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;
45 Cards in this Set
- Front
- Back
|
A document that specifies a contingent relationship between the completion of a specified behavior or task and access to a specific reward |
Contingency contract |
|
|
Contracts are not used for |
Skill acquisition
|
|
|
Contracts are used for |
Permanent prodcuts |
|
|
Necesarry elements of a contract |
Task Signatures Reward Data collection |
|
|
Should monitor progress of contract and provide interim rewards |
Progress record |
|
|
The oppurtunity to engage in a high-probability behavior contingent upon the occurrence of low-probability behavior will reinforce the low-probability behavior |
Premack principle |
|
|
Contracting rules |
- Immediate payoff - Initially reward small approximations - Reward frequently with small amounts - Reward performance after it occurs - Contract must be fair, honest and positive - Terms of the contract must be clear - Contracting methods are used systematically |
|
|
DeRisi model |
- Date contract begins and ends - Behavior - Amount and kind of reward - Signatures of all involved - Schedule for review of progress |
|
|
Contracting guide |
- Involve the individual in some or all aspects of developing the contract - Select behavior-negotiate - Describe behavior, must be observable and measurable - Identify rewards - Identify mediator, collect data, and reward - Write understandable contract - Collect data - Troubleshoot the system - Rewrite contract - Monitor, troubleshoot, rewrite for improvement |
|
|
A contingency in which reinforcement for all members of a group is dependent on the behavior of a person within the group, a select of group members within the larger group, or each member of the group meeting a performance criterion |
Group contingency |
|
|
Consider using group contingencies when |
Group of persons share certain problem Unrealistic to set up individual programs Difficult to identify the person responsible for the behavior Singling out one person to reward may cause problems with peers |
|
|
Types of group contingencies |
Indepedent Dependent Interdependent |
|
|
A contingency in which reinforcement for each member of a group is depedent on that person s meeting a performance criterion which is in effect for all members of the group |
Independent group contingency |
|
|
A contingency in which reinforcement for all members of a group is dependent on the behavior of one member of the group or the behavior of a select members within the larger group |
Dependent group contingency |
|
|
Dependent group contingency is also known as |
Hero procedure Consequence sharing |
|
|
A contingency in which reinforcement for all group members of a group is dependent on each member of the group meeting a performance criterion that is in effect for all members of the group |
Interdependent group contingency |
|
|
Group average: advantage |
Group members may continue to work hard to meet criterion even when they see peers failing to meet the criterion |
|
|
Group average: disadvantage |
Some group members may become "free riders" |
|
|
Advantage of random selection with group contingencies |
As it is uncertain who will be selected as the person to be evaluated, all members may work harder and try to meet the criterion |
|
|
Advantages of group contingencies |
- May save time as do not need to design multiple programs - May be easier to implement that individualized programs - May work quickly - Takes advantage of natural peer-to-peer influence - Group members may encourage "hero" or all other peers - Group mambers may discontinue reinforcing undesirable bahvoir of "hero" or all other peers |
|
|
Disadvantages of group contingencies |
- Peers may put to much pressure on the "hero" or other peers - If the "hero" does not earn the reward or if some peers lose the reward for the group, others may retaliate - Can be tricky to implement successfully depeding on the makeup of the group - May have other undesirable effects |
|
|
Guidelines for implementing group contingencies |
- Choose powerful rewards - Determine the behavior to be strengthened or weakened - Set appropriate performance criteria - Combine with other procedures when appropriate - Select the most appropriate group contingency - Monitor individual and group performance |
|
|
Indiscriminable group contingency |
- Can be used with independent, dependent, or interdependent group contingencies - Members cannot predict which group members, target behaviors, settings, and/or times on which the reward will be contingent - Can be a powerful strategy for promoting generalization and maintenance |
|
|
A system whereby participants earn generalized condition reinforcers as an immediate consequence for specific behaviors |
Token economy |
|
|
Issues to consider by developing a token economie |
Administrative issues Ethical issues Legal issues |
|
|
Steps in designing a token economy |
Select tokens Identify target behavior Select back-up items that can be exchanged for tokens Establish the ratio of earning and exchanging Develop procedures Field testing and training |
|
|
Considerations by selecting tokens |
Client characteristics Safety of the token Difficulty to bootleg Durability Cost Ease of delivery |
|
|
Considerations by identify target behaviors |
Mostly behavior to accelerate Observable Measureable Clearly defined Criteria for earning token(s) |
|
|
Considerations by selecting back-up items that can be exchanged for tokens |
Try natural occurring activities/events before using contrived reinforcers If individuals can get back-up reinfrocers for "free", tokens won't be as effective Can be tangibles, activities or privileges |
|
|
Advantages of token economy systems |
Powerful behavior change system Immediate delivery of reinforcement Does not interrupt task or activity Depth and individualization Facilitate money usage Facilitaties data collection |
|
|
Disadvantages of token economy systems |
Complex and cumbersome Staff intensive Requires constant monitoring May be unnatural or intrusive System eventually requires fading |
|
|
Phasing out token economy system |
Always pair tokens with praise Gradually increase earning criteria Increase cost of items Switch to natural back-up reinforcers Fade out physical tokens Reduce amount of time in effect Use self-monitoring and level system |
|
|
A component of some token economy systems in which participants advance up or down throughout a succession of levels contingent on their behavior at te current level |
Level system |
|
|
Best to use level systems when |
Multiple behavior change targets Behaviorally similar population Similar target environments Target population's behavior is controlled, someqhat, by delayed or mediated contingencies |
|
|
Advantages of level systems |
Simplifies staff training Provides systematic guidelines for decisions Can offset the individual differences that control decisions May be used to fade out a token economy program |
|
|
Disadvantages of level systems |
Can become punitive Easily misused Relying on level system too much |
|
|
The personal application of behavior change tactics that produces a desired change in behavior |
Self-management |
|
|
Self-management strategies |
Identify target behavior Self-monitor Identify discriminative stimuli and EO's Arrange contingencies to support self-management Identify immediate and delayed positive and negative consequences for engaging in the target behavior Get an accountability partner |
|
|
Self-management strategies for problem behavior |
Identify and display alternative responses that compete with and/or are incompatible with the target behavior Identifiy private and public precursors |
|
|
Ways to self-manage |
Providing prompts Performing the initial steps of a behavior chain Removing necessary items Restricting stimulus conditions |
|
|
Advantages to self-management |
Can lead to lasting change Skills may contribute to a more efficient classroom, workplace, or home Some people perform better under self-selected goals and standards One of the ultimate goals of educations "feels good" |
|
|
A procedure whereby a person systematically observes his behavior and records the occurence or nonoccurrence of a target behavior |
Self-monitoring |
|
|
How to self-monitor |
Recording when the target behavior occurs Data are collected as behavior occurs Need to make sure monitoring is accurate |
|
|
Self-monitoring is likely to be more effective if |
- The behavior is recorded immediately after it occurs - Effective prompts cue the person to observe and record regularly - Permanent products of the behavior or a record of its occurrence is made for evaluation |
|
|
Elements of teaching self-management |
- Self-selection and definition of the target behavior to be managed - Self-observation and recording - Specification of the procedures for changing the target behavior - Implementation fo the self-management strategy - Evaluation of self-management program |
