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Content Area 9.29
| Question | Answer |
|---|---|
| Response Maintenance | -the extent to which a learner continues to perform the target behaviour after some or all of the related intervention has been terminated |
| Generalization | -a generic term for the variety of behavioural processes and behaviour change outcomes |
| Setting/Situation Generalization | -the extent to which a learner emits the target behaviour in a setting or stimulus situation that is different from the instructional setting |
| Generalization Setting | -any place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behaviour is desired |
| Distinguishing between Setting/Situation Generalization and Response Maintenance | -when a beh is produced in learning setting & is not in gen environment, a lack of setting gen is evident -when a beh change produced in learning setting has occurred at least 1x in gen setting but then stops occur, lack of response maintenance is eviden |
| Response Generalization | -the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behaviour |
| Planning for Generalized Behaviour Change | -planning begins w/: selecting target behs that will meet natural contingencies of R+, and specifying all desired variations target beh & settings that it should occur in after instruction has ended |
| Naturally Existing Contingency | -any contingency of reinforcement or punishment that operates independent of a BA's or practitioner's efforts |
| Contrived Contingency | -any contingency of reinforcement (or punishment) designed to achieve the acquisition, maintenance and/or generalization of a targeted behaviour change |
| Strategies & Tactics for Promoting Generalized Beh Change | -teach the full range of relevant stimulus conditions and response requirements -make the instructional setting similar to the generalization setting -maximize the target beh's contact with reinforcement -mediate generalization -train to generalize |
| Strategies & Tactics for Promoting Generalized Beh Change: teach the full range of relevant stimulus conditions and response requirements | -teach sufficient stimulus examples -teach sufficient response examples |
| Strategies & Tactics for Promoting Generalized Beh Change: make the instructional setting similar to the generalization setting | -program common stimuli -teach loosely |
| Strategies & Tactics for Promoting Generalized Beh Change: maximize the target beh's contact with reinforcement | -teach the target beh to levels of performance required by naturally existing contingencies of R+ -program indiscriminable contingencies -set beh traps -ask people in generalization environment seeting to R+ the target beh -teach the learner to recrui |
| Strategies & Tactics for Promoting Generalized Beh Change: mediate generalization | -contrive a mediating stimulus -teach self-management skills |
| Strategies & Tactics for Promoting Generalized Beh Change: train to generalize | -reinforce response variability -instruct the learner to generalize |
| Indiscriminable Contingency | -a contingency that makes it difficult for the learner to discriminate whether the next response will produce reinforcement |
| Programming Indiscriminable Contingencies | -intermittent schedules of reinforcement -use delayed rewards |
| Guidelines for Programming Indiscriminable Contingencies | -use con't R+ during intial training -systematical thin R+ schedule -when using delayed rewards, begin by delivering the R+ immediately following beh and then gradually increase latency -each time delayed R+ is delivered explain what beh earned it |
| Behaviour Traps | Powerful contingencies of r+ that are "baited" w virtually irresistible r+ and effective for long time. Entrance via low-effort, current bx in repertoire. Interrelated r+ contingencies motivate acquisition, extension, maintenance of target skills. |
| Instruct the Learner to Generalize | -simplest and least expensive tactic for promoting generalized beh change is to 'tell the subject about the possibility of generalization and then ask for it' |
| Principles for Promoting Generalized Outcomes | -minimize need for generalization as much as possible -conduct gen probes before, during & after instruction -involve significant others -promote generalized beh change w/ least intrusive & costly tactics possible -contrive intervention tactics as nee |
| Generalized behavior change | Trained behavior occurs at other times or in other places without having to retrained completely in new times and locations, or if functionally related behaviors occur that were not taught directly. |
| Overgeneralization | Undesirable setting/situation generalization in which the behavior has come under control of a stimulus class that is too broad |
| Faulty stimulus control | Undesirable setting/situation generalization in which the behavior comes under the control of an irrelevant antecedent stimulus. |
| Undesirable response generalization | Any of a learner's untrained but functionally equivalent responses produce undesirable outcomes. |
Created by:
ccc1053