BACB Task List Section B.9-C.3

Schedules of reinforcement

environmental arrangement in which behaviors will be reinforced; rules illustrating the contingencies for reinforcement

Continuous reinforcement

reinforcement is delivered every time the target behavior occurs (FR1)

Intermittent schedules of reinforcement

when some (but not all) instances of the target behavior are reinforced

fixed ratio, variable ratio, fixed interval, variable interval

four basic schedules of intermittent reinforcement

ratio schedules

a schedule in which a certain numbers of correct responses is needed for reinforcement to be delivered

fixed ratio

a ratio schedule in which a fixed number of responses have to occur before a response produces reinforcement; specific count of responses is reinforced

post-reinforcement pause

a pause in responding following reinforcement, afte which responding speeds up again

variable ratio

a ratio schedule in which the requirement changes after delivery of reinforcement; a variable number of responses have to occurs before the reinforcer is delivered

interval schedules

a schedule in which a certain amount of time must pass before reinforcement is available for one response

fixed interval

a fixed amount of time must elapse before reinforcement is available for the first correct response that is emitted after the fixed period of time

fi scallop

when the rate of response gradually accelerates toward the end of an interval

variable interval

a variable (average) amount of time must elapse before reinforcement is available for the first correct response that is emitted after that period of time

limited hold

adding a _________ _____ to an interval schedule limits the amount of time the reinforcement remains available following the end of the FI or VI interval; limited time to respond

lag schedule, progressive ratio schedule, delays to reinforcement schedule, differential reinforcement

four variations of basic intermittent schedules of reinforcement

lag schedule of reinforcement

a schedule in which reinforcement is delivered for a response that is different in topography, sequence, etc, from a previously reinforced response

progressive ratio schedule of reinforcement

the schedule is thinned after each successive reinforcement opportunity independent of the client's behavior, until the client's response stops

breaking point

when the participant stops responding; helps assess the strength of a reinforcer

delays to reinforcement schedule

a schedule in which reinforcement for correct responding is delayed

concurrent, multiple, chained, mixed

four compound schedules of reinforcement

concurrent schedule of reinforcement

two or more schedules of reinforcement are available separately and at the same time for two or more behaviors, and each schedule is signaled by a specific and different Sd

multiple schedule of reinforcement

two or more basic schedules of reinforcement are presented successively and independently, in any order, for one behavior (or response class); Sd is associated with each schedules and is present when the schedule is in effect

chained schedule of reinforcement

two or more basic schedules of reinforcement are presented successively and independently; the basic schedules must occur in a specific order

mixed schedule of reinforcement

two or more basic schedules of reinforcement are presented successively and independently, in any order, for one behavior

operant extinction

a procedure in which a maintaining reinforcer for a target behavior is discontinued

positive reinforcement, automatic reinforcement, negative reinforcement

three extinction variations (based on function)

positive reinforcement extinction

withholding attention or access, when the target behavior occurs; socially mediated

automatic reinforcement extinction

withholding access to automatic reinforcement; preventing sensory consequences

negative reinforcement extinction

withholding access to escape/preventing an escape contingency; preventing escape from demands

respondent extinction

the established conditioned reflex (CR) would eventually weaken if a conditioned stimulus (CS) is presented without the unconditioned stimulus (US) for a given period of time; involves unpairing the conditioned stimulus (CS) and the unconditioned stimulus (US), and the conditioned stimulus (CS) becomes a neutral stimulus (NS) again

stimulus control

a change in responding based on the presence, absence, or a change in the stimulus (Sd) that precedes a response

discriminative stimulus (Sd)

a stimulus that signals the availability of reinforcement; a stimulus in the presence of which responses of some type have been reinforced, and in the absence of which the same type of response have occurred and not been reinforced in the past

discriminated operant

a behavior that occurs in some conditions (Sds) more than others

Stimulus delta (SΔ)

a stimulus in the presence of which a given behaviors has not produced reinforcement in the past and likely will not in the future

pre-attending skills, stimulus salience, differential consequences, repertoire, over-selective control

five factors affecting stimulus control

pre-attending skills

prerequisite behaviors needed for learning which including: looking at the instructor and the materials, orienting to the appropriate Sd, listening to directions, and sitting quietly for short intervals of time

Stimulus salience

the prominence of the stimulus in its environment, as compared to other background stimuli

masking

although a stimulus has acquired stimulus control over a behavior, a competing stimulus masks its evocative function

overshadowing

when the presence of one stimulus interferes with/overshadows the acquisition of stimulus control by another stimulus

differential consequences

for a stimulus to acquire stimulus control over a response, a specific consequence must follow the response in the presence of that stimulus

client repertoire

when working toward establishing control over a specific response int he presence of a specific stimulus, ensure that the response is in the _____

overselective stimulus control

when focusing on a minor feature of a stimulus (rather than noticing its many characteristics) interferes with a complete understanding of that stimulus

faulty stimulus control

when an irrelevant stimulus controls the correct behavior and the relevant stimulus does not

stimulus discrimination

when a small spectrum of stimuli brings about a correct response; each Sd brings out a specific response

generalization

behavior change that persists across time in conditions that differ from the original intervention (teaching) conditions

stimulus generalization and response generalization

two types of generalization

stimulus generalization

when antecedent stimuli other than the original Sd evoke the same response as the original Sd; different stimuli evoke the same response

response generalization

when a person exhibits novel untrained behaviors that are functionally equivalent to the trained target response ; one stimulus evokes different responses

response maintenance

describes the lasting change in behavior; sustained progress

motivating operation

an environmental variable that creates a state of deprivation or satiation and has two effects of value-altering or behavior-altering

setting event

an internal or external antecedent event or condition that has an influence on the occurrence or a specific behavior

establishing operation and abolishing operation

two types of motivating operations

reinforcing-establishing effect (value-altering effect)

in the moment increase in the current reinforcing effectiveness of a stimulus (EO)

evocative effect (behavior-altering effect)

in the moment increase in the current frequency of behavior that's been reinforced by the now more valuable stimulus (EO)

reinforcing-abolishing effect (value-altering effect)

in the moment decrease in the current reinforcing effectiveness of a stimulus; the reinforcer is less valuable

abative effect (behavior-altering effect)

in the moment decrease in the current frequency of behavior that's been reinforced by the stimulus which isnt currently valuable

function-altering effect

when a consequence for a behavior in the presence of an MO changes the behavior evoked by the MO int he future

unconditioned motivating operation (UMO)

events, operative, and stimulus conditions with value-altering motivating effects that are unlearned; abolish and establish the value of stimuli without prior learning history

conditioned motivating operation (CMOs)

MOs that change the value of other stimuli, objects, or events due to conditioned (individual learning history)

surrogate, reflexive, transitive

three types of CMOs

surrogate cmo (cmo-s)

a once neutral stimulus becomes an MO by being paired with an existing MO (either a UMO or CMO); the neutral stimulus becomes a CMO and acquires teh same value-altering and behavior-altering effects as the original MO

reflexiv cmo (cmo-r)

a stimulus (signal) that comes before the onset of pain (or other aversive stimulus), and the offset of this signal is just as negatively reinforcing as the offset of the pain; avoid it so you don't have to escape it

aversive stimulus

something that, if delivered, acts as positive punishment, but its removal/avoidance acts as negative reinforcement

transitive cmo (cmo-t)

an environmental variable that establishes another stimulus or event as a reinforcer or punisher

rule-governed behavior

described verbal and nonverbal behavior that is controlled by a verbal statement (rule) and an immediate consequence

contingency-shaped behavior

describes behavior that comes intro direct contact with a contingency/consequence; operant learning and ABC

verbal behavior

behavior that is reinforced by others and includes vocal and nonvocal communication; behavior that is reinforced through the mediation of another's behavior (listener), who responds in ways specifically conditioned to reinforce the speaker's behavior

speaker

primary role in verbal behavior, emits the verbal behavior, gains access to reinforcement, control the environment through the behavior of the listener

listener

secondary role of verbal behavior; audience for the speaker's behavior; reinforces the speaker's verbal behavior; response to the speaker's verbal behavior in specific ways

echoic, mand, intraverbal, tact, textual, transcription

6 elementary verbal operants

form

____ of verbal behavior describes the physical properties of language

topography-based and selection-based

two form types

topography-based form

talking, writing, making eye contact, pointing, signing

selection-based form

pointing (to select) in PECS

function

____ of verbal behavior describes the effect of the verbal response on the environment

point to point correspondence

when the beginning, middle, and end of the controlling stimulus (verbal Sd) match the beginning, middle, and end of the verbal response

formal similarity

when the controlling stimulus (verbal Sd) and the verbal response have the same sense mode (both spoken, written, or signed)

echoic

speaker vocally repeats the auditory (vocal) verbal behavior of another speaker

duplic

any verbal behavior that shares formal similarity and point to point correspondence with its controlling stimulus

echoic training

specific procedures are used to teach clients how to repeat another person's sounds or words

mand

the speaker asks for (or states, demands, implies) what they want or need; controlled by MOs and a history of specific reinforcement

regular mand, extended mand, magical mand, superstitious mand

types of mands

regular mand

_____ that can be reinforced by a listener

extended mand

____ for which a reinforcer is probably not going to be delivered

magical mand

____ for which reinforcement has never been delievred in the past

superstitious mand

____ for which reinforcement sometimes gets delivered incidentally or accidentally

mand training

procedures to teach clients to express their needs and wants

intraverbal

the speaker differentially verbally responds to another's verbal Sd; a verbal response to a verbal Sd that does not have point to point correspondence with that verbal Sd

intraverbal training

procedures for teaching clients how to respond to another person's verbal behavior

tact

the speaker names non-verbal Sds (things and actions) that he has direct contact with through any sense modes as well as private experiences; controlled by a non-verbal Sd and has a history of GCSR; labelling the environment when in the presence of the thing being named

solecistic, metaphorical, metonymical, generic

four types of tact extensions

solecistic tact extension

____ that is delivered using substandard/poor use of language/slang; based on associations that are indirect or opposites; doesn't appear to be connected to the nonverbal Sd

metaphorical tact extension

____ that is based on some relevant features or abstract characteristics

metonymical tact extension

___ based on novel stimuli that share none of the relevant features of the original stimulus, but some irrelevant (but related) feature has acquired stimulus control

generic tact extension

____ that is based on a novel stimulus that shares all of the applicable defining features of the original stimulus

tact training

procedures for teaching clients to label their physical environment

textual

speaker reads the presented words; controlled by a verbal Sd and has history of GCSRs; can include reading out loud or in one's head

codic

any verbal behavior that does not share formal similarity with its controlling stimulus but does share point to point correspondence

transcription

the speaker converts spoken works (controlling stimulus/ verbal Sd) to written words

listener responding

a non-verbal response evoked by a verbal Sd because of a history of GSCRs; receptive language

simple, auditory conditional, compound, verbal auditory, function-altering

categories of listener responding