Psych 2440 > Test 4 > Flashcards

Test 4 Flashcards

(48 cards)

Study These Flashcards
1
Q

Types of Prompts

A

Response prompts
Stimulus prompts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
1
Q

Prompts

A

Stimulus or event added to the S^D
Increase the likelihood correct behaviour will occur, resulting in S^R
Always provide S^D first
Provide in presence of S^D before or during a response
Used during discrimination training
Designed to be faded

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Response Prompts

A

Evokes correct response in presence of the S^D by using behaviour of person
- verbal
- gesture
- model
- physical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Stimulus Prompts

A

Evokes correct response in presence of S^D
S^D changed or enhanced
- within-stimulus
- extrastimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Transfer of Stimulus Control

A

Bring response under sole stimulus control of S^D
Eliminate prompts
- stimulus fading
- prompt fading
- prompt delay

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Stimulus Fading

A

Prompt removed gradually until S^D alone controls behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Prompt Fading

A

Response prompt removed gradually until S^D alone controls response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Prompt Delay

A

Time delay between S^D and prompt

Constant time delay (0s, 7s, 7s, 7s): better for advanced learners since more opportunities to respond independently

Progressive time delay (0s, 3s, 5s, 7s): better for early learners, avoid practicing errors, and prevent problem behaviour with extinction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

System of Least Prompts

A

Least to most prompts
Better for advanced learners
Allows for self correction and independence
May be less intrusive due to fewer prompts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Guidelines for Prompting and Fading

A
  1. Choose most appropriate prompt strategy
  2. Get learner’s attention (orienting)
  3. Present S^D (S^D before prompt)
  4. Prompt correct response
  5. Reinforce correct response
  6. Fade prompts
  7. Continue to reinforce independent responses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Verbal Behaviour

A

Behavioural analysis of “language”
Behaviour reinforced through mediation of another person
Does not mean “vocal”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Elementary Verbal Operants

A

Mand
Tact
Echoic
Intraverbal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Mand

A

Under control of an EO and specifies S^R
A “request”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Tact

A

Under control of a nonverbal stimulus and generalized S^R
A “label”

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Echoic

A

Under control of a verbal stimulus and generalized S^R
Repeating a word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Intraverbal

A

Under control of a verbal stimulus and generalized S^R
Answering questions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Behavioural Chain

A

Stimulus-response (S-R) Chain
Many behaviours together in a sequence
Results of each S-R component is S^D for next response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Task Analysis

A

Breakdown of a complex behaviour into S-R components

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Designing a Task Analysis

A

Observe a person and record each component
Ask an expert
Perform the task yourself

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Chaining Procedures

Study These Flashcards
A

Forward chaining
Backward chaining
Total task presentation

20
Q

Forward Chaining

Study These Flashcards
A

First step -> Teach first S^R component (prompt)
Reinforce
Next, 1st component + 2nd component, then S^R+… and so on

21
Q

Backward chaining

Study These Flashcards
A

First step -> Teach last S-R component (prompt_
Reinforce
Then second last step and so on

22
Q

Total Task Presentation

Study These Flashcards
A

Present entire S-R chain in each training trial
Prompt throughout
Reinforce at end of chain
Graduated guidance (common prompt used)
- hand over hand
- fade to shadow
Used for less complex chains and higher-ability learners

23
Q

Other Strategies

Study These Flashcards
A

Written task analysis
Picture prompts
Video modelling
Self-Instructions

24
Using Chaining Procedures
1. Determine if chaining appropriate (deficit or motivation) 2. Develop task analysis (break down into individual S-R components) 3. Get baseline of learner's ability (single or multiple opportunity method) 4. Select chaining method 5. Implement chaining procedure 6. Continue reinforcement after task is learned
25
Functional Assessment (FBA)
Functional Behavioural Assessment Systematic method of assessment of why a person emits PB
26
Behaviour Model
Acquisition and maintenance of behaviour 1. Deterministic; lawful 2. Three-term contingency... A=>B=>C 3. Influenced by antecedents and consequences
27
Functions of Bs - Identify As and Cs
Consequences: - Behaviour acquired and maintained by reinforcers - Reinforcers for behaviour can be subtle or unclear - Problem behaviour acquired and maintained unsystematically Antecents: - S^D - EO
28
Possible Outcomes of Bypassing FBA
Inefficient and ineffective interventions (arbitrary) Harmful outcomes (unknowingly reinforce PB) Default technologies - intrusive - coercive - punishment-based
29
Importance of FBA
Identify maintaining reinforcer Inform interventions that are likely to be effective and reinforcement-based
30
Categories of Information to Collect: Antecedents
Social (mediated by another person) Automatic via physical environment (all other stimuli/events)
31
Categories of Information to Collect: Behaviour
Problem behaviour -> objective description; measurement Existing alternative behaviours?
32
Categories of Information to Collect: Consequences
Social and/or automatic Positive or negative reinforcement What is maintaining the problem behaviour?
33
Four Functions of Behaviour
1. Social Positive Reinforcement 2. Social Negative Reinforcement 3. Automatic Positive Reinforcement 4. Automatic Negative Reinforcement
34
Functional Assessment Methods
Indirect Methods - Starting place - Gather Information Direct Observation Methods (ABC recording) - Observe the As, Bs and Cs, - Find correlations Experimental Methods (functional analysis) - Experimental manipulation -Identify function
35
Function-Based Treatments
1. Altering antecedent variables 2. Altering consequent variables 3. Teaching alternative behaviours
36
Indirect Assessments
Starting place to gather info Verbal Report No observation required Interviews, checklists, rating scales Pros: Convenient, quick, gives initial info Cons: No direct observations Highly subjective (memory, perceptions, poor accuracy) No demo of function No empirical support (poor reliability)
37
Direct Observation Methods
Direct observation ABC correlations Observe behaviour in naturally-occurring conditions - Behaviours (Bs) - Variables before and after (As and Cs) ABC Recording Methods: - Descriptive (open-ended) - Checklist - Interval Pros: Direct observation - real time ABC - objective -quantitative Naturally-occurring events - Inform subsequent FA - Nonintrusive to routine - Observe idiosyncrasies like diverted adult attention - Some empirical support Cons: - Time consuming (to train and assess) - No functional relationship - False positives and negatives
38
Functional Analysis
FA = Functional analysis, not assessment Experimental method (test hypothesis) - Manipulate As and Cs (independent variables) - Observe effect on behaviour (dependent variable) Identify maintaining reinforcer
39
General Characteristics of FA
Can be referred to as experimental or analogue analysis Direct objective and quantifiable observations Settings (involving As and Cs) are manipulated Compare test to control conditions - Test conditions - ideal to EVOKE PB - Control conditions - ideal to NOT EVOKE PB Often multielement or sometimes reversal
40
Exploratory Functional Analysis Conditions
Test - Attention - Escape (Demand) - No Interaction (Alone/Ignore) Control - Play
41
Attention Condition
Test for attention function (Social S^R+) Antecedents (low attention) - Toys/items available - Adult pretends to be busy on other side of room - No demands given Consequences for PB - Comment of concern & brief touch
42
Escape Condition
Test for escape function (social S^R-) Antecedents (demands) - difficult demands given - 3-step prompting (verbal, gestural, physical) Consequences for PB - Remove materials - Turn away 30s
43
No Interaction Condition
Test for non-social function (automatic S^R) Antecedents (austere/alone) - No toys or other stimuli available - No adult (alone) or "busy" adult (ignore) Consequences for PB - No consequences
44
Play Condition
Control for all test conditions Enriched environment - Low probability of PB Antecedents - Stimuli/toys available Social attention provided every 30s No demands Consequences for PB - No consequences (PB ignored)
45
Level of Precision/Difficulty
Indirect assessments Direct Assessment (ABC recording) Functional analysis (Experimental)
46
Functional Variations of Extinction
Extinction of Behaviour Maintained By - Social S^R+ - Social S^R- - Automatic S^R+ - Automatic S^R- FBA determines function of behaviour Principle vs procedure
47
Extinction vs Response Blocking
Response blocking - Prevent response from being emitted Extinction - Emit response, but S^R is not produced
Psych 2440
flashcards
Decks in class (4)
# Cards
Brainscape helps you reach your goals faster, through stronger study habits.
© 2026 Bold Learning Solutions. Terms and Conditions