Test 2 Flashcards
1
Q
setting events
A
those events which change the value of a consequence
2
Q
indirect assessment
A
- behavioral interviews
- behavior rating scales
3
Q
direct assessment
A
direct observations
- scatter plots
- ABC
4
Q
summary statements
A
describe situations, behaviors, and the outcomes or reinforcers maintaining the behaviors in those situations
5
Q
functional equivalency training
A
- identify stimuli that occasion and maintain behavior
- pay attention to form and function
- teach socially appropriate replacement behavior
- new behavior= at least as efficient and effective
6
Q
positive reinforcement
A
the contingent presentation of a consequence that increases the behavior
7
Q
negative reinforcement
A
the contingent removal of a consequence that increases the behavior
8
Q
individualized reinforcers
A
- sampling
- prepared menus
- observing
9
Q
effective reinforcers influenced by:
A
- reinforcement history
- students deprivation state
- perceived value of reinforcer
- consistency
- age appropriateness
10
Q
the goal is to get reinforcers to be _____ ______
A
naturally occurring
11
Q
contingency
A
if… then…
explicit relationship between performing the behavior and obtaining the consequence
12
Q
importance of immediacy
A
- right after the target behavior
- connect the behavior with consequence
- avoid inadvertently reinforcing other behaviors
13
Q
types of reinforcers
A
- primary
- secondary
- token reinforcers
14
Q
primary reinforcers
A
- stimuli with a biological importance
- natural, unlearned, unconditioned
- temporary, used mainly when teaching new
- BEHAVIOR OVERKILL
- state of deprivation
15
Q
secondary reinforcers
A
- conditioned reinforcers
- replace primary reinforcers
- social stimuli, preferred activity
- symbolic representation
16
Q
premack principle
A
low frequency —-> high frequency
- based on strength of preferred activity as a reinforcer
- ex: eat broccoli then go play
17
Q
generalized conditioned reinforcers
A
- associated with a variety of other reinforcers
- exchangeable for something of value: money, social comments, praise
- not dependent on a state of deprivation
- less susceptible to satiation
18
Q
token reinforcers
A
- symbolic representations exchangeable for some of value
- similar to using money in society
- advantages: portable, no limits, durable, visible, unique
19
Q
collaborative activity
A
the act of dividing up the work so that the teacher does some of it and the student does the other part
20
Q
precorrection
A
the process of rehearsing before entering a situation
21
Q
immediate antecedent assistance
A
give a direction to do something- teacher immediately steps in and helps the student get started
22
Q
preferred item as distracter
A
an activity made more palatable by superimposing a preferred item into it
23
Q
offering choices
A
offering students choices of activity from a list or pre-selected inventory
24
Q
behavioral momentum
A
giving two to three high probability requests before a low probability request is given
25
embedding within preferred routines
the process of making an undesirable task a part of a more desirable task
26
dependent group-oriented contingency
dependent on particular students behaviors
27
independent group-oriented contingency
group contingency, but individuals earn
28
interdependent group-oriented contingency
group contingency based on overall group performance
29
continuous schedule of reinforcement
- for every behavior reinforcement
- high rate of responding
- learning new behaviors
- very low frequency behaviors
- problems: satiation, dependency, not most efficient, may interfere with routine
30
intermittent reinforcement schedule
- follows some but not all occurrences of behavior
- reduces satiation
- requires greater number of correct responses
- teaches delay of gratification
- maintenance
31
interval intermittent reinforcement
-at least one occurrence during specific amount of time
32
FI (fixed interval)
- low rates of behavior
- influences by length
- fixed-interval scallop
33
VI (variable interval)
- average length
| - unpredictability
34
ratio intermittent reinforcement
number of times the behavior occurs determines R
35
FR (fixed ration)
- increases in rate of behavior
- inappropriate fluency
- post-reinforcement pause
36
VR (variable ratio)
- based on average response
| - unpredictability
37
thinning
dense (continuous) to sparse (variable)
38
ratio strain
thinned too quickly-- too large
39
punishment
- only stops behavior for awhile
- Consequent stimuli S
- Decreases behavior
- Administered contingently
- Immediately following challenging behavior
- Identified only by its effect on behavior
- Can occur naturally
- negatively reinforcing for teacher
- alternative: fair pair
40
hierarchy of procedural alternatives
1. strategies of differential reinforcement
2. extinction
3. removal of desirable stimuli
4. presentation of aversive stimuli
41
extinction
reduces behavior by abruptly withdrawing or terminating positive reinforcer
42
delayed reaction
resistance to extinction, intermittent reinforced
43
increased rate
rate and intensity before significant reduction
44
controlling attention
body language, hints, attention is attention
45
extinction-induced aggression
early stages of procedure, "you just watch me"
46
spontaneous recovery
after initial extinction may have reoccurrence
47
imitation or reinforcement by others
"if she can get away with it then maybe i can too"
48
limited generalizability
may occur in other settings where extinction is not in place
49
removal of desirable stimuli
- use in combination with token reinforcer
- teacher must be able to withdraw reinforcer
- students must understand rules
50
time out from positive reinforcement: nonseclusionary
non removal (move chair out of the circle)
51
time out from positive reinforcement: exclusionary
removing student from activity, denying access
52
time out from positive reinforcement: seclusionary
student is removed from classroom itself, time out room
53
presentation of aversive stimuli
- extremely intrusive
- rapidly stops occurrence
- appropriate only when safety is jeopardized or long standing serious behavior problems
54
types of aversive stimuli
- unconditioned
| - conditioned
55
unconditioned aversive stimuli
- physical pain
- naturally occurring or contrived
- mild to more intrusive
56
conditioned aversive stimuli
- paired with unconditioned aversive stimuli
| - verbal reprimands
57
overcorrection
to teach students to take responsibility and teach appropriate behavior
58
restitutional overcorrection
restore or correct environment that was disturbed beyond original state
59
positive-practice overcorrection
engage in exaggerated or overly correct practice of appropriate behavior
60
negative practice
- practice inappropriate behavior
| - depends on satiation or fatigue
61
positive reinforcement 3 key words
- increases
- presentation
- contingent
62
satiation
when they are given too much reinforcement and become unmotivated by the reinforcer
63
how to set up a token economy
1. pinpoint behavior
2. build the token economy
3. implement the program
64
build the token economy
a. select tokens and reinforcers
b. set token value
c. construct a bank
d. arrange business hours
65
implement token economy
a. explain the program
b. award tokens and praise
c. decrease tokens overtime but continue praise
d. make adjustments
66
behavior contracts
1. make preparations
2. negotiate
3. write it down, sign it, post it
67
make preparations for behavior contracts
a. define the behavior- observable and measurable
b. select reinforcers- student identifies reinforcers
c. define the criteria
d. select bonus and penalty
68
consecutive criteria
perform behavior certain number of times in a row
69
cumulative criteria
adds up successes but not failures
70
negotiate behavior contracts
a. explain contract purpose
b. explain rules
c. open negotiations
d. conclude negotiations
71
differential reinforcement subcategories
1. DRL
2. DRO
3. DRA
4. DRI
72
DRL
- reinforcing when behavior occurs less
| - identify exisiting rate, identify time in which I will be observing identify rate of reinforcement
73
DRO
non-occurance, zero rates of behavior -> reinforce when problem behavior does not occur no matter what else happens
74
DRA
alternative (can occur at same time as problem behavior) reward for more appropriate behavior when it replaces problem behavior and serves same purpose
75
DRI
incompatible behaviors -> reinforce behavior that makes it impossible to do problematic behavior
-ex: problem behavior- out of seat -> reward in seat behavior
76
summary statements
- setting events (when)
- immediate antecedents (and/ or when)
- behaviors (name will)
- in order to get (reinforcing/maintaining consequence)
