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28 Cards in this Set
- Front
- Back
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Describe the alternating treatment design. Indicate how you would use it to compare the effects of tokens, praise, and baseline conditions for a behavior of your choosing. Hint: Using a graph should be helpful.
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Alternate interventions on non-consecutive days; trends will show functionality. Crossing lines (data points) indicate no difference between represented treatments.
Most functional relationship can be established with a 3-phase design. 3rd phase is when the most effective treatment in phase 2 is used on behaviors that were treated with the less effective interventions. Quickly compares effectiveness of multiple treatments Good for: which method is most likely to be successful with these students? |
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What is the difference between operant and respondent behavior? What is the difference. between operant and respondent conditioning? (Question appears on p. 22, Alberto & Troutman).
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Operant behavior: voluntary behavior
Respondent behavior: involuntary (reflexive) behavior (e.g. blinking). Operant conditioning: the arrangement of environmental variables to establish a functional relation between a voluntary behavior and its consequences. Respondent conditioning: the process of pairing stimuli so that an unconditioned stimulus elicits a response. Most such responses are reflexive; they are not under voluntary control. |
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Suppose compliments are not conditioned reinforcers for one of your students. How could you establish them as conditioned reinforcers? After compliments were established as conditioned reinforcers, how might they lose their ability to be conditioned reinforcers?
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Compliments can be conditioned as reinforcers by pairing a compliment with a primary reinforcer, such as food. They may lose their ability to be conditioned reinforcers if they aren't paired intermittently with the primary reinforcer.
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Some punishment procedures are more effective than others. Describe three actions you can take to increase the probability that a punishment program will yield optimal results?
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- intensity
- provide no opportunity to avoid punishment - apply punishment immediately - pair with a reinforcement program of appropriate behavior |
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Why is it important to reinforce appropriate behavior when punishing inappropriate behavior? Give at least three reasons.
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# teaches correct behavior
# produces quicker results # produces a reduction in an inappropriate behavior # you can use a less intense punisher # reduces punishment side effects |
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Describe a behavior and indicate how it could be taught using backward chaining. Do not use an example from class or the textbook.
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Making cookies; start by taking them out of the oven and petting them in storage; work backwards from their, step by step.
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Describe a program teaching a behavior with modeling. Include eat least three characteristics of the model that increase the probability that the behavior will be imitated.
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Dancing; model demonstrates dance steps
1. model is similar to observer (i.e. a capable student, similar gender) 2. model has prestige 3. demonstrating simple behavior (easy to follow) |
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What is meant by stimulus control? Describe a situation in which a behavior is under stimulus control and another in which the behavior is not under stimulus control.
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# Stimulus control is the relation in which an antecedent causes behavior or serves as a cue for the behavior to occur.
# A pigeon that is conditioned to peck at a bar to receive food when a specific light is turned on does so because of stimulus control # Eating food because one chooses to is not under stimulus control. |
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What is a discriminative stimulus? Describe a program for teaching a student that a green light is a discriminative stimulus for crossing the street.
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1. An antecedent that serves as an appropriate cue for occasioning a response and therefore results in reinforcement is known as a discriminative stimulus (Sd)
A "green light means go" program could include training that involves flash cards w/video, where multiple videos of different human behavior can presented where the student could be trained to recognize people crossing the street as the correct behavior for a green light. |
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Describe stimuli in your environment that evoke certain appropriate and inappropriate behaviors from you. (Question appears on p. 335, Alberto & Troutman).
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Appropriate: I answer my phone when it rings.
Inappropriate: When someone makes me angry, I may act passive-agressively towards thatperson. |
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Describe a behavior. Indicate how you would plan for generalization of the behavior to other settings.
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Electively mute student. Vocal in a training setting. Begin to introduce elements of the regular classroom into the training setting, until training setting is much like classroom setting, including: teachers, students, desks, etc. Reinforcent for increaseing vocal loudness.
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Part-time resource rooms for students with mild handicaps who spend most of their time in the regular classroom have not been as successful as most educators hoped. What have you learned about generalization that may explain this? Give some suggestions that might increase the success of resource programs (Question appears on p. 359, Alberto & Troutman).
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The generalization process can involve many complex and intensive procedures that part-time resource rooms cannot fully provide. Coordination between other teachers, parents, and administration.
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According to Alberto and Troutman text, Stokes and Baer (1977 ) describe nine techniques for achieving generalization. Describe three of them other than “Train and Hope.”
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1. Sequentially modify
: a procedure in which generalization is promoted by applying the same techniques that successfully changed behavior in one setting to all settings where the target behavior is desirable (much like during multiple-baseline-across-settings design). 2. Introduce to natural maintaining contingencies : seeks to change behaviors that receive reinforcement in the student's natural environment (i.e. natural reinforcement). - often function life skills, that when trained w/contingencies in the classroom, those contingencies may be absent in the natural environment. For example, training in toileting - when toileting behavior is used in his natural environment (e.g. at home) he is reinforced by avoiding discomfort. 3. Train sufficient exemplars : the concept of teaching a student how to do something in a variety of different ways (i.e. different examples: varieties of similar objects, shapes, characteristics, environments, teachers, activities, etc.) |
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Providing services to people with severe handicaps in community settings seems to increase their successful functioning in those settings. How can you explain this? What are some advantages and disadvantages to this approach? (Question appears on p. 359, Alberto & Troutman).
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: Sometimes behavior changes fail to maintain in the natural environment due to the different type or lack of supporting contingencies in the community.
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Compare the advantages and disadvantages of individual and group contingencies.
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A. Advantages:
- peer pressure - can foster interdependence (group); independence (individual) - can increase cooperative behavior among students - all of the above can translate into positive effects on test scores B. disadvantages: - peer pressure - students may put undue pressure on a classmate - competitive games may lead to unpleasant social interactions - a student may intentially subvert the system - it might be difficult to determine a common reinforcer for all students |
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Describe two types of group contingencies and identify a situation for which each type would be superior to the other.
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Types:
1. Dependent group-oriented contingency system:the same response contingencies are simultaneously in effect for all group members but are applied only to the performances of one or more selected group members. It is the performance of the selected group members that results in consequences for the whole group. - students sometimes encourage each other - students may stop reinforcing the inappropriate behaviors of their classmates. 2. Interdependent group contingency: the same response contingencies are simultaneously in effect for all group members bat are applied to a level of group performance. - are more convenient (teacher keeps 1 set of records, and gives the same reinforcer to all kids.) - teacher does not have to determine who started a problem |
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What is a home-based reinforcement program? Discuss advantages and disadvantages of such programs.
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- An arrangement in which a teacher rates a student's behavior. The reports are sent home and the parents give out reinforcers based on the teacher's ratings.
Advantages: 1. parents can freq. give out stronger/more expensive reinforcers than schools 2. reinforcers can be highly individulized 3. programs can be effective even with minimal amounts of parent training 4. allow parents to be more involved in their children's education 5. increase communication between school & home. Disadvantages: 1. parents do not always carry out the programs as designed 2. they can become vehicles for abusing children |
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Design a self-management program for yourself. Include self-recording, self instruction, and self reinforcement. (Question appears on p. 379, Alberto & Troutman).
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Self-recording: checklist
Self-instruction: verbal prompting Self-reinforcement: watching tv for 30 minutes after doing 2 hours of work. |
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What is meant by the statement that self-control procedures are likely to be used in situations in which the long-term and short-term consequences are in conflict? Cite an example in which this statement is true.
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Many situations exist in which the short-term consquence of a behavior is punishing (aversive) but the long-term consequence is positive (benificial); in these situations, a person avoids performing the behavior because of short-term consequence and loses out on the benificial (often healthy) & long-term consequence.
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Devise a contingency contract for an academic behavior of your choosing. Be certain to show the actual contract.
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- Contingency contract is placing the contingency for reinforcement into a written document (a basic "if-then" statement)
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What is meant by a functional analysis of behavior? Distinguish a functional analysis from a functional assessment. Describe a problem behavior and the steps you might go through in conducting a functional analysis of the behavior.
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1. Functional Assessment vs. functional analysis:
a. functional assessment: is a set of information-gathering strategies used to formulate a hypothesis about the function of a behavior - these strategies do not result in a causal relationship because observed variables are not manipulated. The hypothesis formulated by a functional assessment is then verified and/or refined by a functional analysis. b. functional analysis: is a set of procedures for determining the function of a behavior by systematic manipulation of environmental variables, antecedents, and consequences and documentation of their effect on the occurence of the target behavior; which, lead to establishing a causal relationship. 2. Steps in conducting a functional analysis of self-injurious behavior A. perform a functional assessment i. interview questionnaire ii. ABC Evaluations w/scatter plots B. observe for the following 4-conditions: (basic functions of behavior) i. attention: function of behavior is to gain positive behavior ii. demand: to escape some demand iii. Alone: self-stim. or automatic reinforcement iv. Play: serves as a control condition. C. manipulate suspected causal variables i. analogue conditions (in an experimental setting) ii. in natural (actual) setting where the problem occurs |
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What is functional communication training? Describe a situation in which you would use functional communication training.
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1. Sometimes the function of an inappropriate behavior to communicate something. Communication training involves finding a functionally-equivalent behavior that is appropriate in the classroom.
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What are three common functions of aberrant behavior (e.g., self-injurious behavior)? (The answer to this question comes from class notes and Alberto & Troutman).
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# attention
# tangible reinforcement # escape |
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What is meant by the statement, “There is nothing wrong with the function of the behavior (e.g. self-injurious behavior), just the form of the behavior?” |
The antecedent of a behavior can be natural and/healthy (e.g. communication), but the behavior subsequent to the antecedent may function in such a way that is unhealthy (e.g. self-injurious).
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Distinguish between Discrete Trial Instruction and Incidental Teaching. When should a teacher use one over the other?
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1. Incidental teaching: a situation in which student wants something, and that thing becomes an incentive (consequence) for student to perform appropriate behavior.
2. Discrete trial instruction: a. is teacher directed: teacher controls everything b. is in contrived environments c. the teacher selects stimuli d. consequences are contrived e. teacher and student are knee-to-knee |
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Pelios and Lund (2001) provide an overview of the many differing perspectives on causality and descriptions of autism and related disorders. Given these varied descriptions and theories, why would applied behavior analysis be a common intervention approach? Please remember to consider what Alberto & Troutman describe as a useful scientific explanation as well as the basic principles of a behavioral explanation.
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1. many prescribed types of therapies described by Pelios & Lund do not meet the criteria of scientific validation but are instead rooted in flawed theories and assumptions concerning the causes and nature of the disorder.
2. Applied behavior analysis the only scientifically validated approach that has shown to produce significant and long-lasting improvements for children with Autism. a. behavior explanations are scientifically validated because they are inclusive, verifiable, has predictive utility, and are parsimonious. |
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Describe the components of effective instruction for children with autism.
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# Age: 2-3 years, no later than 5
# Intensity: 30-40 hrs./week # Duration: 2-3 years # Quality: highly-trained staff # Setting: natural environment & clinical settings. |
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Describe the research design and the most important findings of the Lovaas ( 1987) study.
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1. 2 control groups (not randomly assigned); 1 experimental group
1. discrete trial training & incidental teaching 2. teacher/student knee-to-knee 3. teacher selects the stimuli 4. contrived environment 5. consequences are contrived 2. 40% of experimental sample had I.Q.s of over a hundred as a result from treatment 3. Punishment techniques originally used, were withdrawn with no change in effectiveness. |
