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49 Cards in this Set
- Front
- Back
Types of continuous measurement procedures |
Frequency Rate Duration Latency IRT (interresponse time) |
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Frequency |
Count how many instances occurred |
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Rate |
Count per unit of time. (Count per minute or session) |
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Duration |
Total extent of time behavior occurs. Also known as temporal extent |
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Latency |
Time from onset of a stimulus to initiation of response. (How long does it take for someone to respond to a cue?) |
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Interresponse time (IRT) |
The time between the end of one response and the beginning of another. Same response |
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Discontinuous measurement |
Estimating the actual occurence of the behavior. Types: Partial interval, whole interval, and momentary time sampling. |
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Partial interval |
Discontinuous, direct time sampling. If it occurred at least once during the predetermined interval. |
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Whole interval |
discontinuous, direct time sampling. Behavior occurred during entire predetermined interval. |
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Momentary-time sampling |
discontinuous, direct time sampling. At the end of the predetermined interval you would see if the behavior happened at that moment. |
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Permanent product recording procedures |
Things that people produce as a result of their behavior. You don't have to observe behavior because you can see if it occurred from the permanent product. Ex. Essay, dinner made, destroyed room. |
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Indirect Assessments |
To gather information without actual direct observation of the behavior. (Interview parents, questionaries.) |
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Descriptive measures |
Actual observation of the behavior and surrounding events. (ABC, scatterplot, interval recording, momentary time sampling) |
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Ecobehavioral assessment |
Identify antecedents and consequences and analyzes patterns to suggest how client will act in given situations. |
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Skill acquisition plan |
1. A definition of the skill to be acquired 2. A baseline measurement of the behavior it is replacing 3. A clear goal that indicates skill acquisition 4. A detailed description of the procedures that will be used to implement the plan 5. Reactive strategies to employ when undesired behavior occurs. 6. Data collection and display methods that are to be used 7. Frequent review of data and circumstances in order to make minor adjustments to the plan 8. A plan for maintenance and termination of services |
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Unconditioned Reinforcement |
A stimulus change that increases the future of a behavior, these are primary reinforcers: food, water, shelter, sleep, sexual stimulation. Also known as primary or unknown reinforcers |
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Conditioned Reinforcer |
Strengthen behavior paired with a primary reinforcer. Learned. Ex. Money. |
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Unconditioned Punishment |
Unlearn. (Pain, cold, hot, loud sounds) |
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Conditioned punishment |
Learned. Hot black stove |
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Fixed schedule |
A set number of responses or time required before reinforcement is offered |
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Variable schedule |
Set number of response or time but is an average. |
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Ratio schedule |
Require a number of responses before reinforcement is offered. |
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Interval schedules |
Require a period of time to elapse before reinforcement for a response is available. |
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Fixed Ratio |
Delivery of reinforcement based on a fixed number of responses: produces a high steady rate of responding with a post reinforcement pause. (FR10 You offer ten cents and praise for every ten words read correctly aloud.) |
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Fixed Interval |
Reinforcement delivered for the first response following a passage of a set duration of time since the last response: results in increasing rate as the end of the interval approaches: past reinforcement pause. (FI1 You offer tent cents and praise when student is reading aloud for the entire time. The student may earn ten cents per minute.) |
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Variable Ratio |
Variable number of responses required for reinforcement: produces steady, high rate of responding (VR10 You offer to pay them ten cents and praise for an average of every ten words read aloud. Reinforcement at 2 words then 20 words.) |
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Variable Interval |
Reinforcement for the first correct response following the elapse of a variable duration of time occurring in a random or unpredictable order. Produces constant stable rates of responding (VI1min You offer ten cents and praise when your students is reading aloud for the entire time. You give reinforcement on average once per minute. ) |
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Discrete Trial Teaching Procedures (DTT) |
It is one opportunity to produce a response. You ask 6+4. |
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Free operant |
Procedure allows for unlimited responses and reinforcements. (Math sheet with 100 questions) |
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DTT |
1 2 3 4 5 |
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Naturalistic Teaching Procedures |
Uses motivating operations to facilitate behavior. (Deprivation in motivation operations.) |
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Task Analyzed Training Procedures |
Breaking down a complex skill or behavior chain into individual steps. |
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Forward Chaining Backward Chaining |
-The beginning of a successful first step in a chain to access reinforcement. After the first step is mastered the next steps are introduces in successful order. -Master last step first. |
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Total Task Presentation |
Uses prompting, as necessary to complete all the steps in a chain on every trial. Gradually fade prompts away. |
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Discrimination training Procedures |
1. Stimulus generalization 2. Stimulus discrimination 3. Response generalization 4. Response discrimination |
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Stimulus generalization |
Behavior stimulus versus stimulus deltas. (Discrimination stimulus: people reinforce you when you say plane when you see a plane. stimulus deltas they correct you when you say plane when you see helicopter or balloon) |
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Response generalization |
Emitting functionally equivalent untrained responses. (Say plane, airplane, aircraft to communicate the same thing.) |
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Response discrimination |
Differential reinforcement verses extinction (On the brochure you see airliner, pilot says aircraft, you rarely say airbus. Some of the responses in the class continue to receive reinforcement while other do not. ) |
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Stimulus Control Transfer Procedures |
Stimulus control refers to the idea that a particular condition evokes a particular response. If someone shows you two pictures and asks which one is green (stimulus condition) you choose the green one. We say that the presentation of pictures and the question that was asked control the response because each time presented the correct answer is given. |
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Stimulus fading procedures |
The guidance is faded as the client chows mastery of the skill so they eventually complete the task without any other stimulus. |
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Stimulus Prompts |
Positioning: Putting the stimulus closer to the client in order to make it more obvious to choose. Movement: Looking at the correct response, tapping close to it, or otherwise calling attention to the correct answer. Pairing: Making the stimulus and the correct answer the same color or shape or some other similarity. |
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Response Prompts |
1.Modeling: Visual demonstration of the task that allows an attempt to reproduce modeled behavior. 2. Physical Guidance: Partial or full physical guidance in order to prompt correct behavior. 3. Verbal Prompting: Spoken words, signs, written instructions, or pictures. 4. Time Delay: This procedure increases the delay from a stimulus presentation to the response prompt. |
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Discriminative Stimuli |
A signal or cue that has in the past indicated that reinforcement is coming or currently available. |
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Differential Reinforcement of Other Behaviors (DRO) |
A girl who picks the skin of her palm is given a token (good for 1 minute of CandyCrush a video game) for every 15 minutes that she doesn’t pick her palm. |
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Differential Reinforcement of Alternative Behaviors. (DRA) |
Should be a functional alternative to the target behavior |
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Differential Reinforcement of INCOMPATIBLE behaviors (DRI) |
DRI is actually a DRA procedure that uses a replacement behavior that cannot be performed at the same time as the target behavior. |
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Extinction |
To terminate reinforcement of a behavior to reduce and eventually extinguish a target behavior. |
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Extinction Burst |
A behavior may get worse before it gets better, the burst refers to a temporary increase in frequency, magnitude or variability of the behavior |
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Resistance to extinction |
This can be confused with an extinction burst, but is a persistence of the target behavior over time, even when no reinforcement is given. In resistance to extinction,you might see a behavior continue at a similar or lower rate than before. This is how to contrast with the increase seen in an extinction burst. |