ABA Exam 2 chapter 4-7 Neurodivergence and ethics

Learning

a long lasting change in behavior as a result of experience; synonymous with conditioning

operant conditioning

we learn what to do and what not to do based on consequence of our behavior

ABC of behavior

Antecedent--> Behavior--> Consequence

Antecedent

what happens BEFORE the behavior

Consequence

what happens AFTER the behavior

Reinforcement

strengthens the behavior; more likely to occur

punishment

weakens the behavior; less likely to occur

Positive

something is added

Negative

something is removed

preferred stimulus

something you enjoy having/experiencing

aversive stimulus

something you don't like experiencing

Same stimulus

can be preferred or aversive and can vary from person to person across time
ex. one person loves music (preferred stimulus) another person hates music (aversive stimulus)

Positive reinforcement

a preferred stimulus is added which increases the future probability of the behavior

Negative reinforcement

a preferred stimulus is removes which increase the future probability of the behavior
ex. someone is singing badly and you ask them to stop and they do. You are more likely to ask them to stop singing in the future

Negative reinforcement- escape

the aversive stimulus has already occurred and the behavior terminates it

Negative reinforcement-avoidance

the aversive stimulus has not yet occurred and the behavior prevents it

Positive punishment

an aversive stimulus is ADDED which decreases the future probability of the behavior
ex. touching a hot stove, getting burned (aversive stimulus added) you are less likely to touch a hot stove in the future

Negative punishment

a preferred stimulus is removed which decreases the future probability of the behavior
ex. coming home late, parents take away car (preferred stimulus removed) you are less likely to break curfew)

Primary consequence

value us naturally occurring; a result of genetic history
ex. food, pain

Secondary consequences (conditioned consequences)

value is acquired through pairing with primary consequences; a result of learning history
ex. being scolded, getting stickers

Continuous reinforcement (CRF)

every instance of the behavior is reinforced

Intermittent

responsed are only reinforced sometimes

Ratio

after the required number of responses occur the behavior is reinforced

Interval:

after the required amount of time passes the first instance of the behavior is reinforced

Fixed

the number of instances/time requirement stays the same

Variable

the number of instances/time requirement is based on average (changes)

Fixed Ratio

a specific number of responses must occur before the behavior is reinforced
ex. students must complete 5 math problems before getting a sticker from the teacher

Variable ratio

an average number of responses must occur before the behavior is reinforced
ex. a teacher calls on a student APPROX. every third time they raise their hand

Fixed interval

a specific amount of time must pass before the behavior is reinforced
ex. checking the laundry; always 40 minutes)

Variable interval

An AVERAGE amount of time must pass before the behavior is reinforced
ex. the mail comes approx. every 24 hours give or take

FR 1

every instance of the behavior is reinforced (synonymous with CRF)

FR 3

every THIRD instance of the behavior is reinforced

VR 3

on AVERAGE, every third instance of the behavior is reinforced

FI 3-min

every instance of the behavior that occurs after 3 minutes is reinforced

VI 3-min

every instance of the behavior that occurs after 3 mins ON AVERAGE is reinforced

FR

break and run pattern: pause after the reinforcer is delivered

FI

"scallop" pattern: pause after the reinforcer is delivered

VR

high and steady responding

VI

moderate and steady responding

extinction

behavior that has been previously reinforced; no longer contacts reinforcement so the behavior stops occurring

Positive extinction

the reinforcer is withheld
ex. a child cries in the grocery store. The parent does not buy candy for the child. Eventually, the child will not cry in the store

Negative extinction

escape from the aversive stimulus is prevented
ex. a child cries when they are given broccoli, the parent doesn't let the child leave the table until they have eaten the broccoli, eventually the child will stop crying and eat their broccoli.

Extinction burst

increase in frequency, intensity, or duration before the behavior completely stops

Spontaneous Recovery (renewal)

a behavior that has been extinguished in one context reoccurs when the individual is returned to the original context.
ex. a drug addict stops using drugs when they go to rehab (extinction) when they return home they start using drugs again (renewal)

1. Behaviors that are ______________ before extinction are extinguished ______________

continuously reinforced; more quickly

2. Behavior that are _____________ before extinction are extinguished ____________

intermittently reinforced; more slowly

Factors that influence efficacy: reinforcement after extinction

behaviors that contact reinforcement during extinction are extinguished more slowly

Factors that influence efficacy: concurrent schedules of reinforcement

multiple schedules of reinforcement are in effect at one-time
ex. (in the lab) pigeons can choose to peck a button that results in food every 5 minutes (FI 5-min) or peck a button that results in food every 100 pecks

Schedule of reinforcement

usually pick the option that provides reinforcement more frequently

Magnitude of reinforcement

usually pick the option that provides a larger reinforcer

Immediacy

usually pick the choice that produces reinforcer sooner

Response effort

usually pick the option that is easiest