Sped 503B Lesson 4

Front 1

Name the two general types of procedures in behavioral reduction

Back 1

Nonpunishment reductive procedures
Punishment reductive procedures

Front 2

Hierarchy of Behavioral Reduction Alternatives:
Level 1
Level 2
Level 3
Level 4

Back 2

Level 1: Differential Reinforcement
Level 2: Extinction
Level 3: Removal of Desirable (i.e. time out, Type II punishment)
Level 4: Presentation of an Adversive (i.e. Overcorrection, Type I punishment)

Front 3

Every behavior to be reduced has a desirable behavior that you can increase which serves the same function.

Back 3

Fair Pair

Front 4

Data collection is necessary before implementing any reduction plan

Back 4

Yes, document progression through levels which can provide a rationalle for more intrusive interventions

Front 5

Mathmatical description of choice behavior in which the proportion of responses equals the proportion of reinforcement.

Back 5

Matching Law

B1 R1
________ = __________
B1 + B2 R1 + R2

Behavior/Responding

Front 6

The Matching Law predicts the effects of reinforcement programs including:

Back 6

Delay: Longer is less effective
Quantity: of reinforcer
Quality: of reinforcer
Effort of Response:

Front 7

Strategies employed before problems occur

Back 7

Antecedent Strategies

Front 8

The importance of discriminative stimulus and motivation operations in antecendent strategies.
MO are ________ ineffective
SD is contingency ___________

Back 8

MOs are contingency ineffective
SDs are contingency dependent

Front 9

Stimuli with known reinforcing properties is "given away" no matter what behavior occurs

Back 9

Noncontingent Reinforcement- serves as an abolishing operation as it severs contingencies and addresses MO

Front 10

Noncontigent Reiforcement (NCR) time based schedules

Back 10

Fixed or variable time schedules

Front 11

Behaviors with a high probability of occurance are used to help behaviors with a low probabiltiy of occurence to happen.

Back 11

High-Probability Request Sequences (aka Behavioral Momentum)

Front 12

Procedures for High Probability Request Sequences:
1) Develop _________ of high-p requests
2) Deliver ____ to ______ requests prior to low-p
3) Provide _______ SR after compliance to high and low-p

Back 12

1) Develop pool of high-p requests/preferred tasks
2) 3 to 4
3) verbal SR

Front 13

High-Probability Request Sequences are preventative only. T/F

Back 13

True, don't offer a high p once individual has acted out.
Use sparingly.

Front 14

Contingent delivery of stimulus that increases future rate/probability of response

Back 14

Positive Reinforcement

Front 15

Contingent withdrawal of stimulus following a response that increases future probability/rate of that response

Back 15

Negative Reinforcement

Front 16

Process in which you reinforce one member of response class and not others

Back 16

Differential Reinforcement

Front 17

Two applications of differential reinforcement

Back 17

Learning new tasks and decreasing inappropriate behavior

Front 18

Delivery of reinforcement when a behavior does NOT occur in a specific time period.

Back 18

Differential Reinforcement of Other Behavior (DRO).
Only decreases behavior, does not teach new behavior.

Front 19

DRO: Fixed versus Variable

Back 19

Fixed time period, interval length is the same.
Variable time period: Interval lengths vary, but average out

Front 20

DRO: Momentary versus Interval

Back 20

Interval: Behavior does not occur for whole interval
Momentary: Behavior does not occur at the end of the interval only
**Interval is generally more effective than momentary to start

Front 21

When determining IRT (Interval Response Time), in DRO you must collect baseline data.

Back 21

True.
Interval length affects the schedule. Data helps determine what interval is needed and is used to calculate interval response time.

Front 22

How do you compute IRT?

Back 22

Length of time divided by number of responses.

10 min./ 5 responses
Set interval slightly shorter.

Front 23

Differential Reiforcement schedule used to lower rates of behavior

Back 23

Differential Reinforcement of Low Rates (DRL)
*does not eliminate behavior

Front 24

3 Variations of DRL

Back 24

1) Full Session (number of responses in entire session, can receive rein w/o behavior occuring)
2) Interval (divides session into chunks, can increase rate of rein.)
3) Spaced responding (increased IRT, requires response to occur for rein to be delivered)

Front 25

Which variations of DRL provide richer reinforcement?

Back 25

Interval and Spaced Responding

Front 26

Application of reinforcement shcedule to increase rate of behavior

Back 26

Differential Reinforcement of Higher Rates (DRH)

Front 27

Three Variations of DRH

Back 27

1) Full Session- compare # of responses in entire session to some criterion- want to be above
2) Interval- Divide session into chunks, did behavior occur?
3) Spaced Responding - Decrease IRT between responses

Front 28

Reinforce behavior(s) that are topographically incompatable with target behavior

Back 28

Differential Reiforcement of Incompatable Behavior (DRI)

Front 29

Reinforce behavior(s0 alternative (not incompatable) to target behavior

Back 29

Differential Reinforcement of Alternative Behavior (DRA)
ex: hand raising vs yelling out

Front 30

Analyzing environment to determine communicative function of behavior in order to develop an appropriate way to communicate, then provide reinforcement when they engage in alternative behavior.

Back 30

Funcational Communication Training (type of DRA)

Front 31

Choosing incompatible/alternative behaviors that are in the learners repertoire increases the efficicnecyo of the DRI/DRA procedure. T/F

Back 31

True.
Monitor appropraite and inappropriate behavior, combine with extinction, use continuous rein then thin to intermittent

Front 32

DRI based on frequency can reinforce based on occurrence of behavior. T/F

Back 32

True:
Example: Competing task with hands versus engaging in stereotypy.

Front 33

The least intrusive method of reducing behavior.

Back 33

Differential Reinforcement: it's a positive procedure

Front 34

Differential Reinforcement that can be sued to develop appropraite communicative behavior

Back 34

DRA

Front 35

Differential Reiforcement that does not always reinforce functional behavior

Back 35

DRO

Front 36

Reinforcement for a previously reinforced behavior is discontinued, purpose is to decrease behavior

Back 36

Extinction

Front 37

Procedural vs Functional Extinction

Back 37

Procedural: ignore behavior regardless of reinforcer.
Functional: Withhold reinforcer that is maintaining behavior

Front 38

During extinction the reinforcer is withheld, What three processes may be maintaining the behavior.

Back 38

Behavior maintained by:
1) Positive Reinforcement
2) Negative Reinforcement (preventing escape)
3) Sensory Consequences
.

Front 39

Several variables affect resistance to extinction.
Schedule:
EO:
History of Rein:
Previous trials:

Back 39

-Behavior on intermittent schedule of reinforcement are more resistent.
-EO affects motivation
-History: behaviors well established are more resistent
-Keep with it or you place behavior on a thin schedule of reinforcement

Front 40

Extinction should not be used if you cannot control all reinforcers, when behaviors can be imitated by others and extreme behaviors. T/F

Back 40

True.

Front 41

Contingent presentation/withdraw of a stimulus immediately following a response, which decreases the future probabiliy of response

Back 41

Punishment

Front 42

Type I Punishment

Back 42

Positive Punishment

Front 43

Type II Punishment

Back 43

Negative Punishment

Front 44

Application of reinforcement shcedule to increase rate of behavior

Back 44

Differential Reinforcement of Higher Rates (DRH)

Front 45

Three Variations of DRH

Back 45

1) Full Session- compare # of responses in entire session to some criterion- want to be above
2) Interval- Divide session into chunks, did behavior occur?
3) Spaced Responding - Decrease IRT between responses

Front 46

Reinforce behavior(s) that are topographically incompatable with target behavior

Back 46

Differential Reiforcement of Incompatable Behavior (DRI)

Front 47

Reinforce behavior(s0 alternative (not incompatable) to target behavior

Back 47

Differential Reinforcement of Alternative Behavior (DRA)
ex: hand raising vs yelling out

Front 48

Analyzing environment to determine communicative function of behavior in order to develop an appropriate way to communicate, then provide reinforcement when they engage in alternative behavior.

Back 48

Funcational Communication Training (type of DRA)

Front 49

Choosing incompatible/alternative behaviors that are in the learners repertoire increases the efficicnecyo of the DRI/DRA procedure. T/F

Back 49

True.
Monitor appropraite and inappropriate behavior, combine with extinction, use continuous rein then thin to intermittent

Front 50

DRI based on frequency can reinforce based on occurrence of behavior. T/F

Back 50

True:
Example: Competing task with hands versus engaging in stereotypy.

Front 51

The least intrusive method of reducing behavior.

Back 51

Differential Reinforcement: it's a positive procedure

Front 52

Differential Reinforcement that can be sued to develop appropraite communicative behavior

Back 52

DRA

Front 53

Differential Reiforcement that does not always reinforce functional behavior

Back 53

DRO