psyc460 final exam: consequence-based strategies

negative reinforcement

remove aversive stimulus

positive reinforcement

add appetitive stimulus

thinning reinforcement

used for maintenance, increase schedule of reinforcement once client makes progress

fixed ratio

reinforce after every x amount of instances of behavior

fixed interval

reinforce after x amount of time passes

variable ratio

reinforce after average of x amount of instances of behavior

variable interval

reinforce after average of x amount of time

extinction

reinforce for a previously reinforced behavior is discontinued

extinction burst

frequency of behavior may increase temporarily when reinforcement is removed

response blocking

physically preventing problem behavior from occuring

response interruption and redirection (RIRD)

either distract client from problem behavior or lead to engage in more appropriate behavior

token economy

client receives tokens when desired behaviors occur or unwanted behaviors do not occur

response cost

a previously-earned reinforcer is taken away for performing problem behavior

planned ignoring

attention is removed / attention extinction

time out

positive reinforcement is removed for a specified period of time

exclusionary time out

client removed from space for time out. (ex. from the classroom into the hall)

non-exclusionary/inclusionary time out

client is allowed to remain in the room for time out and can not participate in reinforcement (ex. in the corner)

contingent observation (inclusionary time out)

client must watch others receive reinforcement

3 step guided compliance

tell, show, do

restitutional overcorrection

consequence to behavior where client restored situation to an improved state than before (ex. removing gum from under all desks for putting gum under desk)

positive practice overcorrection

consequence to behavior where client repeatedly practices replacement behavior (ex. repeatedly practicing throwing away gum for putting gum under desk)

negative practice

consequence to behavior where client must perform behavior repeatedly (ex. client who taps pencil during class must repeatedly tap during recess)

stimming

repetitive actions done to self-regulate, block out stimulus, relieve anxiety, or physically express emotion.

medical rule-out

ensure problem behaviors are not maintained by a medical explanation, especially for automatically reinforced behaviors

cost/benefit analysis

if a parent considers a non-disruptive & non-harmful behavior a problem behavior, it may be unethical to begin treatment

matched stimulation

automatic reinforcement substitute that provides similar sensory input

unmatched stimulation

automatic reinforcement substitute that provides different/non-similar sensory input

restraint

condition that keeps a client under control or within limits

physical restraint

limit normal access to bodily movement (ex. bed rails, seatbelt)

environmental restraint

limit normal access to environment (ex. locked doors, baby gate)

chemical restraint

medication used to inhibit specific behavior or movement

seclusion

confinement of a client alone

social validity

social importance, acceptability, and value to the client of treatment goals/procedures/outcomes

external validity

generalizability to other contexts

internal validity

validity of IV effecting DV

behavioral cusps

behavior that, when learned, can bring the client into contact with new reinforcers/environments

pivotal behaviors

behavior that, when learned, can being the client to learn new behaviors without having to be explicitly taught

skill based treatment

1. establish rapport

2. FBA

3. teach rooms (hang out, practice, exit (optional))

4. FCT

5. tolerance response training

6. delay tolerance training/schedule thinning

omnibus mand

first stage of shaping specific communicative behavior (ex. "my")

simple FCR (functional communication response)

second stage of shaping specific communicative behavior (ex. "my way!")

complex FCR

last stage of shaping specific communicative behavior, includes all desired aspects of goal behavior

tolerance response training

teach the client to respond appropriately to being told no/not receiving reinforcement

delay tolerance training

schedule thinning where client is no longer always rewarded for responding appropriately to task mand and to being told no.

latency

time between end of prompt/Sd and beginning of response/behavior.

frequency

how often the behavior occurs

interresponse time (IRT)

time between the end of one response/behavior and beginning of the next response/behavior

duration

how long a behavior lasts

variability

how different the scores are from each other, two types: high, low.

stimulus control

target behavior is effectively and consistently manipulated by intervention tactics

level

position of the date set on the Y axis, 3 types: low, moderate, high.

trend

the direction the data is going

baseline

data taken before intervention

acquisition

data taken when interventions are implemented

condition lines

vertical lines that separate baseline, acquisition, and maintenance

goal line

horizontal like that visualizes the goal rate of behavior

maintenance

data taken when thinning reinforcement

prefrontal cortex/frontal lobe

decision making, inhibition, executive functioning

amygdala

emotion, fear, conditioning

basal ganglia

habit formation, reinforcement learning

hippocampus

memory, contextual learning

ventral tegmental area

produces dopamine

nucleus accumbens

reward processing, motivation

limbic system

emotion, motivation

dopamine

reward, motivation

serotonin

mood, impulse control

GABA/glutamate

inhibition/excitation

long-term potentiation (LTP)

basis for learning

synaptic pruning

elimination of unused neural connections shaped by experience and environment

motivating operations (MOs)

satiation or deprivation effecting value a of reinforcer

establishing operations (EOs)

increase value of a reinforcer through an existing state of deprivation.

abolishing operations (AOs)

decrease value of s reinforcer through an existing state of satiation

hypothalamus

maintains homeostasis

stimulus discrimination

an individual learns to perform a behavior in the presence of an SD, but not a S▵.

discriminitive stimulus (SDs)

signals reinforcement availability