Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

BEHP 5004 > Unit 6- Schedules of Reinforcement > Flashcards

Unit 6- Schedules of Reinforcement Flashcards

1
Q

Multiple schedule

A

-2 or more components, each with a different schedule of reinforcement
-Only one schedule at a time
-Each schedule correlated with a distinct SD
EX. schedule of daily activities, child interacting with different parents, different class periods with different teachers.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Mixed Schedule

A

-2 or more components, each with a different schedule
-One schedule at a time
-Same as multiple BUT NO SDs
EX. reading a new book, taking a walk somewhere unfamiliar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Chained Schedule

A

-2 or more components, each with a different schedule of reinforcement
-Completion of Schedule A produces Schedule B and completion of Schedule B produces reinforcer
-Each component correlated with a distinct SD
EX. Cooking a meal (step by step), reading a novel- chapter to chapter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Tandem Schedule

A
  • 2 or more components, each with a different schedule of reinforcement
  • Completion of Schedule A produces Schedule B and completion of Schedule B produces reinforcer
  • Same as chained BUT NO SDs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Concurrent Schedule

A

-2 or more components independently available at the same time, can freely alternate
-Each component is correlated with a distinct SD
-Provides a procedure for studying choice and variable affecting choice
EX. having a conversation and cooking a meal, daydreaming and listening to lecture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Conjoint Schedule

A
  • 2 or more components independently available at the same time, can freely alternate
  • Same as concurrent but NO SDs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Alternative Schedule

A

-2 or more components, each with a different schedule of reinforcement
-All components available at same time (like concurrent)
-First component completed produces reinforcement and typically once a component is started, person will not stop until reinforcer is produced.
-Reflects a preference for one schedule over the others
EX. Sending an email OR making a phone call, buying coffee OR making coffee, seeing a therapist OR talking to friend

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Conjunctive Schedule

A
  • 2 or more components, each with a different schedule of reinforcement
  • Reinforcement requirements for ALL components must by met to receive reinforcer
  • Order of components not important
  • EX. read book, review powerpoint, answer questions, pass test
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Progressive Schedule

A

-Some schedule parameter changes systematically over successive reinforcers or blocks of reinforcers
-Progressive FI-time: seconds are added to successive FI intervals
-Progressive FR-n: responses are added to successive ratios
EX. learning to play longer and longer musical pieces (progressive VR), heavy coffee drinker attempting to reduce coffee intake (reverse progressive FR)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Behavioral Function

A

Conditions that motivate and maintain problem behavior

-Events that motivate, occasion and reinforcer a response class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Major Functions of Problem Behavior

A
  • Positive Reinforcement

- Negative Reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Positive Reinforcement of Problem Behavior Examples

A

-Access to tangible, activity, attention, biological, control, and counter-control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Negative Reinforcement of Problem Behavior Examples

A

-Escape/avoidance of demands, painful stim, unpleasant social stimuli, warning stimuli, biological, and control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

General Treatment Options for Function Based Treatment

A

•Extinction
•Differential Reinforcement
•Time contingent schedules (of reinforcer
deliveries)
•Stimulus Fading
•Medical treatment for biologic conditions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Attention- EXTINCTION

A
  • No reaction
  • Planned ignoring
  • Withdraw attention
  • Attend to others appropriate behavior
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Attention- DIFFERENTIAL REINFORCEMENT

A
  • FCT
  • Catch em being good
  • DRO
  • Provide activities that result in attention
  • DRL/DRH
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Attention- TIME CONTINGENT

A

-Scheduled attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Attention- STIMULUS FADING

A
  • Gradual change in type, frequency, duration of attention

- Introduce an SD that signals availability of attention and fade to natural consequences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Access- EXTINCTION

A

-Deny access and offer no substitute activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Access- DIFFERENTIAL REINFORCEMENT

A

-•Functional Communication Training (FCT)—prompt the child to request access to desired objects or activities.
•Follow a Daily Activity Schedule that includes several desirable activities.Schedule desired activities to occur after less desirable ones to comprise work-play sequences.
• Involve the child in the identification of activiti
es in the Daily Activity Schedule and to be used as reinforcers for pro-social behaviors and academic performance
•Involve the child in the identification of materials to be used as reinforcers for pro-social behavior and academic performance
•Provide a choice among activities whenever possible
•Provide a structure that links demonstrating desira
ble behavior with access to reinforcing activities and materials
•Access to reinforcing materials-activities can also
be arranged on DRO, DRL,and DRH schedules

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Access- TIME CONTINGENT SCHEDULE

A
  • Enrich the environment
  • Offer choices
  • Daily activity schedule with preferred activities included
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Biological/Sensory- EXTINCTION

A
  • Sensory blocking

- Neurotransmitter blocker or antagonist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Biological/Sensory- DIFFERENTIAL REINFORCEMENT and TIME CONTINGENT SCHEDULE

A
  • DRA, DRL of problem behavior, DRH of pro-social behavior

- Access to drug substitutes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Biological/Sensory- STIMULUS FADING

A
  • Restraint/blocker fading
  • Medication titration
  • Drug substitute fading
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Control- EXTINCTION
-Do not allow child to control "uncontrollables"
26
Control- DIFFERENTIAL REINFORCEMENT
* Teach and prompt use of appropriate negotiating skills(the WIN-WIN concept) * Reinforce conformity with ‘uncontrollable’ structures
27
Control- TIME CONTINGENT
- Provide opportunities for choosing/control | - Relinquish control as appropriate
28
Escape/Avoidance- EXTINCTION
EXTINCTION •Continue instruction during occurrences of problem behavior until the task is completed •Maintain the expectation of task completion when the child has disengaged from the task •Require completion of the task before beginning the next scheduled activity. •Present tasks using a prompt hierarchy that culminates in guided compliance (includes a positive punishment operation)
29
Escape/Avoidance- STIMULUS FADING
STIMULUS FADING • Gradually increase task difficulty—for children who are sensitive to difficult tasks, task difficulty can begin at a level that does not cause frustration and gradually and systematically increase difficulty as the child demonstrates success at each difficulty level. •Interspersed preferred tasks—tasks that a child prefers to perform can be interspersed among less preferred or more difficult task items. This increases positive reinforcement for task engagement, and decreases fatigue and frustration
30
Escape/Avoid Pain- DIFFERENTIAL REINFORCEMENT
``` Escape-Avoidance of Painful Stimulation DIFFERENTIAL REINFORCEMENT •Teach skills to relieve pain –Self-medication –Positioning –Massage –Social skills to improve relationships with aggressive peers •Functional Communication Training (FCT)- prompt the child to request assistance to relieve pain ```
31
Escape/Avoid Pain- STIMULUS FADING
Escape-Avoidance of Painful Stimuli STIMULUS FADING •Gradually increase exposure to painful stimuli—for example,medical or rehabilitation procedures such as catheterization,dental procedures, medical exams, physical therapy, etc. •Interspersed preferred activities—activities that a child prefers can be interspersed with painful procedures. The frequency and duration can be faded as needed
32
Escape/Avoid of Warning Stimuli- EXTINCTION
Escape-Avoidance of Warning Stimuli EXTINCTION •Continue planned sequence of events without interruption
33
Escape/Avoid of Warning Stimuli- DIFFERENTIAL REINFORCEMENT
Escape-Avoidance of Warning Stimuli DIFFERENTIAL REINFORCEMENT •Provide the child with choices regarding the schedule of events and their timing where feasible •Reinforce participation in transitions—taking a leadership or helper role •Provide a highly preferred activity to distract the child from a pending unpleasant, but necessary event
34
Escape/Avoid of Warning Stimuli- TIME CONTINGENT
``` Escape-Avoidance of Warning Stimuli TIME CONTINGENT ESCAPE-AVOIDANCE OF WARNING STIMULI (VT, FT schedules) •Usually contraindicated ```
35
Extinction- Operation Vs. Process
Extinction OPERATION: Discontinue reinforcement | Extinction PROCESS: The reduction in the response rate that occurs as a result of the extinction operation
36
Side Effects of Extinction
- Extinction burst - Behavioral contrast - Extinction induced aggression - Agitated or emotional behavior - Resumption of Previously reinforceed responses - Spontaneous Recovery
37
Extinction Burst
-Initial increase in rate, duration, amplitude and variability
38
Extinction induced aggression
-Violent acts directed at the source of reinforcment or others not related to delivery of reinforcement -Highest levels of aggression during initial phase of extinction
39
Agitated or Emotional Behavior
-Crying, pouting, fussing, rhythmic rocking
40
Resumption of Previously reinforced Responses
``` -•Behaviors occurring at zero or near-zero rates may increase •Can occur within a response class or different response classes ```
41
Behavioral Contrast
Behavioral Contrast •Following introduction of extinction in one setting, therecan be an increase in responding in settings uncorrelated with extinction •Effect most pronounced when time between components is short •A significant clinical consideration
42
Spontaneous Recovery
- Spontaneous reoccurence of previously reinforced responses | - Can initially be up to 50% of pre-extinction rate
43
Goh and Iwata- Escape Extinction
- 40 year old male with SIB and aggression maintained by escape from demands - Used an escape extinction procedure * *SIB and Aggression covaried closely when escape extinction was used
44
Lerman et. al (1999)
-41 cases of SIB 10 cases just escape extinction 31 cases escape-ext and DRA or VT/FT or Stimulus Fading **When using Esc-Ext alone get greater Extinction burst then when used in conjunction with other components
45
Planned Ignoring
A protocol designed a priori to withhold social attention for a period of time following the occurrence of specified index behaviors
46
Design a Differential Reinforcement procedure
Optimal Design of the Reinforcement Operation •Identify effective forms of reinforcers via preference assessments •Arrange motivating conditions that will establish the effectiveness of reinforcers •Deliver contingent reinforcers as soon as possible after the behavioral criteria have been met •Select a schedule of reinforcement that will effectively compete the schedule maintaining problem behavior •Make the contingency as clear (discriminable) as possible
47
Design DR based on the Matching Law
- All behavior is choice behavior - The choice over one behavior over another is based on 1) reinforcer rate 2) reinforcer quality 3) reinforcer delay 4) response effort
48
Time contingent reinforcer schedules
-Discontinues the response-reinforcer relation maintaining prob bx (can be viewed as EXTINCTION)
49
Mace & Lalli (1991)
46 yr-old male diagnosed with Moderate MR and Psychosis:** Found bizarre speech function = attention, so NC attention provided at VT 90 sec schedule discontinued contingency of bizarre speech & reduced occurrence
50
Factors affecting the effectiveness of VT/FT schedules
- Density of FT/VT schedule vs. baseline schedules of reinforcement - FT vs VT - With or without extinction - Use FT/VT with DRO to avoid reinforcing problem behavior and make schedule discriminable
51
Reynolds JEAB (1961)
Behavioral Contrast Pigeon's rate of key pecking during presentation of 1 stimulus was modified by changing only schedule of reinforcement associated with different stimulus.
52
Behavioral Momentum
Refers to tendency for pattern of behavior, once established, to persist despite some opposition to response-reinforcer relationship
53
Van Camp, Lerman, Kelley et al. 2000
FT vs VT effects on aggression. Effects appeared to be comparable on rate of aggression, (though effects more pronounced immediately with VT), overall were comparable!
54
Vollmer et al., JABA, 1993
Compared of DRO and NCR & found both effective & comparable, but NCR showed less problem behavior.
55
Lalli et al., JABA, 1997
Showed NC schedules combined with extinction showed large & immediate reduction in aggressive behavior &SIB Also showed NC schedule can be used with or without extinction but if extinction is possible, should include it.
56
Conceptual Framework for Designing Function-Based Interventions
Matching Theory and Behavioral Momentum Theory as a base
57
Behavioral mass
Persistence of response made up of: Length learning history, reinforcement rate, r quality, r delay, r effort for response class. Also “resistance of the baseline response rate to change when response reinforcer relationship is disrupted”
58
Behavioral velocity
equal to (baseline) response rate
59
Response-Reinforcer Disruptors
Extinction, Satiation, Dark key food, Punishment, Alternative reinforcement, Distraction
60
Catania (JEAB, 1963)
Relative response allocation approx equaled relative time allocation
61
Nevin, Mandell, & Atak, JEAB, 1983
Multiple VI VI baseline, pigeons, food access 4 seconds as SR+. Found: The greater the baseline R+ the greater the resistance to change Confound: Is momentum a function of response-reinforcer (operant) or stimulus reinforcer (Pavlovian) contingencies?
62
Chung (1966)
Function shows an asymptotic curve Single alternative arrangement produces less sensitivity to variations in reinforcement
63
The Matching Law (Hernstein 1961)
The Matching Law (Herrnstein, 1961) It simply states, ‘relative response rate will match relative reinforcement rate’ • The relationship also holds for time allocation
64
Nevin et al. JEAB, 1990
Is momentum is a function of S-S or R-S contingencies? Confirmed that resistance to change is a function of Stimulus -Reinforcer contingencies rather than Response-reinforcer contingencies!
65
Mace et al. JEAB, 1990
Established pigeons/humans species generality. Replicated Nevin 1983 and 1990

BEHP 5004 (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions