exam 3 behavioral analysis

Chapter 7

1. Operant Behavior Under Stimulus Control:
   When an operant behavior is under stimulus control, it means that the behavior is more likely to occur in the presence of certain stimuli (discriminative stimuli or SD). The behavior is influenced by the antecedent conditions or stimuli, which serve as signals that reinforce the behavior. For example, a student may only raise their hand to ask a question when the teacher looks at them, signaling it’s the right time.

2. Stimulus Discrimination Training:
   Stimulus discrimination training involves teaching a person to respond to one stimulus (SD) but not to another (SΔ). This process develops stimulus control by associating the behavior with specific antecedent stimuli. An example would be teaching a child to say "please" when asking for a toy (SD) but not when they are simply playing with it (SΔ). Over time, the behavior is controlled by the presence or absence of the SD.

3. SD and Its Relation to Stimulus Control:
   The SD (discriminative stimulus) signals that reinforcement is available if a specific behavior occurs. It relates to stimulus control because the behavior is more likely to happen when the SD is present. For example, a “green light” (SD) signals that it’s safe to cross the street, and the pedestrian is more likely to cross when the light is green.

4. SΔ and Its Relation to Stimulus Control:
   The SΔ (stimulus delta) signals that reinforcement is not available. When this stimulus is present, the behavior is less likely to occur. For example, a “red light” (SΔ) signals that reinforcement (crossing the street safely) is not available, so a pedestrian is less likely to cross at a red light.

5. Occurrence/Non-Occurrence of Behavior Under Stimulus Control:
   A behavior being under stimulus control means it either occurs more frequently in the presence of specific stimuli (SD) or does not occur in the presence of others (SΔ). For example, a child may only call their parent "mom" when the parent is nearby (SD), but not when they're at school (SΔ).

6. Three-Term Contingency:
   The three-term contingency refers to the relationship between the antecedent (SD), the behavior (response), and the consequence (reinforcer or punisher). This relationship is central to operant conditioning and how behaviors are shaped by stimuli and consequences.

7. Generalization in Stimulus Control:
   Generalization in the context of stimulus control refers to the tendency for a behavior to occur in the presence of stimuli similar to the SD, even though the behavior was specifically reinforced with one SD. For example, a child who learns to say "please" in response to one teacher may begin to use "please" with other adults.

8. How Generalization Occurs:
   Generalization occurs when a behavior that has been reinforced under one set of conditions (e.g., one SD) is emitted in the presence of other, similar stimuli. This happens when the individual perceives the new stimuli as similar enough to the SD that they respond in the same way.

Chapter 10

1. What is a Prompt and When Are Prompts Delivered?
   A prompt is a cue or assistance provided to help an individual perform a behavior correctly. Prompts are delivered during teaching or training situations when a person may not independently perform the desired behavior.

2. What Do Prompts Increase the Likelihood Of?
   Prompts increase the likelihood of a correct response by helping the individual perform the behavior that is being taught.

3. Fading and Prompt Delay:
   Fading involves gradually removing prompts once the behavior is established, while prompt delay involves waiting a few seconds before providing a prompt to see if the individual will respond independently. Both techniques aim to transfer stimulus control from the prompt to the natural stimulus.

4. Prompt Dependence:
   Prompt dependence occurs when an individual becomes reliant on prompts to perform a behavior, and is unable to respond without them. This can be problematic because the goal is to reduce prompts over time to encourage independent behavior.

5. Response Prompt vs. Stimulus Prompt:
   A response prompt is a type of prompt that involves directly helping the person perform the behavior, such as verbal instructions or physical guidance. A stimulus prompt involves altering the antecedent stimulus to make it more likely that the person will perform the correct behavior, like highlighting a part of an object to draw attention to it.

6. Examples of Different Response Prompts:

   • Verbal Prompt: Telling someone to say “thank you” after receiving a gift.

   • Gestural Prompt: Pointing to the correct answer on a page.

   • Physical Prompt: Guiding a person’s hand to write a letter.

   • Modeling Prompt: Demonstrating how to tie shoelaces.

7. Most-to-Least and Least-to-Most Prompting:

   • Most-to-Least Prompting: Start with the most intrusive prompt (e.g., full physical guidance) and gradually reduce it.

   • Least-to-Most Prompting: Start with the least intrusive prompt (e.g., verbal prompt) and increase the level of assistance as needed.

Chapter 15

1. Differential Reinforcement of Alternate Behavior (DRA):
   DRA involves reinforcing an alternative behavior that serves the same function as the problem behavior, while simultaneously using extinction on the problem behavior. For example, if a child screams for attention, you would reinforce a behavior like raising their hand to request attention, while ignoring the screaming.

2. Differential Reinforcement of Other Behavior (DRO) and Low Rates of Behavior (DRL):

   • DRO: Reinforcement is delivered when the problem behavior does not occur during a specific interval. For example, if a student goes a whole hour without being disruptive, they receive reinforcement.

   • DRL: Reinforcement is provided for behaviors that occur at lower rates than usual. You may reinforce a student for speaking in class only once every 5 minutes, reducing constant interruptions.

3. Reinforcement in DRO/DRL:

   • DRO: Reinforcement is delivered when the undesired behavior does not occur during a set time interval.

   • DRL: Reinforcement is applied when the behavior occurs at a reduced rate, promoting a decrease in the frequency of the behavior.

4. Criteria for Using DRA, DRO, DRL:
   These procedures are used when behaviors are disruptive or problematic, but there are alternative, more acceptable behaviors. Criteria may include a clear alternative behavior (for DRA), a specified interval of time (for DRO), or a clear rate of behavior (for DRL).

5. Positive and Negative Reinforcement in DRO/DRA:

   • Positive Reinforcement: Providing a rewarding stimulus for desirable behavior (e.g., giving praise for raising a hand).

   • Negative Reinforcement: Removing an aversive stimulus to increase desirable behavior (e.g., stopping a loud noise when the person stops the problem behavior).

Chapter 16

1. Antecedent Control Strategies:
   In antecedent control, the focus is on manipulating the environment to either increase or decrease the likelihood of a behavior. This might involve changing the antecedents (e.g., removing or presenting SDs, altering EOs) to influence behavior.

2. Presenting and Removing an SD in Antecedent Control:
   An SD is presented when you want to increase the likelihood of a behavior, and an SD is removed when you want to decrease the likelihood of it.

3. Effect of EOs and AOs:
   An EO (establishing operation) makes a reinforcer more effective and increases the likelihood of a behavior that results in that reinforcer. An AO (abolishing operation) reduces the effectiveness of a reinforcer and decreases the behavior that results in that reinforcer.

4. Manipulating Response Effort:
   Response effort can be manipulated to increase the likelihood of desired behaviors (by making them easier) and decrease undesired behaviors (by making them more difficult).

5. Three Functional Approaches to Intervention:
   The three functional approaches are:

   • Antecedent Interventions: Manipulate the environment to prevent the problem behavior.

   • Behavioral Interventions: Use reinforcement or punishment contingencies to shape behavior.

   • Consequent Interventions: Adjust the consequences to maintain or reduce behavior.

6. Competing Behavior, SDs, and EOs in Antecedent Intervention:
   In an antecedent intervention, you would identify the competing behavior (an alternative to the undesired behavior), relevant SDs (stimuli that signal the behavior), and EOs (environmental conditions that affect the behavior). Adjusting these elements can help reduce the problem behavior. For example, a child might engage in tantrums to gain attention. You could provide an alternative behavior (e.g., using words to ask for attention), and manipulate the antecedent (e.g., reduce distractions) and response effort (e.g., make communication easier).

Chapter 20

1. Conflicts Between Long and Short-Term Consequences:
   Conflicts occur when the immediate rewards (short-term consequences) of a behavior conflict with long-term goals. For example, eating junk food may provide immediate pleasure (short-term), but it conflicts with long-term health goals.

2. Self-Management Strategies:
   Self-management strategies include goal-setting, self-monitoring, reinforcement arrangements, behavioral contracts, antecedent manipulations, and self-instruction. For example, setting a goal to exercise every day and self-monitoring progress.

3. Controlling vs. Controlled Behaviors:
   The controlling behavior is the behavior the person uses to influence other behaviors (e.g., monitoring their actions), while the controlled behavior is the behavior they want to change (e.g., overeating).

4. Social Support in Self-Management:
   Social support involves involving others (family, friends) in the process of self-management. This support can provide accountability, encouragement, and reinforcement, which helps individuals stay on track.

5. Steps in Self-Management:
   The typical steps in self-management involve:

   1. Identify the target behavior.

   2. Set specific goals.

   3. Identify controlling behaviors.

   4. Monitor behavior.

   5. Evaluate progress.

   6. Implement interventions.

   7. Provide reinforcement.

   8. Make adjustments.

   9. Generalize the behavior.