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16 Cards in this Set
- Front
- Back
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*Any defined, observable & measureable bx which is the focus of analysis & intervention *Targeted for development, strengthening, replacement & weakening, to get under stimulus control, or for maintenance or generalization |
Target Behavior |
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*Cannot do: skill deficit - Does not do at all *Does but not independently (only w/assistance) *Does but does not initiate - only when told to do - may be performance problem *Does, but not well enough (lacks mastery)
*Does well enough, but lacks fluency *Does but only under limited circumstances (problem w/generality) *Does at wrong time/place (problem w/stimulus control) *Will not do (performance problem) *Does too much (behavior excess) |
Common Problems with Behavior |
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*The extent to which target bx are appropriate, intervention procedures are acceptable, & important & significant changes in target & collateral bx are produced *Are the goals I want to achieve shared by the peoplke in the setting & society? *Will I produce reults that are satisfactory to consumers? *Will they be effective in achieving the desired outcomes? *Are the targeted bx likely to be maintained (reinforced) in the target environment? *Are the interventions I'm considering likely to be acceptable to participants & consumers? *Observe competent peers (highly capable performers of the skill) *Interview experts *Social validity pencil/paper questionnaires |
Social Validity |
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Stokes & Baer (1977) *The occurrence of relevant bx under different conditions (across participants, settings, people, bx &/or time) w/out the scheduling of the same events in the those conditions as had been scheduled in training conditions *Thus, generalization may be claimed when no extra training manipulations are needed for extra training changes, or may be claimed when some extra manipulations are necessary but their cost/extent is clearly less than that of direct intervention *Generalization may not be claimed when similar events are necessary for similar effects across conditions |
Generalization |
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*The extent to which performance of the target bx is improved in environments different than the original training environment *Even though this typically refers to the setting, it may be persons not involved in the training, & other physical stimuli
*The environment may contain some components of the bx change plan but not all |
Stimulus Generality |
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*The extent to which the learner performs a variety of functional responses in addition to the trained response |
Response Generality |
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Non-Examples *Train & hope: after a bx change is effected through experimental manipulations, any existent generalization is assessed & noted but not actively pursued *Sequential modification: bx change is effected through manipulations & generalization is assessed, if absent or deficient, the same manipulations are introduced in the non-generalized conditions |
Generalization Programming Techniques |
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Introduce to Natural Reinforcement Contingencies *Transfer control from trainer to stable, natural contingencies *This goal is mostly accomplished by choosing bx to teach that will meet maintaining reinforcement contingencies after training - reinforcement trap *Sometimes the environment will need to be re-structured &/or other persons will have to be trained to reinforce *The client may be trained to recruit reinforcement |
Generalization Programming Techniques |
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Train Sufficient Exemplars *Train in multiple settings *Use multiple trainers *Train multiple stimuli
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Generalization Programming Techniques |
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Train Loosely *Training is conducted w/relatively little control over the stimuli presented & the correct responses allowed, so as to maximize sampling to relevant dimensions for transfer to other situations & other forms of the bx *Vary as many of the non-critical dimensions of the antecedent stimuli as possible during training |
Generalization Programming Techniques |
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Use indiscriminable contingencies *Use variable reinforcement schedules *Delay reinforcement *Hide (out of sight observing) |
Generalization Programming Techniques |
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Program Common Stimuli *Use stimuli in training which are found in the natural settings |
Generalization Programming Techniques |
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Mediate Generalization *Establish a response as part of the new learning that is likely to be used in other problems as well (i.e. teach a tactic which can be used for other things as well) *Most common mediator: language |
Generalization Programming Techniques |
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Train to Generalize *Reinforce generalization *Use instructions to facilitate generalization |
Generalization Programming Techniques |
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*Gradually approximate the antecedent stimulus conditions of the target environment by fading in natural distracters w/in the training *Select antecedent stimuli for the training environment that can be altered to gradually approximate the stimuli in the target environment *Gradually change the nature of consequent stimulus conditions from contrived to natural reinforcers & punishing stimuli *Gradually approximate the schedule of consequent stimuli in the target environment w/in the training environment *Gradually approximate the consequent stimulus conditions of the target environment by delaying reinforcement w/in the training environment or by varying the types of reinforcement w/in the training environment *Arrange contingencies w/in the target environment to promote generality Place & Train *Select antecedents to be used during DI that can be gradually altered to approximate the stimuli in the target environment *Vary prosthetic instruments (e.g. bicycle, eating utensils, keyboard) to promote response generalization |
Programming for Generalization |
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*The extent to which the learner continues to perform the target bx after a portion or all of the intervention has been terminated *The durability of treatment effects |
Maintenance |
