EAB EXAM 3

Token economy

System where you earn tokens and trade them for rewards, example: in class, you earn points for good behavior and trade it for snacks.

Backup reinforcer

The real reward, example: candy, extra phone time, etc

Token-production schedule

Rules for earning tokens, example: one token for every homework completed

Arbitrary items becoming tokens

Random items gain value through learning, example: stickers become valuable because they can be traded.

Token reinforcement

Giving tokens to increase behavior, example: teacher gives a point for raising your hand

Paring and exchange

Tokens paired with rewards, then traded later, example: you collect points all week and spend them on Friday. 

What makes tokens valuable

They lead to real rewards, example: if tokens stop being exchangeable, you stop caring. 

Token schedules of reinforcement

How often tokens are given, example: every answer (FR1) vs random answers (VR). 

Generalized conditioned reinforcement

Works in many situations, example: money (can buy anything). 

Tokens as secondary reinforcers

Learned, not natural, example: points in a game

Effect of delayed exchange

Long wait = weaker motivation, example: waiting a month to use tokens is less effective

Generalized social reinforcement

Social rewards, example: praise, attention

Conditioned reinforcement

Learning reward, example: a bell meaning food

Effectiveness of conditioned reinforment

Better if paired often, example: praise works better if sometimes paired with real rewards. 

Deprivation effect

More deprived = stronger reinforcement, example: food works better if you're hungry. 

Unconditioned reinforcement

Natural reward, example: food, water, warmth

Chain Schedule

Steps leading to a reward, example: study, take test, pass, get reward

Terminal link

Final step gives reward, example: passing test gets you money

Contingency-shaped behavior

Learn from consequences, example: someone tells you not to touch a hot stove but you do it anyway and that experiences makes you not want to do it again

Rule-governed behavior

Follows rules without experience, example: someone tells you to not text while driving so you do not do it

Instructional control

Behavior controlled by instructions, example: teacher says “be quiet” so the class quiets down

Contingency-specifying stimuli

Descriptions that outline the relationship between a specific behavior (A), the antecedent context (B), and the consequence (C), example: “if you study then you will pass”

Spontaneous imitation

Copy without being told, example: kid copies sibling playing

Immediate imitation

Right away, example: teacher claps so you clap

Delayed imitation

Later, example: practice dance moves hours later

Generalized imitation

Copy new behaviors, example: learn one dance so you copy others

Operant imitation

Reinforced copying, example: praise for copying correctly

Observational learning

Learn by watching, no reward needed, example: watching someone cook made you learn how to cook

Mand

Request, example: “I want water”, you get water

Tact

Label, example: “that’s a dog”

Echoic

Repeat

Intraverbal

Conservation, example: Q: “What’s your name?”  A: “Alex”

Formal similarity

Same sound/look, example: saying exactly what someone says

Multiple functions

One word has different meaning behind it, example: “water” can be a request or a label

Trained audiences

People who reinforce speech, example: teacher rewards correct answers

Vocal vs Nonvocal

Vocal: talking, Non-vocal: texting, sign language

Reflexivity

A=A

Symmetry

A = B, B = A

Transitivity

A = B, B = C → A = C

Matching to sample

A learner selects a comparison stimulus that corresponds to a provided sample stimulus, example: word "car" to picture of a car

BACB

Certifies behavior analysts

Baseline data

Starting behavior level, example: student interrupts 10 times before intervention.

Environmental contingencies

The "if-then" relationships between behavior and the environment, specifically involving antecedents and consequences, example: teacher asks question (A) → student answers (B) → gets praise (C)

JABA

Research journal for ABA, example: scientists publish studies on behavior. 

EAB VS ABA

EAB: lab research 
➡ Rats pressing levers  

ABA: real life 
➡ Teaching kids skills 

Applied

Teaching useful skills (communication) 

Behavioral

Measuring actions (how many times) 

Analytic

Proving intervention caused change 

Technological

Clear steps, example: anyone can follow procedure 

Conceptually systematic

Based on theory

Generality

Lasts over time, skill used at home and school