Behaviour Analysis Test 3 (Year 2 Term 2)

Front 1

Situations where behaviour happens are analyzed in terms of....

Back 1

1) antecedent stimuli

2)behaviour

3)consequences

Front 2

What are antecedent stimuli

Back 2

Stimuli that exist prior to behaviour

Front 3

Stulis discrimination involves

Back 3

-the role of antecedent events in operant behaviour

-the role of differential reinforcement

Front 4

Know

Back 4

Front 5

What does S(d) mean

Back 5

A stimulus in the presence of which a particular response is consistently reinforced

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What is S(^)

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A stimulus in the presence of which a particular response is consistently not reinforced (extinction)

Front 7

What is discrimination

Back 7

A response happens in the presence of the S(d) and does not happen in the presence of S(^)

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Discriminative stimulus for reinforcement (Sd)

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-a response has been reinforced only in the presence of a particular stimulus

-is a cue that a particular response will pay off

Front 9

Discriminative stimulus for extinction (S^)

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-a response that has been extinguished only in the presence of a particular stimulus

-is a cue that a particular response will not pay off

Front 10

What is a stimulus control

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When an organism discriminates between stimulus conditions

( responds in one way in the presence of the Sd and responds in a different way in the presence of the s^, the behavior is said to be under stimulus control)

Front 11

Stimulus control

Back 11

-degree of correlation between a stimulus and subsequent response

-good or effective stimulus control means high correlation

Front 12

Stimulus discrimination learning

Back 12

Process where we learn to emit a specific behavior in the presence of some stimuli and not in the presence of other stimuli

Front 13

Stimulus discrimination training

Back 13

due-process of teaching stimulus discriminations

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Controlling stimuli

Back 14

-stimuli that control behaviour due to reinforcement in their presence and extinction in their absence

-discriminative stimuli (Sds)

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Examples of stimulus control

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-color of fruit

-facial expression

-situation or verbal behavior

Front 16

What are 2 types of stimulus control problems

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1) lack of stimulus control

2) inappropriate stimulus control

Front 17

Lack of stimulus control

Back 17

-goal of treatment

-treatment method

Front 18

Inappropriate stimulus control

Back 18

-goal of treatment

-treatment method

Front 19

What is stimulus generalization

Back 19

-happens when behaviour becomes more probable I'm the presence of 1 stimulus or situation as a result of having reinforced in the presence of another stimulus or situation

Front 20

What causes stimulus generalization

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1) unlearned stimulus generalization (from considerable physical similarity)

2) learned stimulus generalization involving minimal physical similarity

A) conceptual learning

B) learning of a equivalence class

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1) unlearned

Back 21

-likly to perform a behaviour in a new situation if that situation is similar to the one in which we learned the behavior

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2) learned a

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-learned stimulus generalization due to common characteristics

-may happen after we have learned a stimulus class

Front 23

What is a stimulus class

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Is a set of stimuli all of which have some physical characteristics in common

-another word is concept

Front 24

What is conceptual behaviour

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When an individual emits an appropriate response to all members of a stimulus class and doesn't emit that response to stimuli that do not belong to that stimulus class

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2) learned b

Back 25

-learned stimulus generalization from stimulus equivalence class

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What is an equivalence class

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A set if dissimilar stimuli where all members of the class control the same response

Front 27

What factors influence the effectiveness of stimulus discrimination training

Back 27

1) choose distinct signals

2) minimize opportunities for error

3) maximize number of trials

4) make use of rules

Front 28

What are the pitfalls of discrimination training

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1) may inadvertently teach others to respond inappropriately to a particular cue or stimulus

2) may inadvertently teach others not to respond appropriately to particular cues

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What is contingency shaped behaviour

Back 29

Behaviour that is developed by the direct acting effects of reinforcement

Front 30

What is rule governed behaviour

Back 30

A rule describes a contingency of reinforcement (stimulus, response, consequence)

Front 31

What is contextual control

Back 31

The general setting or context may alter the manner in which an individual responds to particular stimuli

Front 32

Guidelines for stimulus discrimination training

Back 32

Front 33

What is fading

Back 33

The gradual change over successive trials of a stimulus that controls a response so that the response eventually happens to a partially changed or completely new stimulus

-slowly removing prompts after behaviour is established

-procedue for changing stimulus control

Front 34

What is fading useful

Back 34

A situation where a stimulus exerts strong control of a response to be taught to happen to some other stimulus

Front 35

What are the advantages of fading over trial and error procedures

Back 35

1) errors consume time

2) if error happens it tends to happen many times even though it's being extinguished

3) nonrienforcemnt or errors produces emotional side effects

Front 36

What is stimulus dimensions

Back 36

Is any characteristic that can be measured along some continuum

-fading happens along side

-fading happens across specific stimulus dimensions and across changes in general situation or setting

Front 37

What is a prompt

Back 37

A stimulus introduced to control the desired behaviour during the early part of a learning program and subsequently eliminated after the desired behavior has been strengthened

Front 38

What are the 3 types of prompts

Back 38

1) instructor behaviour prompts

2) environmental prompts

3) extra stimulus vs within stimulus prompts

Front 39

Instructor behaviour prompts

Back 39

- physical guidance

- gestures

- modeling prompts

- verbal prompts

Front 40

Environmental prompts

Back 40

-re arranging the physical environment

Front 41

Extra stimuli promptn

Back 41

Something that is added to the environment to make a correct response more likely

Front 42

Within stimulus prompt

Back 42

An alteration in the characteristics of the Sd and S^ to make them more noticeable and easier to discriminate

Front 43

Factors that influence fading

Back 43

1) choosing the final desired stimulus

2) choosing the starting stimulus

3) choosing the fading steps

Front 44

Final desired stimulus

Back 44

stimulus that we want to control the behaviour at the end of the fading procedure

-select the final desired stimulus in whose presence responseing will be maintained in natural environment

Front 45

Starting stimulus

Back 45

-select a stimulus that reliably produces the desired behaviour then gradually fade that out

Front 46

Fading steps

Back 46

- chosen carefully

-monitor performance to determine the speed of fading

-if makeing errors, prompts may have been faded to fast or with too few steps

Front 47

Know

Back 47

Front 48

4 methods to remove prompts

Back 48

1) decreasing assistance

2) increasing assistance

3) graduated guidance

4) time delay

Front 49

Difference between fading and shaping

Back 49

Shaping (antecedent stimulus stays the same; response gradually changes)

Fading (response stays the same; antecedent stimulus gradually changes)

Front 50

What is stimulus response chain

Back 50

A sequence of discrimination stimuli and responses in which each response except the last produces the Sd for the new response and the last response is followed by a reinforcer

Front 51

3 methods for teaching a behaviour chain

Back 51

1) total task presentation

2) backward chaining

3) forward chaining

Front 52

Total task presentation

Back 52

Hint 52

Front 53

Backward chaining

Back 53

Constructs the chain in the reverse order from that in which the chain is performed

Front 54

Forward chaining

Back 54

Front 55

Look at

Back 55

Front 56

How are chaining fading and shaping similar

Back 56

All are gradual change procedures

-gradually through a series of steps all produce new behavior

Front 57

How are chaining fading and shaping different

Back 57

Shaping (reinforcement of close and closer approximations)

Fading (reinforcement the final desired response in the presence of closer and closer approximations to the final desired stimulus for that response)

Chaining (reinforcing more and more of the specific stimulus response links)

Front 58

Look at

Back 58

Front 59

6 ways to increase behaviour changing

Back 59

1) do a task analysis

2) consi strategies for independent use of prompts by learners

3) consider conducting a preliminary modeling trial

4) begain training the behaviour chain

5) use ample social and other reinforcers

6) decrease extra assistance at individual steps quickly as possible

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1

Back 60

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2

Back 61

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3

Back 62

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4

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5

Back 64

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6

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Pitfalls of chaining

Back 66

Adventitious chaining and adventitious reinforcement

Front 67

Adventitious chaining and adventitious reinforcement

Back 67

When an inappropriate response precedes an appropriate response that is followed by reinforcement, then both responses are reinforced

Front 68

What is stimulus generalization

Back 68

Trained behaviour transfers from training situation to natural environment

Front 69

What is response generalization

Back 69

Training leads to development of new behavior that has not been specifically trained

Front 70

What us behaviour maintenance

Back 70

Trained behaviour is maintained in the natural environment over time

Front 71

What are the 3 types of generality

Back 71

1) stimulus generalization

2) response generalization

3) maintenance of the behaviour in the natural environment over time

Front 72

Stimulus generalization

Back 72

When behaviour becomes more probable in the presence of 1 stimulus or situation as a result of having been reinforced in the presence of another stimulus or situation

Front 73

What caused stimulus generalization

Back 73

1) physical similarity of stimuli

2) stimulus are member of the same stimulus class (stimulus conceptual learning)

3) stimulus are members of an equivalence class

Front 74

Response generalization

Back 74

When behaviour becomes more probable in the presence of a stimulus or situation as a result of another behavior having been reinforced in the presence of that stimulus or situation

Front 75

What causes response generalization

Back 75

1) considerable physical similarity of responses

2) response conceptual learning (when there is minimal physical similarity of responses)

3) functionally equivalent responses

Front 76

Response generalization from physical similarity

Back 76

The more similar the more response generalization will happen between them

(Roller blading and ice skating)

Front 77

Response generalization from response conceptual learning

Back 77

Different responses that share a common characteristic

Front 78

Response generalization from equivalence classes

Back 78

1) different responses that produce the same consequence (cooking dinner)

2) behavioral momentum

Front 79

Maintenance of behaviour over time

Back 79

For behaviour to be maintained in the natural environment it must be reinforced there

Front 80

Programming operant stimulus generalization

Back 80

1) train in the target situation

2) vary the training conditions

3) program common stimuli

4) train sufficient stimulus exemplars

Front 81

Train in the target situation

Back 81

-want the final stages to be in a situation as close to target as possible

-best way is to train in the target situation

(Stars, apples, plants)

Front 82

Vary the training conditions

Back 82

Greater variety of stimuli meanings there is greater probability that the stimuli will be present in target situation

(Creativity)

Front 83

Program common stimuli

Back 83

Use stimuli that are present in both the training and target setting

Front 84

Train sufficient stimulus exemplars

Back 84

-training happens in a large # of situations and to a large number of stimuli

-general case programming

Front 85

What is general case programming

Back 85

Identifying the range of relevant stimulus situations where a learner will be expected to respond and the response variations that might be required

Front 86

Programming operant behaviour maintenance

Back 86

1) behavioural tapping

2) change the behaviour of people in the natural environment

3) use intermittent schedules of reinforcement in the target situation

4) give the control to individual

Front 87

Behavioral trapping

Back 87

All the natural contingencies of reinforcement to take effect

Front 88

Change the behavior of the people in natural environment

Back 88

Teach them to deliver appropriate consequences for behaviour, fading, shaping

Front 89

Give control to individual

Back 89

-teach individual to measure and record instance of own generalizated behavior and apply a procedure to that behavior

-teach individual how to recruit a natural community of reinforcement to maintain generalized responding

Front 90

Pitfalls of generality

Back 90

-some behaviours should not be generalized to other situations

-sometimes learning fails to be generalized