ABA Concepts
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194 terms
Terms | Definitions |
|---|---|
 Levels of Understanding Science | Description Prediction Control |
| Description | collection of facts: can be quantified, classified and examined |
| Prediction | Correlation/covariation between 2 events - that can predict the relative probability of the affect of 1 event on another - not causal |
| Control | functional relation- the effect of the independent variable (your intervention) on the dependent variable (behavior you wish to change) that is unlikely to be the result of confounding variables |
| Attitudes of Science | Determinism - Empiricism - Experimentation - Replication - Parsimony - Philosophical Doubt |
| Determinism | the universe is a lawful and orderly place |
| Empiricism | objective observation |
| Experimentation | functional relation - manipulation of the independent variable to produce a change in the dependent variable |
| Replication | repeating of experiments to determine the reliability and usefulness of findings |
| Parsimony | requires that all simple logical explanations for phenomena under study be ruled out before more complex or abstract explanations are considered |
| Philosophic Doubt | requires scientists to continually question the truthfulness of what is regarded as fact |
| Watsonian Behaviorism | promoted observation of behavior over states of mind or mental processes - direct observation of relationships b/w environmental stimuli and responses (Stimuli --> Response Paradigm) |
| Behaviorism | philosophy of the science of behavior |
| EAB (aka Basic Research) | experimental analysis of behavior - development of principles of behavior in the lab |
| Applied Behavior Analysis | developing technology for improving behavior in applied settings |
| Experimental Analysis of Behavior | Skinner (circa 1930) - distinguished respondent behavior from operant behavior - provided evidence that behavior is also changed by the stimuli that follow it |
| Mentalism | assumes that a mental or 'inner' dimension exists that differs from a behavioral dimension - leads to 'explanatory fictions' |
| Structuralism | describes events - but doesn't employ scientific manipulations |
| Methodological Behaviorism | describes but employ scientific manipulations - acknowledges private events but not part of behavior |
| Radical Behaviorism | principles of behavior can explain all human behavior including private events |
| Applied Behavior Analysis | science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify variables responsible for behavior changel |
| ABA milestones | 1949 - Fuller employs operant conditioning to establish arm raising in person with MR 1959 -Allyon & Michael "The Psychiatric Nurse as a Behavioral Engineer" 1960 - era of growth particularly in education (curricular design & classroom management) 1968 - 1st publication of JABA - "Some Current Dimensions of ABA" Baer, Wolf & Risley |
| Phylogeny | history of the species - evolution |
| Ontogeny | history of the person - repertoire - skill set |
| Dimensions of ABA | applied - behavior - analytic- technological - conceptually systematic - effective - generality |
| Applied | behavior is one of social importance and one that is immediately important to the consumer - social, language, academic, vocational, recreational - socially significant |
| Behavioral | the behavior lends itself to precise measurement and quantification - can be observed and measured |
| Analytic | demonstrates a functional relation between behavior alnd environmental events - demonstrate the independent variable was responsible for the change |
| Technological | procedures are so clearly described that they can be replicated - have to say what to do if response is appropriate, but also if other responses happen |
| Conceptually Systematic | procedures are derived from the basic principles of behavior |
| Effective | procedure should produce results large enough for practical value - social validity - other people would look at changes and say it is acceptable |
| Generality | the behavior change is durable and occurs across different settings, persons, materials, prompts and related behaviors |
| Behavior | the behavior of an organism is that portion of an organism's interaction with it's environment that is characterized by detectable displacement in space through time of some part of the organism and that results in measurable change in at least one aspect of the environment |
| Dead Man Test | if a dead man can do it, it isn't behavior and if a dead man can't do it - it probably is behavior |
| How we measure behavior | displacement in space through time -temporal locus - when in time the behavior occurs -temporal extent - duration of behavior -repeatability - frequency of behavior over time |
| Response Class | a group of responses of varying topography all of which produce the same effect on the environment |
| Repertoire | skill set a person has - ontogeny |
| Environment | refers to the conglomerate of real circumstances in which the organism exists - behavior cannot occur in the absence of environment |
| Behavior vs. Response | Behavior - refers to a large set or class of responses Response - refers to a specific instance of behavior -response topography = physical characteristics of behavior - function=the effect of the response on the environment |
| Stimulus | anything around you- anything you 'process' - an energy change that affects an organism through it's receptor cells - can be described - formally - physical appearance - temporally - when did it occur - functionally - the affect on the environment |
| Exteroceptors | senses - detect external stimuli - vision - touch - hearing - olfactory - taste |
| Proprioceptors | kinesthetic & vestibular senses of movement and balance |
| Interoceptors | sensitive to stimuli originating in the viscera (internal organs) - ie stomach ache, headache |
| Stimulus Class | set of stimuli that share some common properties |
| Feature Stimulus Class | share some common physical properties |
| Arbitrary Stimulus Class | stimuli that are not physically similar but evoke the same response |
| Habituation | repeated exposure to stimuli over short periods of time will cause the magnitude or strength of the response to dimish |
| Respondent Behavior | behavior that is elicited (caused) by antecedent stimuli - the response is reflexive - an unconditioned stimuli (bright light) causes and unconditioned response (pupil contraction) |
| Respondent Conditioning | pair a NS (bell) with the unconditioned stimuli (food) = unconditioned response (salivation) -NS becomes conditioned stimulus that elicits conditioned response |
| Secondary Conditioning | pairing an NS with a conditioned stimulus (CS) to elicit the conditioned response |
| Respondent Extinction | the CS will cease to elicit the conditioned response if it is presented repeatedly in the absence of the unconditioned stimulus (food) |
| Operant Behavior | any behavior whose future frequency is determined by its consequences -- operant behavior is selected, shaped and maintained by the consequences that have followed it in the past -- operants are defined functionally by their effects - the same operant can have several topographies |
| Selection by Consequence | human behavior is the joint product of a) the contingencies of survival responsible for the natural selection of the species and b) the contingencies of reinforcement responsible for the repertoires acquired by its members - operant selection= behaviors that produce the most favorable outcomes survive. |
| Operant Conditioning | some stimulus changes immediately following a response either increase or decrease the future frequency of similar responses under similar conditions |
| Reinforcement | increases the 'type' of behavior that immediately preceded it - 0-5 seconds - immediate consequences have the greatest effect - consequences select any behavior |
| Positive Reinforcement | occurs when a behavior is followed immediately by the presentation of a stimulus and as a result, occurs more frequently in the future |
| Negative Reinforcement | occurs when a behavior results in the withdrawal or termination of a stimulus that preceded the behavior and as a result that behavior occurs more frequently in the future |
| Motivating Operations | an environmental variable momentarily increases or decreases the value of a stimulus and the frequency of all behaviors that have resulted in access to that stimulus |
| Value Altering Effect | alter the current value of a stimuli as a reinforcer --increase or decrease in the value of a stimulus -- how much we want the reinforcer |
| Behavior Altering Effect | the momentary frequency of all behaviors that have resulted in access to that stimulus --evocative/abative effect |
| Establishing Operation | increases the value of the stimulus (reinforcer) |
| Abolishing Operation | decreases the value of the stimulus |
| Three Term Contingency | antecedent - behavior - consequence is the basic unit of analysis of operant behavior (S-R-S) |
| Discriminated Operant | if a behavior occurs more frequently in the presence of some antecedent stimuli than it does in its absence that behavior is called a discriminated operant and is said to be under stimulus control |
| Punishment | stimulus change that follows behavior and DECREASES the future frequency of that behavior |
| Positive Punishment - type I | when a behavior is followed by the presentation of a stimulus (aversive) and decreases the future probability of behavior |
| Negative Punishment - type II | when behavior is followed by withdrawal of stimulus (removed) and decreases the future probability of that behavior |
| Unconditioned Reinforcers | stimuli that do not require prior learning or pairing to be effective reinforcers -- food, water, warmth, oxygen, sexual stimulation |
| Unconditioned Punishers | stimuli that do not require prior learning or pairing to be effective punishers -- extreme temps, loud noise, bright lights, noxious taste, noxious odors |
| Principles of Behavior | refers to the functional relation between behavior and its controlling variables ( eg reinforcement, punishment, extinction) |
| Behavior Change Tactic | refers to the methodology employed (eg. time out, response cost, differential reinforcement, shaping, chaining) that is derived from 1 or more of the basic principles of behavior |
| Reinforcer | any stimulus, event or condition whose presentation immediately follows a response and increases the future frequency of that response |
| Reinforcement | the response contingent presentation of a reinforcer that results in a future increase of the frequency of that response |
| Qualifications to Consider on Reinforcement | -delay b/w response and onset of consequence -closer to 0 seconds the better -0 -5 seconds is optimal - any delays in reinforcement increase the risk of adventitious reinforcement -stimulus conditions in effect when response was emitted -strength of current motivation with respect to the consequence |
| rule governed behavior | -delayed consequences do not reinforce behavior -behavior that appears to be effected by long delayed consequences is more likely rule goverened behavior -rule governed behavior is mediated with language that allows us to verbally describe contingencies- 'if i study 2 hours a day, I will get an A on the exam' |
| Discriminative Stimulus | when a response occurs more often in the presence of some antecedent stimulus than in it's absence |
| Automatic Reinforcement | refers to the way in which a reinforcer is accessed - directly - if you're hot, get up and turn on the a/c indirectly / socially mediated - ask someone to turn on the a/c -stereotypy - often provides automatic reinforcement |
| Automaticity of Reinforcement | refers to the fact that an organism need not be aware of the relation b/w it's action and a reinforcing consequence - the only important property of the contingency is temporal |
| Primary Reinforcers | aka- Unconditioned Reinforcers -stimuli that do not require learning to serve as reinforcers -food, water, warmth, sexual stimulation |
| Secondary Reinforcers | aka - Conditioned Reinforcers -are neutral stimuli that have been paired with unconditioned reinforcers, or other conditioned reinforcers and through repeated pairing the neutral stimuli become conditioned reinforcers |
| Generalized Conditioned Reinforcer | stimuli that have been paired with a variety of unconditioned and conditioned reinforcers - praise, attention, tokens, money |
| Reinforcer Categories | edible, sensory, tangible, activity, social |
| Stimulus Preference assessment | used to identify POTENTIAL reinforcers - Ask the target person (not an accurate way) -free operant preference assessment -trial based methods |
| Free Operant Preference Assessment | -observe and record activities person engages in -contrived = 'salt' the environment -naturalistic = conduct in natural environment -quick and fairly reliable means for identifying potential reinforcers |
| Trial Based Methods | -stimuli presented in series of trials while measuring - approach, contact & engagement -single stimulus - present 1 at a time -paired stimuli - present 2 at a time, record choice - each item matched randomly with all others -aka forced choice -Multiple Stimuli - 3 or more presented together -w/replacement - selected item stays others replaced -w/o replacement - selected stays others removed |
| Reinforcer Assessment | reinforcers are presented response contingently and rate of response is measured. |
| Concurrent Schedule Reinforcer Assessment | when 2 or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors - pits 2 stimuli against each other to assess which produces higher rate of responding |
| Multiple Schedules of Reinforcement | consist of 2 or more component schedules of reinforcement for a single response with only 1 component schedule in effect at a given time - one response is targeted - 2 or more components are arranged and SD's signal each component- different conditions are engineered for reinforcement |
| Progressive Ratio Reinforcement Schedule | the response requirements for reinforcement are increased systematically over time independent of the individual's behavior - reponse requirements for reinforcement are increased - higher response requirements help tease out reinforcer preferences |
| ABA Reversal - 4 phases | Phase A - behavior measured w/o reinforcement Phase B - reinforcement contingency introduced Phase A - reinforcement contingency withdrawn Phase B - reinforcement contingency reintroduced -potential extinction side effects - sometimes can't withdraw reinforcement but you can substitute non contingent reinforcement for second phase A |
| DRO/DRA 5 phases | Phase A - behavior measured w/o reinforcement Phase B - reinforcement contingent on target Phase C - DRO, reinf based on absence of target Phase B - reinforcement contingent on target Phase C - DRO, reinf based on absence of target eliminates extinction side effects |
| Reinforcement Guidelines | -set initial criterion for reinforcement low -use most powerful reinforcers available -vary the reinforcers -direct over indirect reinforcement -pair response prompts w/reinforcement -slowly increase response requirements for reinf -pair attn & praise with reinforcement -gradually shift from contrived to naturally occcurring reinforcers |
| Mixed Schedule of Reinforcement | a compound schedule of reinforcment that consists of 2 or more basic schedules of reinforcement that occur in an alternating sequence |
| Premack Principle | a high probability behavior can reinforce a low probability behavior -- If you _____,then you can |
| Avoidance | the response postpones or prevents the aversive stimulus |
| Discriminated Avoidance | responding to a stimuli that precedes an aversive stimuli will postpone or prevent it's onset |
| Escape | response terminates the aversive stimulus - function not a principle |
| Free Operant Avoidance | anticipate the aversive event -responses at any time during an interval prior to the scheduled onset of an aversive stimulus will postpone or prevent it's onset |
| S-D-P | signals likelihodd of punishment |
| Recovery from Punishment | -withholding punisher - suppressive effects of punishment are usually temporary & behavior is likely to reoccur when punishment discontinues - rate of punished behavior may exceed pre-punished levels (especially if it is easy to determine punishment is no longer in effect) |
| Factors that affect the use of Punishment | effects are maximized with a FR1 (fixed ratio of 1 - ea. occurrence of the behavior is punished) -gradual 'thinning' schedule ( FR1, FR3, FR7) may be effective in some instances, but not all -combine procedures - reinforce alternative behaviors |
| More Factors that affect the use of Punishment | -immediacy - 0 - 5 seconds -intensity - greater intensity = more immediate and durable the effect - mild punishment is more likely to result in recovery -gradually increasing the intensity is less effective than using it at high intensity from the start |
| Generalized Punisher | paired with several unconditioned or conditioned punishers - NO, Frowns, 'the look' |
| Secondary Punishers | Conditioned punishers - require prior learning |
| Unconditioned Punishers | require no prior learning to be effective -painful stimulation -noxious odors -noxious tastes -don't need deprivation or MO to work |
| Behavioral Contrast | refers to differential rates of responding when a change is made in one component of a multiple schedule |
| Reward vs reinforcer | reward - incentive won't necessarily impact future frequency of behavior reinforcer - will impact future frequency |
| Negative Behavioral Contrast | response rate decreases in one component of a multiple schedule of reinforcement because the conditions of reinforcement in another component have gotten better |
| Positive Behavioral Contrast | response rate increases in one component of a multiple schedule because the conditions of reinforcement in another condition have gotten worse |
| Problems Associated with Use of Punishment | - punishment induced aggression - escape and avoidance -lying, hiding, not showing up - punisher (person using punishment) is negatively reinforced for using punishment |
| Examples of Positive Punishment | -reprimands -response blocking -contingent exercise -over correction - restitutional over correction - positive practice over correction -contingent electrical stimulation |
| Reprimands | more effective if delivered in close proximity more effective if delivered with stern voice |
| Response Blocking | -physically interupt the response -more likely to be effective w/behaviors that result in automatic reinforcement (prevents the sensory feedback from occurring) |
| Contingent Exercise | -person is required to perform a topographically dissimilar response to the target behavior (hitting if followed with contingent sit -ups) -persons size is a limiting factor |
| Restitutional Over Correction | -person is required to restore the environment to a state better than that prior to the behavior |
| Positive Practice Over Correction | -person is required to repeatedly practice the correct form of the behavior - should be effortful |
| Guideline for Punishment | -considered when behavior results in serious physical harm, other strategies have been exhausted or reinforcer can't be withheld -conduct punisher assessments -use punishers of sufficient magnitude -vary the punishers -punish early in behavior chain -punish each occurrence or behavior before shifting to intermittent - combine other strategies with punishment - anticipate negative side effects -record and analyze data daily |
| Ethical Considerations for Punishment | -least restrictive alternative -right to effective treatment - failure to consider the use of research based punishment procedures for certain behaviors is unethical -Policies & Procedural Safeguards - ensure that written policies are in place - adhere to local, state & professional organization policy statements |
| Negative Punishment (Type II) | removal of stimulus following behavior that results in future decrease of behavior - typically involves Time-Out & Cost Response - negative punishment involves an MO. If the motivation for the reinforcer is not in effect, the removal or loss of that reinforcer is not punishing |
| Time Out from Positive Reinforcement | loss of access to reinforcers or withdrawal of the opportunity to earn reinforcers for specified time period -Non exclusionary - remain in room -Planned Ignoring - all interactions withdrawn -Withdrawal of Reinforcer - ie computer -Contingent Observation - person observes others engaging in desireable behavior -Time out ribbon - remove ribbon to show timeout -Exclusionary Time out -removed from setting |
| Effective Use of Time Out | -for time-out to be effective time-in m/b reinforcing -specify behaviors that will result in time-out -specify duration criteria (2-10 minutes) -specify exit criteria -permission - communicate w/parents -consistency - ea. occurrence of behavior s/b followed with time-out -evaluation- collect data on duration and collateral behavior -combine with other procedures -locked doors = illegal |
| Response Cost | -loss of reinforcers usually in form of fine -Bonus Response Cost - given additional reinforcers - only additional ones subject to fines -Response Cost with Positive Reinforcement - points can be lost or earned -Combining with Group Consequences - one member disrupts-the entire group is consequated |
| Using Response Cost Effectively | -specify behavior to be fined and amount -specify consequences on not complying -don't bankrupt child -impose fine immediately after occurrence -Bonus Cost Response is less restrictive -determine baseline data to determine amount of additional reinforcers needed -monitor for effects on collateral behaviors -monitor for aversive conditioning of person implementing procedure |
| MO History part 1 | Keller & Schoenfeld (1950) coined the term establishing operations to refer to the relation b/w environmental variables and changes in behavior in terms of 'deprivation' and 'satiation' |
| MO History part 2 | Michael (1982) expanded establishing operation as any environmental variable that - alters the effectiveness of stome stimulus - alters the current frequency of all behavior that has been reinforced by that stimulus |
| MO History part 3 | Laraway (2003) suggested that EO be replaced with Motivating Operation (MO) - add establishing/abolishing operation and evocative/abative effects |
| Motivating Operations | environmental variables that momentarily alter the value of a stimulus (value altering effects) and alter the current frequency of behavior that has been reinforced/published by stimulus (behavior altering effect) |
| Value Altering Effect | alter the reinforcing effectivenss of the stimulus -if you want it more = Establishing Operation -if you want it less = Abolishing Operation |
| Behavior Altering Effect | alters the current frequency of behavior that has been reinforced/punished by stimulus -can also change magnitude and latency -evocative effect = if you want it more there w/b an increase in behaviors associated with accessing that reinforcer -abative effect = if you want it less there w/b a decrease in behaviors associated with accessing those reinforcers |
| Establishing Operation | Increases the effectiveness of reinforcer or punisher (often as a result of deprivation) |
| Abolishing Operation | decreases the effectiveness of reinforcer/punisher (often as a result of satiation) |
| Evocative Effect | increase in the current frequency of behavior - can also effect magnitude and latency |
| Abative Effect | decrease in the current frequency of behavior - can also effect magnitude and latency |
| Behavior Altering vs. Function Altering | -MO's alter the current frequency of behaviors in the presence of an EO or AO -operant conditioning - alters the future frequency of behaviors (function altering) |
| Unconditioned Motivating Operations - EO & Evocative | -food deprivation -water deprivation -sleep deprivation -activity deprivation -oxygen deprivation -sex deprivation -becoming warmer -becoming cooler -increase in painful stimulation these 9 conditions increase the value of stimuli as reinforcers (EO) and will evoke all behaviors assoc'd with accessing those reinforcers (evocative effect) |
| Unconditioned Motivating Operations - AO & Abolishing | -food ingestion -water ingestion -sleep -activity -breathing -sexual stimulation -becoming cooler -becoming warmer -decrease in painful stimulation these 9 conditions reduce the value of stimuli as reinforcers (AO) and will abate all behaviors assoc'd with accessing those reinforcers (abative effect) |
| Surrogate Conditioned Motivating Operation | CMO-S is a previously neutral stimulus that has been paired with a UMO or other CMO b/c of this pairing the NS becomes CMO-S that has value-altering effect and behavior altering effect similar to but independent of the UMO |
| Reflexive Conditioned Motivating Operation | -warning stimulus -stimulus that has systematically preceded some form of worsening or improvement of a condition -the onset of a CMO-R alters the value of its own removal or continued presence as a type of reinforcement/punishment and alters the probability of behaviors assoc'd with these consequences |
| Transitive Conditioned Motivating Operation | -stimulus that alters the value of another stimulus -one stimulus increases the value of another stimulus and the second stimulus cannot be obtained until a given behavior has occurred |
| stimulus control | -stimulus control occurs when a response occurs more frequently in the presence of an antecedent stimulus than it does in its absence |
| Stimulus Control and MO | -similar in that -both antecedent events -both events evoke behavior -different in that -SD- has to do w/availability or non-availability of reinforcement -MO alters the value of reinforcement - do you want it or not |
| S-Delta | -stimulus in the presence of which a given response is not likely to be reinforced -S-Delta signals non-reinforcement and functions to inhibit or suppress |
| Discriminative Stimuli | are events that have been associated with the availability or non-availability of reinforcement - S-D=stimulus in the presence of which a given response is likely to be reinforced - serves to occasion the response - S-Delta=stimulus in the presence of which a given response is not likely to be reinforced - S-P=stimulus in the presence of which a given response is likely to be punished |
| Stimulus Discrimination | is evidenced when different stimuli do not evoke the same response |
| Stimulus Generalization | stimulus generalization is evidenced when stimuli with similar physical characteristics to the controlling stimulus evoke the same response - the more similar the stimuli the greater the degree of generalization |
| Stimulus Generalization Gradient | -the more similar the stimuli - the greater generalization -the more dissimilar -the greater discrimination -can be depicted by a gradient that shows a decrease in responding as the test stimulus becomes less similar to the training stimulus |
| Development of Stimulus Control | -discrimination training requires 2 antecedent stimulus conditions an S-D and an S-Delta -responses that occur in the presence of the S-D are reinforced -responses that occur in the presence of the S-Delta are not reinforced |
| S-D | an S-D doesn't CAUSE behavior to happen - it simply increases the likelihood that it will happen b/c that behavior has been reinforced in the presence of the S-D in the past -remember also the past reinforcement contingencies might have been positive or negative reinforcement |
| Concept Formation | requires : -stimulus generalization within a class of stimuli AND -stimulus discrimination b/w classes of stimuli |
| Discrimination vs. Concept | discrimination training deals with individual stimuli concept training deals with stimulus classes |
| Stimulus Equivalence | -generalization occurs more readily with feature stimulus classes than arbitrary stimulus classes -Matching to Sample procedures can be used to create stimulus equivalence among arbitrary stimuli -stimulus equivalence=the emergence of accurate responding to untrained & nonreinforced stimulus-stimulus relations |
| Reflexivity Tests for Stimulus Equivalence | occurs when in the absence of training a person will select a stimulus that is matched to itself A = A |
| Symmetry Test for Stimulus Equivalence | occurs with the reversibility of the sample stimulus and the comparison stimulus If A=B, the B=A |
| Transitivity Test for Stimulus Equivalence | the MOST CRITICAL test for stimulus equivalence is a derived (untrained) stimulus-stimulus relation (A=C,C=A)that emerges as a product of training 2 other stimulus-stimulus relations. If A=B. B=C, then A=C |
| Factors affecting the Development of Stimulus Control | -differential reinforcement of the correct response is imperative for developing stimulus control -other considerations include: Pre-attending skills, student must orient to instructional materials, must orient to the instructor, must be able to listen to and follow simple instructions, must be able to sit |
| Stimulus Salience | prominence of the stimulus in the environment |
| Masking | a competing stimulus blocks the evocative effect of a stimulus that has already acquired stimulus control - you have the skill |
| Overshadowing | presence of 1 stimulus condition interferes with acquisition of stimulus control by another stimulus -reduce influence by: -rearrange physical environment - increasing intensity of instructional stimuli - consistently reinforce behavior in presence of instructional stimuli |
| Prompts | -prompts are supplementary antecedent stimuli used to occasion a correct response in the presence of an S-D |
| Response Prompts | act directly on the response -verbal instructions -modeling -physical guidance |
| Stimulus Prompts | act directly on the antecedent task stimulus -movement cues - pointing, tapping, touching, or looking at correct stimulus -position cues - position correct stimulus closer to the student -redundancy cues - stimulus or response dimensions (color, shape, size) are paired with the correct choice |
| Most to Least Prompts | Physical guiding modeling verbal natural stimulus |
| Graduated Guidance | -shadow students movements w/o touching -anticipate and increase the level of physical guidance as needed throughout task -fade support asap |
| Least to Most Prompts | -verbal (wait 3 seconds) -model (wait 3 seconds) -physical (wait 3 seconds) |
| Extinction | -response has to happen and NOT be reinforced -withholding reinforcement of a previously reinforced behavior - resulting in a decrease of that behavior |
| Extinction Effects | documented effects of extinction may have limited generality in applied settings - gradual decrease in frequency and ampitude - extinction burst - spontaneous recovery |
| Extinction Burst | an immediate increase in the frequency of responding (well documented in basic research, but not in applied) |
| Spontaneous Recovery | common phenomenon is reemergence of the problem behavior some time during the extinction procedure or after |
| Resistance to Extinction | -reinforcement schedules -intermittent schedules may produce greater resistance than continuous schedules -variable schedules may produce greater resistance than fixed schedules -thinner intermittent schedules may produce greater resistance -establishing operations -high motivation produces greater resistance than low motivation -number, magnitude and quality of reinforcement -more often reinforced = greater resistance -# of previous extinction trials -response effort -low effort = more resistance -higher effort = less resistance |
| Guidelines for Using Extinction | -identify & withhold reinforcers that maintain behavior -withhold reinforcers consistently -combine with other procedures -use instruction - rule governed -increase the # of extinction trials -anticipate extinction induced aggression -include significant others in procedure -guard against unintentional extinction -maintain extinction - decreased behavior -when not to use extinction = with SIB, aggression |
| Formal Properties of Language | topography (form or structure) of language |
| phonemes | inidividual speech sounds that comprise words |
| morphemes | the units with an individual piece of meaning |
| lexicon | collection of words that make up a language |
| syntax | organization of words and phrases |
| grammar | established conventions of a given language |
| semantics | the meaning of words |
| Functional Properties of Language | the causes (S-Ds) of a response |
| Biological Theory of Language | language is innate to humans and it is inherited - Noam Chomsky |
| Cognitive Theory of Language | language is controlled by internal processing systems that accept, classify, code, encode and store verbal information |
| Environmental Theory of Language | Skinners analysis of verbal behavior - Chomsky disputed Skinners analysis - behaviorists were slow to accept it |
| Verbal Behavior | is behavoir that is reinforced through the mediation of another person's behavior (the listener) and subject to stimulus control, MOs, reinforcement and extinction -Skinner defined verbal behavior by function of the response, rather than by its form -any response form can become verbal behavior - it doesn't have to be vocal - pointing, gesturing, or writing |
| Units of Analysis of Verbal Behavior | unit is referred to as a verbal operant -mand -tact -echoic -intraverbal -text -transcription |
| Mand | -ask for what you want -controlled by MOs -mands begin to establish the roles of the listener and the speaker -mand is the only verbal operant that directly benefits the speaker |
| Tact | -naming or identifying things -under the control of a nonverbal S-D and they produce generalized reinforcers -speaker names things and actions that the speaker has direct contact with through any of the sense modes |
| Echoic | -repeating what is heard -controlled by a verbal S-D that has point to point correspondence and formal similarity -important for teaching language to individuals with language delays |
| Point to Point Correspondence | the beginning, middle and end of the response matches the beginning, middle and end of the verbal S-D |
| Formal Similarity | shares the same sense mode (both stimulus and response are visual, auditory or tactile) and physically resemble each other |
| Intraverbal | -answering ???s or having conversations -the speaker differentially responds to the verbal behavior of others -doesn't have point to point correspondence with the verbal S-D |
| Textual | -reading written words w/o the implications of understanding what is being read -has point to point correspondence but not formal similarity |
| Transcription | -writing and spelling workds spoken to you -could include finger spelled words -point to point correspondence but not formal similarity |
| Speaker Vs. Listener | Skinner's verbal behavior focuses on the speaker, rather than the listener The listener is an audience for verbal behavior (S-D) in the presence of which verbal behavior is reinforced |
| Effects on Listener Behavior | -may evoke echoic, textual, transcription or intraverbal operants from the listener -verbal behavior may also evoke listener's nonverbal behavior ('close the door' followed by the listener closing the door) |
| Identifying Verbal Operants | -if MO controls the response - operant is at least part mand -if S-D controls the response & nonverbal - operant is at least part tact -if S-D controls response and S-D is verbal and -no point to point correspondence =intraverbal - point to point & formally similar = echoic -point to point but not formally similar = textual or transcription |
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