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194 Cards in this Set

  • Front
  • Back
Behavior Chain
Consistent sequence of stimuli and responses that occur closely to each other in time and in which the last response is typically followed by reinforcement.\
What is another name for a behavior chain?
Stimulus response chain
Explain the role of responses in an behavior chain.
Each response produces a stimulus that serves as an Sd for the next response and a reinforcer for the previous response.
Explain how the saying "A chain is only as strong as its weakest link" applies to behavior chains.

How do you repair the chain?
If any response is so weak that it fails to be evoked by the Sd preceding it, the next Sd will not be produced and the rest of the chain will not occur. The chain will be broken at the point of its weakest link.

To repair the chain, strengthen the weak S-R connection by means of an effective training procedure.
Distinguish between a behavior sequence that is a chain and one that is not a chain.
A behavior chain is made up of consistent seirous of stimulus and responses that occur closely in time and for which each stimulus is an Sd for the next response. In other words, each link of the chain is followed by the next with no time delay.
What are the 3 major methods of teaching a behavioral chain?
Total task presentation

Backward chaining

Forward chaining
Total task presentation
Learner attempts every step on each trial, so that all unmastered steps are taught concurrently.

Instructor provides prompts and praise for all unmastered steps.

Reinforcer is presented following the last step.

Training continues in this way until all steps are mastered.
Backward chaining
Starting with the last step, it must be mastered before proceeding to the next-to-last step.

Instructor provides prompts for the step that is being taught.

On each trial, all previously mastered steps are required, and the last step is followed by a reinforcer.

In this way, one step is learned at a time progressing backward to the first step.
Forward chaining
Starting with the first one, the step must be mastered before proceeding to the next one.

Instructor provides prompts for the step that is being taught.

On each trial, all previously mastered steps are required.

In this way, one step is learned at a time, progressing forward to the last step.
Which of the major chaining methods do the authors recommend for teaching persons with DD, and for what 4 reasons?
Total-task presentation

1)Requires instructor to spend less time in partial assembly or disassembly to prepare the task for training

2) Appears to focus on teaching resposne topography and response sequence simultaneously

3) Produces results more quickly

4) Appears to maximize the learner's independence early in training, especially if some steps are already familiar to him/her.
Compare the following:

Shaping, fading, and chaining
Shaping--reinforcing closer and closer approximations to the final response.

Fading-reinforcing the final response in the presence of closer and closer approximations to the final stimulus for that response.

Chaining-Reinforcing more and more of the specific S-R links that compose the chain
Task analysis
The process of breaking down a task into smaller steps or components to facilitate training
Adventitious chain
A behavioral chain that has some components that are functional in producing the reinforcer and at least one component that is not function in producing the reinforcer
Punisher
a stimulus that when presented after a behavior, decreases the frequency of that behavior
Punishment
presentation of a punisher decreases behavior
Pain-inducing punisher
causes physical pain
Unconditioned punisher
Punishing without prior learning
Which type of punisher is an unconditioned punisher?
Pain-inducing punisher
Reprimand
Strong negative verbal stimulus immediately contingent on behavior: No! That was bad!
Conditioned punisher
Stimulus is punishing because it has been paired with another punisher
Timeout
Period of time during which an individual loses opportunity to earn reinforcers
Exclusionary timeout
Removing individual from the reinforcing environment
Nonexclusionary timeout
Introducing into the situation ,a stimulus associated with less reinforcement (ex. ribbon on-time in, ribbon off-timeout)
Response cost
Removal of a specified amount of reinforcer contingent on the behavior
Direct effect of punishment
Decreased frequency of a response because of its immediate punishing consequences
Indirect effect of punishment
Weakening of a response that is followed by a punisher even though the punisher is delayed
What are 3 reasons that could explain the effectiveness of a delayed punisher in decreasing a behavior?
1) Self-statements intervene between behavior and the delayed punisher.

2) Immediate conditioned punishers may intervene between the behavior and the delayed backup punisher.

3) Delayed punisher may have an effect on behavior because of instructions about the behavior leading to the punisher.
What are 2 conditions under which a mild punisher can be effective?
1) If the reinforcer for the undesirable behavior is withheld following instances of the behavior.

2) If a desirable alternative behavior is reinforced with a strong reinforcer.
SDp
Stimulus that tells that a response will be punished
6 harmful side effects of punishment
Aggressive behavior
Emotional behavior
Escape and avoidance
No new behavior is learned
Modeling of punishment
Overuse of punishment (and under-use of reinforcement)
Escape conditioning
Removal of a stimulus increases behavior
How is escape conditioning similar to punishment?
Both involve the use of an aversive stimulus
In what 2 procedural ways are escape conditioning and punishment different?
Antecedents--In escape conditioning, the aversive stimulus must be present prior to a response. In punishment, aversive stimulus is not present prior to the response.

Consequences--Escape conditioning removes the aversive stimulus following a response. Punishment presents aversive stimulus following a response
How are the effects of escape conditioning and punishment different?
Punishment decreases behavior

Escape conditioning increases behavior
In what 2 procedural ways is escape conditioning different from positive reinforcement?
In escape conditioning, stimulus is removed; in positive reinforcement, stimulus is presented.
How are the effects of escape conditioning and positive reinforcement similar?
Both result in the strengthening of a response.
What is another name for escape conditioning?
Negative reinforcement
Avoidance conditioning
Contingency in which a behavior prevents an aversive stimulus from occurring, and thus increasing the frequency of that behavior
Warning stimulus
A stimulus that signals a forthcoming aversive stimulus
Discriminated avoidance conditioning
Avoidance conditioning that includes a warning signal that enables the individual to discriminate a forthcoming aversive stimulus
What are 2 procedural differences between escape and avoidance conditioning?
1) Escape response removes am aversive stimulus that has already occurred while an avoidance response prevents an aversive stimulus from occurring.

2) Avoidance conditioning often involves a warning stimulus
Operant conditioning
The process of strengthening a behavior by reinforcing it or weakening it by punishing
Operant behaviors
Behaviors that operate on the environment
Respondent behaviors
Reflexes
Unconditioned reflex
A S-R relationship in which that stimulus automatically elicits a response apart from any prior learning
Unconditioned stimulus
A stimulus that elicits a response w/out prior learning or conditioning
Unconditioned response
A response elicited by an unconditioned stimulus
Principle of respondent conditioning
If a stimulus is followed closely in time by a US that elicits a UR, then the previously neutral stimulus will also tend to elicit that response in the future
Conditioned reflex
S-R relationship in which a stimulus elicits a response because of prior conditioning
Conditioned stimulus
Stimulus that elicits a response because that stimulus has been paired with another stimulus that elicits that response
Factors influencing respondent conditioning
1) The more the number of pairings of a CS with a US, the more likely is the ability of the CS to elicit the CR

2) Stronger conditioning occurs if the CS precedes the US by about half a second rather than by a longer time or rather than following the US

3) A CS acquires a more likely ability to elicit a CR if the CS is always paired with the US than if it is only occasionally paired withe the US

4) When several neutral stimuli precede a US, the stimulus that is most consistently associated with the US is the one most likely to become a strong CS

5) Respondent conditioning will develop more quickly and strongly when the CS or US or both are intense rather than weak
Higher-order conditioning
A neutral stimulus becomes a CS by being paired with another CS instead of an US
Respondent extinction
Presenting a CS while withholding the US with the result that the CS gradually loses its capability of eliciting the CR
Counterconditioning
A CS will lose its ability to elicit a CR if that CS is paired with a stimulus that elicits a response that is incompatible with the CR
Differences in operant and respondent responses
1) Respondent behaviors are reflexive. Operant behaviors are voluntary.

2) Respondent behaviors involve smooth muscles and glands. Operant behaviors involve skeletal muscles.
What is the difference in reinforcement in respondent and operant conditioning?
Respondent conditioning--R comes before

Operant conditioning--R comes after
Explain the reinforcer in respondent conditioning.
Pair a NS with a US. The reinforcer is that the NS (now called the CS) acquires the capability to elicit the response (now the CR).
What is the difference in respondent and operant extinction?
Respondent extinction--Presentation of a CS w/out further pairings with the US

Operant extinction--withholding a reinforcer following a previously reinforced response.
How is a CS like an SD?
Both produce responses that have been conditioned to them.
How is a CS different from an SD?
1) The conditioning procedures that establishes each are different.

2) Ways in which CSs and SD's produce their responses differ
How are the ways in which CSs and SDs produce responses different?
CS responses--automatic and consistent (elicit responses)

SD responses--evoke responses
Describe 3 important characteristics that make up our emotions, and number the type of conditioning involved in each.
1) Autonomic reactions felt when during the experience of an emotion (Respondent)

2) The way that you learn to express an emotion overtly (Operant)

3) The way that you become aware of and describe your emotions
When is a behavior said to have generality?
1) When the trained behavior transfers from the training situation to the natural environment

2) When training leads to the development of new behavior that has not been specifically trained

3) When the trained behavior is maintained in the natural environment over time
Stimulus generalization
Procedure of reinforcing a resposne in the presence of a stimulus or situation and the effect of the response becoming more probable in the presence of another stimulus or situation
Why does stimulus generalization occur?
1) The more physically similar two stimuli are, the more stimulus generalization will occur between the.

2) Stimulus generalization might occur from one stimulus to another because we have learned that both stimuli are members of the same common-element stimulus class

3) Stimulus generalization might occur from one stimulus to another because we have learned that both stimuli are members of the same equivalence class
Response generalization
Occurs when a behavior becomes more probable as a result of the reinforcement of another behavior
Why does response generalization occur?
1) The more physically similar two response are, the more unlearned response generalization will occur between them

2) Minimal physical similarity between two responses

3) Different response may produce the same consequences
Functionally equivalent responses
Different responses that produce the same consequences
What is a primary distinction between stimulus generalization involving common-element stimulus class and stimulus generalization involving an equivalence class?
Common-element stimulus class--physically similar stimuli

Equivalence class--physically dissimilar stimuli
When talking about generalization, what is the training situation and what is the target situation?
Training situation-the situation in which the behavior is initially strengthened

Target situation-situation in which we want generalization to occur
Behavioral trap
A contingency in which a behavior that has been developed by programmed reinforcers is "trapped" or maintained by natural reinforcers
Rule
Describes a situation in which a behavior will lead to a consequence
Partial rules
Rules that do not identify all 3 aspects of a contingency (ABC)
Contingency-shaped behavior
Behavior that develops because of its immediate consequences
Rule-governed behavior
Behavior controlled by the statement of a rule
When are rules are especially helpuful?
1) When rapid behavior change is desirable

2) When consequences are delayed

3) When natural reinforcers are highly intermittent

4) When behavior will lead to immediate and severe punishment
5 conditions that affect the likelihood of rule-following behavior
1) Specific vs vague descriptions of behavior

2) Specific vs vague descriptions of circumstances

3) Probable vs improbable consequences

4) Sizable consequences vs small but cumulatively significant consequences

5) Deadlines vs no deadlines
Goal
A level of performance that an individual or a group attempts to achieve
How are goals and rules different?
Goal setting has a time component, Rule is immediate
What are the two types of goals?
1) Goals for behavior

2) Goals for the products or outcomes of behavior
Mastery criterion
A specific guideline for performing a skill so that if the guideline is met, the skill is likely mastered
Effective vs ineffective goal setting
1) Specific goals are more effective than vague goals.

2) Goals with respect to learning specific skills should include mastery criteria.

3) Goals should identify the circumstances under which the desirable behavior should occur.

4) Realistic, challenging goals are more effective than do-your-best goals.

5) Public goals are more effective than private goals.

6) Goal setting is more effective if deadlines are included.

7) Goal setting plus feedback is more effective than goal setting alone.

8) Goal setting is most effective when individuals are committed to the goals.
Modeling
Procedure by which a sample of a given behavior is demonstrated to an individual to induce that individual to engage in a similar behavior
Factors that influence the effectiveness of modeling
1) Arrange for peers to be modeled

2) Arrange for the modeled behavior to be seen as effective

3) Use multiple models

4) Combine modeling with rules
Behavioral rehearsal/role-playing
A client rehearses particular behaviors in a practice setting to increase the likelihood that the client will follow those behaviors appropriately
Symbolic modeling
Presentation of modeling scenes through films, videos, and other media
Physical guidance
Application of physical contact to induce an individual to go through the motions of a desired behavior
How do many people who are not behaviorists or behavior modifiers conceptualize motivation?
Inner drive
What is a conceptual problem with the traditional view of motivation?
it involves circular reasoning
3 practical problems with conceptualizing motivation as an internal cause of behavior
1) Might influence some to ignore the principles for changing behavior.

2) May influence some to blame the individual for substandard performance by attributing this to a lack of motivation, or laziness rather than trying to help such individuals to improve their performance

3) may influence someone to blame themselves for failures to emit various behaviors rather than examining potential self-management strategies
Motivating operation
An event or operation that:

a) temporarily alters the effectiveness of a reinforcer or punisher (value-altering effect)

b) influences behavior that normally leads to that reinforcer or punishers (behavior-altering effect)
What are the MOs of food?
Deprivation and Satiation
Motivating Establishing Operation (MEO)
An event or operation that temporarily incease the effectives of a reinforcer or punisher and that increases the likelihood of behaviors that lead to that reinforcer or decreases the likelihood of behaviors that lead to that punisher
Motivating Abolishing Operation (MAO)
An event or operation that temporarily decreases the effectives of a reinforcer or punisher and that decreases the likelihood of behaviors that lead to that reinforcer or decreases the likelihood of behaviors that lead to that punisher
Unconditioned Motivating Operations
Value-altering effect is innate
Is the behavior-altering effect of UMOs learned or unlearned?
Learned
Conditioned Motivating Operations
Alter the effectiveness of consequences as reinforcer or punishers because of prior learning
In CMOs value-altering effects are due to learning or are innate?
Due to learning
In CMOs behavior-altering effects are due to learning or are innate?
Due to learning
What is the difference between an Sd and a CMEO?
Sd--a cue that tells you what to do to get what you already want

CMEO-a cue that makes you want something and tells you what to do to get it.
What is the difference between an SΔ and a CMAO?
SΔ--a cue that tells you that emitting a particular behavior will not lead to something you want.

CMAO-influences someone to no longer want a particular consequence and decreases behavior that would lead to that consequence
Echoic
A vocal imitative response that is developed and maintained by social reinforcement
Tact
Naming response that is developed and maintained yb social reinforcement (What's this? water)
Mand
Verbal response that is under the control of a motivating operation and is reinforced by the corresponding reinforcer or removal of the corresponding aversive stimulus (child is thirst, he asks for water)
What is the first type of verbal behavior acquired by a child?
Mand
Behavioral assessment
Collection and analysis of information and data to:
1) identify and describe target behaviors

2) Identify possible causes of behavior

3) Select appropriate treatment strategies to modify the behavior

4) Evaluate the treatment outcome
4 phases of a successful behavior mod program
1) Screening or intake

2) Preprogram Assessment

3) Treatment

4) Follow-up
Functions of the screening phases
1) To determine whether a particular agency or behavior modifier is the appropriate one to deal with a potential client's behavior

2) To inform the client about the agency's or practioner's policies and procedures related to service provision

3) To screen for the presence of a crisis condition that might require immediate intervention

4) To gather sufficient information through client interview and psychological tests to diagnose the client according to the standardized categories of mental disorder

5) To provide specific information about which behaviors should be assessed
What 2 things typically occur during the assessment phase of a behavior modification program?
1) Present levels of target behavior

2) Analysis of the individual's current environment to identify possible controlling variables of the behavior to be changed
In what types of settings are the terms training programs, therapy program, and intervention strategy typically used?
Training programs--educational settings

Therapy program--community and clinical settings

Intervention strategy--community and clinical settings
What is the purpose of the follow-up phase of a behavior mod program?
To determine whether the improvements achieved during treatment are maintained after the program's termination
What is prerequisite to the design and implementation of a behavior mod program?
Defining target behaviors clearly, completely, and in measurable terms
What is the difference between direct and indirect assessment procedures?
Direct--therapist directly observes target behaviors

Indirect--therapist does not directly observe target behavior but obtains information about it through self-report, questionnaires, interviews, etc.
Advantages of indirect assessments
Convenient

Not requiring a lot of time

Provide info about covert behaviors
Disadvantages of indirect assessments
Not necessarily accurate

Can be biased
5 main types of assessment procedures
Interviews
Questionnaires
Role-playing
Information from consulting professionals
Client-self monitoring
Advantage of direct assessments
More accurate than indirect assessment
Disadvantages of direct assessments
Time consuming
Require observers to be appropriately trained
Cannot be used to monitor covert behaviors
Evoke
Operant and respondent
Elicit
Respondent only
Emit
Operant only
Task analysis
Step-by-step instructions on how to do something
What is the role of a reinforcer in a Stimulus-Response chain?
Reinforcer for the previous response and SD for the next step
What are 3 things you should consider choosing chains
Complexity of task

Intelligence/comprehension of student

Independence of student
In forward chaining, what kind of prompting is used, Most to Least or Least to Most?
Most to Least
Type 1 punishment
Positive punishment
Positive punishment
Add aversive event, bx decreases
Type 2 punishment
Negative punishment
Negative punishment
Remove stimulus, behavior decreases
What are some examples of P+
Slap
Electric shock
Water mist to face
What are examples of P-
Timeout
Response cost
Response cost
Taking away a certain amount of conditioned reinforcer
Exclusionary Timeout
Organism is removed from the environment
Nonexclusionary Timeout
Organism remains in environment
Conditioned aversive
Stimulus that is paired with punishment
Things that affect punishment
Intensity
Immediacy
Deprivation
Schedule of punishment
Fill in the blanks:

Behaviors on _______ schedules are easier to decrease with punishment compare to behaviors on ______ schedules
Interval
Ratio
What is the cardinal rule of punishment?
Always reinforce an alternative behavior. In other words, don't just tell a person what they did wrong, tell them how to do what is right?
Positive side effects of punishment
Person is always on high alert
Person pays more attention
Negative side effects of punishment
Neg. modeling

Emotional conditioning

Escape and avoidance behaviors

Ellicited and counter aggression
Elicited aggression
Aggression against anything
Counter aggression
Aggression against punisher
4 criteria for evaluating effectiveness of punishment procedures
1) Immediate?

2) Enduring effects?

3) Complete suppression of behavior

4) Irreversible effects? (Can the behavior come back?)
Adaptation
Low to high level of punishment results in shaping the organism to take whatever you give them; thus begin with moderate level of punishment and then reduce it
What's another name for modeling and imitation?
Vicarious learning
Direct imitation
Imitator matches model and receives R+
Emphatic imitation
You watch someone else imitating the model and getting R+
What characteristics of the model effect modeling?
1) Similarity between model and imitator

2) Q factor (likability factor)
Advantages of modeling
Eliminates the need for language

Allows audio-visual substitute for therapists (cost efficient)

Best when response is very complex

Eliminates the need for shaping

Gives complete description of response

Group tx is possible
Ways to increase the likelihood that the person will imitate
Provide R+ to the model

Arrange positive consequences for the model

Arrange positive consequences for the imitator

Make the model response easy

Increase attention to model

Increase # of observations of model response

Use multiple models

Use peer models

Similarity between model and imitator

Increase generalized attending

Generalized imitation
Stimulus generalization
Tendency to emit same response to members of the same stimulus class
Response generalization
When one response is reinforced, all members of the response class increase; 1 bx is reinforced, other responses also increase
Stimulus discrimination
Tendency to differentially response to different stimuli (Ex: in the present of 3 different soda machines, we pick the Pepsi machine)
Response differentiation
Reinforce one response over other members of the response class
Generalized imitation
Organism imitates a response for which it has never been reinforced; organism learns that independent imitation has good consequences
What is the function of medicine and how can behavior mod help?
Function--to alleviate a medical condition

Beh mod--teach relaxation
What is the role of adherence in medicine and how can beh mod help?
Adherence-following tx, take medication

Beh mod--Take medication at the same time every day for stimulus control
What is the role of coping in medicine and how can beh mod help?
Coping--reduces anxiety, discomfort, and distress

Beh mod--self-instruction training to decrease anxiety
What is the role of prevention in medicine and how can beh mod help?
Prevention--reduce the risk of developing disease

Beh mod--assertion training to safer behavior
Cog-Bx treatment of personality disorders
1) Interventions are most effective when based in an individualized conceptualization of the client's problems

2) It is important for therapist and client to work collaboratively towards clearly identified, shared goals.

3) It is important to focus more than the usual amount of attention on the therapist-client relationship.

4) Consider beginning with interventions which do not require extensive self-disclosure

5) Do not reply primarily on verbal interventions

6) Try to identify and address client's fears before implementing changes.

7) Don't presume that the client exists in reasonable environment.

8) Anticipate problems with compliance.

9) Attention to your own emotional reactions.
What things should be included in informed consent for controversial procedures?
1) Behaviors for which treatment is appropriate (based on treatment literature)

2) When to consider the treatment (when life threatening)

3) Determine whether the facility/agency is capable of using the procedure.

4) Ensure the development of adaptive/replacement/prosocial behavior
What things should be included in the main document for controversial procedures?
Description of previous treatments and reported outcomes

Descritpion of treatment alternatives

Justification for the use of the treatment

Description of the treatment procedure

Initial evaluation of effectiveness

Description of possible side effects (pos. and neg)

Special precautions needed in implementing

Persons who will implement the program and staff training

Expected behavior outcomes (ultimate)

Long term planning (generalization and maintenance)

Conclusion
What the difference between assertiveness and aggression?
Aggression involves violating the other person's rights.
Application of stimulus increases behavior
R+
Removal of stimulus increases behavior
R-
Application of stimulus decreases behavior
P+
Removal of stimulus decreases behavior
P-
Types of R-
Avoidance
Escape
Avoidance
Postpones aversive event
Escape
Terminates aversive event
Explain the experiment by Solomon regarding persistent of avoidance behavior
Dogs in box, dogs were shocked, dogs jumped to other side of box, after several trials, shock was turned off, dogs automatically jumped over to the other side
What maintains phobias?
Avoidance behaviors
What is the motivational model for autism?
R-
Explain the avoiding of conditioned aversives such as taunts or teasing
R-
Explain the intervention for increasing eye contact in kids with autism.
Aversive--physical guidance
Reinforcement--edible
If kid does bx, he gets R+. If he doesn't, he gets aversive. So, he does bx to avoid aversive.
Respondent
Automatic
Operant
Learned
Environment operates on organism
Respondent
Organism operates on environment
Operant
Response is elicited.
Respondent
Response is emitted.
Operant
Organism has no control over behavior.
Respondent
Organism has control over behavior.
Operant
2 kinds of respondents
Discrete
Diffuse
Discrete respondent
Ex. blink of an eye
Diffuse respondent
Entire body responds
Multiple body systems involved
Ex. heroin rush, body goes into shock
Diagram Pavlov's experiment with dogs and salivation.
Explain how a fetish is established.
Explain respondent reconditioning for drug addicts.
Explain Watson's Little Albert experiment
Explain the counter conditioning of Little Albert
Food was paired with white rabbit. White rabbit moved closer and closer ----> systematic desensitization
Systematic desensitization
Fear hierarchy
Progressive relaxation
Progressive relaxation
16 muscle groups
Tense and relax each muscle group
Why does self-monitoring not work?
Effects attenuate because no other reinforcer is present.