PSYC214 Learning and Behaviour - Week 12 Lecture_MELBOURNE
Course: PSYC214 – Learning and Behaviour
Readings: Fisher et al. (2011), Chapter 15; Cooper et al. (2007), Chapter 27
Applied Behaviour Analysis (ABA)
Challenging behaviours
Functional behaviour assessment/analysis
Antecedent interventions
Default strategies
Non-contingent reinforcement (NCR)
Stimulus control strategies
Teaching new behaviours: strategies/skill building
Consequence strategies
Self-management
Evaluation
Focus is on establishing new (desirable/adaptive) behaviours.
STAR (A B C) Model:
Setting Events: Background context that influences behaviour.
Antecedent Stimulus: Triggers the behaviour.
Problem Behaviour: The unwanted behaviour performed.
Maintaining Consequence: Outcomes that reinforce the behaviour.
Keystone behaviours:
Language
Social Skills
Self Care Skills
Reading
Play
Bottom-Up Learning:
Sequential establishment of measurable behaviours.
Generalization and maintenance of new behaviours.
Move from simple to complex behaviours.
No single definition; six aspects to develop flexible behaviour repertoire:
Identify subordinate and superordinate skills.
Sequence behaviour steps.
Promote variability in responding.
Manage ambiguity in criteria.
Establish self-management skills.
Address consequences of behaviour.
Understand prerequisite skills necessary for target behaviour.
Example: Writing own name requires foundational skills.
Multistep processes must be integrated into the teaching protocol.
Example: Serving in tennis involves multiple steps.
Critical for flexibility in responses across contexts.
Example: Teaching social skills requires adaptable responses to cues.
Recognizes multiple acceptable answers in varying contexts.
Example: Writing scenarios allow for diverse approaches.
Tied to executive functioning: planning, self-monitoring, and revision.
Example: Use lists for organized grocery shopping.
Consideration of timing and presentation of consequences is crucial.
Delayed consequences may hinder behaviour reinforcement.
Goals include:
Playing with blocks
Washing hands
Writing own name
Solving simple math problems
Reading a book
Expressing desires like saying 'more'.
Use task analysis for defining teachable components.
Example: Block construction requires identifiable steps.
Methods include observing competent people or performing tasks oneself.
Identify skills already mastered by the learner in conducive environments.
Designate specific consequences and choose appropriate instruction methods:
Shaping
Chaining
Prompting strategies
Direct instruction
Effective for behaviours that are unlikely to be demonstrated.
Requires differential reinforcement for gradual mastery.
Used alongside antecedents to elicit responses.
Examples: Movement cues, position cues, redundancy cues.
Directly involved with responses to elicit correct behaviour.
Examples: Verbal instructions, physical guidance, modelling.
Gradually remove prompts to allow behaviour to become independent.
Techniques: least-to-most, most-to-least fading.
Focus on a sequence of simpler behaviours leading to larger tasks.
Forward, backward, total task chaining techniques defined.
Involves higher-order processes guiding behaviour assessment and execution tasks.
Teaching through modeling and corrective feedback, ensuring practice opportunities.
Teacher-directed approach with a structured lesson format for skills mastery.
Reinforcement:
Identify effective reinforcers for individuals.
Use a variety of reinforcers to counteract satiation.
Transition to naturally occurring reinforcers over time.
Aim for application across various contexts:
Emphasize fluency over mere accuracy.
Provide multiple practice opportunities and situational examples.
Reinforcement: Actions to increase target behaviour likelihood.
Positive Reinforcement: Adding desirable elements (e.g., rewards).
Negative Reinforcement: Removing unpleasant elements to enhance behaviour.
Punishment: Measures to decrease or stop undesirable behaviours.
Replacement Behaviour: A taught alternative to replace negative behaviours.
Consequence Modification: Strategies to encourage appropriate behaviours.
Schedule of Reinforcement: Rules governing reinforcer delivery.
Intermittent Reinforcement: Random delivery of reinforcers.
Two responses:
Controlled Response: The behaviour to control.
Controlling Response: Actions taken to regulate behaviour.
Save money, manage recycling efforts, and academic task management.
Applying behaviour change strategies to influence individual behaviours.
Example: Reminder notes for daily tasks.
Common behaviours include:
Writing shopping lists
Observing personal behaviour
Goal setting and increasing response effort.
Aim for efficiency, breaking bad habits, and personal goal attainment.
Can strategically manipulate antecedents, behaviours, and consequences.
Manipulating Motivating Operations:
Providing Response Prompts:
Running Initial Steps of Behavioural Chains:
Removing Materials for Undesired Behaviours:
Limiting Undesired Behaviour:
Specific Environments for Desired Behaviour:
Observing, recording, and evaluating personal behaviour.
Reactivity enhances desired behaviour change.
Guilt control and self-evaluative statements aid effectiveness.
Materials should be user-friendly and non-disruptive.
Focus on significant behaviour dimensions.
Aim for frequent monitoring at the start.
Self-Delivered Reinforcement:
Positive and negative reinforcement strategies can be self-imposed.
Consequences should be immediate and manageable.
Clear reinforcement criteria to encourage desired behaviour.
Limit opportunities for ‘bootleg reinforcement’.
Simplify implementation procedures.
Positive Reinforcement: Tokens or rewards.
Negative Reinforcement: Tasks linked to aversive outcomes.
Positive Punishment: Aversion linked to behaviours (e.g., rubber bands).
Negative Punishment: Denial of valued items or timeouts.
Specify clear goals and define behaviours for change.
Initiate self-monitoring for baseline measurement.
Go public with progress for accountability.
Engage with a self-management partner.
Continuously evaluate and refine strategies.
Enables control over behaviours that are hard to externalize.
Enhances maintenance and application of behavioural changes.
Effective for influencing self-determined performance standards.
Self-Management Technologies:
Change behaviours effectively with individual or partnered approaches.
Requires close monitoring to ensure success.
Format: Central examination on Canvas via SAFE EXAM BROWSER.
Content Covered: Weeks 8-12.
Dates: Opens Monday, November 11, 12 pm; closes at 4 pm.
Structure: 20 MCQs (1 mark each), 4 short-answer questions (10 marks each).
Duration: 90 minutes with open-book parameters using physical notes only.
Exam Integrity: Must comply with academic misconduct policies.
Best of luck on the exam!
Course: PSYC214 – Learning and Behaviour
Readings: Fisher et al. (2011), Chapter 15; Cooper et al. (2007), Chapter 27
Applied Behaviour Analysis (ABA)
Challenging behaviours
Functional behaviour assessment/analysis
Antecedent interventions
Default strategies
Non-contingent reinforcement (NCR)
Stimulus control strategies
Teaching new behaviours: strategies/skill building
Consequence strategies
Self-management
Evaluation
Focus is on establishing new (desirable/adaptive) behaviours.
STAR (A B C) Model:
Setting Events: Background context that influences behaviour.
Antecedent Stimulus: Triggers the behaviour.
Problem Behaviour: The unwanted behaviour performed.
Maintaining Consequence: Outcomes that reinforce the behaviour.
Keystone behaviours:
Language
Social Skills
Self Care Skills
Reading
Play
Bottom-Up Learning:
Sequential establishment of measurable behaviours.
Generalization and maintenance of new behaviours.
Move from simple to complex behaviours.
No single definition; six aspects to develop flexible behaviour repertoire:
Identify subordinate and superordinate skills.
Sequence behaviour steps.
Promote variability in responding.
Manage ambiguity in criteria.
Establish self-management skills.
Address consequences of behaviour.
Understand prerequisite skills necessary for target behaviour.
Example: Writing own name requires foundational skills.
Multistep processes must be integrated into the teaching protocol.
Example: Serving in tennis involves multiple steps.
Critical for flexibility in responses across contexts.
Example: Teaching social skills requires adaptable responses to cues.
Recognizes multiple acceptable answers in varying contexts.
Example: Writing scenarios allow for diverse approaches.
Tied to executive functioning: planning, self-monitoring, and revision.
Example: Use lists for organized grocery shopping.
Consideration of timing and presentation of consequences is crucial.
Delayed consequences may hinder behaviour reinforcement.
Goals include:
Playing with blocks
Washing hands
Writing own name
Solving simple math problems
Reading a book
Expressing desires like saying 'more'.
Use task analysis for defining teachable components.
Example: Block construction requires identifiable steps.
Methods include observing competent people or performing tasks oneself.
Identify skills already mastered by the learner in conducive environments.
Designate specific consequences and choose appropriate instruction methods:
Shaping
Chaining
Prompting strategies
Direct instruction
Effective for behaviours that are unlikely to be demonstrated.
Requires differential reinforcement for gradual mastery.
Used alongside antecedents to elicit responses.
Examples: Movement cues, position cues, redundancy cues.
Directly involved with responses to elicit correct behaviour.
Examples: Verbal instructions, physical guidance, modelling.
Gradually remove prompts to allow behaviour to become independent.
Techniques: least-to-most, most-to-least fading.
Focus on a sequence of simpler behaviours leading to larger tasks.
Forward, backward, total task chaining techniques defined.
Involves higher-order processes guiding behaviour assessment and execution tasks.
Teaching through modeling and corrective feedback, ensuring practice opportunities.
Teacher-directed approach with a structured lesson format for skills mastery.
Reinforcement:
Identify effective reinforcers for individuals.
Use a variety of reinforcers to counteract satiation.
Transition to naturally occurring reinforcers over time.
Aim for application across various contexts:
Emphasize fluency over mere accuracy.
Provide multiple practice opportunities and situational examples.
Reinforcement: Actions to increase target behaviour likelihood.
Positive Reinforcement: Adding desirable elements (e.g., rewards).
Negative Reinforcement: Removing unpleasant elements to enhance behaviour.
Punishment: Measures to decrease or stop undesirable behaviours.
Replacement Behaviour: A taught alternative to replace negative behaviours.
Consequence Modification: Strategies to encourage appropriate behaviours.
Schedule of Reinforcement: Rules governing reinforcer delivery.
Intermittent Reinforcement: Random delivery of reinforcers.
Two responses:
Controlled Response: The behaviour to control.
Controlling Response: Actions taken to regulate behaviour.
Save money, manage recycling efforts, and academic task management.
Applying behaviour change strategies to influence individual behaviours.
Example: Reminder notes for daily tasks.
Common behaviours include:
Writing shopping lists
Observing personal behaviour
Goal setting and increasing response effort.
Aim for efficiency, breaking bad habits, and personal goal attainment.
Can strategically manipulate antecedents, behaviours, and consequences.
Manipulating Motivating Operations:
Providing Response Prompts:
Running Initial Steps of Behavioural Chains:
Removing Materials for Undesired Behaviours:
Limiting Undesired Behaviour:
Specific Environments for Desired Behaviour:
Observing, recording, and evaluating personal behaviour.
Reactivity enhances desired behaviour change.
Guilt control and self-evaluative statements aid effectiveness.
Materials should be user-friendly and non-disruptive.
Focus on significant behaviour dimensions.
Aim for frequent monitoring at the start.
Self-Delivered Reinforcement:
Positive and negative reinforcement strategies can be self-imposed.
Consequences should be immediate and manageable.
Clear reinforcement criteria to encourage desired behaviour.
Limit opportunities for ‘bootleg reinforcement’.
Simplify implementation procedures.
Positive Reinforcement: Tokens or rewards.
Negative Reinforcement: Tasks linked to aversive outcomes.
Positive Punishment: Aversion linked to behaviours (e.g., rubber bands).
Negative Punishment: Denial of valued items or timeouts.
Specify clear goals and define behaviours for change.
Initiate self-monitoring for baseline measurement.
Go public with progress for accountability.
Engage with a self-management partner.
Continuously evaluate and refine strategies.
Enables control over behaviours that are hard to externalize.
Enhances maintenance and application of behavioural changes.
Effective for influencing self-determined performance standards.
Self-Management Technologies:
Change behaviours effectively with individual or partnered approaches.
Requires close monitoring to ensure success.
Format: Central examination on Canvas via SAFE EXAM BROWSER.
Content Covered: Weeks 8-12.
Dates: Opens Monday, November 11, 12 pm; closes at 4 pm.
Structure: 20 MCQs (1 mark each), 4 short-answer questions (10 marks each).
Duration: 90 minutes with open-book parameters using physical notes only.
Exam Integrity: Must comply with academic misconduct policies.
Best of luck on the exam!