BCBA 6th edition Section B

Behavior

anything an organism does

Pivotal Behaviors

Behaviors that lead to new, untrained behaviors

Behavior Cusps

Behaviors that allow the learner to contact new reinforcers or additional parts of the environment.

Response

A single instance of behavior

Response Class

a group or set of responses that serve the same function/same impact on the environment

Stimulus

a change in the environment that evokes a functional reaction

Stimulus class

A group or set of stimuli that share similar characteristics

Physical/formal/feature

look/sound alike

Functional

effect behavior the same way

Temporal

when the stimulus occurs in relation to a behavior

Arbitrary

antecedent stimuli that evoke the same response, but do not resemble each other

Probing

asking a client to perform a task to assess whether they can perform the task

Respondent Conditioning (S-R)

a NS is paired with an US or CS and acquires the properties of that stimulus needed to elicit behavior

Operant Conditioning (S-R-S)

Consequences effect the future probability of a bx occurring or not occurring (evokes a response)

Reinforcement

INCREASES behavior

Punishment

DECREASES behavior

Positive Reinforcement

a stimulus presented following a response or bx that will increase or maintain that response in the future

Negative Reinforcement

a stimulus removed following a response that will increase or maintain that response in the future

Contingency

if-then statement

Automaticity

behavior is modified by consequences whether the person is aware of the consequence or not

Positive Punishment

a stimulus added following a response or bx that will decrease that response

Negative Punishment

a stimulus removed following a response that will decrease that response

Automatic

#alone produce consequences without needing another individual to change the environment

Socially mediated

The consequence is delivered through another individual

Unconditioned reinforcement

Primary reinforcers, no learning history needed

Ex. Food, water, sleep, sexual activity

Conditioned Reinforcement

A neutral stimuli that becomes a reinforcer through learning

Ex. Token boards, Money

Generalized Reinforcer

A reinforcer that has been paired with other reinforcers and can be used in a variety of contexts ex. social praise and attention

Unconditioned punishment

primary punishers, no learning history needed ex. pain, excessive heat, shock

Conditioned Punishment

a neutral stimuli that becomes a punisher through learning ex. time out, reprimands

Generalized Punisher

A punisher has been paired with other punishers and can be used in a variety of contexts

Fixed Ratio (FR)

reinforce at a set number of responses

Variable Ratio (VR)

reinforce a varying number of responses

Fixed Interval (FI)

Reinforce a response after a set amount of time

Variable Interval (VI)

reinforce a response after a varying amount of time

Non-contingent reinforcement (NCR)

Reinforcement provided simply upon passing of time

Complex schedules of reinforcement include:

Concurrent, multiple, mixed, and chained

concurrent schedule

Two or more basic schedules for two or more behaviors at the same time ex. matching law/choice

Multiple schedule

compound schedule of reinforcement consisting of 2 or more basic schedules of reinforcement that occur in an alternating, usually random sequence (has an SD)

Mixed schedule

The same as a multiple schedule except that there are no different stimuli associated with each component schedule

Chained schedule

two or more basic schedules must be met in a specific sequence before reinforcement is delivered (SD)

Operant Extinction

withholding a consequence from a previously reinforced bx

Respondent Extinction

unpairing a CS with the stimulus that it was previously paired with

Extinction

reinforcement of a previously reinforced bx is discontinued

Extinction burst

a predictable, temporary increase in the rate and intensity of a behavior when an extinction procedure is first used.

Spontaneous recovery

a sudden reemergence of a previously extinct bx

Resurgence

a extinct bx reemerges once the replacement bx is put on extinction

Response blocking

a person physically blocks as soon as the learner starts to emit a problem bx

Stimulus control

bxs and responses occur or don't occur only in the presence or more often/less often in the presence of a stimulus

Stimulus discrimination

responding one way under a specified set of antecedent conditions and not in the absence of those conditions

examples of generalization

Settings, people, materials, behaviors, time

Stimulus generalization

the same response occurs across multiple similar stimuli

Response generalization

Different behaviors with the same function occur across one stimulus

Ex. In the presence of your friend, you say "Hi", "What's up", or wave

Maintenance

the extent that a bx will continue to be displayed after all or a portion of the intervention is removed

Ways to mediate generalization and maintenance

1) multiple settings, people and stimuli in a natural context

2) use a variety of reinforcement schedules

3) teach self-management to the client

4) reinforce generalization when it happens

Motivating operation (MO)

an environmental variable that has two effects: value-altering and behavior-altering effects

Establishing operation (EO)

A motivating operation that increases the effectiveness of some stimulus, object, or event as a reinforcer. For example, food deprivation makes food an effective reinforcer.

Abolishing Operation (AO)

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event. For example, the reinforcing effectiveness of food is abolished as a result of food ingestion.

Evocative effect

an increases the current frequency of behavior from the same motivating operation

Abative Effect

Decreases the current frequency of bx from the same motivating operation

CMO-T

transitive; stimulus that alters the value and bx-altering effects of other stimuli ex. tool

CMO-S

surrogate; pairing process between stimuli and MO

CMO-R

reflexive; a stimulus that has systematically preceded some worsening (or improving) for the person

Rule-Governed Bx

bx that is under the control of a verbal three-term contingency or rule

Contingency shaped bx

bx is under the control of consequences

Mand

request made by a speaker that is evoked by an MO and reinforced by the requested item

Tact

the speaker labels something in the environment that is evoked by a non-verbal SD and reinforced by a GCR

Impure tact

A verbal operant involving a response that is evoked by both an MO and a nonverbal stimulus; thus, the response is part mand and part tact.

Echoic

the speaker repeats what they hear and is evoked by a verbal SD, has point-to-point correspondence, formal similarity, and is reinforced by a GCR

Intraverbal

the speaker responds to another person in conversation is evoked by a verbal SD, has no point-to-point correspondence, and may have formal similarity

Textual

Reading a sign, book,etc. (Text)

-Evoked by non-verbal SD, point-to-point correspondence, no formal similarity

-Reinforced by generalized conditioned reinforcer

-Ex. A stop sign, a page in a book

Transcription

writing down something that is spoken, evoked by a verbal SD, has point-to-point correspondence but no formal similarity

Autoclitic

Modifies other verbal behavior

Ex. "I think" "I see" "I hear" modify the phrases that come after that

Multiple Control

occurs when a single response is influenced by multiple variables or a single variable effects multiple responses

Convergent Multiple control

a single response is controlled by more than one antecedent variable

Divergent Multiple Control

a single antecedent variable controls more than one response

Emergent relation

untrained relationships between stimuli

Stimulus equivalence

ability to make untrained/derived relationships b/w two or more different stimulus

generative performance

when novel and untrained responses are demonstrated based on previously learned skills/concepts

multiple exemplar training

teaching with many different examples of the same item or activity

reflexivity

A=A, matching exact samples

Symmetry

A=B, and B=A, matching samples that aren't exact

Transitivity

A=B, B=C, then, A=C; highest level of stimulus relations

High probability request sequence

presenting the learner with multiple easy requests before presenting the difficult request

behavior momentum

an increase in the likelihood of responding after contacting reinforcement from demands that have a history of compliance with

matching law

bx is allocated to the schedule of reinforcement that is most dense

Modeling

demonstrating a skill or ability for a learner

Imitation

the learner copying a skill or ability and is evoked by a nonverbal SD, and happens immediately

Observational learning

detecting another person's bx and its consequences and using that to determine when or not to imitate the bx