Untitled Flashcard Set

Differential Reinforcement SOs

Martin and Pear, Chapter 14

1. What happens if the frequency of reinforcement on DRI, DRO or DRA is too low or is decreased too rapidly?

a. Loses effectiveness

b. Frustrations leading to more challenging behavior

2. Explain why a DRI schedule may sometimes be chosen instead of a DRO schedule?

a. Behavior on Dro might reinforce other challenging behavior, so DRI to reinforce incompatible behavior to the challenging behavior

3. Describe a DRL schedule and provide an example.

a. DRL- limited responding DRL is when a peciic number of allowed responsed during a time interval for a reinforcer to occur. 3 of fewer laying on floor in 50 min interval.

4. What is the difference between DRI and DRA?

a. DRI is for reinforcing incompatible behavior

b. DRA reinforcing any other behavior besides the challenging behavior, the challenging behavior is still allowed to occur.

Differential reinforcement lecture

1. Distinguish between the 3 variations of DRL and provide examples of each.

a. Full-session DRL

b. Interval DRL

c. Spaced responding DRL

2. Describe the 4 procedural variations of DRO.

a. Fixed interval DRO

i. SR+ delivered after x time of 0 behavior

b. Variable interval dro

i. SR+ varying time intervals of 0 behavior

c. Fixed momentary dro

i. Not occurring at end of interval

d. Variable momentary dro

i. Varying time of checking if the behavior is occurring.

3. When would it be appropriate to use DRO as opposed to DRA?

a. Use DRO when you don’t have appropriate alternative behavior to teach

b. Behavior needs to be reduced quickly

c. DRA is better if you know function to better teach appropriate alt behavior.

4. What are 3 ways to thin the schedule of reinforcement when using DRO?

a. Fixed Increase time requirement

b. Proportional increase percentage interval

c. Increase irt based on current performance

5. List 3 antecedent manipulations used to decrease problem behavior and provide an example of each.

a. Noncontingent reinforcement – giving free reinforcing will abolish the motivation to engage in challenging behavior

b. High-p instructional sequence- small easy tasks building to the difficult one

c. FCT- teaching functional communication of wants and needs instead of screaming.

Chapter 15; Punishment Lecture

1. What is the technical meaning of punishment (i.e., how is punishment defined)?

a. Occurrence of behavior->followed immediate by a consequence and then the behavior is less likely to occur in the future. Punishment serves to weaken/decrease behavior in the future.

Technical meaning:

b. Punishment as an operation-> distinction between positive type 1 and negative type 2 punishment procedures.

c. Punishment as a process-> response decrement or suppression that results (decrease in behavior)

2. What are the two theories of punishment?

a. Punishment is a primary process

i. Punishment suppresses bx it is contingent on

b. Punishment is derived from negative reinforcement

i. Punishment suppresses bx it is contingent on because it negative reinforces bx that is incompatible with the punished bx

3. List and describe factors that determine the effectiveness of punishment?

a. Time in- needs to be really reinforcing and the time out is not reinforcing

b. History-> prior experience decreases sensitivity

c. Reinforcement parameters -> schedule and availability of alt. reinforcement

d. Punishment magnitude

e. Immediacy

f. Schedule of punishment

4. Aside from its reductive effects on the punished response, what other effects might a punishing stimulus assume?

a. Stimulus generalization – transfer across settings

b. Response generalization – may affect other responses

c. Collateral increases – in aggression, escape, emotional, reactions (extinction burst)

Chapter 16: Establishing Behavior by Escape and Avoidance Conditioning

1. How are escape conditioning and punishment similar? Describe the two procedural ways that they differ.

a. Escape conditioning and punishment are similar because they both use an aversive stimulus. The differ in that of the antecedents and the consequences.

2. Describe the two procedural ways that escape and avoidance conditioning are different.

a. In escape, the aversive stimulus is already present and then we behave to remove the stimulus., increasing the future likelihood of that behavior in similar situations. And in punishment, the aversive stimulus is presented after the behavior as a consequence and reduces the behavior.

3. Provide an example of escape conditioning and an example of avoidance conditioning.

a. Escape conditioning- having a headache and taking medicine

b. Avoidance conditioning- taking a new route to avoid traffic after seeing on maps the traffic times

Hanley Sleep Video Study Objectives

1. What are the important assumptions of Behavior Analysis related to sleep problems as described by Hanley, 2009 in his video on sleep?

2. How does Hanley define “Good Sleep?”

a. No disruptions in sleep at night, and appropriate amount of hours for age

3. Hanley describes a research study in which there was a strong correlation between stereotypy and sleep, what was that correlation?

a. Negative correlation, as sleep went down stereotypy went up

4. Hanley describes 5 common sleep problems- what are they? Briefly describe each of them.

a. Nighttime noncompliance

b. Sleep interfering behavior

c. Delayed sleep onset

d. Night awakenings

e. Early awakenings

5. Hanley describes a five-step treatment for addressing sleep - What are the five steps in the treatment?

a. Develop ideal sleep schedule

b. Routine nighttime routine

c. Optimize bedroom conditions

d. Regularize dependencies

e. Address sleep interfering behavior

6. What is chronotherapy and when does Hanley suggest we use it?

a. To help fix your sleep schedule you would push 3 hours (or as long as you can) after your current bedtime, but still wake up 8 hour later, then the next time push 3 hours or so after the last night until you go around the clock and reach the desired time you want to sleep.

Chapter 9 & 11 Study Objectives

Ch. 9: Behavior Therapy for Childhood Tic Disorders

1. Differentiate between Tourette’s disorder (TS) and persistent (chronic) motor or vocal tic disorder (CTD) diagnoses.

a. Tourette disorder includes both motor and vocal tics, Onset before the age of 18

b. Persistent (chronic) tic disorder requires only one type of tic/ vocal or motor, not both, onset before the age of 18

c. Provisional tic disorder- motor or vocal tic present less than one year

2. Define Tics. What makes a tic “simple” or “complex”?

a. Simple tics- brief quick movements involving few muscles an sounds

b. Complex tics- longer, more coordinated and appear purposeful

3. What does it mean to say, “Tics are reflexive by nature”?

a. Means to say that tics are automatic and not fully voluntary

b. Urge tic relieve

c. Tics are negatively reinforced

4. According to the neurobehavioral model, how do tics originate? How can they be altered?

a. Rooted in neurological dysfunction, and tic are in part shaped by internal and external contingencies. Using behavior intervention to alter such as HRT and CBIT. Tics are maintained by negative reinforcement

5. What is Habit Reversal Training? Describe each phase of HRT.

a. Meant to manage tics, to reduce bothersome tics. Addressing tics one at a time starting with the most bothersome. Starts with awareness training, followed by competing response training.

Awareness training- response description and detection (including behavioral antecedents)

Competing response training- engaging in competing response contingent on the tic

Social support- prompts from significant others and social praise for absence of tic and use of the competing R

Motivation procedures- review with client how engaging in the tic behavior could cause embarrassment

6. How is comprehensive behavioral intervention (CBIT) used for the treatment of tics?

a. Includes habit reversal training

b. Functional assessment about the tics to identify triggers (antecedents) and consequences.

c. BIP in high risk situations -tic triggering situations. Teach client to cope by

i. Relaxation training- teaching your body to cope with the high stress situations

ii. Psychoeducation training – stakeholders learn to identify and stop actions that might inadvertently reinforce tics

Ch. 11: Sleep, Elimination, and Noncompliance in Children

1. Define Behavioral Insomnia. How can stimulus control be improved?

a. Sleep problem caused by learned behaviors and environmental factors not biological sleep disorders.

b. Stimulus control can be improved by making the bed only for sleeping, and consistent sleep routines

2. When introducing extinction-based interventions to address sleeping problems, what should clinicians do to promote treatment adherence?

a. Educating parents, providing support as needed, and realistic expectations for improvement

3. Regarding sleep, how can extinction be modified to reduce escalations of problem behavior?

a. Gradual extinction of problem behavior and parental presence fading

4. Define the two major problems associated with elimination.

a. Enuresis (urination problems)

b. Encopresis (fecal problems)

5. What is common punishment-based procedures used to address elimination problems?

a. Positive practice for correct toileting and restitution/cleaning up accident, verbal correction/reprimands

6. Differentiate between antecedent-based and consequence-based interventions used to address noncompliance.

a. Modify the antecedent situations, instructions, warnings, high probability requests, adjust tasks,rationals

b. Modify consequences, differential reinforcement for compliance, time out, escape extinction

Lecture

- Functional encopresis

o Inappropriate passage of feces at least once a month for at least 3 months

o Chronological age of 4

o Not due exclusive to direct physiological effects of a substance or general medical conditions except for constipation

o Primary cause of soiling is fecal retention

o Chronic constipation results in fecal impaction which results in enlargement of the colon

§ Decreased motility of bowel system

§ Occasional involuntary passage of large stools

§ Frequent soiling due to seepage

o Results from factors outside Childs control

§ Diet

§ Constitutional predisposition (slow gi transit time)

§ Insufficient leverage for passage of hard stools

§ Painful passage of hard stools, negative reinforcement for holding

o Multicomponent treatment of encopresis

§ Demystify elimination process

§ If fecal impaction, remove with enemas or laxatives

§ stool softener should be used

§ dietary fiber should be increased

§ activity levels and fluid intake should be increased

§ sit on toilet for 10 min, 1-2 times per day

§ promote toileting w encouragement not coercion

§ during toileting, feet should be on a flat surface

§ reinforce bowel movements in the toilet

treatment of nocturnal enuresis – bedwetting

- bell pad treatment

- bell connected to pad under bottom sheet

- bell sounds (US) and awakens UR as soon as first drop of urine makes contact with pad

- eventually child will wake up before urinating

o stimulus of pressure on bladder

- punishment based procedures

o verbal reprimand (corrective feedback)

o positive practice and restitution

- treatment of noncompliance

o antecedent based interventions

§ interrupting play before presenting instruction

§ advance notice or warnings

§ rationales for why child should comply

§ high-probability instructional sequence

o consequence based interventions

§ differential reinforcement

§ time-out from positive reinforcement

§ escape extinction

o guided compliance

§ three-step prompting procedure

Week 12 Study Objectives

Martin & Pear, Chapters 17 & 27; Lecture (4.21.26)

Respondent and Operant Conditioning:

1. Explain how respondent and operant conditioning are different with respect to responses, reinforcers, extinction, CSs and Sds.

a. Respondent conditioning

i. Responses are elicited (automatically) by antecedent stimuli

ii. Reinforcers are US that are paired with the NS

b. Operant conditioning

i. Behaviors influence the environment to produce consequences and are influenced by those consequences

ii. Reinforcers is consequence that increases future frequency in behavior

2. Describe the respondent and operant components of emotion.

a. Respondent component

i. The reaction one feels during experience of emotion

b. Operant component

i. The way the emotion is outwardly expressed/disguised

ii. Becoming aware of emotions and describing emotions

3. State the procedure and result of the principle of respondent extinction. Give an example.

a. Presenting a cs while withholding the US, this will make the cs gradually lose its capability of eliciting the CR

b. Example- presenting bell without food, will make the bell sound lose is strength to elicit food seeking behavior.

4. Describe the process of counterconditioning. Describe an example of counterconditioning.

a. Condition a new response to CS at the same time as the former CR is being extinguished

b. Example- pairing bad reactivity to strangers with high preferred food item

5. Describe the basic procedure and rationale of aversion therapy. Give an example.

a. Pairing of a troublesome reinforcer with aversive event, rationale is counter conditioning

b. Example-paring nail biting with very bad taste

6. Describe a behavioral sequence that involves both respondent and operant conditioning.

a. ice cream truck approaches with the bell ringing
continuously → child runs and buys ice cream →
child bites ice cream → child salivates when ice
cream is in mouth
- respondent conditioning:
NS (sound of bell) + US (ice cream in mouth)= UR
(salivating)
results in the sound of the bell being a CS for the
CR of salivating
- operant conditioning:
S^D (sound of bell) → R (child runs to buy ice
cream) → reinforcer (ice cream tastes good)
- results: R tends to occur again at the next presentation of the S^D and the sound of the
bell tends to be a conditioned reinforcer

Ch. 4: A Behavior-Analytic Approach to the Assessment and Treatment of Pediatric Feeding Disorders

1. What is the home baseline? What information does it provide? What is the structured baseline? What is the main difference between the two baselines?

a. Home baseline- unstructured assessment simulating a meal in the home with caregivers feeding the child as normal. The information provides what food, textures, liquids, bolus size, and mealtime items, who feeds the child, how the child eats, consequences, inappropriate behavior.

b. Structured baseline- provider structures the feeding session

c. Difference is that the home baseline is naturalistic and descriptive whereas the other is controlled, experimental and standardized

2. After all relevant data in the baselines is collected, what questions can be answered in regard to the information?

a. Is the child likely to accept bites/drinks independently?

Do behaviors differ across feeding types (self vs. caregiver-fed)?

b. Does the child show packing, expulsion, or inappropriate behavior?

c. Does the child chew efficiently or fatigue?

d. What caregiver responses influence behavior?

e. What foods/textures are accepted or refused?

3. Describe the procedures that are used to increase acceptance and decrease inappropriate mealtime behaviors.

a. Escape extinction

b. Positive reinforcement

c. High probability instructional sequence

d. DRA

4. Describe the procedures that are used to decrease expulsion and packing.

a. Representation

b. Chin prompt

c. Presentation manipulation

d. Texture reduction

e. Stimulus fading

5. What are two ways in which the effectiveness of re-presentation can be understood conceptually?

a. Escape extinction

b. Skill/building/practice

6. When would you use simultaneous presentation and what is the behavioral mechanism that accounts for its effectiveness?

a. Use when the child refuses nonpreferred foods but accepts preferred foods, present both foods together. The behavioral mechanism is altering motivating operations by pairing the foods

7. Explain why lowering the texture of foods may result in decreased expulsion or packing?

a. Less chewing effort

b. Easier to manipulate and swallow

c. Less aversive

Pediatric Feeding Disorders Lecture (4.23.26)

1. How is food selectivity defined and what are some problems that can result from food selectivity?

a. Defined as Consumption of highly limited variety of nutritive foods and can occur by type, texture, and other food dimensions. (not to be confused with picky eating).

2. What is the single best predictor of whether a child has a feeding disorder?

3. What are three ways in which inappropriate mealtime behaviors can be shaped?

a. Respondent conditioning- pain-> spitting, crying becomes food + pain-> spitting, crying. Now Food-> spiting crying

b. Operant conditioning- spit up + food refusal+ crying-> caregiver removes bite-> food refusal is negatively reinforced for child.

c. If the child stops crying after the removal of food by caregiver, then that behavior is also negatively reinforced for the parent.

d. Shaping of IMB:

i. IMB is shaped when meal ends following IMB

ii. The child received attention following IMB

iii. The child is given an alternate meal or preferred activity following IMB

4. What are the medical conditions that should be considered before starting a feeding intervention?

a. GERD

b. Functional GI and motility disorders

i. Constipation, fecal retention, diarrhea, IBS

c. Food allergies

d. Oral motor delays

i. Poor tongue movement, lip closure, etc.

ii. Dysphagia (problems with swallowing)

5. Why is it important to eliminate eating before meals and snacks?

a. We want the individual to be hungry during mealtimes