Behavior Mod Exam 3

Stimulus Control

when there is an increased probability that it will occur in the presence of a specific antecedent

Discriminative Control

(S^D) increases the likelihood of a behavior in the present situation because it was associated with reinforcement of behavior in the past.

S-Delta (SΔ)

During dis- crimination training, any antecedent stimulus that is present when the behavior is not reinforced

Establishing Operations (EO)

an event that increases the potency of a particular reinforcer at a particular time and evokes the behavior that produces the reinforcer. 

The Three-Term Contingency: Antecedents-Behavior-Consequences

The consequence (reinforcer or punisher) is contingent upon the occurrence of the behavior only in the presence of the specific antecedent stimulus. 

Generalization

occurs when a behavior occurs in the presence of stimuli that are similar in some ways to the S^D present during stimulus discrimination training -or- when behavior occurs in different circumstances (different context, different time, with different people, following different instructions). 

Generalization Gradient

the more similar another stimulus is to the S^D, the more likely it is that the behavior will occur in the presence of the stimulus; as stimuli become less and less similar to the S^D, the behavior is less and less likely to occur in the presence of these stimuli. 

Broad Stimulus Control

 The dog not knowing if mannequins were humans 

Specific Stimulus Control

The dog only going outside because someone dressed up as grandma

Stimulus Equivalence

occurs when a number of different stimuli (spoken word, written word, picture) representing the same object or event have stimulus control over the same behaviors.

Emergent Stimulus Relations

When participants can demonstrate these conditional discriminations (symmetry and transitivity) without specific training

Symmetry

When you teach A = B (teaching a new language learner to choose the correct picture when you show a word), the learner is now able to demonstrate B = A without training (they choose the word when you show the picture).

Transitivity

when you teach A = B and B = C and, as a result, the learner can demonstrate A = C and C = A without training. 

Prompts

are used to increase the likelihood a person will engage in the correct behavior at the correct time, which is in the presence of a discriminative stimulus (S^D) so the behavior can be reinforced. 

Fading

the gradual removal of a prompt so stimulus control is transferred to the S^D

Response Prompt

the behavior of another person evokes the correct response in the presence of the discriminative stimulus (S^D) 

Stimulus Prompt

a change in some aspect of the S^D or S^delta or the addition or removal of another stimulus makes a correct response more likely in the presence of the S^D. 

Verbal

instructions, rules, hints, reminders, or any other verbal assistance. 
Ex: Coach told Luke how to hit the ball. 

Gestural

any physical movement or gesture of another person that leads to the correct behavior up to - but not including modeling the entire behavior. Ex: Coach motioned to Aki how to swing the bat. 

Modeling

any demonstration of the correct behavior by another person.
Ex: Coach demonstrates how to hit the ball by actually hitting the ball. 

Phyiscal

a person physically helps another engage in the correct behavior at the right time; the person using the prompt is executing all or part of the behavior with the learner. 

Learning Trail

the sequence of presenting the discriminative stimulus (S^D), prompting the response, and providing a reinforcer. 

What do you do on each learning trial

• Get the learners attention.

• Present the S^D.

• Prompt the correct response.

• Reinforce the correct behavior. 

• Transfer stimulus control from a prompt to the S^D by using fading. 

• Continue to reinforce unprompted responses.

Verbal Behavior

Verbal operants are defined by the types of antecedents and consequences that control their occurrence. (echoic, mand, tact, intra-verbal)

Echoic

repeat a sound or word

Mand

the child asks for something (e.g., a toy or bite of food) and gets it from someone as a reinforcer

Tact

a child identifies/names something in the environment and gets praise or another nonspecific reinforcer (including attention)

Intra-verbal

a child responds to a question or comment made by others in which a specific word is appropriate 

Multiple control of verbal operant

said to be under multiple control when its occurrence might be evoked by more than one antecedent or reinforced by more than one consequence.

Antecedent Interventions

involve manipulating some aspect of the physical or social environment to make a desired behavior more likely and to make a competing, undesirable behavior less likely.