Miller Part 2

Step one of SM 1 Identify ones own target behavior

Socially significant, behavioral definitions

Step 2 of SM Self-Monitoring

Taught to observe and record their own behavior as well as sources of feedback in the environment

Step 3 of SM Self- evaluation

Reliably and accurately short and long term goals for behavior to be set

Step 4 of SM Self reinforcement

Independent self management requires effective consequences to be delivered for ones own behavior

Step 5 of SM Independent self management

Independent self management

Learner has mastered self monitoring self evaluation and self reinforcement

Generalization of SM skills can be observed

Reinforcement of SM skills can promote long term use

***Be able to provide a behavioral account (e.g., stimulus control) as to why social skills are difficult to teach and how deficits or excess in social skills can lead to greater restrictions imposed on an individual.

Bring social bx under stimulus control which is very different compared to bringing red under stimulus control. When it comes to discriminating sarcasm or not or joking or is needing alot more discriminations such as the words, facial expressions and body language to assess and understand whether they are being sarcastic or not. For some individuals with autism there are social deficits which can cause no reinforcement from certain interactions so lack of motivation to seek conversation.

Why do deficits in social skills "get people into trouble"?

Behaviors that are uncomfortable or unusual can get them into problem situations

Why are social skills "complex and contextual"?

You have to be able to capture enough of the variability one may experience during these natural experiences which is hard to be able to hit all of the aspects of such

Why is an imitative repertoire important for developing social skills?

Because having this repertoire can help with the building of more complex and challenging skills

What does Dr. Weiss mean by the term "endurance"?

Being able to sustain the conversation or interaction with social interaction with peer or others.

Be able to define and provide examples of generative learning.

Behavioroal effect where the previously acquired skills can accelerate the acquisition of other skills.

When you teach an individual how to say certain words they then mand for the word without direct teaching or history of reinforcement of manding

***Be able to describe a behavioral cusp.

a behavior change that dramatically increases a person's access to new environments, reinforcers, and learning opportunities

Be able to define stimulus equivalence. What are the three types of equivalence?

Describes the emergence of accurate responding to untrained and nonreinforced stimulus relations following the reinforcement of responses to some stimulus-stimulus relations

Transitivity, Symmetry, and Reflexivity

Reflexivity -

In the absence of training, person selects an identical stimulus ( generalized identity matching.)

Logic is A=A

Symmetry -

After bein taught A to B, person can match B to A without training

Logic is if A=B then B=A

***Transitivity. -

It refers to the emergence of an untrained relationship between two stimuli based on their shared relationship with a third stimulus. Essentially, if a learner has been trained that A=B and B=C, transitivity predicts they will also demonstrate that A=C without explicit training

***Be able to describe the relationship between stimulus equivalence and stimulus control?

stimulus equivalence relies on stimulus control to establish functional relationships between stimuli, leading to the generalization of behavior across stimuli within an equivalence class.

Simple Discrimination -

stimulus is present or not present, simple association ( if red then apple)

Conditional discrimination

l is described when a response to given stimulus is followed by a reinforcer if and only if another stimulus is present.

Match to sample procedures