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30 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Subject Matter
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Behavior of people: Not changing a person, but they behavior they are exhibiting.
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Do not look at labels
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Look at behavior that needs to be addressed.
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Determinants of Behavior:
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What maintains that behavior NOW
~Behavior occurs because it is being reinforced~ |
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Contrived vs Naturalistic Settings
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Most learning occurs in naturalistic settings.
Contrived: explicitly setting up a contingency that is repeated and methodically planned to incorporate behavior into part of his repertoire |
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Define Learning:
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Changing behavior
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Main Goal
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Improving someone's life.
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Assessment
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Assessment: focuses on what the behavior or problem is, and what events might be influencing that behavior.
Function of behavior. |
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Evaluation
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Evaluation: evaluate program or intervention.
- Is it working? (Modify intervention early on) - Are you having behavior change? (Concerned with even slight behavior change) - Pre/Post |
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Order of Assessment and Evaluation
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1. Assessment
2. Evaluation |
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Application
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Conduct techniques where ever they are needed, conducted in the setting where they are occurring.
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How Behavioral Analysis came to be, 3 theories:
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1. Respondent/ Classical conditioning
2. Operant Learning 3. Social Learning Theory |
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Respondent/ Classical Conditioning
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Respondent/ Classical conditioning: new stimuli gain the power to elicit respondent behavior (association of stimuli)
Initially we have natural built in responses that can be paired with neutral stimulus. |
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Pavlov Classical Conditioning
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Meat powder (UCS) ---> Salivation (UCR)
Meat powder (UCS) ---> Bell (Neutral S.) Bell (CS) ---> Salivation (CR) |
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Further away from conditioned stimulus the ______ ______ response.
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Further away from conditioned stimulus the "less intense" response.
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Social Learning Theory
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Social Learning Theory (Bandura): behavior can be reinforce if you see someone else being reinforced for that response.
i.e. Bobo dolls |
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Operant Learning
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Learning operant behavior.
Most used in applied setting. |
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ABC
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A: Antecedent (phone rings)
B: Behavior (ans the phone) C: Consequence (someone on the other end of the phone) |
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A: Antecedent
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Where and what context?
There are always setting events: contextual factors or conditions that influence behavior. |
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Setting Event
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Change likelihood of us engaging or not engaging in various behaviors
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Examples Setting Event
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Features of:
Situation, Task, Demands Conditions within individual Other behavior |
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Prompt
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Facilitate performance of behavior.
instruction (verbal), modeling (visual), touching (physical) Behavior could occur with out the prompt. |
Instruction or gestures that initiate desired response
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Discriminative Stimulus S^d
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Minimal stimulus required to elicit a response, because it has been reinforced in the past.
i.e. Sister: S^d for cursing Mom: S^d for speaking correctly |
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Shaping
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Shaping: lesser forms of final response are successively reinforced until the final response is gradually achieved.
~ Stop reinforcing lower level response ~ i.e. Language Dev: Ma ma--> Mommy |
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Chaining
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Develop a sequence of behaviors.
~Forward and Backward Chaining~ |
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Fwd Chaining
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Fwd Chaining: developing behaviors in the order in which they are to be performed.
~ Do NOT stop reinforcing lower levels ~ i.e. Getting Dressed: R1: Shirt from drawer... |
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Backward Chaining
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Backward Chaining: Consists of starting with the last behavior in the sequence.
therapist does all the steps, individual does the last, last one is reinforced. |
Makes sense because it makes the final step the S^d for the reinforcer.
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Discrimmination
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Behavior is performed in the presence of some stimulus (S^d) but not in the presence of other (S delta)
S^d: discriminative stimulus S delta: extinction stimulus |
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Generalization (2 types)
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Response and Stimulus Generalization
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Response Generalization
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Changes in response, other than those that have been trained
One stimulus can elicit various responses |
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Stimulus Generalization
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Transfer of response to situation other than those which training takes place
Various stimulus can elicit one response |
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