Week 4 Flashcards
(17 cards)
What behaviours are included in the lecture’s trigger warnings?
Self-Injurious Behaviour (SIB), Physical Aggression towards others, and Environmental Aggression (e.g., property destruction).
What should a student do if they are uncomfortable with the content?
They should communicate their concerns to the lecturer, who will amend the clinical experiences used in class.
What are the possible consequences of behaviour?
Reinforcement, Extinction, and (Punishment).
What are the four components of the four-term contingency?
Discriminative Stimulus (SD), Motivating Operation (MO), Behaviour, and Consequence.
What are the two main effects of a Motivating Operation (MO)?
1) Alters the effectiveness of something as a reinforcer/punisher.
✅ 2) Alters the frequency of behaviours previously reinforced by that stimulus
What is a Discriminative Stimulus (SD)?
A stimulus present before a response that signals reinforcement is available if the behaviour occurs.
What is the difference between Unconditioned MOs (UMOs) and Conditioned MOs (CMOs)?
UMOs are innate (e.g., hunger, pain, sleep deprivation), while CMOs are learned (e.g., desire for social media time, lack of reading time).
When does an SD control behaviour?
Only when the relevant MO is in effect.
What are antecedent interventions?
Strategies that modify events before a behaviour occurs to prevent, reduce, or increase behaviours.
What are two types of antecedents?
1) Motivating Operations (MO) – Establishes a consequence as a reinforcer or punisher.
2) Discriminative Stimulus (SD) – Indicates that a consequence is available for a behaviour.
What is Non-Contingent Reinforcement (NCR)?
A reinforcement schedule where stimuli are provided at fixed or variable times, independent of behaviour.
Why is functional assessment important for NCR?
To ensure the reinforcement matches the function maintaining the behaviour.
What is response effort?
The amount of effort required to engage in a behaviour. Increasing effort reduces the likelihood of behaviour occurring.
How can response effort be manipulated?
By making an undesired behaviour harder to perform (e.g., not keeping cigarettes in the house when trying to quit smoking).
A student refuses to transition to class and sits on big cushions outside the classroom. What antecedent intervention could help?
Removing the cushions or placing them inside the classroom to make transitioning easier.
A client in a group home enters a specific house uninvited. What antecedent intervention could help?
Locking the door or changing the walking route to prevent access.
