Behaviour Modification Chapter 11

Front 1

1) Briefly describe the chaining procedure used to teach Steve to perform a consistent preput routine?

Back 1

S^Dsub1 sight of ball on putting green, R1 say I’m going to focus on the put (S^Dsub2; R2 is going behind the hole and looking at the slope (S^Dsub3); R3 is recheck the slope (S^Dsub4); R4 is aiming and doing 2 practice strokes and visualization (S^Dsub5); R5 is moving beside the ball and adjusting the putter (S^Dsub6); R6 is adjusting feet and saying stroke it smooth (S^Dsub7); R7 is do the putt.

Front 2

2) Describe or define behavior chain and give an example other than those in this chapter

Back 2

A consistent sequence of stimuli and responses that occur closely to each other in the time and in which the last response is typically followed by a reinforcer. Each response produces a stimulus that serves as an S^D for the next response.
S^Dsub1-→Rsub1-→S^Dsub2-→Rsub2-→S^Dsub3→Rsub3→S^+(positive reinforcer)
Example: When going up to bat at a baseball game S^Dsub1 is the announcer saying “batter up”, and walking onto the field seeing the pticher(S^Dsub2). The R2 for this looking at the pitcher, and waiting for him to make a motion (S^Dsub 3) When he makes the motion, you watch the ball and swing your bat (R3). S+ is being positively reinforced by the audience’s applause when you hit the ball.

Front 3

3) Why do you suppose a behavior chain is called a chain?

Back 3

Because the stimulus-response connections act as links that hold the chain together, if one stimulus isn’t strong enough to elicit a response, the rest of the cahin won’t occur and will break at a weak link.

Front 4

4) Distinguish between a behavior sequence that is a chain and one that isn’t a chain

Back 4

A behavior sequence that is a chain is a consistent series of stimuli and responses that occur closely in time and for which each stimulus is an S^D for the next response. A non-chain sequence has a variety of activities, with many breaks in the action, and isn’t made up of a consistent series of stimuli and responses occur closely in times for which each stimulus is an S^D for the next response.

Front 5

5) Give an example of a behavior sequence (not in this chapter) that isn’t a chain and explain why it isn’t

Back 5

Going to work so you can buy tickets for a baseball game isn’t a chain. This is because it has a variety of activities (going to work, then driving to the box office, then getting a ticket), there are many breaks in these actions, and each stimulus isn’t an S^D for the next response.

Front 6

6) Briefly describe the total-task presentation chaining method

Back 6

An individual attempts all of the seps, beginning to end of the cahin on each trial and continues with total task trials until they learn the chain. Prompting is provided at each step as needed, and reinforcer is given after correct completion of the last step.

Front 7

7) Briefly describe the backward chaining method

Back 7

The last step is taugh first , then the second last is taught and linked to the last, then the third which is linked to the last two steps and this continues until the chain is constructed in reverse order. Reinforcerment is given at each step.

Front 8

8) Briefly describe the forward-chaining method

Back 8

Teaches the initial step of the sequence first then teaches and links together the first and second steps, then the first three etc. Until the entire chain is acquired.

Front 9

9) Describe how each of the three major chaining methods could be used to teach bed making

Back 9

3 Parts of making a bed: put blanket on bed; straighten the blankets out; put on the pillows.
Total Task:
S1 (seeing the unmade bed)→R1 putting the blanket on it; S2→R2 (straighten the blanket)→S3→R3 put on the pillows→S+
Backwards Chaining:
Put on the pillows, get rewarded, then straighten the blankets and the pillows get rewarded, then put on the blanket, straighten it, and put on the pillows and get rewarded
Forwards chaining:
Put on the blanket, get rewarded, put on the blanket and straighten it and get rewarded, put on the blanket, straighten it then put on the pillows and get rewarded

Front 10

10) In a chain, a given stimulus is both an S^D and a conditioned reinforcer. How can this be? Explain with an example

Back 10

The presence of a completed step in the chain reinforces is reinforcing, because having that step completed is associated with receiving the reinforcement which occurs due to that step being completed through conditioned reinforcement.
Example: Craig is being taught to put on his pants. The response of doing up his zipper Is reinforced by the presence of the fastened snap above the zipper, so the sght of the snap is an S^D for the next step. Also, the sight of the snap fastened was paired with reinforcers that he received after doing up the zipper, so the sight of the fastened snap is a conditioned reinforcer.

Front 11

11) Which of the major chaining methods do the authors recommend for teaching a person with developmental disabilities and for what four reasons?

Back 11

Total-task presentation because
a) It requires the instructor to spend less time in partial assembly or disassembly to prepare the task for training
b) It focuses on teaching the response topography and sequence simultaneously
c) Maximizes the learners indendence early in training
d) Produces results faster.

Front 12

12) Distinguish among the types of target behavior typically established by shaping, fading and chaining

Back 12

Shaping: New beahviour along some physical dimension eg. Toptography, amount, intensity
Fading: New stimulus control of a particular beahviour
Chaining: New consistent sequence of stimuli and responses

Front 13

13) Suppose you want to teach someone to change a tire, would you use shaping or chaining? Justify.

Back 13

Chaining: Because changing a tire involves a consistent, percise sequence of stimuli and responses.

Front 14

14) What’s meant by the term task analysis? Describe a plausible task analysis appropriate for teaching a three year old child the chain of tying a knot in their shoes

Back 14

The process of breaking down a task into smaller steps to facilitate training.
a) Hold both laces in your hand
b) Cross the laces
c) Slip one lace under the other
d) Pull the laces

Front 15

15) Briefly describe three strategies to help individuals use prompts independently to guide the mastery of a chain of beahviours.

Back 15

a) Written task analysis: Read prompts for each steps
b) Picture promts: Look at pictures to guide them
c) Self-instructions: Recite self-instructions to prompt steps.

Front 16

16) What is an adventitious chain?

Back 16

A behavioural chain with some components that are functional in producing the reinforcer and at least one component (superstitious component) that isn’t functional.

Front 17

17) Give an example of an adventitious chain not from this chapter and identify superstitious components

Back 17

When going up to bowl, a bowler rubs his lucky rabbit’s foot (superstitious componenet), picks up a ball, aims the ball, blows on the ball (superstitious complonent), pulls his arm and leg back, swings his arm forward and releases the ball.

Front 18

18) Give an example of an unaware-misapplication pitfall of chaining other than adventitious chain. Explain how the pitfall could be avoided.

Back 18

Watching TV until a commercial, then going to the kitchen and getting a snak, then returning to the TV. This could be avoided by becoming self-aware of chaining and using extinction and replacing undesirable steps in chains with desireable ones eg. Exercise during commercial.

Front 19

1 (B). Explain how the theory that the stimuli in a behavior chain are conditioned reinforcers for the preceeding responses and S^Ds for the subsequent responses is oversimplification

Back 19

If the conditioned reinforcers occur a long enough time before the unconditioned reinforcer, they action become S^triangles. As the temporal distance of the stimuli in a behavior chain formt he primary reinforcer increases, the more their qualities of being S^Ds decreases, and the more they begin to become S^triangles.