Week Twelve Lecture Reading Details

• Course: PSYC214 – Learning and Behaviour

• Readings: Fisher et al. (2011), Chapter 15; Cooper et al. (2007), Chapter 27

Previous Topics Discussed

• Applied Behaviour Analysis (ABA)

• Challenging behaviours

• Functional behaviour assessment/analysis

• Antecedent interventions

• Default strategies

• Non-contingent reinforcement (NCR)

• Stimulus control strategies

Lecture Outline for Today

1. Teaching new behaviours: strategies/skill building

2. Consequence strategies

3. Self-management

4. Evaluation

Teaching New Behaviours

Strategies/Skill Building

• Focus is on establishing new (desirable/adaptive) behaviours.

Establishing New 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.

Types of Behaviours Targeted

• Keystone behaviours:

  • Language

  • Social Skills

  • Self Care Skills

  • Reading

  • Play

Applied Behavioural Analysis (ABA) Approach

• Bottom-Up Learning:

  • Sequential establishment of measurable behaviours.

  • Generalization and maintenance of new behaviours.

  • Move from simple to complex behaviours.

Complexity in Behaviour

• No single definition; six aspects to develop flexible behaviour repertoire:

  1. Identify subordinate and superordinate skills.

  2. Sequence behaviour steps.

  3. Promote variability in responding.

  4. Manage ambiguity in criteria.

  5. Establish self-management skills.

  6. Address consequences of behaviour.

1. Identifying Subordinate Skills

• Understand prerequisite skills necessary for target behaviour.

  • Example: Writing own name requires foundational skills.

2. Sequencing Behaviour

• Multistep processes must be integrated into the teaching protocol.

  • Example: Serving in tennis involves multiple steps.

3. Promoting Variations in Responding

• Critical for flexibility in responses across contexts.

  • Example: Teaching social skills requires adaptable responses to cues.

4. Managing Ambiguity in Responses

• Recognizes multiple acceptable answers in varying contexts.

  • Example: Writing scenarios allow for diverse approaches.

5. Establishing Self-Management Skills

• Tied to executive functioning: planning, self-monitoring, and revision.

  • Example: Use lists for organized grocery shopping.

6. Consequences of Behaviour

• Consideration of timing and presentation of consequences is crucial.

  • Delayed consequences may hinder behaviour reinforcement.

Example: Establishing a New Behaviour

A) Identifying Goals

• Goals include:

  • Playing with blocks

  • Washing hands

  • Writing own name

  • Solving simple math problems

  • Reading a book

  • Expressing desires like saying 'more'.

B.1) Breaking Down Performance

• Use task analysis for defining teachable components.

  • Example: Block construction requires identifiable steps.

B.2) Determining Critical Steps

• Methods include observing competent people or performing tasks oneself.

Assessing Capability

• Identify skills already mastered by the learner in conducive environments.

Identifying Clear Targets

• Designate specific consequences and choose appropriate instruction methods:

  • Shaping

  • Chaining

  • Prompting strategies

  • Direct instruction

Consequence Strategies

Shaping

• Effective for behaviours that are unlikely to be demonstrated.

• Requires differential reinforcement for gradual mastery.

Stimulus Prompts

• Used alongside antecedents to elicit responses.

  • Examples: Movement cues, position cues, redundancy cues.

Response Prompts

• Directly involved with responses to elicit correct behaviour.

  • Examples: Verbal instructions, physical guidance, modelling.

Prompt Fading

• Gradually remove prompts to allow behaviour to become independent.

  • Techniques: least-to-most, most-to-least fading.

Chaining

• Focus on a sequence of simpler behaviours leading to larger tasks.

  • Forward, backward, total task chaining techniques defined.

Strategic Instruction

• Involves higher-order processes guiding behaviour assessment and execution tasks.

  • Teaching through modeling and corrective feedback, ensuring practice opportunities.

Direct Instruction

• Teacher-directed approach with a structured lesson format for skills mastery.

Maximizing Learning of New Behaviour

• Reinforcement:

  • Identify effective reinforcers for individuals.

  • Use a variety of reinforcers to counteract satiation.

  • Transition to naturally occurring reinforcers over time.

Generalization of New Behaviours

• Aim for application across various contexts:

  • Emphasize fluency over mere accuracy.

  • Provide multiple practice opportunities and situational examples.

Glossary of Terms

• 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.

Self-Management

Self-Management Process

• Two responses:

  • Controlled Response: The behaviour to control.

  • Controlling Response: Actions taken to regulate behaviour.

Target Behaviour Examples

• Save money, manage recycling efforts, and academic task management.

Understanding Self-Management

• Applying behaviour change strategies to influence individual behaviours.

  • Example: Reminder notes for daily tasks.

Self-Management Applications

• Common behaviours include:

  • Writing shopping lists

  • Observing personal behaviour

  • Goal setting and increasing response effort.

Achievements through Self-Management

• Aim for efficiency, breaking bad habits, and personal goal attainment.

Self-Management Strategies Overview

Application to A, B, C Components

• Can strategically manipulate antecedents, behaviours, and consequences.

Antecedent-Based Strategies

1. Manipulating Motivating Operations:

2. Providing Response Prompts:

3. Running Initial Steps of Behavioural Chains:

4. Removing Materials for Undesired Behaviours:

5. Limiting Undesired Behaviour:

6. Specific Environments for Desired Behaviour:

Self-Monitoring Strategies

• Observing, recording, and evaluating personal behaviour.

  • Reactivity enhances desired behaviour change.

  • Guilt control and self-evaluative statements aid effectiveness.

Effective Monitoring Guidelines

• Materials should be user-friendly and non-disruptive.

  • Focus on significant behaviour dimensions.

  • Aim for frequent monitoring at the start.

Delivery of Consequences

• Self-Delivered Reinforcement:

• Positive and negative reinforcement strategies can be self-imposed.

Delivery Recommendations

1. Consequences should be immediate and manageable.

2. Clear reinforcement criteria to encourage desired behaviour.

3. Limit opportunities for ‘bootleg reinforcement’.

4. Simplify implementation procedures.

Examples of Self-Management Consequences

• 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.

Effective Self-Management Program Suggestions

1. Specify clear goals and define behaviours for change.

2. Initiate self-monitoring for baseline measurement.

3. Go public with progress for accountability.

4. Engage with a self-management partner.

5. Continuously evaluate and refine strategies.

Advantages of Self-Management

• Enables control over behaviours that are hard to externalize.

• Enhances maintenance and application of behavioural changes.

• Effective for influencing self-determined performance standards.

Conclusion on Self-Management Strategies

• Self-Management Technologies:

  • Change behaviours effectively with individual or partnered approaches.

  • Requires close monitoring to ensure success.

Final Exam Information

• 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.

Closing Message

• Best of luck on the exam!