Behaviour Modification

Front 1

What is behavior, generally and technically? Give three synonyms for behavior

Back 1

Generally behavior is anything that a person says or does. Technically behavior is any muscular, glandular, or electrical activity of an organism. Synonyms for behavior are: activity, action, or performance.

Front 2

Describe two dimensions of behavior. Give an example of each

Back 2

One example of a dimension of behavior is the duration of a behavior, this means the length of time that the behavior lasts (Bob read a book for 1 hour). Another dimension of behavior is the frequency of behavior, this means the number of instances that occur in a given period of time (Jenny painted 4 of her nails in 10 minutes).

Front 3

What is a behavioral deficit? Give two examples that are not in this chapter

Back 3

A behavioral deficit is too little of a particular behavior. For example, only brushing your teeth once a day or leaving dirty clothes on the floor for days.

Front 4

What is a behavioral excess? Give two examples that are not in the chapter

Back 4

A behavioral excess is too much of a particular behavior. For example, overeating or watching 10 hours of television per day.

Front 5

12. Define behavior modification.

Back 5

The systematic application of learning principles and techniques to assess and improve individuals’ covert and overt behaviors in order to enhance their daily functioning.

Front 6

State 7 defining characteristics of behavior modification.

Back 6

strong emphasis of defining problems in terms of behavior that can be measured, and using changed in the behavioral measure of the problem as the best indicator of the extent to which the problem is being helpedtreatments procedures and techniques are ways of altering an individual’s current environment methods and rationales can be described precisely techniques od behavior modification are often applied by individuals in everyday lifetechniques stem from basic and applied research in the science of learning in general, and the principles of operant and Pavlovian conditioning emphasizes scientific demonstration that a particular intervention or treatment was responsible for a particular behavior change

Front 7

Define behavioral assessment.

Back 7

The collection and analysis of information and data in order to (a) identify and describe target obehaviors; (b) identify possible causes of the behavior; (c) guide the selection of an appropriate behavioral treatment; and (d) evaluate treatment outcome.

Front 8

Briefly describe B.F. Skinner’s early influence on behavior modification.

Back 8

He caused people to start using operant conditioning as a form of behavior modification.

Front 9

23. List 4 myths of misconceptions about behavior modification.

Back 9

Behavior modification is outdatedBehavior modification involves the use of drugs and electroconvulsive therapyUse of rewards by behavior modifiers to change behavior is briberyBehavior modification only changes symptoms; it doesn’t get at the underlying problems

Front 10

26. What is the key to ensuring ethical and effective treatment programs by applied behavior analysts/behavior therapists?

Back 10

Must receive appropriate academic training, target behaviors selected for modification must be those that are the most important for the individual and society, use the most effective and validated intervention methods with the least discomfort and negative side-effects, and perform a thorough behavioral assessment before applying the intervention.

Front 11

List 4 behaviours of children with autism that have been modified using behaviour modification

Back 11

) Teach play behaviours2) Self-stimulatory behaviours3) Language skills4) Teach social behaviours

Front 12

1. List four behaviours in the area of self-management of personal problems that have been modified by behaviour modification techniques

Back 12

Saving moneyExercisingEngaging in good study habitsControlling gambling

Front 13

What is health psychology?

Back 13

How psychological factors can influence or cause illness, and how people can be encouraged to practice healthy behaviour so as to prevent health problems

Front 14

13. List 5 areas of application within health psychology

Back 14

Direct treatment of medical problemsEstablishing treatment compliancePromotion of healthy livingManagement of caregiversStress management

Front 15

Define behavioural community psychology

Back 15

Applications of socially significant problems in unstructured community settings where the behaviour of individuals is not considered deviant in the traditional sense

Front 16

Define organizational behaviour management (OBM)

Back 16

The application of behavioural principles and methods to the study and control of individual or group behaviour within organizational settings

Front 17

Define behavioural sport psychology

Back 17

the use of behaviour analysis principles and techniques to enhance the performance and satisfaction of athletes and others associated with sports

Front 18

What are two other names for respondent conditioning?

Back 18

Pavlovian ConditioningClassical conditioning

Front 19

What are respondent behaviours? Give three examples.

Back 19

Respondent behaviours are behaviours elicited by prior stimuli and are not affect by their consequences. Three examples are: 1) salivating when smelling dinner cooking 2) feeling frightened when watching a scary movie 3) blushing when told that you fly or blouse is undone

Front 20

State the principle of respondent conditioning. Clearly diagram an example of respondent conditioning that is not in the text.

Back 20

The principle of respondent conditioning states that is a neutral stimulus is followed closely in time by an unconditioned stimulus that elicits an unconditioned response then the previous neutral stimulus will also tent to elicit the response in the future. An exampled of this would be: If someone hears the sounds of a phone ring (NS) and each time the phone rings they receive a mint (US) after a while of hearing the phone ring and receiving a mint the subject will start to crave a mint each time the phone rings (UR).

Front 21

Define and give an example of the following: unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.

Back 21

Unconditioned stimulus: a stimulus that elicited a response without prior learning or conditioning Unconditioned response: a response elicited by an unconditioned stimulusConditioned stimulus: a stimulus that elicits a response because that stimulus has been paired with another stimulus that elicits a responseConditioned response: a response elicited by a conditioned stimulus

Front 22

Briefly, in a sentence each, describe five variables that influence the development of a conditioned reflex.

Back 22

The greater the number of pairings of a conditioned response with an unconditioned stimulus, the greater is the ability of the conditioned stimulus to elicit the conditioned response Stronger conditioning occurs if the conditioned stimulus precedes the unconditioned stimulus by about half a second, rather than by a longer time or rather than following the unconditioned stimulus A conditioned stimulus acquires greater ability to elicit a conditioned response if the conditioned stimulus is always pairs with the unconditioned stimulus that if it is only occasionally paired with the unconditioned stimulus When several neutral stimuli precede an unconditioned stimulus, the stimulus that is most consistently associated with the unconditioned stimulus is the once most likely to become a strong conditioned stimulusRespondent conditioning will develop more quickly and strongly when the conditioned stimulus or unconditioned stimulus or both are intense rather than weak

Front 23

What is biological preparedness? Give an example.

Back 23

The predisposition of members of a species to be more readily conditioned to some neutral stimuli as conditioned stimuli than to other. An example is humans will more quickly learn fears to stimuli than stimuli that were nonthreatening in our distant ancestors’ history

Front 24

Define respondent stimulus generalization, and give an example.

Back 24

When an organism has been conditioned so that a particular conditioned stimulus elicits a conditioned response, and then a similar stimulus elicits that conditioned response. An example would be the sound of a dentist’s drill causing you to cringe because of frequent cavity repairs and the pain and fear they cause.

Front 25

Define respondent stimulus discrimination, and give an example.

Back 25

A stimulus functions as a conditioned stimulus to elicit a conditioned response because that stimulus has been paired with an unconditioned response that elicits a conditioned response, but a similar stimulus dose not function as a conditioned stimulus for that conditioned response because the second stimulus has been paired the extinction trials. An example would be if you have pain in the dentist’s chair and cringe at the sounds but no pain in the butcher shop and no cringing when a similar sound is heard there.

Front 26

What is aversion therapy? Give an example.

Back 26

The process of pairing something unpleasant with an undesirable behaviour with the goal of decreasing the undesirable behaviour. An example if giving an alcoholic an alcoholic drink that makes them sick which will discourage their urge to drink.

Front 27

What is operant behaviour? Give an example.

Back 27

Behaviours that is influenced by its consequences. An example is putting gas in your car.

Front 28

What is operant conditioning? Give an example.

Back 28

A type of learning in which behaviour is modified by its consequences. An example is not touching a hot stove because of the pain that follows in past instances of doing so.

Front 29

. What is a baseline?

Back 29

A baseline refers to the observation phase prior to the reinforcement program.

Front 30

What is a positive reinforcer?

Back 30

An event that, when presented immediately following a behavior, causes the behavior to increase in frequency

Front 31

What is the principle of positive reinforcement?

Back 31

If someone in a given situation does something that is followed immediately by a positive reinforcer, then that person is more likely to do the same thing the next time he or she encounters a similar situation

Front 32

What is operant behaviours? Give an example, and indicate how the example fits the definition of operant behaviour.

Back 32

Behaviors that operate on the environment to generate consequences and are in turn influenced by those consequences.

Front 33

How are positive and negative reinforcement similar and how are they different?

Back 33

They are similar in that both reinforcements increase responses. They are different in that positive reinforcement increases a response by the removal or taking away of a negative stimulus.

Front 34

Why is it necessary to be specific when selecting a behaviour for a reinforcement program?

Back 34

It helps to ensure the reliability of detecting instances of the behaviour & changes in its frequency

Front 35

Using the definition of positive reinforce, how might you conduct a test to determine if the social attention of a particular adult is or is not reinforcing for a withdrawn child?

Back 35

If a child is having a hard time staying in their seat in class, record for a period of time how often they stay in it in class. Praise the child with plenty of verbal praise after every 10 minutes of staying in their seat. Record the data over an entire day of school to see how long the child is staying in their seat.

Front 36

What do behaviour modifiers mean by the term deprivation? Give an example.

Back 36

The term deprivation is to indicate the time during which an individual doesn’t experience the reinforcer. Example: Food deprivation not only establishes food as an effective reinforcer for the person who is food deprived, but also can increase various behaviours that have been reinforced with food.

Front 37

What do behaviour modifiers mean by the term satiation? Give an example.

Back 37

The term satiation is the condition in which an individual doesn’t experience a particular reinforce to such an extent that it is temporarily no longer reinforcing. Example: Food; rewarding an individual every time they display reinforced behaviour to the point where they are full (saturated) will affect the individuals behaviour in the sense that they will no longer look forward to the reinforcement of food.

Front 38

23. Distinguish between the direct and indirect acting effects of reinforcement.

Back 38

Direct: Increased frequency of a response because it was immediately followed by a reinforcer. Indirect: the strengthening of a response that is followed by that reinforcer even though the reinforcer is delayed.

Front 39

Give an example of contingent reinforcement that is not in this chapter.

Back 39

If you run a mile under 8 minutes, you are rewarded with a yummy snack.

Front 40

. What is adventitious reinforcement? What is superstitious behaviour? Give an example of each that are not in this chapter.

Back 40

Adventitious reinforcement is a behaviour accidently followed by a reinforcer that may be strengthened even if it didn’t actually produce the reinforcer.Example: A parent isn’t aware that their child is drawing on the wall with a crayon and calls out, “let’s get some ice ceam!” is an accidently contingency that might strengthen the tendency to draw on walls.

Superstitious behaviour is a behaviour that is strengthened & maintained by adventitious reinforcement. Example: A man playing a slot machine tends to cross his fingers because in the past, when doing so, accidentally followed by a winning a jackpot.

Front 41

What do we mean by the natural environment? By natural reinforcers? By programmed reinforcers?

Back 41

Natural environment is a setting in which an individual carries out normal, everyday functions.Natural reinforcers are reinforcers that follow behaviour in the course of everyday living.Programmed reinforcers are reinforcers that are arranged systematically by psychologists, teachers, and others in behaviour modification programs

Front 42

Ideally, what four qualities should a reinforcer have (besides the necessary quality of functioning as a reinforcer)?

Back 42

Readily available.2. Can be presented immediately following the desired behaviour.3. Can be used over & over again without causing rapid satiation.4. Do not require a great deal of time to consume

Front 43

Explain what an unconditioned reinforcer is. Give two examples.

Back 43

Stimuli that are reinforcing without prior learning or conditioning. Examples: food for a hungry person, and water for a thirsty person.

Front 44

What are Tokens?

Back 44

Conditioned reinforcers that can be accumulated and exchanged for backup reinforcers

Front 45

Explain in two or three sentences what a token economy is.

Back 45

A behavior modification program in which individuals can earn tokens for specific behaviors and can cash in their tokens for backup reinforcers.

Front 46

Distinguish between a simple conditioned reinforcer and a generalized conditioned reinforcer. Explain why a generalized conditioned reinforcer is more effective than a simple conditioned reinforcer.

Back 46

A simple conditioned reinforcer is a conditioned reinforcer that is paired with a single backup reinforcer. A generalized conditioned reinforcer is a stimulus that is paired with more than one kind of backup reinforcer. Generalized conditioned reinforcers are more effective because they involved some sort of praise as well as a reinforcer. Because we receive praise we are more like to do a specific behaviour again to receive that praise rather than just a reinforcer

Front 47

Describe two pitfalls of conditioned reinforcement, and give an example of each.

Back 47

Unaware-misapplication pitfall: the unknown pairing of conditioned reinforcers with stimuli that are meant to be punishing. For example: when an adult frequently reprimands a child for behaving inappropriately but never provides any type of “back-up punisher”

Partial-knowledge-misapplication pitfall: ceasing to pair a conditioned reinforcer with a backup reinforcer. For example: a teacher who awards stamped happy faces as tokens for good behaviour but fails to use effective backup reinforcers.

Front 48

What are two parts to the principle of operant extinction?

Back 48

1) If an individual, in a given situation, emits a previously reinforced behavior and that behavior is not followed by a reinforcer2) Then that person is less likely to do the same thing again when next encountering a similar situation.

Front 49

What is the difference between forgetting and operant extinction?

Back 49

Forgetting refers to when a behavior is weakened as a function of time following its last occurrence. Operant extinction is different than forgetting because extinction weakens behavior as a result of being emitted without being reinforced.

Front 50

If a behaviour that was maintained by positive reinforcement is not reinforced at least once in a while, what will happen to the behaviour?

Back 50

It will become extinct.

Front 51

Why is it necessary to consider the setting as a factor influencing your operant extinction program?

Back 51

In order to minimize the influence of alternate reinforcers on the undesirable behavior to be extinguished and, maximize the chance of the behavior modifier persisting with the program

Front 52

What is the effect of continuous versus intermittent reinforcement on the resistance to extinction of an operant behaviour?

Back 52

Extinction is typically quicker after continuous reinforcement than after intermittent reinforcement.

Front 53

. What is an extinction burst? Describe an example.

Back 53

An extinction burst is an increase in responding during extinction. For example, imagine a child in a classroom is constantly raising their hand and snapping their fingers to get the teacher’s attention. A teacher who keeps track of the frequency of finger snapping for a while and then introduces operant extinction (i.e., ignores the finger snapping) would probably observe an increase in finger snapping during the first few minutes of extinction before the behavior began to gradually taper off.

Front 54

What is spontaneous recovery? Describe an example.

Back 54

Spontaneous recovery is the reappearance of an extinguished behavior following a break.

Front 55

Briefly describe an example of a pitfall of operant extinction, which type of pitfall does your example illustrate?

Back 55

If there are a group of children who cannot dress themselves without help and one child who can, a new aid in this situation might only spend time reinforcing the children and helping the children who cannot dress themselves on their own, while ignoring the child who can. This is an example of the partial-knowledge pitfall. Even successful behaviour must be reinforced from time to time.

Front 56

Identify the three basic stages in any shaping procedure as presented at the beginning of this chapter, and describe them with an example.

Back 56

Specify the final desired behaviour

Reinforce the starting response: then reinforce closer approximations until eventually the desired response occurs

Front 57

Define shaping.

Back 57

the development of a new behavior by the reinforcement of successive approximations of that behavior and the extinction of earlier approximations of that behavior until the new behavior occurs.

Front 58

What is another name for shaping?

Back 58

The method of successive approximations

Front 59

What is meant by the term final target behaviour in a shaping program? Give an example.

Back 59

The final desired behavior. The target behavior for Frank was to jog . mile each day

Front 60

What is meant by the term starting behaviour in a shaping program? Give an example.

Back 60

The closest form to the target behavior that is already occurring and that you can start to reinforce the successive approximations from. Example: for Frank his starting behavior was walking around the house once. He already did this periodically.

Front 61

Give an example of the unaware-Misapplication pitfall in which shaping might be accidentally applied to develop an undesirable behaviour. Describe some of the shaping steps in your example.

Back 61

For example, a child receives little attention from family members when he shows appropriate behaviors. One day the child falls and hits his head so his mother comes running to see if he is alright. Since the mother gave him attention of this incident but not over appropriate behaviors it is likely he will emit this behavior again. The parents may pay attention the first few times and then realize the child isn't hurting themselves for real so they may stop reinforcing him. The child will start banging his head harder and harder in order to keep receiving attention and may get to the point of causing damage.

Front 62

1. Define and give an example of intermittent reinforcement.

Back 62

An arrangement in which a behavior is positively reinforced only occasionally, rather than every time For example, giving chocolates for correct homework.

Front 63

2. Define and give and example of response rate.

Back 63

Number of instances of a behavior that occur in a given period of time. For example, handing in homework every week it is due.

Front 64

Define and give an example of schedule reinforcement.

Back 64

A rule specifying which occurrences of a given behavior, if any, will be reinforced. For example, when a dog sits on command reinforce it, when it doesn’t don’t do it.

Front 65

4. Define CRF and give an example that is not in this chapter.

Back 65

Continuous Reinforcement is each instance of a particular reinforcement is reinforced. For example, giving dog treats each time it is obeying a command.

Front 66

Describe four advantages of intermittent reinforcement over CRF for maintaining behaviour.

Back 66

1) Satiation takes place more slowly2) Behavior that has been reinforced intermittently tends to take longer to extinguish3) Individuals work harder on certain intermittent schedules4) Behavior that has been reinforced intermittently is more likely to persist being transmitted to Reinforcers in the natural environment

Front 67

Explain what an FR schedule is. Illustrate with two examples of FR schedules in everyday life (at least one of which is not in this chapter).

Back 67

Fixed-Ratio Schedule, a reinforcer that occurs each time a fixed number or responses of a particular type are emitted For example, two math problems for reinforcement. Increased in number of math problems that need to be completed, first 2, 4, 6, 16.

Front 68

. What is free-operant procedure? Give an example.

Back 68

One in which the individual is free to respond at various rates. No time constraints. For example, doing a sheet of 12 math problems at your own rate.

Front 69

What is a discrete-trials procedure? Give an example.

Back 69

Individual is not free to respond at various rates, the environment places limits on it. For example, having a sheet of 12 math problems and having 12 minutes to respond.

Front 70

What are three characteristic effects of an FR schedule?

Back 70

1) Response rate, free-operant procedures unless otherwise specified2) High steady rate until reinforcement followed by a post reinforcement pause3) Length of post reinforcement pause depends on the value of the FR, the bigger the value, the longer the pause

Front 71

11. Explain what a VR schedule is. Illustrate with two examples of VR schedules in everyday life (at least one of which is not in this chapter). Do your examples involve a free-operant procedure or a discrete-trials procedure?

Back 71

A variable ratio schedule is when a reinforcer occurs after a certain number of a particular response, and the number of responses required for each reinforcer changes unpredictably from one reinforcer to the next. For example, over a period of several months, a door-to-door salesperson averages one sale for every 10 houses called on. This does not mean that the salesperson makes a sale at exactly every 10th house. Another example would be a slot machine.

Front 72

Explain what an FI/LH schedule is, and illustrate with an example not in this chapter.

Back 72

Fixed Interval Limited hold is a deadline for meeting the response requirement of a schedule of reinforcement but the reinforcement is given on a set interval. For example, the dog can do 100 tricks in 10 minutes but will not be given a treat until half past every hour.

Front 73

24. Explain what a VI/LH schedule is. Illustrate with two examples from everyday life (at least one of which is not in this chapter)

Back 73

Variable-Interval Limited Hold are interval schedules with short limited holds. For example, managing kids on a family trip. Timer gets set for 30 minutes and if at the time of the timer the kids have been playing nicely they get to watch 5 extra minutes of late night tv. Or, trying to tame an unruly puppy. If the dog is behaving nicely when the timer goes off the dog earns a cookie.

Front 74

Give two examples of how VI/LH might be applied in training programs.

Back 74

1) A VI/LH can be used in a classroom setting. For example, a teacher faced with a class full of rambunctious might use a variation of The Timer game, such as a VI30 mins/LH 0 seconds schedule to reinforce in-seat behaviour. That is, if the children are working quietly in their seats whenever the timer rings after a variable 30 minute time interval, they would receive some desirable item such as points that could be accumulated toward extra free time.2) A VI/LH schedule can also be used to maintain a certain behaviour over an extended period of time. Parents might use it to reduce their children's bickering and to reinforce good behaviour. For example, if a family is on a road trip and the kids won't stop fighting in the back, the parents can set a VI/LH schedule and set a time for any value up to 25 minutes (ie. VI 25mins/LH 0sec). If the children are misbehaving when the timer goes off, then they lose 5 minutes in the pool when they get to the hotel. IF they are behaving when the timer goes off, then they will earn 5 minutes in the pool. This VI/LH schedule will most likely be very effective at reinforcing prolonged behaviour.

Front 75

Explain what an FD schedule is. Illustrate with two examples of FD schedules that occur in everyday life (at least one of which is not in this chapter)

Back 75

Fixed Duration Schedule is a reinforcer is presented only if a behavior occurs continuously for a fixed period of time. For example, a worker who is paid by the hour is on a FD schedule, they are paid for the duration of their work day. ORA student in a final exam must stay for an hour before they are allowed to leave the room

Front 76

What are concurrent schedules of reinforcement? Give an example.

Back 76

The schedules of reinforcement that are in effect when each of two or more behaviors is reinforced on different schedules at the same time. For example, a student might have the options of watching TV, surfing the net, doing homework, or talking on the phone

Front 77

1. What is a stimulus? Give two examples that are not from the text.

Back 77

Stimuli are the people, objects, and events currently present in one’s immediatesurroundings that impinge on one’s sense receptors and that can affect behavior.Examples of stimuli are the music playing from an ice cream vendor and the smell ofhome cooked meal.

Front 78

What is an ABC assessment?

Back 78

An ABC (Antecedents, Behavior, and Consquences) assessment identifies theantecedents and consequences of a behavior.

Front 79

Define SΔ and give an example that is not in this chapter. Identify both SΔ and theresponse in this example.

Back 79

A stimulus in the presence of which a response will not be reinforced or cue that a particular response will not pay off. It can also be called a discriminative stimulus for the non-availability of reinforcement for responding. For example someone asks to be passed the salt without saying please, this is the SΔ, and the response is that the salt is not passed because the person did not say please. This will help this person learn that they must say please, extinguishing the behaviour of not saying please.

Front 80

Give an example (not from this chapter) of a stimulus that is an SD for one behavior and an SΔ for a different behavior.

Back 80

A step in a recipe asks for chopping the meat to smaller pieces (SD) but not grinding it tosmaller pieces (SΔ).

Front 81

Describe the stimulus discrimination training procedure, and give an example that is not in this chapter.

Back 81

Stimulus discrimination training refers to the procedure of reinforcing a response in thepresence of an SD and extinguishing that response in the presence of SΔ. For example,Joe makes faces with Kyle when the teacher is facing the board but not when the teacheris facing the class.

Front 82

What do we mean by common-element stimulus class? By conceptual behavior? Givean example of each that are not in this chapter.

Back 82

Common element stimulus class is a set of stimuli, all of which have one or morephysical characteristics in common. For example, a black bag and a black box havesimilar colors.Conceptual behavior is an appropriate response to all members of a common-elementstimulus class and does not emit that response to stimuli that do not belong to the class.For example, picking up the yellow balls from the green balls.

Front 83

What do we mean by stimulus equivalence class? Give an example that is not in thischapter.

Back 83

Stimulus equivalence class is a set of completely dissimilar stimuli that an individuallearned to group or match together or respond to in the same way. For example, groupingitems in a list according to their color.

Front 84

What is a primary distinction between stimulus generalization involving common element stimulus classes and stimulus generalization involving stimulus equivalence classes?

Back 84

The primary distinction between stimulus generalization involving common-elementstimulus classes and stimulus generalization involving stimulus equivalence classes is thephysical characteristics of the stimuli.

Front 85

In general, what is contingency? Give an example that is not in this chapter.

Back 85

Contingency is an IF-THEN type of arrangement. For example, IF you plug the machineto the wall THEN its lights would start making beeping noises and blinking lights.

Front 86

With examples that are not in this chapter, distinguish between rule-governed andcontingency-shaped behavior.

Back 86

A rule-governed behavior is a behavior that is controlled by the statement of a rule. Forexample, a parent might say to their child “You are allowed to play your video games fortwo hours after you finish your homework.” In a contingency-shaped behavior is abehavior that develops because of its immediate consequences through trial-and-error.For example, a kid is reinforced with desserts when she finishes her vegetables.

Front 87

Give an example of how ignorance of stimulus discrimination training may lead parentsor other caregivers to develop an undesirable behavior in a child or adult in theircare.

Back 87

Jane has a mental disability and often slams her head with her hand. When she does this,Candace, her caregiver, lightly holds her hand to stop her from hitting her head. If Janedoes not stop, Candace tightens her hold on Jane’s hand and asks her to stop. If this stilldoes not stop Jane from hitting her head, Candace gets angry and tightens her grip moreto the point that Jane yells and stops hitting her head.

Front 88

Define fading and give an example of it.

Back 88

Fading is the gradual change over successive trials of an antecedent stimulus that controls aresponse so that the response eventually occurs to a partially changed or completely new antecedent.

Front 89

Define errorless discrimination training.

Back 89

Errorless discrimination training, sometimes referred to as errorless learning, is the use of a fading procedure to establish stimulus discrimination so that no errors occur.

Front 90

What is meant by a dimension of a stimulus? Give an example.

Back 90

A dimension of a stimulus is any characteristic that can be measured on some type of continuum. Fading occurs along dimensions of stimuli, such as the pressure of a teacher’s hand as it guides a student as they are printing, or the clarity of dots that a child might be expected to trace as they are writing out their letter A.

Front 91

What do we mean by final target stimulus? Give an example

Back 91

The final target stimulus is the stimulus that will be found in the natural environment that you are trying to teach a person to respond properly to. It is important to chose this carefully and select it so that the occurrence of the response to that particular stimulus is likely to be maintained in the natural environment. An example of this would occur when teaching a language to a child. The final target stimulus is for the child to say the word ‘cat’ when seeing a cat in its natural environment.

Front 92

What do we mean by starting stimulus? Give an example.

Back 92

A starting stimulus is at the beginning of a fading program. It is a stimulus that reliably evokes the desired behavior. An example of this occurs when you are teaching a child to say ‘cat’ whenever he/she sees a cat in its natural environment. The starting stimulus would be when the teacher says, “What is that?” and points to a cat, and then shouts ‘CAT’ before the child has a chance to answer. The shouted word ‘cat’ would prompt the child to say the correct answer.

Front 93

Define the four major categories of teacher-behavior prompts. Give an example of each.

Back 93

a. Physical prompts – guiding the learning through touch. Ex. Parents holding their child’shand while teaching them how to walk.b. Gestural prompts – using certain motions to indicate a certain behavior without usingphysical touch. Ex. A teacher motioning a palm down movement as a prompt for a childto talk more quietly in class.c. Modeling prompts – correct behavior is demonstrated or modeled by a teacher. Ex. Aswimming instructor showing the proper stroke movements to his/her students.d. Verbal prompts – verbal hints or cues that are given to the learner to teach them tobehave in a certain way. Ex. A driving instructor telling their student to check over theirshoulder before pulling out of a parking space.

Front 94

Define within-stimulus prompt, and give an example that is not from this chapter. Doesyour example involve a teacher-behavior or an environmental prompt?

Back 94

A within-stimulus prompt is a variation of the SD (discriminative stimulus) of the SΔ to make their characteristics more noticeable and therefore easier to discriminate.An example of a within-stimulus prompt: Imagine that you want your husband to try a piece of cheesecake that you made because you think that it is delicious, and you want to see if other people feel the same way. You want to be conspicuous however because you don’t want a bias answer. You leave the piece of cake in the refrigerator but you notice that he doesn’t realize that it is in there all afternoon. In an effort to make it more noticeable, you remove everything else from the top shelf of the fridge and leave only the piece of cake in plain sight. This increases the likelihood of the cheesecake acting as a stimulus to increase the reinforcement of your husband trying the cake. This is an example of an environmental prompt.

Front 95

Define extra-stimulus prompt, and give an example that is not from this chapter. Doesyour example involve a teacher-behavior or an environmental prompt?

Back 95

An extra-stimulus prompt is something that is added to the environment to make a correctresponse more likely. An example of an extra-stimulus prompt: Imagine that a child is learning to color pictures in a coloring book that has simple illustrations such as hearts, cats & stars. A teacher may use a number-color system to help the child learn to color certain pictures their appropriate colors (yellow = 1, red = 2 & brown = 3). Then, she corresponds the number 1 to the stars, number 2 to the hearts and number 3 to the cats. This will help the student learn what the appropriate colors are for these objects. The teacher would be able to gradually fade out these prompts and allow the child to color on their own. This is an example of a teacher behavior prompt.

Front 96

Distinguish between a behavior sequence that is a chain and one that is not a chain.

Back 96

A behavior chain is made up of consistent sequence of stimuli and responses that occur closely in time and in which the last response is typically followed by a reinforcer.each stimulus is an Sd for the next response. A behavior sequence can also not be a chain when the general sequence consists of a variety of activities with many breaks in the action. Not made up of a consistent series of stimuli and responses

Front 97

Briefly describe the total-task presentation chaining method.

Back 97

Task presentation method, an individual attempts all of the steps from the beginning to the end of the chain on each trail and continue with total task trails until that learns the person.

Front 98

Briefly describe the backward-chaining method.

Back 98

With this method the last step is taught first, then the next-to-last step is taught and linked to the last step, then the third-from-last step is taught and linked to the last two steps, and so one, progressing backward toward the beginning of the chain. Backward chaining has been used to teach various dressing, grooming, work, and verbal behaviors to people with developmental disabilities. When using backward training the instructor provides prompts for the step that is being taught and on each trial all previously mastered steps are required and the last step is followed by a reinforcer.

Front 99

Briefly describe the forward chaining method.

Back 99

Another of the three major methods of teaching a behavior chain is through forward chaining. This method teaches the initial step of the sequence first, then teaches and links together the first and second steps, then the first three steps, and so on until the entire chain is acquired. When using forward chaining each step, starting with the first one, must be mastered before the individual can proceed to the next step. Also when using forward chaining the instructor provides prompts and a reinforcer for the step that is being taught, and one each trial all the previously mastered steps are required.

Front 100

Describe how each of the three major chaining methods could be used to teach bed making.

Back 100

Total-Task Preparation: the steps are presented all at once and attempted until they are all learned
2) Backwards Chaining: starts with the last step and works backwards
3) The first step is taught and each step is incrementally introduced

Front 101

Distinguish among the types of target behavior typically established by shaping, fading, and chaining.

Back 101

produce a new behavior, new stimulus control over a behavior, or a new sequence of stimulus-response steps.

Front 102

What is meant by the term Task analysis? Describe a plausible task analysis appropriate for teaching a 3-year-old child the chain of tying a knot in a shoelace.

Back 102

The process of breaking down a task into smaller steps or component responses to facilitate training is called task analysis. The selection of chaining steps or components is somewhat subjective. The components should be simple enough to be learned without great difficulty

Front 103

Briefly describe three strategies to help individuals use prompts independently to guide the mastery of a chain of behaviors.

Back 103

(i) Written task analysis- read the various sequences in a task analysis.(ii) Series of picture prompts- uses pictures to guide clients through chain(iii) Self-instructions- recite self-instructions in order to prompt correct completion of various tasks.

Front 104

Define limited-responding DRL and give an example.

Back 104

Limited-responding DRL is a contingency that specifies the maximum allowable number of responses during a certain time interval in order for reinforcement to occur. Limited-responding DRL is used under the conditions that there is a behavior in which some of it is tolerable but less of it is better. An example would be with 11-year old Tommy. The teacher wishes to reduce his undesirable behavior of talking out to maximum three a class. Reinforcement (reward of earning 5 minutes of free time) would be given to Tommy only if he had three or less talk-outs during any given session.

Front 105

Define spaced-responding DRL and give an example.

Back 105

Spaced-responding DRL is a contingency in which a specified behavior must not occur during a specified interval, and after the interval has passed, an instance of that behavior must then occur for a reinforcer to occur. This type of DRL attempts to decrease a certain behavior but not totally eliminate it because it is actually a desired behavior. This type of scheduling requires that a response be emitted in order for reinforcement to occur. An example would be a student who always calls out the correct answer, depriving other classmates of the chance to respond to the teacher’s questions. We would not want to eliminate this child’s correct answering; instead we want to reduce the calling out behavior and we could do this using a spaced-responding DRL schedule.

Front 106

Give in some detail an example, which is not in this chapter, of how DRL would be useful in treating a behavior problem. Indicate which type of DRL is to be used.

Back 106

A DRL schedule is used to limit undesirable behavior. For example, a hockey coach is upset at his player because he takes too many penalties in games, which is a detriment to his team. A spaced-responding DRL schedule can be used where if the player takes less than three penalties over a span of five games, he will be rewarded by being allowed to partake in the shootout at the end of the next practice.

Front 107

Give in some detail an example, which is not in this chapter, of how DRO might be useful in treating a behavior problem.

Back 107

A DRO schedule can be used in treating behavior problems such as excessive swearing. A reinforcer will only be presented if a specified response does not occur during a specific period of time so a parent could tell their teenage child that if they do not swear for a whole week, they may borrow the car on Saturday night.

Front 108

What is the difference between DRI and DRA?

Back 108

DRI behavior is a schedule in which we decide to decrease a target response by withholding reinforcers for it and be reinforcing an incompatible response whereas DRA behavior is a schedule in which the extinction of a problem behavior is combined with the reinforcement of a behavior that is topographically dissimilar to, but not necessarily incompatible, with the problem behavior.

Front 109

What happens if the frequency of reinforcement on DRL, DRO, DRI, or DRA is too low or is decreased too rapidly?

Back 109

It causes the desirable behavior to occur at low rate and not persistently.

Front 110

Describe a pitfall of DRL for people who are ignorant of its effects. Give an example.

Back 110

A pitfall that is unique to DRL is the tendency to unknowingly reinforce a desirable behavior on a DRL, thereby causing that behaviour to occur at a low rate rather than reinforcing the behaviour on a schedule that would maintain that behaviour at a high rate.

Front 111

What is a punisher? Give an example that you experienced and identify both the response and the punisher.

Back 111

An immediate consequence of an operant behavior that causes that behavior to decrease in frequency. Sometimes referred to as ‘aversive stimuli’ or simply ‘aversives’.Example: When I told my mom to shut up (response), she took my phone away from me(punisher).

Front 112

State the principle of punishment.

Back 112

“If, in a given situation, someone does something that is immediately followed by a punisher, then that person is less likely to do the same thing again when he or she next encounters a similar situation”.

Front 113

How does the meaning of the word punishment for behavior modifiers differ from three meanings of that word for most people?

Back 113

a. It occurs immediately after the problem behaviorb. It isn’t a form of moral sanction, vengeance or retributionc. It isn’t used to deter others from engaging in the target behavior

Front 114

Define unconditioned punisher, and give an example that illustrates the complete definition.

Back 114

Stimuli that are punishing without prior learning. Example: The pain you feel after touching a hot stove is an unconditioned punisher.

Front 115

Describe or define four different types of punishers and give an example of each. (p.121-122)

Back 115

a. Pain-inducing (physical) punisher: Stimuli that activate pain receptors (nociceptors) as well as unpleasant smell and tastes. Example: Bobby calls his mother a loser, so she spanks him.b. Reprimand: A strong negative verbal stimulus immediately contingent on behavior; also includes a fixed stare or firm grasp. Example: John spills his milk, and his father yells at him “You’re a bad boy!”c. Timeout: A period of time immediately following a particular behavior during which an individual loses the opportunity to earn reinforcers. Can be exclusionary or non-exclusionary.Example: When a teacher saw John hit another child during recess, immediately made him go inside and sit in the principals office for 5 minutes. d. Response cost: The removal of a specified amount of a reinforcer immediately following a behavior. May have a direct-acting or indirect-acting effect. Example: library fines; traffic tickets

Front 116

Distinguish between an exclusionary and nonexclusionary timeout

Back 116

Exclusionary timeout: removing an individual briefly from a reinforcing situation immediately following a behavior. Example: ‘timeout room’Nonexclusionary timeout: Introducing into the situation, immediately after the behavior, a stimulus associated with less reinforcement. Example: children in class given ribbons to wear, but when a child is disruptive, the ribbon is removed for a short period of time and not allowed to participate in classroom activities and was ignored by the teacher

Front 117

State the procedures for extinction, response cost and exclusionary timeout.

Back 117

Extinction: In this procedure, a reinforcer is withheld following a previously reinforced response.Response cost: Removal of reinforcer immediately following an undesirable response.Exclusionary time out: Removing an individual briefly from a reinforcing situation immediately following a behavior.

Front 118

Distinguish between the direct-acting and indirect-acting effects of punishment.Give an example of each

Back 118

Direct-acting effect: The decreased frequency of a response because of immediate punishing consequences. Example: Speeding in traffic and being pulled over immediately by the police and receiving a ticket.Indirect-acting effect: weakening of a response followed by a punisher even though the punisher is delayed. Example: A man speeds through an intersection, and is caught by photo radar. A week later he is given a ticket through the mail.

Front 119

Compare S^D to S^Dsubp, give an example of each from your own experience. (p.124)

Back 119

S^D is a stimulus in the presence of which a response will be reinforced. Example: The sound of ice cream truck music is an S^D for me to go outside and buy and ice cream.S^Dsubp is a stimulus in which the presence of a response will be punished. Example: If my mom tells me to "play my music quietly” (S^Dsubp), if I play it at full volume (behavior), my mother will reprimand me (punisher).

Front 120

Compare S^triangle to S^Dsubp. Give an example of each from your own experience. (p. 124)

Back 120

S^triangle is a stimulus that a behavior will not receive reinforcement. Example: If I want to ride a roller coaster, but a sign says “Roller coaster is not working” (S^triangle), the sign is a stimulus, telling me that this behavior will not be reinforced.S^Dsubp is a stimulus that a behavior will receive a punisher. Example: A sign says “Do not sit on the roller coaster, those who enter will be kicked out of the park” (S^Dsubp), if I sit on the roller coaster (behavior) they will be kicked out of the park (punisher).

Front 121

What are four guidelines in regard to delivering a punisher?

Back 121

The punisher should be presented immediately following the undesirable behavior.b) The punisher should be presented following every instance of the undesirable behavior.c) The delivery of the punisher should not be paired with positive reinforcement.d) The person administering the punisher should remain calm when doing so.

Front 122

Cite six potential harmful side effects of the application of punishment.

Back 122

a) Aggressive behaviorb) Emotional behaviorc) Escape and Avoidance behaviord) No new behaviore) Modeling of the punishmentf) Overuse of the punishment

Front 123

Give an example of functional communication training.

Back 123

Children who emitted self-injurious behavior were taught a simple communicative response, eg. Ringing a bell or a verbal response, as an alternative to self-abuse to obtain attention. This eliminated the self-injurious behavior.

Front 124

Define escape conditioning and describe how it was used with Joanne.

Back 124

Escape conditioning: also called negative reinforcement, states that the removal of certain stimuli (called aversive stimuli) immediately after the occurrence of a behaviour will increase the likelihood of that behaviour. In the second component of the treatment used with Joanne, the removal of the loud tone following the response of showing good posture was an escape procedure that increased the probability that she would show good posture as an escape response in the presence of the tone.

Front 125

n what two procedural ways is negative reinforcement different from positivereinforcement? How are their effects similar?

Back 125

Negative reinforcement differs from positive reinforcement in terms of both t he antecedents and the consequences of behaviour. The effects are similar in that both involve the use of an aversive stimulus. OR: The removal of stimuli after it occurs, and they both strengthen responses. (not sure about this one).

Front 126

Define avoidance conditioning, and describe how it was used with Joanne.

Back 126

In the escape procedure with Joanne, the loud tone was on before she showed good posture., therefore, the escape conditioning is generally not a final contingency for maintaining behaviour but is preparatory training for avoidance conditioning. Thus, Joanne was influenced by avoidance conditioning after she had demonstrated escape behaviour. The principle of avoidance conditioning is a contingency in a behaviour prevents an aversive stimulus from occurring thereby resulting in an increase in the frequency of that behaviour.

Front 127

Give another name for warning stimulus.

Back 127

Also called conditioned aversive stimulus

Front 128

What is the name of the type of avoidance conditioning that involves a warning stimulus?

Back 128

Called discriminated avoidance conditioning.

Front 129

What are two procedural differences between escape conditioning and avoidance conditioning?

Back 129

1. An escape response removes an aversive stimulus that has already occurred while an avoidance response prevents an aversive stimulus from occurring at all. Keeping this in mind will help you to distinguish between instances of escape versus instances of avoidance.2. Avoidance conditioning often involves a warning stimulus.

Front 130

Explain with an example of your own why an individual might unknowingly positively reinforce the undesirable behaviour of another individual. Clearly identify the behaviour principles involved.

Back 130

My nephew sees me playing a game on my phone and he begins to pull my arm and say he wants to play. To terminate him pulling on my arm and yelling at me to play, I give him my phone. My nephew stops screaming. In the future, I am more likely to give in to his neediness and he is more likely to yell and pull on my arm when he wants my phone, a positive reinforcer.

Front 131

. Describe three differences between operant responses and respondent responses.(Page 141)

Back 131

Three differences between operant responses and respondent responses are:• Operant responses are controlled by consequences of the environment, said to be voluntary behavior and involve skeletal muscles.• When compared to respondent responses which are automatic responses to prior stimuli, said to be reflexive/involuntary and involved smooth muscles and glands.

Front 132

Describe the conditioning procedure and the results of conditioning for operant conditioning (positive reinforcement only) and respondent conditioning.

Back 132

Operant conditioning: The conditioning procedure is that a behavior (studying) is followed immediately by a positive reinforce (relief of anxiety) then the behavior will more likely be repeated in the same situation later on.Respondent conditioning:The conditioning procedure is to pair an neutral stimulus (song) with an unconditioned stimulus (food in mouth) will result in a unconditioned response (salivation). If done over a period of time, the result will be that the neutral stimulus (song) will now produce a conditioned response (salivation) without the presence of a food.

Front 133

Describe the extinction procedure and the results of extinction for operant conditioning and respondent conditioning.

Back 133

Operant conditioning: The extinction procedure states that a person in a given situation emits a previously reinforced behavior and the behavior is not followed by a reinforcer, then the person is less likely to do the same thing again when next encountered with the same situation.Respondent conditioning: The extinction procedure is to present the conditioned stimulus (sight friendly dog) while withholding the unconditioned stimulus (fear), with the result that the conditioned stimulus (sight of dog) gradually loses its capability of eliciting the conditioned response (fear).

Front 134

Describe the procedures that are major causes for each of the emotions of joy, anger, anxiety and relief. (page 146)

Back 134

Joy: presentation of reinforcers (receiving an A on an exam)Anger: withholding or withdrawing reinforcers. (Losing money in vending machine without getting your snack)Anxiety: the presentation of aversive stimuli. (Seeing a car drive directly towards you at high speed)Relief: withdrawal of adverse stimuli (receiving lab test back and it isn’t a disease)

Front 135

In a sentence for each, summarize three important components that make up our emotions and name the type of condition involved in each

Back 135

1. The automatic reaction that you feel during the experience of an emotion (typically with visible signs, like frowns/smiles). It is influenced by respondent conditioning.2. The way you learn to express an emotion overtly, (Shouting). It is influenced by operant conditioning.3. The way you become aware of and describe your emotions. It is influenced by operant conditioning.

Front 136

hat basic assumption do the authors of this text make about public and private behavior? (page 148)

Back 136

The basic assumption that the authors make about public and private behavior is that the same principle and procedures of operant and respondent conditioning apply to private behavior.