency of responses are tracked and charted on a standardized chart
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SAFMEDS
Say all fast minute every day shuffle
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Prerequisite skills
Pre-attending skills, instructional control, verbal behavior, generalized imitation, derived relational responding
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Behavioral momentum
The tendency of behavior patterns to persist once established
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Hi P request sequence
A procedure in which a person presents a series of easy-to-follow requests with which the behavior has a history of compliance in a sequence and then finishes with target request
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When to use high P request sequence
Tendency to become overly prompt dependent, too big to manage physically, extremely sensitive to being touched
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Behavior cusps
Behavior change that has consequences for the organism beyond the change itself, some of which may be considered important
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Pivotal behavior
Behavior, that once learned, produces corresponding modification or covariations and other adaptive untrained behaviors
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Rules
Specify contingencies and tell the listener what to do to gain or avoid certain consequences
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Contingency specifying stimuli
The verbal antecedent stimulus or rule actually alters the function of other stimuli, such as a previously neutral stimulus may function as a discriminate stimulus or reinforce
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Rule governed behavior
Behavior controlled by verbal description of a contingency
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Imitation
The learner emits behavior which is topographically identical or very similar to the antecedent stimuli, which consists of someone else performing a behavior, which is then imitated by the lawyer
114
Generalized imitation
Imitative behavior which occurs without person receiving training and reinforcement to imitate the specific behavior modeled
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Imitation training
1. Presenting a model that sets the occasion for a specific response by the learner
2. Providing response prompts as needed, so the learner emits the imitative response within the designated interval
3. Reinforcing the imitative response
116
Modeling procedure
Uses an individual's imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low
117
Variables influencing effectiveness of modeling
If the model's behavior is reinforced.
Similarity between the model and the imitator.
Physical attractiveness and prestige of the model.
Models emphasis of critical aspects of the target behavior.
Difficulty of the behavior.
Weather in mastery model or a coping model is presented.
Strength of the learners imitative repertoire.
Motivating operations in effect for the reinforcement.
118
Behavioral skills training (BST)
A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skill
119
Components of BST
Instructions, modeling, rehearsal, feedback
120
Verbal instructions
Vocal presentation of rationale and description of jobs. One of the most common procedures in staff training
121
Modeling in BST
Role playing with trainers/trainees. Often involves simulated work setting
122
Performance based training is effective with
Single client program and or simulated clients, actual clients, multiple clients
123
General case conditions
Provide broad range of program exemplars with which they are likely to interact for all skills needed
124
Ways to provide rehearsal feedback
Correct at the error, instruct the model and have the training rehearse step correctly.
At the end of the sequence, provide direction on which steps were incorrect and then instruct, model, and have trainee rehearse sequence.
Correct at error or at end without rehearsal of the sequence
125
Instruction training
Read instructions to a trainee, present instructions verbally, print out and hand instructions for the trainee to read
126
Relational frame theory
And explicitly behavioral account of human language and cognition. Provides a functional account of the structure of verbal knowledge and cognition
127
Arbitrarily applicable relational responding (AARR)
Learned relational responding that can come under the control of arbitrary contextual cues, not solely the formal properties of relata nor direct experience with them
128
Characterizations of AARR
Mutual entailment, combinatorial mutual entailment, transformation of stimulus functions
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Mutual entailment
When given context, A is related in a characteristic way to B, and as a result, B is now related in another characteristic way to A
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Combinatorial entailment
When two mutually entailed relations combine
131
Contextual cues
Establish what relations exist between stimuli
132
C rel
Relational context
133
C func
Functional context, qualify/quantify the specifics of the relation between stimuli
134
Stimulus transformers
When stimuli are brought into relations, any change to stimuli then changes all others in the network
135
Framing
Relating stimuli in a specific way
136
Types of relational frames
Coordination, opposition, distinction, comparison, hierarchal relations, deictic relations, temporal relationship
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Teaching self rules
Pliance, tracking, augmenting
138
Pliance
Following rules because of socially mediated reinforcement for rule following
139
Tracking
Following rules due to a history of correspondence between the rule and the contingencies actually encountered
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Augmenting
Rules that change the function of the consequence
141
Skills to teach self rules
Coordination, comparative, temporal, causal relational framing, perspective taking
142
Differential reinforcement of other behavior (DRO)
A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times. Does not teach replacement behavior
143
Differential reinforcement of alternative behavior (DRA)
Procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior. Just teaches to be a better listener
144
Functional behavior assessment
Systematic method of assessment for obtaining information about the purpose of a problem behavior serves for person
145
Functional communication training (FCT)
An antecedent intervention in which an appropriate communicative behavior is taught as replacement behavior for problem behavior usually evoked by an establishing operation
146
Verbal operants
Mand, tact, echoic, intraverbal, Codic, duplic
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Nonverbal operants
Manded stimulus selection, manded compliance
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Textual codic
Elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point to point correspondence, but not formal similarity between the stimulus, behavior, and consequence
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Transcription codic
Elementary verbal operant involving a spoken verbal stimulus that evokes a written, typed, or finger spelled response
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Echoic
Elementary verbal operant involving a response that is evoked by a verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response
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Autoclitic
A secondary verbal operant in which some aspect of the speakers own verbal behavior functions as an SD or MO for additional speaker verbal behavior
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Manded stimulus selection
Selecting a named item or following the direction to complete a task
153
Topography based response forms
Saying words, forming gestures or signs, writing words, making distinctive sounds
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Selection based response forms
Pointing to pictures, symbols, or words on the board. Handing pictures, symbols, or words to another person.
155
With signs
Learners can acquire more skills and communicate a greater variety of messages with more detail to a smaller audience
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With picture selection
Learners will be able to acquire fewer skills and communicate fewer and less detailed messages, but to a larger audience
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VB-MAPP
A norm-referenced, developmental assessment, and curriculum
158
Essential for living
A functional assessment and curriculum
159
Developmental instruments
Include skills that are typically acquired in a specific sequence by typically developing children
160
Functional instruments
Include skills that are required in other settings.
taught in the same circumstances as those in which they typically occur.
in the absence of wish someone would have to perform the skills for them selves.
result in increased access to preferred items, activities, and people
161
Echoic training
Echoic response is presented and successive approximations are reinforced
162
Tact training
pair MO with nonverbal prompts and echoic stimulus
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Intraverbal training
Use MOs to facilitate stimulus control
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Functional tasks
More closely resembles natural language. Does not require induction
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Interspersed and mixed tasks
Improves attentiveness. Reduces the tendency to exhibit behavior that has resulted in escape
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Varied and functional cues
More likely to result in stimulus generalization
167
Teaching functional discriminations and alternative responses
May increase the rate of acquisition and result in more useful discriminations. May decrease rote responding and result in more useful responses
168
Fast-paced intense instruction
Prompt out latency to achieve fluency, improves attentiveness, results in less frequent problem behavior
169
Fluency building
Improves retention, fluent component skills often result in the rapid acquisition of composite skills
170
Echoic to mand transfer procedure
Say the word, wait for the learner to repeat the word, provide the requested item or activity
171
Contingency contract
A document that specifies a contingent relationship between the completion of the specified behavior or task and access to a specific reward
172
Necessary elements of a contract
Task, signatures, reward, data collection
173
Progress record
Should monitor progress of contract and provide interim rewards
174
Contracting rules
Payoff is immediate, initially reward small approximations, reward frequently with small amounts, we were accomplishments not obedience, we were performance after it occurs, must be fair, honest and positive, must be clear, methods must be used systematically
175
DeRisi contract model
Date the contract begins and ends, behavior, amount and kind of reward, signatures, schedule for review of progress
176
Group contingencies can be used when
Group of persons share certain problem, unrealistic to set up individual programs, difficult to identify the person responsible, singling out one person may cause problems with peers
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Independent group contingency
Each member of the group is able to earn reinforcement regardless of the others performance
178
Dependent group contingency
Whether or not reinforcement is provided depends on one or a small group of individuals in the larger group. Also called hero procedure or consequences sharing
179
Interdependent group contingency
Reinforcement for the group is dependent on each member meeting a performance criteria. Variations include a group average or random selection
180
Token economy
A system whereby patients earn generalized conditioned reinforcers as an immediate consequence for specific behavior
181
Steps in designing a token economy
Select tokens, identify target behaviors, select backup reinforcers, establish ratio of earning and exchanging, develop procedures, field test and train
182
Behaviors for token economies
Mostly behavior to accelerate. Observable, measurable, clearly defined, criteria for earning tokens
183
When developing token economy procedures decide
When to deliver tokens, when to exchange tokens, what happens when criteria are not met, data collection system
184
Disadvantages of token economy systems
Complex and cumbersome, staff intensive, requires constant monitoring, maybe unnatural or intrusive, system eventually require fading
185
Advantages of token economy system
Powerful behavior change system, immediate delivery of reinforcement, does not interrupt tasks, facilitates money usage, facilitates data collection
186
To phase out token economies
Pair tokens with praise, increase earning criteria, increase back up items cost, switch to natural reinforcers, fade out tokens, reduced amount of time and effects, use self-monitoring and levels
187
Level system
Participants advance up or down throughout a succession of levels contingent on their behavior at the current level
188
Level system is best for
Multiple behavior change targets, behaiorally similar population, similar target environments, target populations behavior is controlled by delayed or mediated contingencies
189
Advantages of level systems
Simplify staff training, provide systematic guidelines for decisions, can offset the individual differences that control decisions, maybe used to fade out a token economy
190
Disadvantages of level systems
Can become punitive, easily misused, relying on level system too much
191
Self management
Personal application of behavior change tactics that produces a desired change in behavior
192
Self-management strategies
Identify target behavior, self monitor, identify discriminative stimuli establishing operations, arrange contingencies to support self-management, identify immediate and delayed positive and negative consequences for engaging in target behavior, get an accountability partner
193
Ways to self manage
Provide prompts, performing initial steps of the chain, remove necessary items, restrict stimulus conditions
194
How to self monitor
Record data as behavior occurs and need to make sure monitoring is accurate
195
Self-monitoring is more likely to be effective when
Behavior is recorded immediately, effective prompts are used, permanent product of the behavior or a record of its occurrence is made for evaluation
196
Elements of teaching self management
Self-selection definition of the target behavior, self observation recording, specification of the procedures for changing behavior, implementation of self management strategy, evaluation of self-management program
197
Organizational behavior management (OBM)
A sub discipline of ABA. Used to evaluate employee performance
198
Components of OBM
Performance management, behavior systems analysis, behavior based safety, pay for performance
199
Performance management
Management of an individual employee or a group of employees through the application of behavior principles
200
Interventions used in performance management
Goalsetting, feedback, job aids, token systems, lottery systems
201
Clinical tasks
Implementing behavior plans, collecting data, implementing emergency procedures
202
Variables affecting performance
Antecedents, equipment and processes, knowledge and skills, consequences
203
Performance Monitoring
Procedural integrity and monitoring effectiveness of behavior plan
204
Problems with conducting monitoring
Monitoring is hidden, staff don't know why they are being monitored, monitoring is done impolitely, results of monitoring are not shared
205
Incorrect use of monitoring data
Used primarily for punishment, typically delayed punishment
206
What to do with data
Reinforcement and corrective feedback for the staff member. Minimum of 4 to 1 instances of reinforcement to corrective feedback. Reinforcement every chance
207
Why data collection doesn't sustain
Problematic definitions, unclear roles, insufficient materials, insufficient training, complexity of intervention, failure to generalize, competing contingencies, staff dissatisfaction
208
Types of integrity
Observation, permanent product, self-report
209
Steps to effective performance monitoring
Pinpoint, develop a tool, determine if staff meets criteria, often target behavior can be collected simultaneously
210
Pinpoints
Observable, measurable, reliable
211
Develop a tool
Create a data sheet, have space to take notes
212
How often to monitor
80% agreement for most plans at least once per week
213
Increase monitoring if
Data is being collected on vital skill/dangerous problem behavior, new plan, problems are noticed
214
When collecting data on deceleration
Observe when problems are most likely, more worried about low agreement, integrity is more important in procedures like extinction
215
Reducing reactivity
Monitored frequently, self-monitoring, monitoring results, covert monitoring, using the activity to your vantage
216
Identify pinpoints
Identify the biggest opportunity, select a few behaviors that will have the biggest impact, don't overwhelm with pinpoints
217
OBM measurement dimensions
Quantity, quality, cost, timeliness
218
Identifying quality
Ask managers and employees what makes someone good at...
Engage in narrative recording
Look for recurring themes
219
Behaviorally anchored rating scale (BARS)
Anchors behavior to scores. The more behavior that an individual engages in, the higher the score
220
Benefits of BARS
Easy goal setting, allows for objective evaluation, negates the need for other forms of performance review
221
Training
Implemented for new staff, when new plans are introduced, when there is a skill deficit. Antecedent manipulation
222
Retraining
Decide if the staff can't do or won't do. May need task clarification
223
How to train
Provision of written description, brief explanation with questions, classroom training, performance and competency based training, behavioral skills training
224
Steps for staff training
1. Verbally describe the skills and give the rationale
2. Provide a written description
3. Demonstrate how to perform the skills
4. Observe training practice the skill
5. Provide feedback
6. Repeat steps 3 to 5 until proficiency is reached
225
Using classroom training
Provide instruction using lecture, watching videos, Internet broadcasting. Use ASR's
226
When to use antecedent interventions
Real problems, competing contingencies, failure to generalize
227
Types of antecedent based interventions
Job description, supervisor presence, job aids
228
Job description
Proper evaluation of pinpoints, clarification of management duties, clarification of roles
229
Why reinforcement fails
Insincere, too thin, assumption of value, too delayed, too general, noncontingent, reaction from employee
230
Use for negative reinforcement
Can get behavior started
231
Performance feedback
Positive feedback, constructive feedback
232
Positive feedback
Provide immediate, specific, contingent, sincere statement.
Deliver fairly and equally, based upon data.
Spend time pairing yourself with reinforcement.
Be sensitive to public versus private praise.
233
Characteristics of good constructive feedback
Done in private, soon after the behavior, describe the desired performance, talk specifically about behavior, use I statements, deliver when calm
234
Staff information
Should always be informed about what is expected and how they are doing in relation to what is expected
235
Goals
Antecedent that describes a terminal level of performance to be obtained.
Should be difficult and achievable, underperformer control, specific
236
Setting goals
Set the goal and market on the graph.
Obtain employee input for the goal.
Consider subgoals if significant improvement is required
237
Outcome management
1. Identify outcome for consumer
2. Specify target behavior for staff
3. Provide training
4. Monitor staff performance
5. Provide data based reinforcement for correct performance
6. Provide corrective feedback for insufficient performance
7. Evaluate the effects of supervisory procedures
238
Guidelines for using punishment
```
Don't threaten just implement
Punish the behavior not the person
Immediate and consistent
In private
Don't mix with reinforcement
Use an intense punisher
```
239
Goal of education
Create individuals who are capable of doing new things
240
Importance of generalization
Many students have difficulty generalizing the skills they learn.
241
Generalization
Occurrence of relevant behavior under different conditions without the scheduling of the same events in those conditions as had been scheduled in the training conditions
242
Stimulus generalization
Extent to which performance of the target behavior is improved in environments different than the original training environment
243
Response generalization
Extent to which the learner performs variety of functional responses in addition to the trained response
244
Maintenance
The extent to which the learner continues to perform the target behavior after a portion or all of the intervention has been terminated
245
Generalization across participants
Changes in behavior of untreated persons as a function of the treatment contingencies that are applied to the client
246
Techniques for programming the generality of behavior change
```
Introduced to natural reinforcement contingencies
Train sufficient exemplars
Train loosely
Use indiscriminable contingencies
Program common stimuli
Mediate generalization
Train to generalize
```
247
Introduce to natural reinforcement contingencies
Transfer control from trainer to stable, natural contingencies.
Choose behaviors to teach that will meet maintaining reinforcement contingencies after training
248
Train sufficient exemplars
Training multiple settings, with multiple trainers, with multiple stimuli
249
Train loosely
Training is conducted with relatively little control over the stimuli presented and the correct response is allowed, so as to maximize sampling to relevant dimensions or transfer to other situations and other forms of the behavior
250
Use indiscriminable contingencies
Use variable reinforcement schedules, delay reinforcement, hide
251
Mediate generalization
Establish a response as part of the new learning that is likely to be used with other problems as well. Language is the most common mediator
252
Train to generalize
Reinforce generalization, use instructions to facilitate generalization
253
Behavior contrast
If the behavior has been maintained in two or more contexts, and a procedure that decreases the behavior is introduced in one of these contexts the behavior may increase in the other contacts despite no changes in the contingencies in these other contacts
254
Direct consumers
Individuals we are paid to serve
255
Indirect consumers
Other individuals who benefit from the behavior change and clients
256
Terminating services
Never abandon clients, plan ahead and collaborate with other professionals
257
Criteria for terminating
Clients don't need services, client is not benefiting, client is harmed by service, environment is unsafe
258
Risk benefit analysis
Potential gain must be weighed against risk of continuing. Done when deciding to take a case, continue with the case, and terminate the case
259
Steps in a risk benefit analysis
1. Assess risk of behavioral intervention
2. Assess benefits
3. Discuss the analysis with involved parties
4. Decision
260
Reasons for selecting target behavior
Helps individuals achieve outcomes. Behavior deficit makes the person too dependent on others
