behavior modification - test 3

shaping

shaping

differential reinforcement of successive approximations of a target behavior

topography of a behavior

the physical form of a behavior (measurable)

dimension of a behavior

duration, frequency, intensity, latency, etc

transfer of stimulus control

getting the behavior to occur in the presence of the SD without prompts

prompting

used to develop stimulus control (to get the right behavior to occur at the right time – in the presence of the SD)D))

fading

gradual removal of a prompt while the response occurs in the presence of the SD

• prompt fading - gradually removing the response prompt

• stimulus fading - gradually removing the stimulus prompt

prompt delay

present the SD, wait x number of seconds, then present the prompt (if needed)

behavioral chaining

breaking down complex tasks into smaller, manageable steps.

• backward chaining - teach last SD—>R component first. then teach next to last component, and so on

• forward chaining - teach 1st SD—>R component first. then teach 2nd component, and so on

task analysis

identification of all stimuli (SDs) and responses (R) in a behavioral chain

graduated guidance

you use hand-over-hand guidance to lead the learner through the task. Over trials, you gradually provide less and less assistance and shadow the learner’s hand as the learner completes the task.

shadowing

keeping your hand close to the learner’s hand as the learner engages in the behavior. This allows you to initiate physical guidance immediately if the learner fails to execute one of the component behaviors in the chain

exemplar

an example in modeling

behavioral skills training

• Used to teach new behaviors

• Used for behaviors that can be simulated in a role play

• Used with learners who can follow instructions and imitate models

• Used when more intrusive prompting and fading or chaining procedures are not necessary

• May be used individually or in groups

in situ assessment

when an assessment of skills occurs in the natural environment where the skills are needed and the individual is not aware that an assessment is taking place

explain what it means to differentially reinforce successive approximations of a target behavior.

• differential reinforcement - reinforce one behavior and not others

• successive approximations - behaviors that are closer and closer to the target behavior

what are the 3 therapeutic uses for shaping?

1. to develop new topographies of a behavior

2. to develop new dimensions of a behavior

3. to reinstate old behaviors that are not occurring

how can shaping be problematic?

lack of results is the product of a plan which focuses more on the punishment of bad behavior instead of reinforcement of the desired behavior

give examples of when you would use shaping vs when you would not use shaping W

when instructions, modeling, and prompting are not applicable or not effective

what is the procedure for applying shaping

1. Define the target behavior

2. Is shaping the preferred procedure?

   • Use instructions/modeling/prompting if possible

3. Identify the starting behavior

   • The person must already exhibit the behavior

   • Choose a behavior you can build on to achiever

4. Choose the shaping steps

   • Each step is a closer approximation to the target

   • Steps are not too big

5. Choose the reinforcer

   • Must function as a reinforcer for the individual

   • Consider the effects of satiation during shaping (use
     conditioned reinforcers)

6. Reinforce each successive approximation

   • Reinforce first approximation until it occurs a number of times

   • Stop reinforcing first approximation and reinforce next approximation until it occurs a number of times

   • Continue until the target behavior occurs

7. Move at the proper pace

what are the two prompt types. list and explain the different versions of each prompt type

1. response prompts - involve the behavior of another person

   • Verbal prompt

   • Gestural prompt

   • Modeling prompt

   • Physical prompt

2. stimulus prompts - Involve change in an antecedent stimulus

   • Within stimulus prompt

     • Changing the SD

   • Extra-stimulus prompt

     • Adding a stimulus/cue

what is a learning trial

the sequence of presenting the SD, prompting the correct response, and
providing a reinforcer
In a learning trial:
– Prompting gets the correct response to occur so it can be reinforced
– Fading or prompt delay occurs to eliminate the prompt and transfer control to the SD

what are the two types of fading and how do they differ

• prompt fading - gradually removing the response prompt

• stimulus fading - gradually removing the stimulus prompt

how do SD’s differ from responses

• SD - The stimulus that is present when a particular behavior is reinforced

• response - one instance or occurrence of a particular behavior.

how would you go about conducting a task analysis?

1. observe a competent person engage in the task

2. ask an expert

3. perform the task yourself and record the SD’s and responses

what are the 2 chaining procedures and how do they differ

• backward chaining - teach last SD—>R component first. then teach next to last component, and so on

• forward chaining - teach 1st SD—>R component first. then teach 2nd component, and so on

what is total task presentation and how does it differ from the two chaining procedures?

• execute the whole behavioral chain in
  each training trial

• Use graduated guidance in each trial

• Fade to shadowing and then fade
  shadowing

What are the two methods to get baseline data during behavioral chaining? How do these two methods differ?

1. single-opportunity method - you present the learner with the opportunity to complete the task and record which components the learner completes without assistance in the correct sequence. That is, you present the first SD and assess the learner’s responses. The first error by the learner in single-opportunity assessment will typically result in errors on all subsequent steps in the task analysis or in the learner’s inability to complete any further steps.

2. multiple-opportunity method - you assess the learner’s ability to complete each individual component in the chain. You present the first SD and wait for the learner to respond. If the learner does not respond correctly, you present the second SD and assess the learner’s response. If there is no correct response, you present the third SD, and so on, until the learner has had the opportunity to respond to every SD in the chain.

What other chaining prompts exist?

• picture prompts

• written task analysis

• self-instructions

• video modeling

What are the 4 components of Behavioral Skills Training?

1. Instructions

2. Modeling

3. Rehearsal

4. Feedback

after modeling takes place, what must the learner have an opportunity to do?

rehearse the behavior

what two feedback components exist for behavioral skills training?

1. Praise for correct performance (positive feedback)

2. Instructions for improvement (corrective feedback) if needed