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
Teaching new behaviours: strategies/skill building
Consequence strategies
Self-management
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:
Identify subordinate and superordinate skills.
Sequence behaviour steps.
Promote variability in responding.
Manage ambiguity in criteria.
Establish self-management skills.
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
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:
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
Consequences should be immediate and manageable.
Clear reinforcement criteria to encourage desired behaviour.
Limit opportunities for ‘bootleg reinforcement’.
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
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.
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!