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30 Cards in this Set
- Front
- Back
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*Stimulus events or contexts, including complex antecedent conditions, events and stimulus-response interactions that exert general control over antecedent-bx interactions *They may precede and/or overlap with discrete antecedent-behavior relationships Example: Missing the bus, driving with/mom & a bad day at school |
Setting Events |
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*Contextual (ecological) variables are non-discrete stimuli which overlap w/discrete antecedent-bx relationships Examples *# of persons present *Where & w/whom a person lives, works & recreates *Variability/diversity & quantity, type of activities/tasks in the environment *Daily, weekly, yearly routines & rhythms *Ongoing activities, time of day *Day of the week *Weather/room temp *Physical surroundings |
Contextual Variables |
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*High-P intervention *Frequent "non contingent" attention *Enriched environment *Meet physical "needs" *Give choices *Stimulus fading in *Intersperse tasks *Redesign curriculum or modify training methods *Rapid pace instruction *Cushion antecedent predictors *Ask permission *Talk as if not there/mention bad behavior *Relocate clients or others *Move locale of activities *Change activity times or rearrange routine *Predictable schedule *Inform client what is next *Prompt incompatible/alternative bx *Clear instructions *Change physical factors |
Antecedent Manipulations |
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*Operant antecedents do not function independently of consequences *Antecedent manipulations evoke desirable bx and abate undesirable bx. However, it is consequences that will determine long term effects of the intervention |
Role of Antecedents in Treatment |
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*Consists of presenting @ least 2 different antecedent stimuli *The basic procedure consists of: 1. Reinforcing occurrences of the bx in the presence of 1 stimulus condition (SD) 2. Not reinforcing responses emitted in the presence of another stimulus condition (S-delta) *In simultaneous discrimination training both SD & S-delta are presented at the same time *In successive discrimination training only 1 antecedent (SD or S-delta) is presented to the learner in a given trial *Results in stimulus control |
Discrimination Training |
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*Verbal antecedent stimuli which many times are efficient ways to evoke new bx, which can then be reinforced *May be oral or written |
Instructions |
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*Contingency specifying stimuli that may evoke bx w/out the person having to experience the contingency described in the rules *Rules alter the fx of other stimuli |
Rules |
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*Also known as verbally mediated bx and is operant bx *It is a higher-order response class where the reinforced bx is following rules *It is under the control of verbal antecedent stimuli & thus similar, if not identical to following instructions *Contingencies do eventually operate on "following instructions" but the bx is evoked even the first time a person is exposed to a specific verbal antecedent stimulus (i.e. before a contingency has been experienced) *The verbal antecedent stimulus or "rule" actually alters the fx of other stimuli so it becomes an SD, an EO or a reinforcer |
Rule Governed Behavior |
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*A document that specifies a contingent relationship btwn the completion of a specified bx (task) & access to a specific reward *Mostly consists of if/then statements Task: who, what, when, how well Reward: who, what, when, how much Signatures of both parties Data collection |
Contingency Contracting |
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From Cooper, Heron & Heward p. 479 *Task description *Task is observable *When task will be done *How much will be done *Description of reward *When will reward be delivered *Reward contingent on task *Reward appropriate amount |
Contingency Contracting |
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Homme *Payoff should be immediate *Initially reward small approximations *Reward frequently and w/small amts. *Reward accomplishments, not obedience *Reward performance after it occurs *The contract must be fair *The terms of the contract must be clear *The contract must be positive *Contracting methods used systematically |
Contingency Contracting Rules |
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DeRisi Model *Date contract (begin & end) *Behavior *Amt/kind of reward *Signatures of all involved *Schedule for review of progress *Optional: bonus clause/penalties *Select bx- negotiate *Describe bx, can observe & count *Identify rewards *Identify mediation, collect data & reward *Write understandable contract *Trouble shoot if no improvement *Rewrite contract |
Contingency Contracting |
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*Involves a common consequence, usually a reward *Intended to fx as reinforcement *Contingent upon the bx of - An individual member of the group - The bx of part of the group - The bx of everyone in the group |
Group Oriented Contingency |
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*Same contingency is in effect for every member of the group on an individual basis *Each member who performs at or above performance criterion receives a reward *Group members who do not meet criterion do not earn reward |
Independent Group Contingency |
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*AKA "Hero" procedure *If individual (or each member of a sub group) performs the target bx at or above criterion then the reward is provided to the whole group Potential problem: one can "blow it" for the whole group |
Dependent Group Contingency |
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*All members of group must meet performance criterion before any members earn reward |
Interdependent Group Contingency |
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*Choose powerful (effective) reinforcers *Determine bx to be developed or weakened *Set appropriate performance criterion *Combine other procedures when appropriate *Select most appropriate group contingencies *Monitor individual & group performance *Members cannot predict which grp members, target bx, settings/times reward contingent on *Can be a powerful strategy for promoting generalization & maintenance |
Guidelines for Group Contingencies |
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*Save time during administration - Can apply 1 consequence to all members instead of separate for all individuals *Demonstrated to be effective in producing bx change *Can be effective & economical, requiring less time to implement *Can use in a situation where an individual contingency is impractical *Can be used to resolve a problem quickly *Capitalizes on peer influence/peer monitoring *Facilitate pos social interactions/pos bx supports in group |
Advantages of Group Contingencies |
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*Occurs when, in the absence of training & reinforcement a response will select a stimulus that matched to itself (e.g. A = A) Example Learner is shown a pic of a bicycle & 3 choice pics of a car, an airplane & a bicycle *Also called generalized identity matching, has occurred if the participant w/out instruction selects the bicycle from 3 choice pictures |
Reflexivity |
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*Occurs with the reversibility of the sample stimulus and comparison stimulus When taught A = B then B = A emerges with no additional training or reinforcement Example Participant learns that spoken word "bicycle" (A) matches the comparison picture of the bicycle (B) and w/out additional training or reinforcement the participant when presented w/the pic of a bicycle (B) selects the comparison spoken word bicycle (A) |
Symmetry |
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*Taught that A = B & B = C, the learner demonstrates that A = C w/out direct training/reinforcement on that relationship Example If A (spoken name pic bicycle) = B (pic of bicycle) and B (pic of bicycle) = C (written word) then C (written word bicycle) = A (spoken name) |
Transitivity |
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*Describes the emergency of accurate responding to untrained & non-reinforced stimulus-stimulus relations following the reinforcement of responses to some (other) stimulus-stimulus relations *Exists when a learner correctly identifies a symbolic relationship between 2 or more non-identical stimuli w/out specific training on that relationship - the learner makes untrained but accurate connections between stimuli |
Stimulus Equivalence |
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*Conducted via 3-phase non-identity match to sample procedure involving the simultaneous presentations of a single sample stimulus & several comparison stimuli & the learner matches the sample w/the corresponding comparison stimulus *Well-designed curricula & instructional programs take advantage of how stimulus equivalence relationships are acquired |
Stimulus Equivalence Training |
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*The phenomenon in which a change in one component of a multiple schedule that increases or decreases the rate of responding on that component is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule |
Behavioral Contrast Definition (Cooper, Heron & Heward) |
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*If a bx has been maintained in 2 or more contexts & a procedure that decreases the bx (eg. DRO/EXT) is introduced in one of these contexts, the bx may increase in the other context(s) despite no change in the contingencies in these other contexts *Similarly, if a bx has been maintained in 2 or more contexts & the reinforcement schedule is changed to a denser schedule in one context, the rate of bx will increase the altered context but may decrease in other (non altered) context despite no change being made to the reinforcement schedule or to the contingencies |
Behavioral Contrast |
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*The allocation of responses to choices available on concurrent schedules of reinforcement; rates of responding across choices are distributed in proportions that match the rates of reinforcement received from each choice alternative |
Matching Law Definition (Cooper, Heron & Heward) |
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*Bx that is reinforced by most powerful reinforcer & denser schedule will occur more frequently than bx reinforced w/thin schedule & lesser reinforcer *Bx will change to match to reinforcement |
Matching Law |
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*The tendency for a pattern of bx, once established, to persist despite some opposition to the response-reinforcer relationship *Physical momentum is the tendency for an object in motion to continue at the same velocity unless opposed by a physical force *Momentum = mass X velocity |
Behavioral Momentum |
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*Inter high-P - low-P interval (IPT) *Variability of high-P instructions |
Factors Affecting the Effectiveness of the High-P Instructional Sequence |
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*States that making the opportunity to engage in a high-P bx contingent upon the occurrence of a low-P bx will function as reinforcement for the low-P bx |
Premack Principle |
