Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
53 Cards in this Set
- Front
- Back
Name the two general types of procedures in behavioral reduction
|
Nonpunishment reductive procedures
Punishment reductive procedures |
|
Hierarchy of Behavioral Reduction Alternatives:
Level 1 Level 2 Level 3 Level 4 |
Level 1: Differential Reinforcement
Level 2: Extinction Level 3: Removal of Desirable (i.e. time out, Type II punishment) Level 4: Presentation of an Adversive (i.e. Overcorrection, Type I punishment) |
|
Every behavior to be reduced has a desirable behavior that you can increase which serves the same function.
|
Fair Pair
|
|
Data collection is necessary before implementing any reduction plan
|
Yes, document progression through levels which can provide a rationalle for more intrusive interventions
|
|
Mathmatical description of choice behavior in which the proportion of responses equals the proportion of reinforcement.
|
Matching Law
B1 R1 ________ = __________ B1 + B2 R1 + R2 Behavior/Responding |
|
The Matching Law predicts the effects of reinforcement programs including:
|
Delay: Longer is less effective
Quantity: of reinforcer Quality: of reinforcer Effort of Response: |
|
Strategies employed before problems occur
|
Antecedent Strategies
|
|
The importance of discriminative stimulus and motivation operations in antecendent strategies.
MO are ________ ineffective SD is contingency ___________ |
MOs are contingency ineffective
SDs are contingency dependent |
|
Stimuli with known reinforcing properties is "given away" no matter what behavior occurs
|
Noncontingent Reinforcement- serves as an abolishing operation as it severs contingencies and addresses MO
|
|
Noncontigent Reiforcement (NCR) time based schedules
|
Fixed or variable time schedules
|
|
Behaviors with a high probability of occurance are used to help behaviors with a low probabiltiy of occurence to happen.
|
High-Probability Request Sequences (aka Behavioral Momentum)
|
|
Procedures for High Probability Request Sequences:
1) Develop _________ of high-p requests 2) Deliver ____ to ______ requests prior to low-p 3) Provide _______ SR after compliance to high and low-p |
1) Develop pool of high-p requests/preferred tasks
2) 3 to 4 3) verbal SR |
|
High-Probability Request Sequences are preventative only. T/F
|
True, don't offer a high p once individual has acted out.
Use sparingly. |
|
Contingent delivery of stimulus that increases future rate/probability of response
|
Positive Reinforcement
|
|
Contingent withdrawal of stimulus following a response that increases future probability/rate of that response
|
Negative Reinforcement
|
|
Process in which you reinforce one member of response class and not others
|
Differential Reinforcement
|
|
Two applications of differential reinforcement
|
Learning new tasks and decreasing inappropriate behavior
|
|
Delivery of reinforcement when a behavior does NOT occur in a specific time period.
|
Differential Reinforcement of Other Behavior (DRO).
Only decreases behavior, does not teach new behavior. |
|
DRO: Fixed versus Variable
|
Fixed time period, interval length is the same.
Variable time period: Interval lengths vary, but average out |
|
DRO: Momentary versus Interval
|
Interval: Behavior does not occur for whole interval
Momentary: Behavior does not occur at the end of the interval only **Interval is generally more effective than momentary to start |
|
When determining IRT (Interval Response Time), in DRO you must collect baseline data.
|
True.
Interval length affects the schedule. Data helps determine what interval is needed and is used to calculate interval response time. |
|
How do you compute IRT?
|
Length of time divided by number of responses.
10 min./ 5 responses Set interval slightly shorter. |
|
Differential Reiforcement schedule used to lower rates of behavior
|
Differential Reinforcement of Low Rates (DRL)
*does not eliminate behavior |
|
3 Variations of DRL
|
1) Full Session (number of responses in entire session, can receive rein w/o behavior occuring)
2) Interval (divides session into chunks, can increase rate of rein.) 3) Spaced responding (increased IRT, requires response to occur for rein to be delivered) |
|
Which variations of DRL provide richer reinforcement?
|
Interval and Spaced Responding
|
|
Application of reinforcement shcedule to increase rate of behavior
|
Differential Reinforcement of Higher Rates (DRH)
|
|
Three Variations of DRH
|
1) Full Session- compare # of responses in entire session to some criterion- want to be above
2) Interval- Divide session into chunks, did behavior occur? 3) Spaced Responding - Decrease IRT between responses |
|
Reinforce behavior(s) that are topographically incompatable with target behavior
|
Differential Reiforcement of Incompatable Behavior (DRI)
|
|
Reinforce behavior(s0 alternative (not incompatable) to target behavior
|
Differential Reinforcement of Alternative Behavior (DRA)
ex: hand raising vs yelling out |
|
Analyzing environment to determine communicative function of behavior in order to develop an appropriate way to communicate, then provide reinforcement when they engage in alternative behavior.
|
Funcational Communication Training (type of DRA)
|
|
Choosing incompatible/alternative behaviors that are in the learners repertoire increases the efficicnecyo of the DRI/DRA procedure. T/F
|
True.
Monitor appropraite and inappropriate behavior, combine with extinction, use continuous rein then thin to intermittent |
|
DRI based on frequency can reinforce based on occurrence of behavior. T/F
|
True:
Example: Competing task with hands versus engaging in stereotypy. |
|
The least intrusive method of reducing behavior.
|
Differential Reinforcement: it's a positive procedure
|
|
Differential Reinforcement that can be sued to develop appropraite communicative behavior
|
DRA
|
|
Differential Reiforcement that does not always reinforce functional behavior
|
DRO
|
|
Reinforcement for a previously reinforced behavior is discontinued, purpose is to decrease behavior
|
Extinction
|
|
Procedural vs Functional Extinction
|
Procedural: ignore behavior regardless of reinforcer.
Functional: Withhold reinforcer that is maintaining behavior |
|
During extinction the reinforcer is withheld, What three processes may be maintaining the behavior.
|
Behavior maintained by:
1) Positive Reinforcement 2) Negative Reinforcement (preventing escape) 3) Sensory Consequences . |
|
Several variables affect resistance to extinction.
Schedule: EO: History of Rein: Previous trials: |
-Behavior on intermittent schedule of reinforcement are more resistent.
-EO affects motivation -History: behaviors well established are more resistent -Keep with it or you place behavior on a thin schedule of reinforcement |
|
Extinction should not be used if you cannot control all reinforcers, when behaviors can be imitated by others and extreme behaviors. T/F
|
True.
|
|
Contingent presentation/withdraw of a stimulus immediately following a response, which decreases the future probabiliy of response
|
Punishment
|
|
Type I Punishment
|
Positive Punishment
|
|
Type II Punishment
|
Negative Punishment
|
|
Application of reinforcement shcedule to increase rate of behavior
|
Differential Reinforcement of Higher Rates (DRH)
|
|
Three Variations of DRH
|
1) Full Session- compare # of responses in entire session to some criterion- want to be above
2) Interval- Divide session into chunks, did behavior occur? 3) Spaced Responding - Decrease IRT between responses |
|
Reinforce behavior(s) that are topographically incompatable with target behavior
|
Differential Reiforcement of Incompatable Behavior (DRI)
|
|
Reinforce behavior(s0 alternative (not incompatable) to target behavior
|
Differential Reinforcement of Alternative Behavior (DRA)
ex: hand raising vs yelling out |
|
Analyzing environment to determine communicative function of behavior in order to develop an appropriate way to communicate, then provide reinforcement when they engage in alternative behavior.
|
Funcational Communication Training (type of DRA)
|
|
Choosing incompatible/alternative behaviors that are in the learners repertoire increases the efficicnecyo of the DRI/DRA procedure. T/F
|
True.
Monitor appropraite and inappropriate behavior, combine with extinction, use continuous rein then thin to intermittent |
|
DRI based on frequency can reinforce based on occurrence of behavior. T/F
|
True:
Example: Competing task with hands versus engaging in stereotypy. |
|
The least intrusive method of reducing behavior.
|
Differential Reinforcement: it's a positive procedure
|
|
Differential Reinforcement that can be sued to develop appropraite communicative behavior
|
DRA
|
|
Differential Reiforcement that does not always reinforce functional behavior
|
DRO
|