Unit 4 Flashcards
Prerequisite skills
Pre-attending skills Instructional control Verbal behavior Generalized imitation Derived relational responding
Behavioral momentum
The tendency of behavior patterns to persist once established.
High-P request sequence
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.
When to use High-P request sequence
Tendency to become overly prompt dependent.
Too big to manage physically.
Extremely sensitive to being touched.
Behavior cusps
A behavior change that has consequences for the organism beyond the change itself, some of which may be considered important.
Pivotal behavior
Behavior, that once learned, produces corresponding modification or covariations in other adaptive untrained behaviors.
Rules
Specify contingencies.
Tell the listener what to do to gain or avoid certain consequences.
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 a reinforcer.
Rule-governed behavior
Behavior controlled by a verbal description of a contingency.
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 learner.
Generalized imitation
Imitative behavior which occurs without the person receiving training and reinforcement to imitate the specific behavior modeled.
Imitation training
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
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.
Variables influencing effectiveness of modeling
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.
Behavior Skills Training
A training package that utilizes instructions, modeling, rehearsal, and feedback in order to teach a new skill.
BST
Behavior Skills Training
Four components of BST
Instructions
Modeling
Rehearsal
Feedback
Verbal instructions
Vocal presentation of rationale and description of jobs.
One of the most common procedures in staff training
Vocal instructions
Written instructions
Instructions providing in writing
Modeling
Role-playing with trainers/trainees
Often involves simulated work setting
Modeling in BST
Rehearsal
Trainee rehearses skills to be learned
Feedback
Information provided to staff regarding their performance
