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EXAM 3

REMINDER: SD = DISCRIMINATIVE STIMULUS, AN ENVIRONMENTAL CUE THAT INDICATES AVAILABILITY OF REINFORCEMENT FOR A SPECIFIC BEHAVIOR

REINFORCEMENT - Increase in future behavior

DIFFERENTIAL REINFORCEMENT - Combo of utilizing reinforcement for a new/better skill and and extinction of an older/less refined skill

APPROXIMATION - Attempts that are ‘close enough’

SUCCESSIVE APPROXIMATION - attempts toward the ideal target behavior, in which each attempt is closer to the target behavior than the attempt before

SHAPING - Re teach a skill previously known, but lost due to lack of use or change

CONDUCT SHAPING-

  • Define target behavior

  • Decide if shaping is needed

  • Identify starting behavior

    • STARTING BEHAVIOR - 1st approximation you will reinforce

  • Identify small changes

  • Choose reinforcer

  • Implement differential reinforcement of successive approximations

  • Keep a healthy pace

PROMPTING - Behavior modification procedure that uses the behavior of the instructor or environmental stimuli to increase the likelihood of a learner emitting the correct response; avoids trial and error process

FADING - Gradual elimination of the prompt(s) as the behavior continues to occur correctly in the presence of the Sd

RESPONSE PROMPTS - Behavior of another person that evokes the desired response in the presence of the Sd

STIMULUS PROMPTS - A change in the stimulus or the addition/removal of a stimulus to make the correct response more likely

VERBAL PROMPTS - Any verbal statement statement that makes correct behavior more likely to occur

GESTURAL PROMPTS - Physical movement of another person that leads to the correct response

MODELING PROMPTS - Demonstration of the correct behavior followed by imitation

PHYSICAL PROMPTS - Another person physically helps the learner engage in the correct behavior

WITHIN STIMULUS PROMPTS - Change to the salience of an Sd or Sa

EXTRA STIM. PROMPTS - Adds a stimulus to help a person make a correct discrimination

TRANSFER OF STIMULUS CONTROL - Producing the correct response at the correct tome without the need for a prompt. The goal is for the correct response to follow the presentation of the Sd

HOW TO TRANSFER STIM. CONTROL -

  • PROMPT FADING - Response is removed gradually

    • FADING WITHIN PROMPT

    • FADING ACROSS PROMPTS - Start with least restrictive prompt and increase level as needed for correct response (LEAST TO MOST) or Start with most restrictive prompt and decrease level as the learner emits the correct response

    • GESTURAL - VERBAL - MODELING - PARTIAL PHYSICAL - FULL PHYSICAL

  • PROMPT DELAY - Provide time after Sd to allow the learner to emit correct response. If no response, then prompt is provided.

    • Begin with 0 second delay and gradually give learner more time. Provide the prompt if the learner does not respond in the designated amount of time on each trial. Correct all incorrect responses.

  • STIMULUS FADING - Gradual removal of additional stimulus from SD; Gradual removal of altered SD back to natural SD

CHAINING - Process for teaching complex behavior consisting of many component behavior that occur together in a sequence where one component behavior serves as an SD for the following component behavior

  • BEHAVIORAL CHAIN - Small component behaviors that occur in a specific sequence that result in a complex behavior

  • STIMULUS RESPONSE CHAON- Each behavior or response in the chain produces a stimulus change that acts as an SD for the next response

TASK ANALYSIS - Analyze a behavioral chain by breaking down complex behaviors into individual stimulus-response components

BACKWARD CHAINING - One behavior at a time, starting with the last behavior first BEST FOR TEACHING ONE BEHAVIOR AT A TIME

FORWARD CHAINING - Teach one behavior at a time, starting with the first behavior BEST FOR TEACHING ONE BEHAVIOR AT A TIME

TOTAL TASK PRESENTATION - Teach all unknown component behavior in order, starting from the beginning of a behavioral chain. BEST USED WHEN LEARNER KNOWS SOME COMPONENT BEHAVIORS OF THE CHAIN

GRADUATED GUIDANCE - Follow a most-to-least prompt fading strategy that includes shadowing to ensure each step is complete

WRITTEN TASK ANALYSIS - Written list of component behaviors in sequential order

PICTURE PROMPTS - List of pictures depicting the completed steps of a behavioral chain in sequential order

VIDEO MODEL - Learner watches a video of a model completing behavior chian correctly

SELF-INSTRUCTIONS - Teaching a learner to recite steps of a behavioral change

BST - Behavioral Skills Training consisting of 4 parts: Modeling, Instructions, Rehearsal, Feedback. Used to teach skills that can be stimulated in a role play situation

  • Describe appropriate behavior and demonstrate it for learner, with rehearsal and reinforcement coming immediately after. Include ABC’s: antecedent, behavior, consequence

  • Has to be done in a variety of situations

SITU ASSESSMENT - Observe and assess baseline skills in a natural setting which behavior/skill would be expected to occur without the learners knowledge (no intervention on the action)

SITU TRAINING - Teach via BST in natural setting which behavior/skill would be expected to occur following an in situ assessment