TOPIC 9 - Stimulus Control

Question 1

when a behaviour happens in the presence of some stimuli but not others
- discriminating/extinction stimulus

Answer 1

Stimulus control

Question 2

Stimulus control develops as a result of _______ training

Answer 2

Discrimination training

Question 3

being reinforced in some conditions but not others leads to LEARNING about WHEN A BEHAVIOUR SHOULD OCCUR so that it can be reinforced. this is called:

Answer 3

discrimination training

Question 4

Discriminative stimuli and extinction stimuli are examples of:

Answer 4

controlling stimuli

Question 5

Stimulus/event that SETS THE OCCASION for REINFORCEMENT for a behaviour

Answer 5

discriminative stimulus

Question 6

stimulus/event that precedes a behaviour and set the occasion for its NON-REINFORCEMENT - will NOT be reinforced if this is present

Answer 6

extinction stimulus

Question 7

Establishing Operations vs. discriminating stimuli:

Answer 7

EO: makes a reinforcer more effective

SD: tells you whether or not operant will be reinforced

Question 8

Abolishing Operations vs. Sdelta (extinction stimulus):

Answer 8

AO: makes stimulus less potent as a reinforcer

Sdelta: tells you the behaviour will not be reinforced (yes/no)

Question 9

antecedents include establishing and abolishing operations AS WELL as CONTROL STIMULI. They alter the _______ probability of a behaviour whereas consequences, which include reinforcers and punishers, alter the _______ probability of a behaviour.

Answer 9

antecedents: current probability

consequences: future probability

Question 10

Establishing and abolishing operations and control stimuli are all:

Answer 10

antecedents

Question 11

An antecedent that makes a response more likely to occur (change agent wants this to occur in the individual; helps them out)

Answer 11

prompt

Question 12

An antecedent that makes a response more likely to occur; gets the behaivour to occur in the correct situation (SD present) more often so that the behaviour can be reinforced - help make the connection with the SD

Answer 12

prompt
prompting

Question 13

getting someone to do a certain response in the presence of discriminative stimuli verbally, gesturally, etc.:

Answer 13

Prompting

Question 14

Slowly prompting less unless until the behaviour can be done without a prompt in the presence of a discriminative stimulus

Answer 14

fading

Question 15

the behaviour of another person (prompter) EVOKES the desired RESPONSE from another individual (learner) in the presence of the SD

Answer 15

RESPONSE prompts

Question 16

Changing the STIMULUS or the ADDITION or REMOVAL of a STIMULUS to evoke the desired response from the learner in the presence of the SD

Answer 16

stimulus prompts

Question 17

Verbal behaviour of other person results in correct behaviour or trainee:

• basically just telling them what to do

Answer 17

Verbal prompt

Question 18

Physical movement or gesture of another person lead to the correct behaviour

Answer 18

(Eg: pointing)

gestural prompt

Question 19

Prompter demonstrates target behaviour for the learner

Answer 19

modelling prompt

Question 20

prompter PHYSICALLY ASSISTS learner to engage in correct behaviour

• eg: hand over hand

Answer 20

physical prompt

Question 21

Verbal Prompt
Gestural Prompt
Modeling Prompt
Physical Prompt

These are all examples of _________ prompts.

Answer 21

RESPONSE PROMPTS

Question 22

involves changing the SD or Sdelta to make the SD or Sdelta more salient

• WITHIN stimulus prompt

Answer 22

stimulus prompts

Question 23

Stimulus ADDED on top of SD or Sdelta

Question 24

shifting the response from occurring in the presence of the SD plus the prompt to the SD alone

Answer 24

transfer of stimulus control

Question 26

3 ways of transferring stimulus control: (PPS)

Answer 26

Prompt fading Prompt Delay Stimulus Fading

Question 27

Making sure someone can do something in the presence of the SD alone without a prompt would be considering:

Answer 27

transferring stimulus control

Question 28

RESPONSE PROMPT (prompt from other person) is GRADUALLY removed until the prompt is no longer needed for the behaviour to occur in the presence of the SD

Answer 28

Prompt fading

Question 29

Prompter provides least intrusive (verbal) prompt first and then uses more intrusive prompts ONLY if necessary

Answer 29

Least-to-Most Prompting and Fading: Verbal Prompt -> Gestural Prompt -> Physical Prompt

Question 30

Prompter provides MOST intrusive prompt first and gradually fades to less intrusive prompts as it progresses

Answer 30

Most-to-Least Prompting and Fading Physical prompt -> gestural prompt -> verbal prompt

Question 31

gradually delay DELIVERY of the PROMPT to allow the learner the chance to produce the response unprompted

Answer 31

prompt delay

Question 32

Stimulus prompt (change to/difference from stimulus) is gradually removed or lessened until the prompt is no longer needed for the behaviour to occur in the presence of the natural SD

Answer 32

stimulus fading

Question 33

stimulus fading, prompt delay, and prompt fading are all examples of

Answer 33

transferring stimulus control

Question 34

The ABSENCE of a SD can be an ________ stimulus in itself.

Answer 34

extinction

Question 35

PROCEDURES where ANTECEDENT stimuli (discriminative, extinction stimulus) are MANIPULATED to make desired behaviours more likely to occur so they can be reinforced and undesirable less likely to occur aka antecedent control procedures, antecedent manipulations

Answer 35

Antecedent Interventions

Question 36

Stimulus that changes the probability of an operant behaivour

Answer 36

controlling stimulus (discriminative - sets the occasion; extinction - non-reinforcement)

Question 37

CS vs. MO

Answer 37

CS - (SD and Sdelta) changes probability of a behaviour based on telling you whether or not behaviour will be reinforced - Will I be reinforced for this: YES/NO MO - (EO and AbO) alters the VALUE or EFFECTIVENESS of a reinforcer (to alter the probability of the behaivour that produces the reinforcer) - sliding scale - If I’m being reinforced, how worth it is the reinforcer

Question 38

1. Present SD for desired behaviour 2. New SD by LIMITING the occurrences of specific behaviours to specific situations -> MORE SPECIFIC SD 3. Arrange establishing operations for desirable behaviour 4. Decrease response effort for desirable behaviour

Answer 38

increasing desirable behaviour

Question 39

Discriminative stimuli don’t guarantee a behaviour will occur but they will make it more ______. - make SD EASY TO ACCESS

Answer 39

likely SD -> More likely - leave fruit out on the table so you’re more likely to grab it - instructions can serve as discriminative stimuli

Question 40

Limiting the occurrences of specific behaviours to specific situations (reduce the impact of competing behaviour)

Answer 40

Developing New SDs eg: insomnia - ONLY use the bed for sleeping eg: studying - ONLY use a certain area for studying

Question 41

Make the consequences of the desirable behaivour more appealing by arranging __________ (2) - withhold satiation until the right time - insomnia example:

Answer 41

establishing operations eg: avoid taking naps throughout the day, don’t sleep in - only go to bed when tired/at bed time

Question 42

Studying 1 hour a day for a week instead of 7 hours straight before a test would be an example of __________ (step 4 of increasing desired behaviours)

Answer 42

decreasing response effort - making it less effortful to engage in desired behaivour - break up behaviour into smaller tasks

Question 43

DECREASING undesirable behaviour: 1. Remove ____ for undesired behaviour 2. Extinguish ____ for undesired behaviour 3. Make the undesired behaviour impossible 4. Arrange ______ (2) For undesirable behaviour 5. _______ response effort and/or delay for undesirable behaviour

Answer 43

1. Remove SDs for undesired behaviour (out of sight out of mind) 2. Extinguish SDs for undesired behaivour (if you can’t remove SD, try to remove outcome of SD -> extinguish; break association) 3. Make the undesired behaviour impossible (eg: put phone in other room when studying so you can’t reach for your phone) 4. Arrange abolishing operations for undesirable behaviour (if you exercise more during the day, staying up late will be less appealing) 5. Increase response effort and/or delay or undesirable behaviour (don’t keep candy at home; have to go out and buy some if you want some)

Question 44

The more controlling stimuli in the environment, ______the chance of success in behavioural modification

Answer 44

increases

Question 45

easier to modify elements than later elements in _______ (2)

Answer 45

behaviour chains - nip it in the bud