Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
56 Cards in this Set
- Front
- Back
|
Our Goal*Prediction and control of behavior*
How do we achieve this? |
Using the methodology of the experimental analysis of behavior
Strict adherence to this approach as a basis for understanding behavior and forming laws about behavior Looking at variables and techniques involved in the acquisition, maintenance, and reduction of behavior |
|
|
Also called cause and effect, antecedent and consequence, stimulus variable and response variable.
Need to be refined so they are useful, practical, effective and efficient. |
Functional Relationships
|
|
|
Require identification of laws of behavior
Functional relationships |
Prediction and Control
|
|
|
A -> B
|
FUNCTIONAL RELATIONSHIP
|
|
|
Careful delineation and study of events by observation
Empirical evidence for statements Careful interpretation – avoid unwarranted and unproved assumptions Ask a question about behavior and set out on a research strategy to answer that question |
Method of Inquiry
|
|
|
Two Basic Methods of Inquiry
|
Naturalistic/Correlational Approach
Experimental/Laboratory Approach |
|
|
Scientist observes some event and looks for concurrent variation in another event.
Scientist performs no manipulation of events. |
Correlational Approach
|
|
|
Limitations to Correlational Approach
|
May not be able to specify direction of causality
Confounding variables |
|
|
Scientist performs a manipulation of one event and looks for change in another event.
Eliminates confounding and question of direction of causality. |
Experimental/Laboratory Approach
|
|
|
Limitations of Group Comparison Designs
|
Ethical concerns
Practical problems Averaging of results/intersubject variability Generality of findings Cannot see individual response during treatment process |
|
|
Requirements of Applied Behavior Analysis
|
Applied
Behavioral Analytic Technological Conceptually Systematic Effective Display Generality |
|
|
ABA Reversal Design
Multiple-Baseline Designs Across behaviors Across settings Across subjects Alternating Treatments Design Changing Criterion Design |
Single-Subject Designs
|
|
|
What behaviors can we study?
|
Observable (directly or indirectly)
Measureable Recordable Public |
|
|
Physiological Recording
Self Report Automatic Recording Direct Measurement of Permanent Products Observational Recording |
BEHAVIORAL ASSESSMENT TECHNIQUES
|
|
|
Continuous recording
Event recording Duration Recording Interval Recording Time Sampling |
Observational Recording
|
|
|
Calculating Reliability
|
Number of Agreements
No. of Agreements + No. of Disagreements |
|
|
Intervention targets
Intervention procedures Intervention outcomes |
Social Validation
|
|
|
Normative Comparison
Social Comparison Subjective Judgment |
Social Validation Methods
|
|
|
How do you alter Strength of an Operant (Increase)
|
Positive Reinforcement
Negative Reinforcement |
|
|
How do you alter Strength of an Operant (decrease)
|
Punishment (by application or positive)
Punishment (by withdrawal or negative) Extinction |
|
|
Rapid decrease in strength
Can reduce behavior below operant level No burst |
Punishment
|
|
|
Immediacy
Temporal gradient of reinforcement The number of reinforcements The magnitude of the reinforcement Establishing operations Individual differences |
Main Factors Affecting Consequence Effectiveness
|
|
|
Classification of a stimulus depending on its function.
The function of a stimulus is determined by the effect it has upon behavior This is the only test that counts |
Stimulus Functions
|
|
|
Produce new configurations of existing responses
Shaping Chaining |
Using These Contingencies
|
|
|
Method of reinforcement of successive approximations
Individual determines steps |
Shaping
|
|
|
Breaking complex behavior into smaller components
Teaching components one at a time in sequence Trainer predetermines steps |
Chaining
|
|
|
Sd-> R <-SR+
|
Conditioned Reinforcement
|
|
|
any stimulus that marks the occasion where reinforcement will be presented or removed
|
Discriminative Stimulus
|
|
|
a response emitted in close conjunction with some SD that marks the occasion for reinforcement
|
Discriminated Operant
|
|
|
achieved via differential reinforcement
|
Stimulus control
|
|
|
Stimulus class
|
a group of stimuli sharing a property or properties
|
|
|
Response class: responses that share a property or properties
|
Response generalization
|
|
|
Schedules of Reinforcement
|
Continuous Reinforcement
Interval Schedules -Fixed interval -Variable interval Ratio Schedules Fixed ratio |
|
|
Behavior Therapy vs. Traditional Psychotherapy
|
BT [] on behavior itself rather than underlying cause.
BT assumes that maladaptive behaviors are acquired through learning BT assumes that psychological principles, especially learning principles, can be extremely effective in modifying maladaptive behavior. BT sets specific, clearly defined treatment goals BT rejects classical trait theory. The behavior therapist adapts his/her method of treatment BT [] on the here and now. Behavior therapists place great value on empirical support for various techniques. |
|
|
Lack of social responsiveness and behavior
Failure or delay to acquire language Specific language anomalies e.g., echolalia, idiosyncratic, neologisms, dysprosody Circumscribed interests and behaviors Ritualistic behaviors Self-stimulation, stereotypy Demand for sameness Unusual responsivity to environmental stimulation Self-Injury Unusual affect |
Autistic Disorder
|
|
|
Uneven intellectual functioning
Normal physical development Onset prior to age of 3 years Lack of hallucinations or delusions |
Associated Features of Autism
|
|
|
Most common forms are head-banging, self-hitting/slapping, self-biting, hair pulling.
Can range from slight bruising or redness to death 50-75 % of kids w autism engage in this |
Self-Injurious Behavior (SIB)
|
|
|
Systematically manipulate environmental antecedents and consequences to determine function of operant
This tells us what is maintaining behavior Can use this information to determine most likely effective intervention |
Functional Analysis
|
|
|
Will a functional analysis identify a unique communicative function of echolalia for each child with autism?
Based on the findings of the functional analysis, will functional communication training replace echolalia with appropriate communication? |
Research Questions
|
|
|
Components of Discrete Trial Training
|
Presenting Instructions and Questions
Child responds or fails to respond Consequences |
|
|
Presenting Instructions and Questions:
|
Child attending
Easily discriminable Short and consistent |
|
|
Consequences:
|
Types of consequences
Manner of presenting consequences |
|
|
Results of Early Behavioral Intervention
|
Initial demonstrations involved highly structured discrete trial format
Proved to be very effective in establishing a wide range of behaviors in these children Provided basis for all behavioral treatments to follow Can lead to substantial improvement in many children with autism |
|
|
Problem Areas DTT
|
Generalization
Stimulus Response Maintenance Lack of spontaneity Robotic responding Prompt dependency Slow progress Time consuming Difficult to implement Children and treatment provider may not like |
|
|
Developed in response to needed improvements
Arose from a number of different laboratories Called “incidental teaching,” “pivotal response training,” “milieu treatment,” etc. All share many of the same components |
Naturalistic Strategies
|
|
|
Useful when cannot specify maintaining consequences
Useful when the maintaining consequences may not be amenable to control Useful if desire immediate behavior change |
Manipulate Antecedent Stimuli
|
|
|
Remove antecedent
Alter antecedent Introduce new antecedent |
Manipulation of Antecedent Stimuli
|
|
|
Speech Dysfluency- manipulate via:
|
Manipulate via stimulus control
Manipulate via positive punishment (punishment by application) Manipulate via negative punishment (punishment by withdrawal) Manipulation via positive and negative reinforcement Highlighting |
|
|
Respondent pain
|
pain correlated with some antecedent stimulus (wound), this can evolve into
|
|
|
Operant pain:
|
pain that has lost its respondent components
|
|
|
Problems with Pharmacological Agents
|
May prove ineffective or minimally effective
Medication compliance Monitoring therapeutic levels Side effects – including sedation and toxicity |
|
|
Problems with Neurosurgery and Electrical Stimulators
|
Severe epilepsy
Surgical risk Cortical damage |
|
|
Behavioral Procedures
|
Lower risk
Observation that learning and emotion may be important factors in seizures Evidence that CNS electrophysiology and biochemistry may be manipulated by learning |
|
|
Some emotional responses reciprocally inhibit each other meaning that they cannot occur at the same time
Anxiety/aggression, anxiety/sexual arousal, anxiety/relaxation Assertion We can use this principle for treatment |
Reciprocality
|
|
|
Uses reciprocality and extinction
Based upon assumption that if CS is presented w/o US, the CR will extinguish But fear is so strong person avoids exposure to CS so extinction does not occur Have person experience an emotion that is reciprocally inhibitory to anxiety (e.g., relaxation) and gradually bring in CS in very small steps. Reciprocality allows exposure to CS so extinction of fear CR to occur. |
Desensitization of Fears
|
|
|
Uses reciprocality and extinction
Based upon assumption that if CS is presented w/o US, the CR will extinguish But fear is so strong person avoids exposure to CS so extinction does not occur Have person experience an emotion that is reciprocally inhibitory to anxiety (e.g., relaxation) and gradually bring in CS in very small steps. Reciprocality allows exposure to CS so extinction of fear CR to occur. |
Desensitization of Fears
|
