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PSYC214 Learning and Behaviour - Week 12 Lecture_MELBOURNE

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!

PSYC214 Learning and Behaviour - Week 12 Lecture_MELBOURNE

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!

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