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34 Cards in this Set
- Front
- Back
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Operants |
Behaviours emitted by a person or animal |
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Operants conditioning |
BF Skinner, learning in which voluntary behaviour is strengthened of weakened by consequences, classical conditioning accounts for a small portion of learned behaviour, it describes how existing responses might be paired with new stimuli but does not explain how new operant behaviours are acquired |
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Behaviour |
Precedes an event, antecedent followed by an event followed by a consequence (ABC), operants behaviour can be altered by changing the antecedent, consequence or both |
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Consequences |
Determine whether a person will repeat the behaviour, type and timing of consequences can strengthen or weaken behaviour |
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Reinforcement |
Use of consequence to strengthen a behaviour |
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Reinforcer |
A consequence that strengthens the behaviour of follows |
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Positive reinforcement |
Occurs when behaviour produces a new stimulus, can occur even when the behaviour being reinforced is not positive |
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Negative reinforcement |
Strengthening behaviour by removing an averse/irritating stimulus when the behaviour occurs, something being subtracted |
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Punishment |
Process that weakens or suppresses behaviour |
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Presentation punishment/type 1 |
Decreasing the chances a behaviour will happen again by presenting an AVERSIVE stimulus following the behaviour |
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Removal punishment/ type 2 |
Decreasing the chances a behaviour will occur again by removing a pleasant stimulus following the behaviour |
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Continuous reinforcement schedule |
Reinforcer after every appropriate response, helps learn new behaviours quickly |
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Intermittent reinforcement schedule |
Reinforcer after some responses, used after a new behaviour has been mastered, helps maintain skills without expecting constant reinforcement -interval ratio schedule: length of time between reinforcers - ratio schedule: based on number of responses between reinforcers, gives more control |
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Extinction |
Removal of reinforcement -classical conditioning- conditioned response disappears when conditioned stimulus isn't followed by unconditioned stimulus -operant: individual will not continue behaviour if reinforcer is withheld long enough, behaviour will disappear |
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Stimulus control |
Capacity for the presence of antecedents to cause behaviours |
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Effective instruction delivery (EID) |
Instructions that are concise, clear and specific and communicate an expected result, statements over questions, be within a few meters of students |
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Cueing |
Providing a stimulus that sets up a desired behaviour, when a student performs the appropriate behaviour after a cue, the teacher can reinforce the students accomplishment instead of punishing failure |
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Prompt |
A reminder that follows a cue to make sure the person reacts to a cue |
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Applied behaviour analysis |
Application of learning principles to change behaviour, requires clear specification of the behaviour to be changed, careful measurement of behaviour, analysis of antecedents and reinforcers that might be maintaining in appropriate behaviour |
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Social isolation |
Removal of a disruptive student for 5-10 minutes, time out, longer time outs means to strategy is failing |
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Good behaviour game |
Teachers and students discuss how to make the classroom better, they identify behaviours that get in the way of learning, develop rules, divide into teams, every rule broken team gets a mark, team with the fewest marks at the end of class gets a reward |
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Contingency contract |
A contract between the teacher and a student specifying what the student must do to earn a particular reward or privilege |
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Token reinforcement system |
Tokens are earned for academic work and positive behaviour, can be exchanged for some desired reward, tokens can be points, chips or anything that is easily identifiable as the students property, when the system is first established tokens should be given fairly continuously, once the system is working tokens should be distributed intermittently, the tokens can also sometimes be exchanged for rewards at home if parents want to cooperate, used in 3 situations: to motivate students who are uninterested in work and haven't responded to other approaches, to encourage students who have consistently failed to make progress, and to deal with a class that is out of control |
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Self management |
Management of your own behaviour and acceptance of responsibility for your own actions, use of behavioural learning principles to change your own behaviour |
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Social learning theory |
Albert bandura, emphasizes learning by observing others, two distinctions between inactive and observational learning and between learning and performance Enactive learning: learning by doing and experiencing the consequences of your actions, consequences are seen as providing information, they create expectations, influence motivation and shape beliefs Observational learning: learning by observation and limitation of others, vicarious learning |
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Behaviour modification |
Systematic application of antecedents and consequences to change behaviour |
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Differential reinforcement |
Ignoring inappropriate behaviours while reinforcing appropriate behaviours, praise/ignore, individuals must be able to understand what they did to receive the recognition |
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Premark Principle |
David Premark, a high frequency behaviour (a preferred activity) can be an effective reinforcer for a low frequency behaviour (a less preferred activity) |
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Shaping |
Reinforcing each small step of progress toward a desired goal or behaviour, improves activities, especially skills that require persistence, endurance, increased accuracy, or speed, time consuming, shouldn't be used if success can be attained through cueing |
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Successive approximations |
Small components that make up a complex behaviour |
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Task analysis |
R.B Miller, system for breaking down a task hierarchically into basic skills and sub skills, gives a picture of a logical sequence of steps towards a goal, when there is difficulty teacher can pin point the problem areas |
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Positive practice |
Students replace one behaviour with another, helps deal with academic errors, practicing correct response immediately after errors |
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Reprimands |
Criticism for misbehaviour, calm private reprimands are more effective than loud public ones |
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Response cost |
Punishment by loss of reinforcers ex. First rule broken results in a warning, second they lose two minutes of recess |
