BACB 5th Edition Task List B1-15: Concepts and Principles

Define and provide examples of behavior

is the general term used to describe the subject of behavior analysis; it refers to all activity of the living organism.

Behavior: 1) only living things can behave 2) behavior requires an interaction between an organism and its surroundings 3) behavior involves measurable movement

Examples: chewing food, swallowing, opening the fridge, ordering take out, reading, thinking about chocolate, (if a dead man can do it, its not behavior)

Define and provide an example of response

is one instance of behavior

Examples: each appropriate turn-taking response

Define and provide an example of response class

is a group of responses that yield a common effect on the environment (i.e., responses with the same function).

Examples: A student may exhibit a variety of responses to escape from work (e.g., requesting a break, asking to visit the school nurse, engaging in off-task conversation, or tearing up work materials).

Define and provide an example of stimulus

a specific physical event that is detected by an organism and affects behavior

Examples: Lights sounds odors people, praise being delivered, technology being presented and taken away

Define and provide an example of stimulus class

a group of stimuli that share formal, temporal, or functional features.

Formal: Based on physical dimensions

Examples: all red objects, all round things

Temporal: Based on the timing of occurrence relative to behavior

Examples: antecedents and consequences

Functional: Based on the effects on a response class

Examples: SDs and MOs or reinforcers and punishers

Define and provide an example of respondent conditioning

occurs when previously neutral stimuli acquire the capacity to elicit responses

The procedure involves stimulus-stimulus pairings (i.e., neutral stimuli are paired with stimuli that elicit responses).

Examples: it's not going hurt a bit- leads to fear- because of the conditioning, The bell makes dog salivate- because of the conditioning

Define and provide an example of operant conditioning

occurs when a stimulus change immediately following a response results in an increase or decrease in the future frequency of similar responses under similar conditions.

The procedure is the presentation or removal of a consequent stimulus.

establishes relations between the behavior, its consequences, and certain antecedent stimuli.

Examples: new child in school, they raise their hand, the teacher says thanks for raising your hand, what would you like to say... Similar events of raising your hand is likely to increase in the future in the presence of a similar environment (a teacher, classroom, school) because the behavior received praise and question was answered/attention was given

Define and provide examples of positive reinforcement contingencies

The presentation of a valuable stimulus contingent on a response

The strengthening of future responses (rate, duration, latency, or magnitude) as a result of a positive reinforcement operation

Examples: When Donnie successfully urinates in the toilet, his parent delivers praise and a lollipop. As a result of those consequences, Donnie urinates in the toilet more frequently.

Define and provide examples of negative reinforcement contingencies

The removal or postponement of an aversive stimulus contingent on a response- Behavior with a function that Escape or Avoidance or Termination that strengthens future responses

The strengthening of future responses (rate, duration, latency, or magnitude) as a result of a negative reinforcement operation

Escape occurs when a response terminates an aversive stimulus that is present.

Avoidance occurs when a response prevents or delays the presentation of an aversive stimulus.

Examples:When Vira gives in to her daughter's whining, her daughter stops whining. As a result of those consequences, Vira is more likely to give in to her daughter in the future.

Types of Schedules of Reinforcements

Continuous reinforcement(CRF), Fixed-Ratio(FR), Variable-Ratio(VR), Fixed-Interval(FI), and Variable-Interval(VI)

CRF (continuous reinforcement)

provide reinforcement for every response

Technically a fixed ratio 1 (FR 1) schedule

Examples:

Raising your hand to block the sun- blocks every time

Scratching an itch- relief every time

Opening doors- access every time

Self-injury maintained by automatic reinforcement- consequence occurs

Receiving praise for every correct response during instruction- happens every time

Any behavior that "works" every time

Fixed-Ratio Schedule

Response requirements remain constant

specify the number of responses required to obtain reinforcement.

Promotes a high rate of responding with a post-reinforcement pause

Example:

On an FR 5 schedule, a reinforcer is delivered after every 5 responses-

rat presses a lever five times and on the fifth press the rat receives food pellet, 1, 2, 3, 4, 5pellet

During discrete trial instruction, a student receives a token after every 3 accurate responses (FR 3)

A student is allowed to select an item from a prize box after every 4th homework assignment submitted (FR 4)

An employee earns a bonus for every 10 new customers acquired (FR 10)

A child earns time on the iPad after completing 2 household chores (FR 2)

The phone successfully rings after pressing 7 digits (FR 7)

Student receives a break after completing every 4 worksheets (FR 4)

Variable-Ratio Schedule

Response requirements vary around an average value

specify the number of responses required to obtain reinforcement

Produces a high, steady rate of responding

Examples: On a VR 5 schedule, a reinforcer is delivered after an average of 5 responses (e.g., after 3, 5, and 7 responses)

Same example: 123pellet...12345pellet...1234567pellet

Think of slot machines- a varied amount of times you pull the lever you will win- you could pull it once and contact a win, or pull it 50 times you contact a win

ON AVERAGE

On average, every 25th pull on the slot machine lever produces reinforcement (VR 25)

On average, a basketball player makes every other shot (VR 2)

On average, a researcher's submission for publication is accepted every 4th attempt (VR 4)

On average, a child's whining behavior results in staying up late every 7th time (VR 7)

On average, people believe an adolescent's grandiose story-telling every 3rd time (VR 3)

On average, a teacher delivers a token after every 5th correct response (VR 5)

Variable-Interval Schedule

Interval of time that must elapse prior to a response producing reinforcement varies around an average value

specify the time that must elapse before a response is reinforced.

Produces moderate and steady rates of responding.

Examples: On a VI 5-min schedule, a reinforcer is delivered for the first response that occurs after an average of 5 minutes (e.g., after 3, 5, and 7 minutes)-Sometimes after 5 minutes, sometimes after 7 minutes, sometimes after 3 minutes the pellet will be provided

Attempts to reach someone whose line is busy are reinforced after a variable interval of time elapses

You don't know how long the phone line will be busy and how many attempts to call won't make a difference

A teacher wanders around the classroom while students complete independent seatwork and delivers praise for task engagement after varied intervals

A patient at a hospital engages in "psychotic speech" alone in her room and receives reinforcement in the form of attention at random intervals of time when a staff person walks by

A therapist sets a timer for varied intervals of time (averaging 3 minutes) and delivers a token for the first occurrence of instruction-following behavior observed (VI 3-min)

Small group instruction- a variable amount of time to deliver reinforcement to praise students

Fixed-Interval Schedule

Interval of time that must elapse prior to a response producing reinforcement remains constant

specify the time that must elapse before a response is reinforced.

Response rates may be low-to-moderate and often become sensitive to the periodicity of reinforcement.

Basic research typically shows a "scalloped" pattern of responding, which means that response rates increase near the end of the interval.

Examples: On an FI 5-min schedule, a reinforcer is delivered for the first response that occurs after 5 minutes elapses. After 5 minutes, the lever press would produce pellet

Every 2 minutes, the classroom teacher delivers praise for the first math problem completed accurately by a student (FI 2-min)

Every 5 minutes, the classroom teacher delivers a token for the first occurrence of on-task behavior emitted by a student (FI 5-min)

Every 2 weeks, after a paycheck is deposited into the bank account, attempts to withdraw cash are reinforced (if the person does not maintain any funds in savings)

Define and provide examples of positive punishment contingencies

Presentation of a known aversive stimulus contingent on a response

Reduction in the future probability of responding as a result of the punishment operation

Examples: Reprimands delivered contingent on off-task behavior result in reduced rates of off-task behavior in the future

Define and provide examples of negative punishment contingencies

Removal of a known positive reinforcer contingent on behavior

Reduction in the future frequency of responding as a result of the punishment operation

Examples: Loss of car privileges contingent on breaking curfew results in reduced rates of breaking curfew in the future

Define and provide examples of automatic contingencies.

results directly from behavior

Examples of positive reinforcement: You turn on the faucet to access water.- direct, you twirl around to produce sensory stimulation.- twirling results in sensory stimulation

Examples of negative reinforcement: You put on noise cancelling head phones to block out aversive noise, you scratch an itch to remove the discomfort.

Examples of punishment: Pain from stubbing a toe, Discomfort from wearing sandals in the snow

Define and provide examples of socially-mediated contingencies

reinforcement is delivered by another person

Examples of positive reinforcement: Teacher delivers specific praise and a high five when the child decodes a word accurately; accordingly, accurate decoding responses increase.

Examples of negative reinforcement: Teacher allows a child to take a break after accurately completing 5 math problems; accordingly rates of accurate math completion increase.

Examples of punishment: A reprimand following swearing, Loss of privileges for lying

Define and provide examples of unconditioned reinforcers

(primary or unlearned) refer to stimuli that function as reinforcers for all organisms due to phylogeny, without any prior learning.

Examples of primary positive reinforcers: Food, water, air, sleep, sex, etc.

Examples of primary negative reinforcers (aversive stimuli): Pain, extreme temperatures, intense noises or lights, etc.

Define and provide examples of unconditioned punishers

A stimulus that functions as a punisher without prior learning

Examples: Painful stimulation, intense sensory stimuli (loud noises, really bright lights), and loss of primary reinforcers (e.g., food and water)

Define and provide examples of conditioned reinforcers

(secondary or learned) refer to stimuli that acquire the capacity to function as reinforcers for individuals as a result of pairings between neutral stimuli and existing reinforcers.

Primary or unlearned

Examples: Thumbs up, cans, stickers

Only has a strengthening effect on behavior because it has been paired previously with an existing reinforcer

If praise reinforces already....

Thumbs up and praise will strengthen it

Eventually thumbs up will work as a reinforcer alone

Define and provide examples of conditioned punishers

A stimulus that functions as a punisher as a result of an individual's learning history (i.e., pairings with other punishers)

Secondary or learned

Examples: Reprimands, audible error message, and loss of secondary reinforcers(e.g., money, tokens, and preferred tangibles)- The word "NO" would have to have prior history with the learner that a loss of reinforcement will occur

Define and provide examples of generalized reinforcers

are effective across time and place as a result of pairings with many other reinforcers

Examples: Praise, tokens, money

Praise has been paired with many other good things in the past- praise and you get something you want, physical attention, privileges, etc.

Tokens/money : usually paired with a wide variety of activities, and items

Define and provide examples of generalized punishers

A stimulus that functions as a consistent punisher as a result of pairings with many different punishers

Examples: Vocal or nonvocal social disapproval (e.g., reprimand or frown)

Define and provide examples of operant extinction

Withholding or discontinuing the reinforcement of a response

Gradual reduction in responding as a result of an extinction procedure (because the response no longer produces the reinforcer)

Extinction of positive reinforcement

Extinction of behavior maintained by positive reinforcement involves withholding the maintaining positive reinforcer contingent on the target response in order to reduce rates of responding.

Behavior can still occur but no longer followed by access to tangible activity or positive reinforcer

Example:

A child engages in swearing behavior to gain access to parental attention. During extinction, the parent withholds attention contingent on swearing. Rates of swearing gradually decrease.

If the function of behavior is parent attention, this would be:

Attention extinction -If parent and child were in a conversation and the child swore- the parent did not acknowledge the swearing and just continued with convo-Keep talking like the swear never occurred-you're not delivering attention, but you are NOT withholding all attention- that would be negative punishment

extinction of negative reinforcement

Extinction of behavior maintained by negative reinforcement involves preventing avoidance or escape from the relevant aversive stimuli in order to reduce response rates (escape extinction).

Examples:

A student engaged in destructive behaviors to escape from academic tasks. The teacher implemented escape extinction by immediately replacing destroyed materials and maintaining the expectation for the student to complete the task. Destructive behaviors no longer produced escape and gradually decreased.

Student is given a new paper over and over again every time they rip the behavior no matter how many times

Keeping expectations in place, the behavior no longer provided reinforcement, so the behavior decreased

A student consistently flopped during transitions to his classroom to avoid the presentation of work expectations. The teacher started bringing work expectations to the student when they flopped. Flopping behavior no longer resulted in avoidance of work expectations and gradually decreased.

Sensory Extinction

Sensory extinction involves blocking or masking the sensory consequences produced by a response in order to decrease rates of responding maintained by automatic reinforcement.

Examples:

Disconnecting a light switch eliminates the sensory consequences for repetitive flipping of the light switch.

Naltrexone (an opiate antagonist) blocks endorphin receptors and may eliminate the maintaining sensory consequences for some self-injurious behaviors.

Helmets may reduce the sensory consequences that maintain some forms of head-banging.

Trying to spin spinner on desk for the sound—for sensory extinction they carpeted the individuals desk and chair so no sound would be produced

Define and provide examples of stimulus control

Stimulus control occurs when the probability of responding is altered by antecedent stimuli.

The situation

The likelihood of a response depends on the stimuli that are present.

Examples:

Compliance with instructions is more likely in the presence of the regular classroom teacher than in the presence of a substitute.

Swearing is less likely to occur in the presence of a parent than in the presence of peers.

An adolescent's boasting behavior occurs primarily in the presence of certain peers.

Whispering is more probable in libraries and movie theaters than in other environments.

Saying "red" is more likely given the question "What color?"

Define and provide examples of discrimination

Only specific stimuli occasion responding.

Examples:

A child labels only domesticated canines as "dogs."

Lab, golden retriever, poodle, etc.

Strong/tight stimulus control

A child hugs and kisses only close friends and family members.

Mom, dad, brother, cousin, aunt, uncle

Strong/tight stimulus control

Define and provide examples of generalization

A wide range of stimuli with similar physical features occasion responding.

Example: A young child labels all 4-legged animals as "dogs."

First time seeing dog contacts reinforcement, but now every time they see a 4-legged animal they day "dog". There is still some stimulus control, but its weak because its dogs, and then other things similar to dogs that are controlling that response

Example: A child hugs and kisses everyone.

First time kissing and hugging mom and dad they get reinforced, but now anytime they see a person they expect to be reinforced by hugging them. There is still some stimulus control, but its weak because its all humans and they are similar to mom and dad that are controlling that response

Define and provide examples of maintenance

(aka temporal generalization)refers to the endurance of behavior change over time, after intervention has been discontinued.

Example:

Student learns to initiate greetings and continues to do so months and years after direct intervention ends.

Define and provide examples of motivating operations

are antecedent variables that temporarily alter the value of consequences and the frequency of behaviors that historically have produced those consequences.

include antecedent events, operations, and stimuli that yield momentary influences on the three-term contingency: discriminative stimuli, responses, and consequences.

Establishing:

1. You have not eaten all day (deprivation MO).

2. You really, really want something to eat (value-altering).

3. You are likely to engage in food-seeking behavior (behavior-altering).

4. Food deprivation is an MO that establishes (or sets up) food as an effective reinforcer and evokes (or triggers) behaviors that have, in the past, produced food as a consequence.

Abolishing:

1. You consumed a large meal (satiation MO).

2. You really, really do not want to consume another bite of food (value-altering).

3. You are unlikely to engage in food-seeking behavior (behavior-altering).

4. Food satiation is an MO that abolishes(or ends) food as an effective reinforcer and has an abative (lessening) effect on behaviors that have, in the past, produced food as a consequence.

Define and provide examples of rule-governed behavior

Behavior learned without directly contacting environmental consequences; behavior under the control of verbal antecedents.

Examples: Avoiding dangerous items based on parental teachings.

Putting your hand in the fire

You could have learned this from actually trying this and burning yourself, but..

Many of us don't touch fires because we are told it will hurt and cause pain, so we don't do it

Define and provide examples of contingency-shaped behavior

Behavior learned by experiencing consequences directly.

Examples: Riding a bike and speaking

When you first ride a bike, you learn push the petal you move forward, when you turn it moves the bike direction

When you are an infant and you start speaking, you receive attention from adults around you

Define and provide examples of the verbal operants.

generally refers to skills that are required for communication; it includes all behaviors that are reinforced through the mediation of another person with an appropriate learning history. Examples: mands, tacts, echoics, intraverbals, textual, and transcription

Define and provide examples of derived stimulus relations.

relations that are NOT trained or explicitly taught. When several prior relations are made, new connections are made. Example: if you know "three" spoken equals 3 written and "three" spoken equals 3 objects, you can create the connection that the 3 written is the same as 3 objects. Symmetry and Transitivity both use this.