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BEHP5013 Units 1-9 > Unit 4 > Flashcards

Unit 4 Flashcards

1
Q

Prerequisite skills

A 
Pre-attending skills
Instructional control
Verbal behavior
Generalized imitation
Derived relational responding
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2
Q

Behavioral momentum

A

The tendency of behavior patterns to persist once established

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3
Q

High-P request sequence

A

A procedure in which a person presents a series of easy-to-follow requests with which the behaver has a history of compliance in a sequence and then finishes with target request

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4
Q

When to use High-P request sequence

A

Tendency to become overly prompt dependent
Too big to manage physically
Extremely sensitive to being touched

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5
Q

Behavior cusps

A

A change that has consequences for the organism beyond the change itself some of which may be considered important

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6
Q

Pivotal behavior

A

Behavior, that once learned, produces corresponding modification or covariations in other adaptive untrained behaviors

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7
Q

Rules

A

Specify contingencies

Tell the listener what to do to gain or avoid certain consequences

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8
Q

Contingency specifying stimuli

A

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 a reinforcer

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9
Q

Rule-governed behavior

A

Behavior controlled by a verbal description of a contingency

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10
Q

Imitation

A

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 learner

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11
Q

Generalized imitation

A

Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled

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12
Q

Imitation training

A

Presenting a model that sets the occasion for a specific response by the learner
Providing response prompts as needed, so the learner emits the imitative response within a designated interval
Reinforcing the imitative response

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13
Q

Modeling (procedure)

A

Uses an individual’s imitative repertoire to train new behaviors or to evoke desirable behaviors occurring at a rate which is too low

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14
Q

Variables influencing effectiveness of modeling

A

Whether or not the model’s behavior is reinforced
The similarity between the model and the imitator
The physical attractiveness and prestige of the model
The model’s emphasis of critical aspects of the target behavior
Difficulty of the modeled behavior
Whether a “mastery” model is presented or a “coping” model
Strength of the learner’s imitative repertoire
Motivating operations in effect with respect to the form of reinforcement available for imitating the modeled behavior

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15
Q

Behavior Skills Training

A

A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skills

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16
Q

BST

A

Behavior Skills Training

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17
Q

Four components of BST

A

Instructions
Modeling
Rehearsal
Feedback

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18
Q

Verbal instructions

A

Vocal presentation of rationale and description of jobs

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19
Q

One of the most common procedures in staff training

A

Vocal instructions

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20
Q

Written instructions

A

Instructions providing in writing

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21
Q

Modeling

A

Role-playing with trainers/trainees

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22
Q

Often involves simulated work setting

A

Modeling in BST

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23
Q

Rehearsal

A

Trainee rehearses skills to be learned

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24
Q

Feedback

A

Information provided to staff regarding their performance

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25
Usually comes immediately after the skill has been demonstrated
Feedback in BST
26
How to program models/feedback
Performance based training
27
Performance based training is effective with
Single client program and/or simulated clients Actual clients Multiple client program
28
Stokes and Baer suggest
To program for generality
29
General case conditions
Provide broad range of program exemplars with which they are likely to interact "sample the instructional universe" for all skills needed
30
BST has been effective to teach
``` Guided compliance Discrete trial training PECS Functional analysis Guarding and ambulation Gun safety skills Abduction prevention ```
31
Ways to conduct rehearsal/feedback
Correct at the error, instruct the model and have the trainee rehearse step correctly At the end of the sequence, provide correction 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
32
How to create instructions
Choose the skill you want to teach Create a task analysis of the skill Turn those steps into a checklist
33
Instruction training
Read instructions to a trainee Present instructions verbally Print out and hand instructions for the trainee to read
34
Concurrent schedules
Two or more schedules operating simultaneously but independently of each other, each for a different response
35
Stimulus equivalence
The emergence of accurate responding to untrained and non-reinforces stimulus-stimulus responses to some stimulus-stimulus relations
36
Types of stimulus equivalence
Reflexivity Symmetry Transitivity
37
Matching law
The allocations of responses to choices available on concurrent schedules of reinforcement Rates of responding across choices are distributed in proportions that match the rates of reinforcement received for each choice-alternative
38
Reflexivity
In the absence of training and reinforcement, a response will select a stimulus that is matched to itself
39
A=A
Reflexivity
40
Symmetry
After learning that A=B, the learner demonstrates that B=A without direct training on that relationship
41
B=A
Symmetry
42
Transitivity
After learning that A=B and B=C, the learner demonstrates that A=C that emerges without direct training on that relationship
43
If A=B and B=C, then A=C
Transitivity
44
Relational Frame Theory
An explicitly behavioral account of human language and cognition Provides a functional account of the structure of verbal knowledge and cognition
45
RFT
Relational Frame Theory
46
Arbitrarily Applicable Relational Responding
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
47
AARR
Arbitrarily applicable relational responding
48
Characterizations of AARR
Mutual entailment Combinatorial mutual entailment Transformation of stimulus functions
49
Mutual entialement
When in a 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
50
Combinatorial entailment
When two mutually entailed relations combine
51
Contextual cues
Establish what relations exists between stimuli
52
Crel
Relational context
53
Cfunc (1)
Functional context
54
Cfunc (2)
Qualify/Quantify the specifics of a relation between stimuli
55
Stimulus transformers
When stimuli are brought into relations | Any change to stimuli then changes all others in the network
56
Relational frames
Specific classes of AARR that show contextually controlled properties of mutual and combinatorial entailment and the transformation of stimulus functions, not due solely to formal properties or to direct training with the stimuli involved, but due to a history of such relational responding and the presence of contextual cues that evokes this pattern of responding
57
Framing
Relating stimuli in a specific way
58
Kinds of relational frames
``` Coordination Opposition Distinction Comparison Hierarchical relations Deictic relations Temporal relations ```
59
Uses for RFT
``` Reinforcer ID Observational learning Joint attention Establishing mand/tact repertoires Instructional control Naming Reading/spelling Math Syntax and grammar Analogical reasoning Perspective taking Empathy Self-directed rules ```
60
Teaching self-rules
Pliance Tracking Augmenting
61
Pliance
Following rules because of socially-mediated reinforcement for rule-following
62
Tracking
Following rules due to a history of correspondence between the rule and the contingencies actually encountered
63
Augmenting
Rules that change the function of a consequence
64
Skills to teach self-rules
``` Coordination Comparative Temporal Causal relational framing Perspective-taking ```

BEHP5013 Units 1-9 (9 decks)

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