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FIT BEHP 5018 > UNIT 3 > Flashcards

UNIT 3 Flashcards

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1
Q

Which of the following is an example of a continuous schedule of reinforcement?

A

FR 1

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2
Q

Which of the following best defines a ratio

schedule of reinforcement?

A

Reinforcement is provided following a prespecified number of responses

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3
Q

Which of the following best defines an interval

schedule of reinforcement?

A

. Deliver stimuli known in other contexts to
be reinforcers solely on the basis of time,
independent of responding

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4
Q

Which of the following best defines a responseindependent schedule of reinforcement?

A

a. t s without response, then 1 response

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5
Q

Which of the following best defines
differential reinforcement of other behavior
(DRO)?

A

. t s without a response

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6
Q

Which of the following best defines a skill

deficit?

A

Task materials and relevant instructions do
not occasion predetermined level of
performance in absence of prompts

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7
Q

Which of the following best defines a

performance deficit?

A

b. The skill is intact, but the person is
unmotivated to respond under appropriate
stimulus conditions

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8
Q

Which of the following patterns of responding
following supplemental reinforcement for
correct responding suggest a performance
deficit?

A

Responding very rapidly increases

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9
Q

Which of the following best defines a

shaping?

A

Some property of responding is gradually
changed by differentially reinforcing
successive approximations to target
behavior

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10
Q

In shaping, infrequent reinforcer
delivery can result in which of the
following?

A

Decrease or extinguish responding

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11
Q

In a lag 5 reinforcement schedule, the

current response is reinforced if:

A

It differs from the last 5 preceding

responses along the specified dimension

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12
Q

In what order are prompts provided in

least-to-most prompting?

A

d. Verbal, gestural, physical guidance

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13
Q

qReinforcing only unprompted correct
responses may lead to which of the
following?

A

. Infrequent reinforcers

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14
Q

What is the ultimate goal of

prompting?

A

. Promote responding following gestural

prompt

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15
Q

Under what conditions is independent
responding likely to be more rapidly
acquired or increase more reliably?

A

Reinforce unprompted responses only

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16
Q

Which of the following best describe a

possible intrinsic reward?

A

. The music that comes from playing an

instrument

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17
Q 
q According to the overjustification
hypothesis, reinforcement contingencies
(\_\_\_\_\_\_ rewards) lead to decrements in
enjoyment (\_\_\_\_\_\_ rewards) and thus
result in decreases in engagement.
A

. Extrinsic; intrinsic

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18
Q

qAll of the following may account for
what appears to be lessened intrinsic
motivation, EXCEPT which?

A

Deprivation

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19
Q

Under what conditions do
overjustification effects appear to be
more pronounced?

A

. When behavior already occurs at a high

level

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20
Q

. Describe shaping

A 
Some property of responding is
gradually changed by differentially
reinforcing successive approximations to
target behavior
§ Used when target responses are
sufficiently complex or of sufficiently low
probability that they are unlikely to be
emitted without this gradual intervention
q Extinction component of shaping
increases response variability, allowing
novel response forms to contact
reinforcement
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21
Q

Describe methods to increase

response diversity

A

To increase response diversity
§ Extinction induced variation
§ Lag-reinforcement schedules
§ Type of percentile schedule
§ Lag = number of responses separating the
current response from an earlier one like it
§ In a lag x reinforcement schedule, the
current response is reinforced if it differs
from the last x preceding responses along
the specified dimension

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22
Q

. Describe how differential reinforcement
of prompted and unprompted
responding has been used to promote
independent responding

A 
q Ultimate goal of prompting is to
promote independent responding
q Research has examined differential
reinforcement of prompted and
unprompted responding to achieve this
goal, using:
§ Different reinforcement schedules
§ Different quality reinforcers
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23
Q

Describe intrinsic and extrinsic rewards

A

An intrinsic reward is naturally related to
the responses that produce it
§ An extrinsic reward is arbitrarily related to
the responses that produce it

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24
Q

Describe the overjustification

hypothesis

A

q Overjustification hypothesis: Reinforcement
contingencies (extrinsic rewards) lead to
decrements in enjoyment (intrinsic rewards)
and thus result in decreases in engagement
q Fueled controversy regarding use of
reinforcement in educational settings
§ “…extrinsic motivators—including A’s,
sometimes praise, and other rewards—are
not merely ineffective over the long haul but
counterproductive with respect to the things
that concern us most: desire to learn,
commitment to good values, and so on.” -
Alfie Kohn, Educational Leadership

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25
Describe several factors that may account for what appears to be lessened intrinsic motivation
``` What may account for what appears to be lessened intrinsic motivation § Contrast effects • Changes in rate of reinforcement under one condition can produce an opposite change in rate of responding in another condition § Learned helplessness phenomena • In performance-independent reward, “It doesn’t matter how well I do” ```
26
Which of the following best describe a | possible intrinsic reward?
The music that comes from playing an | instrument
27
``` According to the overjustification hypothesis, reinforcement contingencies (______ rewards) lead to decrements in enjoyment (______ rewards) and thus result in decreases in engagement. ```
b. Extrinsic; intrinsic
28
All of the following may account for what appears to be lessened intrinsic motivation, EXCEPT which?
. Contrast effects
29
Under what conditions do overjustification effects appear to be more pronounced?
When behavior already occurs at a high | level
30
Reinforcer assessments a. State the purpose of reinforcer assessments
``` Stimulus preference assessments (SPAs) § Just a prediction § Conducted under extremely low effort requirements, often with simplistic responses § Predictions made under these conditions do not necessarily guarantee the utility of the stimulus in actual training or treatment ```
31
List general experimental | arrangements (methods)
``` General experimental arrangements for reinforcer assessments § Single-operant arrangement § Concurrent-schedule arrangement § Progressive ratio schedule arrangements § Demand curve ```
32
Describe the methods of reinforcer | assessments
``` Single-operant arrangement § Perhaps the most commonly used § Single reinforcement schedule is arranged (often) for a single response § Typically, FR schedule § DV = response rate or frequency § Compare to baseline rates ```
33
Concurrent-Schedule Arrangement
q Concurrent-schedule arrangement § More sensitive test of relative reinforcer effectiveness § Multiple response options concurrently available § Each associated with a distinct stimulus delivered contingent upon appropriate response § DV = relative response allocation across available alternative § Often includes a control condition
34
Progressive Ratio Schedule | Arrangement
Progressive ratio (PR) schedule arrangement § Special type of single-operant arrangement • Differ from typical single-operant arrangements with respect to how the schedule is thinned § Ratio requirement increases systematically within a session, across successive “trials” § Session ends when participant ceases to respond for pre-determined amount of time § Dependent measure = “break point,” value of the last completed schedule requiremen
35
Demand Curves | Law of Demand:
``` All else being equal… § As unit price increases § Demand (consumption) decreases § And vice versa Demand Curve q Relates: § Unit price of the commodity § Total amount of a reinforcer that is consumed Demand curves § Allows one to look at choices under conditions of asymmetrical reinforcers and under various conditions of constraint ```
36
q Which of the following reinforcer assessments may mask differences in relative reinforcer efficacy?
Demand curves
37
Which of the following is the dependent variable used for concurrent-schedule reinforcer assessments?
Relative response allocation across | available alternatives
38
q Which of the following is the dependent variable used for progressive ratio reinforcer assessments?
. Last completed schedule requirement
39
According to the Law of Demand, all else being equal…as unit price ________ demand (consumption) ________ and vice versa.
Increases; decreases
40
Describe the two step process for | identifying reinforcers
Two step process: 1. Conduct SPA to determine its predictions about relative reinforcer efficacy 2. Then, test those predictions using one of the reinforcer assessment methods just described
41
Describe the three general categories | of preference assessments
qThree general categories 1. Indirect preference assessment (client or caregiver report) 2. Naturalistic (in-vivo) direct observation 3. Direct preference assessment (free operant or approach based) qDiffer in effort and accuracy
42
List advantages and limitations of the | three general categories
``` Advantages -Least effortful Limita4ons SubjecKve • Results do not always correspond to direct PAs • SKmuli idenKfied from direct PAs more likely to funcKon as reinforcers ```
43
NaturalisKc | observaKon
``` Advantages ObjecKve • More valid than indirect PA Limitations-Time consuming • Limited to sKmuli available in natural environment ```
44
Direct PA
``` Advantages Most accurate • SKmuli not limited Limitations Time consuming ```
45
Which of the following type of preference | assessment is generally least effortful?
Indirect
46
q According to Graff and Karsten (2012), which preference assessment method was most commonly used across all respondents?
a. Informal observation
47
Approach or selection-based preference assessments a. Describe the methods
``` q Approach or selection-based preference assessments § Items are presented systematically to produce preference hierarchies § Variations differ with respect to how many items are presented during a given trial § Preference hierarchies are derived from calculations of the number of times a stimulus is selected given the number of times each is available ```
48
Which of the following best describes how stimuli are presented in the multiple stimulus preference assessments?
Present all items in the array | simultaneously
49
Selected items are not returned to the array in which type of preference assessment method?
Multiple stimulus without replacement
50
Which of the following preference assessment methods may be most prone to false positives
Single-item/approach
51
q Which of the following preference assessment methods may be more sensitive to relative preferences and allows one to include a large number of stimuli?
. Paired-stimulus
52
qDuration-based preference assessments a. Describe the methods
``` Duration-based preference assessments: Items are presented to the individual and the proportion of time spent engaging with the items is recorded ```
53
. Describe the two measures for competing stimulus preference assessments for duration-based
``` Free operant (or multiple item) assessments: All items are presented simultaneously § Single item presentation: Each item is presented individually several times ```
54
Identifying Stimulus Preferences for duration-based
``` qCompeting stimulus preference assessments § Duration based assessments used also to determine the extent to which stimuli displace problem behavior § Two measures simultaneously: 1. Stimulus engagement 2. Problem behavior § Stimuli selected based on the combined measures ```
55
In duration-based preference assessments, items are presented to the individual and what is recorded?
Proportion of time spent engaging the | items
56
In competing stimulus assessments, stimuli | are selected based on what behavior(s)?
. Problem behavior and stimulus | engagement
57
Selecting a preference assessment method a. Describe some prerequisite skills for each type of preference assessment
``` qWhat variables should I consider when selecting a preference assessment method? § Abilities § Position biases § Problem behavior ```
58
List other preference assessment options for persons with profound disabilities
``` Individuals with profound disabilities who do not possess prerequisite scanning and motor skills for approach response cannot participate in traditional SPAs q Other options § Microswitches (e.g., Wacker, Berg, Wiggins, Muldoon, & Cavanaugh, 1985) § Indices of happiness (e.g., Green & Reid, 1996) ```
59
Position biases | a. Define
``` qPosition bias: Selection controlled by location rather than by the items themselves § E.g., participants may always select the item on the left when two items are presented in the paired-stimulus SPA ```
60
Know potential methods for | eliminating position biases
Quality training • Choice between a known nonpreferred stimulus and stimuli used in original SPA § Magnitude training + error correction • Magnitude of one option 5x greater • Error correction: Selection of smaller magnitude resulted in 5 re-presentations of the trial, selection of small option blocked q Other possible methods § Changing to vertical placement of stimuli § Holding stimuli directly in front of the participant § Placing items in opposite corners of the room and having the participant walk to the selected item
61
Visual scanning is a prerequisite skill required for all of the following preference assessments EXCEPT which?
. Vocal
62
Visual match-to-sample skills are required to accurately complete which of the following preference assessments?
. Pictorial
63
When someone exhibits a position | bias, selection is controlled by what?
c. Location
64
Which of the following preference assessment methods should be considered if a position bias persists?
. Single stimulus
65
Other considerations when selecting an SPA method a. List
§ Time § Function of problem behavior § Can stimulus be delivered after selection
66
If time is limited, which of the following preference assessment methods would perhaps be the LEAST appropriate?
d. Paired stimulus
67
``` According to the study conducted by Kang et al. (2011), which preference assessment method was NOT likely to evoke problem behavior maintained by tangible reinforcers? ```
a. Free operant
68
According to the study conducted by Kang et al. (2011), which preference assessment method was most likely to evoke problem behavior maintained by attention?
a. Free operant
69
q Research on contingent delivery during preference assessments has generally suggested what?
Contingent delivery identifies stimuli that | are more likely to function as reinforcers
70
q All of the following are arguments in favor of using praise/social reinforcers, EXCEPT which?
Social reinforcers/praise
71
According to the reinforcer selection flowchart suggested by DeLeon, Bullock, & Catania (2013), which type of stimulus should be considered first?
. Social reinforcers/praise
72
q Which of the following outcomes has been revealed by research examining preference assessments that include mixed arrays?
Food items often downward displace | leisure items
73
All of the following are arguments in favor of using praise/social reinforcers, EXCEPT which?
d. May be more subject to satiation
74
q Results of a study conducted by Goldberg et al. suggest which of the following regarding preference for social and nonsocial activities?
. All children had an approximately equal preference for social and nonsocial activities
75
q Which of the following best describes noncontingent pairing used to establish social stimuli as reinforcers?
Primary reinforcers delivered freely and | attention provided during consumption
76
As a part of general recommendations for selecting a preference assessment method, which method should one consider if motor skills are intact but the individual cannot visually scan an array of stimuli?
Single stimulus
77
q If an individual cannot visually scan an array and has limited motor control, which of the following should one consider using?
. Indices of happiness
78
Which preference assessment should one NOT use if an individual has problem behavior maintained by attention?
Free operant

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