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39 Cards in this Set
- Front
- Back
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D-01Use positive and negative reinforcement.(+) |
immediacy of reinforcement reinforcement changes the function of antecedent stimuli, SD discriminated operant: EO->SD->R->SR+ EO(deprivation) and AO(satiation) automaticity of reinforcement automatic reinforcement |
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D-01classification of reinforcers |
unconditioned conditioned generalized edible sensory tangible activity social |
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D-01 Use positive and negative reinforcement.(-) |
EO->SD->R->SR- |
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D-01escape and avoidance contingencies |
escape: responding terminates an ongoing stimuli avoidance: delays or prevents the presentation of a stumili |
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D-01characsteristics of negative reinforcement |
academic skills,disruptive behavior social vs. automatic |
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D-01application of negative reinforcement |
positive over negative error correction, repeating trials, practice |
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D-02 Use appropriate parameters and schedules of reinforcement. |
continuous reinforcement (CRF)<----intermittent schedules of reinforcement(INT)--->extinction (EXT) |
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D-02Intermittent reinforcement (INT) |
to maintain established behaviors |
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D-02Fixed ratio (FR) schedule |
postreinforcement pause after pause, high rate and little hesitation size of ratio increases the pause and rate, but there is a maximum |
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D-02 Variable ratio (VR) |
consistent, steady rates quick rate of response size of ratio increases the pause and rate |
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D-02 Fixed interval (FI) |
postreinforcement pause accelerate towards the end of the interval scallop shape slow to moderate rates of reponses size of the time interval increase pause and lower the overall rate of responding |
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D-02 Variable interval (VI) |
constant and stable few pause low to moderate rates size of the time lower the overall rate of responding |
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D-02 Thinning INT |
increase the response ratio or time interval instructions to communicate ratio strain: from abrupt increases in requirements, avoidance, aggression, and unpredictable pause |
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D-02 Compound schedules of reinforcement |
concurrent schedules: independently and simultaneously for two or more behaviors, for reinforcement assessment, intervention, discriminative: multiple schedules: alternating sequence chained schedules nondiscriminative: mixed schedules tandem schedules (chained without SD) combining responses and time: alternative schedules: reinforce whenever either requirement is met conjunctive schedules: both requirements are met |
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D-02 Differential reinforcement of rates |
differential reinforcement of high/low rates |
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D-10 Use echoic training. |
prompting, fading, shaping, extinction, reinforcement mand frame: MO, nonverbal stimuli, echoic prompt "say..."->specific reinforcement nonverbal stimuli, echoic prompt->GCR echoic prompt->GCR |
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D-11 Use mand training. |
transfer stimulus control to MO control: MO, nonverbal SD, echoic prompt MO, nonverbal SD MO |
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D-12 Use tact training. |
nonverbal stimuli, echoic prompt->response->SR+ mand frame: MO, nonverbal stimuli, echoic prompt->response->specific reinforcement nonverbal stimuli, echoic prompt/nonechoic prompt->response->generalized conditioned reinforcers nonverbal stimuli-> reponse->GCR |
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D-13 Use intraverbal training. |
begin to break verbal responding free from mand, echoic, and tact transfer of control from MO and nonverbal stimuli to verbal stimulif |
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D-14 Use listener training. |
or receptive language: the listener to respond to another's verbal behavior nonverbally |
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D-03 Use prompts and prompt fading. |
prompts: supplementary antecedent stimuli used to occasion a correct response in the present of a SD that will eventually control the behavior imitation: a model, immediately follow, formal similarity, model as controlling variable |
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D-03 Response prompts |
verbal instructions modeling physical guidance |
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D-03 Stimulus prompts |
movement position redundancy of antecedent stimuli |
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D-03 Fading |
most-to-least prompts: physical-visual-verbal instructions-natural stimulus graduated guidance: follow moments with hands not touching,increase distance, help as needed least-to-most prompts: opportunity to perform with least assistance, greater degrees of assistance with each successive trail without a correct response, a set time limit from the presentation of natural SD time delay: delay the presentation of the prompt following SD stimulus fading: highlighting a physical dimension of a stimulus to increase the likelihood of a correct response, fades gradually in or out stimulus shape transformations |
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D-04 Use modeling and imitation training. |
modeling as response prompts if: learned some of the component behaviors attending skills imitative skills |
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D-20 Use response-independent (time-based) schedules of reinforcement (i.e., noncontingent reinforcement). |
stimuli with known reinforcing properties are delivered on a fixed time (FT) or variable time (VT) schedule independent of the learner's behaviourAO reducing the motivation to engage in problem behavior positive, negative, automatic reinforcement |
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D-20 Noncontingent reinforcement |
functional behavior assessment enhance effectiveness by increased density of schedule, different schedule, combine DRO total duration of baseline/total occurrences of pb thinning by increasing time |
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D-20 Noncontingent reinforcement |
adv: easier to administer than continuous monitoring of behavior positive learning environment reduce extinction-induced response bursts chance paring NCR with appropriate behavior disv: free access reduces motivation to engage in appropriate behavior chance paring with pb NCR escape may disrupt the instructional process |
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D-04 Use modeling and imitation training. |
models as planned or unplanned formal similarity: resemble each other and in the same mode immediacy controlled relation: a new behavior that follows a novel antecedent event |
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D-04 Use modeling and imitation training. |
imitation training: assess, and teach if necessary, prerequisite skills (staying seated, looking, keeping hands in lap, looking at object selecting models pretesting sequence selected models for training training: physical guidance, verbal instructions |
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D-04 Use modeling and imitation training. |
training sessions active and brief reinforce both prompted and imitative response pair verbal praise and attention with tangibles if progress breaks down, back up and move ahead slowly keep a record fade out verbal response prompt and and physical guidance |
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D-05 Use shaping. |
systematically and differentially reinforce successive approximation to a terminal behavior adv: teach new behavior in a positive approach combined with other procedures, e.g., chaining disv: time-consuming not always linear consistently monitoring misapplied harmful behavior |
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D-06 Use chaining. |
a behavior chain chaining: link specific sequences of stimuli and responses to form new performances increase independent living skills add behavior to an existing behavioral repertoire |
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D-07 Conduct task analyses. |
break a complex skill into smaller teachable units observe competent individual consult with experts perform oneself assess mastery level: single-/multiple-opportunity method |
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D-05 Use shaping. |
combined with SD physical guidance select terminal behavior decider criterion for success analyze response class identify 1st behavior eliminate interfering/distracting stimuli proceed in gradual stages limit approximation at each level continue reinforcement when terminal achieved |
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D-06 Use chaining. |
forward: link small chains into larger ones; easy to use in classroom total-task (total-task/whole-task presentation) backward: come into contact with the terminal reinforcer every time, but may limit the total number of responses made in every session backward with leap aheads |
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D-06 Use chaining. |
completeness of task analysis length or complexity of the chain schedules of reinforcement stimulus variation response variation |
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D-08 Use discrete-trial and free-operant arrangements. |
free operant: behaviors that have discrete beginning and ending, require minimal displacement of time and place, can be emitted at nearly any time, do not require much time for completion, can be emitted over a wide range of response rates - measured by rate of response discrete trail: controlled by a given opportunity to emit the response - measured by percentage of response opportunities in which a response is emitted or trials-to-criterion |
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D-09 Use the verbal operants as a basis for language assessment. |
start with mand repertoire quality and strength with echoic repertoire tact intraverbal |
