Behavior Modification Exam 2
Chapter 5 & 14: Extinction
Variables that influence resistance to extinction
- Magnitude-Higher magnitude reinforcers will have behaviors reoccur even after extinction
- Degree of deprivation-The more deprived I am, the more resistance to extinction
- Previous experience-if it’s the first time I’m going to be more resistant, if it’s the tenth time there’s less resistance
- S Δ-clear signal in the environment telling you that reinforcement is no longer available (ex. When there’s not a sign if it’s a push or pull door)
- Schedule-
- History of reinforcement-behaviors that have been reinforced have a harder time to become extinct rather than newer behaviors have an easier time to become extinct
Partial reinforcement effect
- behavior that has been maintained on an intermittent schedule will extinguish slower than behavior maintained on CRF schedule
o Particularly strong with VR schedules
- To efficiently extinguish behavior, move to a CRF
Considerations when using extinction
- Have you identified the reinforcer?
o Extinction must be functional
- Can you eliminate the reinforcer?
o Is the reinforcer under your control?
- Is it safe to use extinction?
o Is the behavior dangerous?
- Can you tolerate an extinction burst?
o How bad will the behavior get?
- Can you be consistent?
o Will everyone use extinction? All the time?
Chapter 15: Differential Reinforcement
DRA- Differential reinforcement of alternative behavior)
- Extinction of undesirable behavior
- Reinforcement of desirable behavior
- When to use:
o You want to increase a desirable behavior and/or decrease undesirable behaviors
o The desirable behavior already occurs at least occasionally
§ Or need to shape up new behavior
o You have a reinforcer you can use repeatedly
- How to use DRA
1. Define the target behavior to decrease
2. Define the alternative behavior to increase
3. Identify the reinforcer for the problem behavior
4. Choose a reinforcer for the desirable behavior
a. Use the reinforcer maintaining problem behavior
5. Reinforce desirable behavior immediately and consistently
a. Desirable behavior should require:
i. Less response effort
ii. Greater magnitude of reinforcement
6. Extinguish undesirable behavior (not providing attention, tangibles)
7. Use intermittent reinforcement for maintenance
8. Generalize target behavior across settings
- Things to consider
o Manipulate MO to make the reinforcer more potent
o Use rules or instructions
o Fade contrived reinforcers and allow natural reinforcers to help maintain the behavior
DRI- Differential reinforcement of incompatible behavior
- Specifically choosing alternative behavior that is noncompatible with problem behavior (sitting on hands and hitting someone)
FCT-Functional communication training
- Being asked to use words, verbalize what you would like, but does not have to be a verbal communication
DRO-Differential reinforcement of other behavior
- reinforcement is contingent on the absence of problem behavior during a given interval of time
o Do not identify an alternative behavior to reinforce
o Problem behavior is put on extinction
o Intervals should be chosen based on the baseline level of the problem behavior
o If the problem behavior occurs, the interval is reset
o Gradually increase the interval
DRL-Differential reinforcement of low rates
- reinforcement is contingent on a lower rate of responding during an interval of time
o Used to lessen frequency of behavior
§ Not eliminate it
o What is an acceptable level of behavior?
o Inform individual of criteria
o Provide feedback on performance
Two types:
- Spaced responding
o Reinforcer is delivered for a response when it is separated from the previous response by a specified interval of time
o If a response occurs before the end of the interval, the interval is reset
- Full session
o Reinforcer is delivered when fewer than a specified number of responses occurs per interval
o Timing of responses in the session is not important
Chapter 7
Definition of stimulus control
- the presence of an SD reliably affects the probability of a behavior
- When behavior has been consistently reinforced/punished in presence of a certain stimulus
Dad would be the SΔ and mom would be the SD
Discrimination training
} A -------------------------> B -------------------> C
} Phone rings Pick it up Talk to someone
} Phone doesn’t ring(SΔ) Pick it up No one there
} Outcome: you are more likely to pick up the phone when it rings but not when it isn’t
} A -----------------------> B --------------------> C
} With friends tell stories friends laugh
} With parents (SDp) tell stories reprimands
} Outcome: You are more likely to tell stories to friends, not parents.
Generalization
- 3 types, depending on where the learning moves:
1. Response maintenance – across time
2. Response generalization – across behavior
a. Changes in one behavior spread to others
i. e.g. increase in compliance to many different requests
3. Stimulus generalization – across situations
a. Tendency for a response to be emitted in the presence of a stimulus that is similar to an SD
i. The more similar the stimulus, the stronger the response
- Types of stimulus generalization
o Across settings à home, clinic, school, grocery store
o Across SDs à “what’s your name?”
o Across people à therapist, teacher, parents, siblings
Chapter 16
3 antecedent interventions
1. Manipulate SD / presenting SD for desirable behavior
a. Desirable behavior may not occur because SD for the behavior is not present in environment
b. Arrange physical or social environment to present SD
c. Cues serve as prompts or reminders
d. Examples:
i. Reminder on the bathroom mirror to floss
ii. Fruit in the fridge
iii. Going to library to study
2. Manipulate MO / Arrange MO for desirable behavior
a. Arrange EO for the outcome of behavior
i. If you can increase the reinforcing value of the consequence of a behavior
ii. You make it more likely that the behavior will occur
b. Examples:
i. No snacks before meal-time
ii. Arrange a contract for getting more work done
iii. No naps to make sleeping more likely at night
3. Response effort (decrease)
a. Arrange antecedent conditions such that less effort is needed to engage in desirable behavior
i. Behaviors that require less effort are more likely to occur
1. If both behaviors result in fairly equal reinforcers
b. Examples:
i. Recycling box next to desk
ii. Healthy foods in easy reach
iii. Books in backpack
iv. Park and ride areas next to highway
Side effects of extinction
- Extinction burst – temporary increase in the frequency and intensity for responding
o e.g. child tantruming
- Worst possible mistake
o Unable to wait out extinction burst and reinforce a higher, more intense level of the undesired behavior
- Increase in variability of behavior
o E.g. putting money in a vending machine (if you don’t get food the first time, you try other options before walking away)
- Emotional behavior
o E.g. frustration, aggression
- Resurgence – appearance of other behaviors that had once been effective in obtaining reinforcement
o Similar to regression
- Depression
o Not in DSM sense
o Behavior becomes depressed (decreased)
Response cost v extinction
- Extinction – problem behavior is no longer followed by a reinforcer
o Remove reinforcer maintain behavior
- Response cost – specific amount of a reinforcer the individual already possesses is removed following behavior
- Example: Response – having the money and taking it away Extinction – never having the money and not getting it