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