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25 Cards in this Set
- Front
- Back
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Criteria for effective rules & instructions
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(a) specific descriptions of behavior
(b) specific circumstances under which the rules are to be followed (c) probable consequences, sizable consequences; significant outcomes (d) deadlines (e) other behavior is under instructional control (f) understandable, clear, & faded out so behavior is under natural contingency (g) consequences for being followed/not followed (h) provide at an optimal rate learner can understand |
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Modeling
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-the presentation of antecedent stimuli, topographically similar to the behavior to be occasioned. Proper imitation of the model is then reinforced.
-someone performing the correct behavior, the learner observing that performance, and then the learner being given the opportunity to imitate that performance -Enhance with other strategies (ex: Prompting, rehearsal, and feedback, role-play -enhance generalization: vary the situations under which the modeled behavior is practiced, including the individual doing the modeling |
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Effective rules
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-behavior, circumstances behavior will occur, & consequences
-Multiple consequences: emphasize most significant -Given politely -complex rules: break down into easy steps |
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Criteria for an effective Model
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similar to the learner (e.g., age, sex) and maintain prestige with the learner
-learner must have some of the component skills, ability to imitate, & can visually attend (imitation is easily taught) -make contexts as realistic as possible (realistic actors, most natural environment setting -model is reinforced at end of behavior |
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Factors that influence instructions
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other behaviors under instructional control; the rate at which instructions are presented; the credibility of the person presenting the instructions; the addition of other strategies such as modeling, prompting, and rehearsal
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Criteria for advancement in Shaping
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-once behavior is established at current step, but before it's so strong it hinders prompting of new behavior
-increase criteria in moderate steps -too fast: too difficult & may lose performance -too slow: performance may plateau |
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Shaping
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-Differential reinforcement of successive approximations to a performance criterion
-starting behavior: the 1st topography to be reinforced; determined at outset -topography may be dissimilar to target behavior; has some relevance, but may not be similar -use with instructions, models, and gestures |
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Shaping within a response class
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-differential reinforcement is applied with respect to a dimension of the response (e.g. intensity, duration, frequency, rate)
-deliver reinforcement FR1 |
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Successive approximation (329)
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an intermediate behavior closer to the desired behavior than the original behavior, but falling short of the desired behavior
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Differential Reinforcement within a response class
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-one topography of the response class is reinforced & others aren't
-criterion is changed along a single dimension (e.g., rate, intensity of a single topography) EX: goal = communicate by talking; not by making expressive gestures; reinforce talking and not gestures EX: increasing # of words per minute |
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Differential Reinforcement across a response class
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-the criterion is changed along different topographies (e.g., percent correct across steps, each of which represents a different topography)
EX: putting on a shirt, buttoning a shirt, tucking in a shirt |
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When is shaping used?
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-behavior isn't in person's repertoire
-OR dimensions of person's behavior (i.e. rate or intensity) is inadequate (ex: occurs too slow, ball's not hit hard enough) |
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Behavior chain
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-a sequence of responses/behaviors, each occasioned by a particular stimulus condition
-a controlling relation between the behaviors must exist -1st step is the SD for the 2nd step, etc. -the stimulus that results from completing the 1st step is the reinforcer for the 1st step -each step is strengthened by opportunity to do the next step |
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Backward chaining
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-teacher exhibits all steps except the last one; when criterion for last step is achieved, the next to the last behavior is added, etc.
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Chaining procedures (434-453)
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-use for multi-step training of skills; majority not in the individual's repertoire
-forward, backward, & total task presentation -EX: making toast, |
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Forward chaining (442)
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begin by reinforcing the first behavior in the chain when criterion performance is achieved; add 2nd behavior, etc.; teach to criterion until entire chain is achieved
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Total task presentation
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(concurrent presentation, whole task presentation)
-a method of teaching a complex behavior that involves presenting each step in sequence during a session |
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Task Analysis
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breaking down complex behaviors into component skills (responses; teachable units) so prompting & reinforcement can be applied systematically
EX: opening a jar |
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Chaining procedure for batting a baseball
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(a) stand in a certain location, (b) stand a certain way, (c) hold the bat a certain way, (d) watch the ball, and (e) swing a certain way
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How to address excessive errors
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-Deliver an additional prompt with current prompt (ex: add physical prompt to current verbal prompt)
-employ a prompt hierarchy -select an easier communication response (change requirement) |
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How to address prompted errors & no responses
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(ex: teacher prompts, child incorrectly prompts, teacher should model prompt again)
-present the prompt again -implement an error correction procedure (tell student what he should've done instead) -use a different prompt - ignore error & walk away |
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Incidental teaching
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-takes advantage of naturally occurring EO's as an opportunity to manipulate the environment, which sets the occasion for mands & tacts from the learner
-uses student-initiated behavior to systematically employ instruction -ex: teacher gives student a task w/not enough materials for completion -primarily used to teach communication skills -prompts target communication behavior with pre-established protocol; error correction/reinforcement follows -reinforce all responses, whether prompted/unprompted |
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Unprompted Error
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when the student responds incorrectly without being prompted
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Prompted Error
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teacher prompts correct responses, but student still makes an error - indicating a different prompt should be considered
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Incidental Teaching: examples of protocol & environmental alterations
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-removing batteries from a toy
-locking student supply room before art class -placing needed materials out of reach |
