Behavioral Modification > Unit 3 > Flashcards

Unit 3 Flashcards

(47 cards)

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1
Q

Antecedent

A

A stimulus or event that precedes the target behavior

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2
Q

Discriminative Stimulus (SD)

A

The Stimulus that is signals the availability of reinforcement

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3
Q

Generalization

A

The process in which the behavior occurs in response to an antecedent that is similar in some way to the SD.

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4
Q

S-Delta (SΔ)

A

A stimulus that is present when a behavior is not reinforced. In discrimination training,, the behavior is reinforced if it occurs in the presence of the SD but not in the presence of the S.

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5
Q

Stimulus Class

A
  • A group of stimuli that all have the same functional effect on a particular behavior
  • Each stimulus in a class may function as a SD for a particular behavior
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6
Q

Stimulus Control

A
  • The outcome of Stimulus Discrimination Training
  • A particular behavior is more likely to occur in the presence of a particular SD because the behavior has only been reinforced when the SD is present
  • The SD has stimulus control over the behavior
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7
Q

Stimulus Discrimination Training

A
  • A.K.A. Discrimination Training
  • A process in which a behavior is reinforced when the SD is present, and extinguished when the SΔ is present
  • As a result, the behavior is more likely to occur only when the SD is present
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8
Q

Three Term Contingency

A
  1. The antecedent that is present when the behavior occurs,
  2. The Behavior The occurs
  3. The Reinforcing Consequence
    A.K.A. The Contingency of Reinforcement
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9
Q

Operant Behavior

A
  • Focuses on Consequences

- Antecedents precede Operant Behavior

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10
Q

A-B-C’s of Operant Behavior

A

Antecedent
Behavior
Consequence

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11
Q

SD Vs. Establishing Operation

A

SD is a stimulus that present when reinforcement is available
EO makes reinforcement more potent

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12
Q

Extrastimulus Prompt

A

A.K.A. Additional Stimuli

A type of stimulus prompt in which a stimulus is added to help a person make a correct discrimination

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13
Q

Fading

A

The gradual removal of prompts as the behavior continues to occur in the presence of the SD

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14
Q

Gestural Prompt

A

A physical movement or gesture of another person that leads to the correct behavior in the the presence of the SD

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15
Q

Learning Trial

A

The sequence of:

  • presenting the SD
  • prompting the response
  • Providing a reinforcer
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16
Q

Modeling Prompt

A
  • A type of prompt in which the trainer demonstrates the target behavior for the learner
  • Works best in conjunction with instructions, or in situations which the learner has an opportunity to rehearse the behavior
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17
Q

Physical (Guidance) Prompting

A
  • A type of prompt in which the trainer physically assists the learner to engage in the correct behavior
  • “hand-over-hand”
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18
Q

Prompt

A

A prompt is used to increase the likelihood that a person will engage in the correct behavior at the correct time

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19
Q

Prompt Delay

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A
  • The trainer presents the SD, then after a delay, presents the prompt
  • As training progresses, this delay may allow the person to make the response before the prompt is given
20
Q

Prompt Fading

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A

The gradual removal of prompts as the behavior continues to occur in the presence of the SD

21
Q

Response Prompt

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A

A type of prompt in which the trainer engages in a behavior to induce the client to engage in the target behavior in the presence of the SD

22
Q

Stimulus Fading

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A

The gradual elimination of a stimulus prompt as the behavior continues to occur in the presence of the SD

23
Q

Stimulus Prompt

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A

Some change in an antecedent stimulus or the addition or removal of an antecedent stimulus, with the goal of making a correct response more likely

24
Q

Transfer of Stimulus Control

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A
  • A process in which prompts are removed once the target behavior is occurring in the presence of the SD
  • Prompt Fading and Prompt Delay are procedures used to transfer stimulus control from the prompt to the SD
25
Verbal Prompt
A type of prompt in which the verbal behavior of another person results in the correct behavior of the trainee in the presence of the SD
26
Within-Stimulus Prompt
- Increase Salience - A type of Stimulus prompt in which some aspect of the SD or S is changed to help a person make a correct discrimination - i.e. Red tape on a light switch to make it more noticeable
27
Differential Reinforcement
- A procedure in which a specific desirable behavior is followed by a reinforcer, but other behaviors are not - This results in an increase in the desirable behavior and the extinction of the other behaviors
28
Successive Approximation
The process of shaping each successive approximation of a behavior, until it more closely resembles the target behavior
29
Shaping
- The reinforcement of successive approximations to a target behavior - Shaping is used to establish a novel topography or dimension of a behavior
30
Traditional Shaping
Differential reinforcement of successive approximations | -Contingent upon approximations
31
Auto Shaping
Reinforcer is not delivered contingent upon behavior - Incidental Shaping - Superstitious Behavior
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Free Shaping
Approximations are not chosen before shaping begins
33
Backward Chaining
- A type of chaining procedure in which the last component of the chain is taught first - Once the last response is the chain occurs consistently, and the last SD is presented, the next to last component is taught, and the two components occur together
34
Behavioral Chain
- A.K.A. Stimulus-Response Chain - A complex behavior consisting of two or more component behaviors that occur together in a sequence - For each component behavior, there is a SD and a Response
35
Chaining Procedures
- Procedures used to teach a person to engage in a chain of behaviors - Includes: Backward Chaining, Forward Chaining, Total Task Presentation, Written Task Analysis, Picture Prompts, and Self-Instructions
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Forward Chaining
A type of chaining procedures in which the first component of the chain is taught through prompting and fading, and once the first component has been learned, the second component is added. This process continues until all components are learned.
37
Graduated Guidance
- A prompting strategy used with the Total Task Presentation procedure in which you provide hand-over-hand assistance as a prompt for the learner to complete the behavior - As the learner begins to engage in the behavior independently the trainer gradually fades the assistance, but continues to shadow.
38
Multiple-Opportunity Method
- After assessing the learner's ability to complete each component of the chain, you present the first SD, then wait for the learner's response. - You then present the rest of the following components and record their respective responses.
39
Picture Prompt
- A type of prompt in which the client is presented with a picture of a person engaging in the target behavior. - The picture acts as a prompt for the client to engage in the correct behavior at the correct time.
40
Self-Instruction
Self-Statement that makes it more likely that a target behavior will occur in a specific situation
41
Single-Opportunity Method
You present the learner with the opportunity to complete the task and record which components they were able to complete without assistance
42
Task Analysis
Identification of the SD and responses for each component of a behavior chain
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Total-Task Presentation
A procedure for teaching a chain of behavior in which the trainer physically prompts the learner through all steps in the chain
44
Video Modeling
A type of chaining procedure in which the learner watches a video of part or all of the chain of behaviors as a prompt to engage in a chain of behaviors
45
Written Task Analysis
- A.K.A. Textual Prompts - A written list of each SD and response in a chain of behaviors. Sometimes a written task analysis is given to a learner to guide the learner's behavior through the chain of behaviors
46
Shadowing
- Implemented after physical prompts are faded - Prompter keeps hand close to the target individual as they engage in the behavioral chain - Physical guidance/prompt provided immediately if the target individuals fails to execute one of the components in the chain - Prevents errors from occurring until behavioral chain consistency occurs
47
Using Behavioral Chaining
1. Is chaining the right procedure? 2. Develop a Task Analysis of the S-R Chain 3. Collect Baseline data 4. Choose the Chaining procedure and implement 5. Continue to collect data 6. Shift to intermittent reinforcement for maintenance
Behavioral Modification
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