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BEHP 5018 Unit 3
Reinforcement Arrangements in Applied Settings 1: Selecting Sr+ an contingencies
| Question | Answer |
|---|---|
| Simplest arrangement; deliver a discrete consequence for each discrete response. (not common) | Continuous reinforcement |
| Reinforcement only sometimes follows the target response (far more common) | Intermittent reinforcement |
| Reinforcement is provided following a pre-specified number of responses | Ratio schedules FR and VR |
| Deliver reinforcer after the last of a set number of responses | Fixed Ratio (FR) |
| Arrange reinforcers for the last of a number of response that varies form one reinforcer to the next | Variable ratio (VR) |
| Reinforcement is provided for the first response that follows some amount of time | Interval Schedule (FI, VI) |
| Reinforcer delivered contingent on first response after some constant time period has elapsed | Fixed Interval (FI) |
| Similarly arranged reinforcers contingent on the first response after a specified time, but the time varies from one reinforces to the next | Variable-Interval (VI) |
| Deliver stimuli known in other context to be reinforcer solely on the basis of time independent of responding | Response-indented (Time-based) Scheduldes NCR |
| Reinfocer delivered after some constant time period has elapsed | Fixed time (FT) |
| Similarly arrange reinforcers after s specified time, but the time varies form one reinforcer to the next | Variable Time (VT) |
| Used to maintain low rates of behavhior- time without response, then 1 respsonse = reinforcement (want to occur but lower rates. | DRL (Differential Reinforcement of low rates of behavior) |
| Want to increase rate of behavior- 1 response within some time or less of last response. | DRH (Differential Reinforcement of High Rates of Behavior) |
| Time without a response | DRO (Differential Reinforcement of Other Behavior) |
| Contingent on alternative response, often in absence of target response | DRA (Differential Reinforcement of Alternative Behaviors) |
| When a reinforcer follows a response, its effect depends on its relation not only to that response but also to other responses preceding it. If error immediately precedes correct reinforced response it to will also be reinforced until DR over time | Delay Contingencies |
| Response classes one wishes to strengthen may vary in terms of how well ____ they are | establishd |
| Task materials and relevant instructions do no occasion predetermined level of performance in the absence of prompts | Skill deficit |
| The skill is intact, but the person is unmotivated to respond under appropriate stimulus conditions | Performance or motivational deficit |
| ____ can be accurately distinguished form skill deficits on basis of whether supplementatiy reinforcement for correct responding repidly increases accuracy | performance deficits |
| IF reinforcement contingency very rapidly eliminates a______, the skill must already have been learned | performance deficit, |
| _____ on the other hand may require different interventions depending on the learner's abilities and whether some of the skill has already been learned | skill deficits |
| Some property of responding is gradually changed by differentially reinforcing successive approximation to target behavior. Use when target responses are sufficiently couple or low probability of emittion | Shaping |
| ___ component of shaping increases response varialiti allowing novel response forms to contact reinfroment | Extinction |
| Shapping seems like "an art form" requires... | experience, some behavior is already occurring, frequent reinforcer delivery can result in satinet, infrequent delivery may decrease or extinguish responding |
| ____ may aid in shaping. Used as systematic way to decide whether approx to Sr+ an how often. Specifies changes in reinforcement criterial, next response must fall into some portion , reinforcement criterion changes as progress is made toward the target | Percentile Schedules |
| How do you increase Response Diversity? | Extinction induced variation, and Lag- reinforcement scedules |
| Type of percentile schedule, = number of responses separating the current response from an earlier one like it. Reinforced if it is different from X number of previous responses | Lage-Reinfrocement Schedule |
| Where in the prompting sequence to deliver reinforcer | Reinforcing only unprompted correct response, may lead to infrequent reinforcers, reinforcing physically guied responses: Risk strengthening bx that will not generalized beyond the learning setting (Prompt dependent) |
| PRompting is often used when ______ is present | Skill deficit (prompting- least to most, verbal, gestural, physical or time independent) |
| What is the ultimate goal of prompting is to promote | indpeedent responding |
| Independent responding may be more rapidly acquired or increase more reliable when | unprompted responses differentially reinforced (no Sr+ for prompts) or higher reinforcement rates arranged for independent than for prompted respones |
| Reinforcing only unprompted correct responses may lead to... | Infrequent reinforcers |
| Naturally relating to the responses that produce it. | intrinsic reward |
| arbitrarily related to the response that produce it | extrinsic reward |
| Reinforcement contingeiens (extrinsic rewards) lead to decrements in enjoyment (intrinsic) and thus result in decrease in engagement. believe counterproductive w/ respect to the that concern usmost; desire to learn, good values | overjustification hypothesis |
| Eisenberger & Cameron 1996 | Tangibal vs verbal reinforcement. . Examined separate effect on engagement (free time) and attitudes toward tasks. Results- spit down middle. Verbal less over justification more often o not feel effect, Quality of preferment not likely to get overjust |
| What account for what appears to be lessened intrinsic motivation? | Satiation- reinforcer increase task engagement, lessen motivation examined for brief periods immediately after reward period. |
| What about effects specifically in persons with intellectual and evelomental disablities | No systematic differences--- more likely if bx is already occurring at high rates (we do not Sr+ high rate bx) |
| Peters and Vollmer 2014 | Examined role of concurrently available alternative activities and satiation in over justification. no different natural decline regardless of rewards. Similar levels of decline |
| What my account for what appears to be lessened intrinsic motivation- contrast effects | Changes in rate of reinforcement under on condition can produce an opposite change in rate of responding in another condition. |
| What may account for what appears to be lessened intrinsic motivation- learned helplessness phenomena | In performance independent read. it doesn't mater how well i do. |
| What might we say when confronted with over justification hypothesis? | we do not reinforce bx already high, Sr+ depends on task completion, performance quality or both... reward procedures not reliably found to reduce intrinsic task interest., satiation, quality dependent positive effect on intrinsic interest. |
| Stimulus preference assessments (SPAs) | just a prediction, conducted under low effort requirements, predictions not guarantee actual training or treatment. |
| General experimental arrangements for reinforcer assessments | single-operant arrangement, concurrent-schedule arrangement, progressive ratio schedule arrangements, demand curve |
| Single-operant arrangement | Most commonly used, single reinforcement schedule, larger the increase in responding more potent reinforcer, poor index bc of ceiling effects, may mask difference in relative reinforcer efficacy |
| More sensitive test of reinforcer effectiveness, multiple response options concurrently available, distant stimulus delivered contingent upon appropriate response, relative response allocation crrose averrable alternative, includes control contition | Concurrent-schedule arrangement |
| concurrent schedule arrangement relative vs absolute value | may be sensitive to small differences in reinforcer value, just bc less preferred in concurrent arrangement it may be effective reinforcer in an absolute sense, may mask reinforcer effects for lower presence stimulus. |
| special type of single operant arrangement different because of the way schedule is thinned, FR!, FR2, FR2 progress increase cost of Sr+ (Rate=how much PR= How much) session ends when participate ceases to respond for pretreatment amount of time. | progressive ratio schedule arrangement |
| In progressive ratio schedule dependent measure = _____ value of the last completed schedule requirement | breaking poitn |
| _____ provide an estimate of the amount of responding one is willing to emit towards gaining a reinforced. Stimuli of different preference levels may produce equal results in how fast an individual might work, but different results in how much work done | progressive ratio schedules |
| allows one to look at choices under conditions of asymmetrical reinforcers and under various conditions of constraint | Demand curves |
| Which of the reinforcer assessments may mask differences in relative reinforcer efficacy? | Single-operant arrangement (all thing same may respond as fast as can) |
| Which of the following is the dependent variable used for concurrent-schedule reinforcer assessments? | relative resonse allocation across available alternaties |
| which of the following is the dependent variable used for progressive ratio reinforcer assessments? | last completed schedule requirement (breaking point) |
| 3 general categories for Stimulus Preference assessments | Indirect (survey), naturalistic (direct observation), Direct preference assessment (free operant or approach based) |
| Indirect PA Advantages/limitations | Ad- least effortful, Dis subjective direct PA more likely to function as reinforcers |
| Naturalistic Obersvation Ad/Lim | Ad- objective, more valid than indirect--- time consuming limited to stimuli available in natural environmetn |
| Direct PA Ad/Lim | Ad- most accurate, stimuli are not limited- dis- time consuming |
| according to Graff and Karsten 2012 which preference assessment method was most commonly used across all respondents? | informal observation |
| according to cote et al 2007 which of the following best describes the outcomes of the comparison of teacher and SPA ranking | negative correlation in most cases 5/9 |
| _____ are derived from calculations of the number of times a stimulus is selected given the number of ties each is available. | Preference hierachies |
| Place items, one at a time in front of the person. Typically 10 trials per item, measure whether or not they approach the item, hierachy based on approaches/trials. print to false positive (selection of everything) simple to include large # of stimuli | single-item/approach method/single-stimulus assessment |
| Stimuli presented in pairs, continued until each item paired once with every other item, number of times= n (n-1)/2 where n = total number of stimuli included. include large # stimuli, time consuming, side bias | Paired stimulus PA or forced-choice PA |
| Fisher et. all 1992 suggest _____ is more sensitive to relative reinforcer effcetivness | paired stimulus preference assessment- single stimulus suggested everything high |
| Presents all items in the array simultaneously, participants select one from among all times during each trial - brief, may limit # of times included save best for last. | Multiple stimulus PA (MSW, MSWO |
| selected items are returned to the array, provides info on the single most preferre stimulus--- less trials instead of pairs, clear 1st choice, no info on other items | MSW multiple stimulus with replacement |
| Selected items are not returned to the array, provides more information about preferences amonthe the array - heiarchy | MSWO multiple stimulus without replacement |
| which of the following preference assessment methods may be more sensitive to relative preferences and allows one to include a large number of stimuli | paired-stimulus |
| Items are presented to the individual and the proportion of time spent engaging with the items is recorded. Free operant assessments all items are presented simultaneously (same time) single item presentation (indie several times) | Duration-based preference assessments (free operatnt or single item presentation |
| When graphs are flat = nothing crossing 80% its a clue that the individual is picking randomly.... what should you do? | Meauser duration more sensitive than just touching item |
| Duration based assessments used also to determine the extent to which stimuli displace problem bx. Simultaneously 1)stimulus engagment 2) prob bx stimuli selected based on combined measures | Competing stimulus preference assessments |
| What about inclusion of complex stimuli not easily presented on table top? | Use vocal (ask them hat they want) or pictorial presentation ( present pictures of stimuli) |
| What variables should I consider when selecting a preference assessment method | abilities, position biases, problem behavior |
| Individuals with profound disabilities who do not possess prerequisites scanning and motor skills for approach response and cannot participate in transition spas can.. | microswitches or indices of happiness |
| Trained individuals to emit small motor movements (lifiting head to access stimuli) these are attached to the body parts measure number band duration of motor movements | microswitches |
| Identified HP and LP items in SS SPA presented each for 1-3 minutes 2 times per session, measured indices of happiness san dunhappiness | indices of happiness |
| selection controlled by location rather than by items themselves | position bias |
| Eliminating positoin biases | Quality training- choice between known non preferred and tested stimuli, and Magnitude training (5x bigger) + error correction (5x Sr+), vertical placement, opposite corners of room, (SS or duration if persists) |
| Verbal and Pictorial SPAs can be accurate but reserve them for individuals with ... | established discrimination skills |
| If time is an issue which ones should u do? | FO, SS, or MSWO may be more appropriate than PS. MSWO 1/2 time as PS |
| ___ is on has ample time to compete and standard more reliable pa | Paired Stimulus assessment |
| ___ if one wishes to include a large number roof stimuli | Single stimuli |
| ____ and _____ evoke problem bx maintained by tangible reinforcers | PS and MSWO (take away in 30 seconds) FO does not |
| ____ evoked problem bx maintained by attention | FO not giving attention |
| Does contingent delivery matter? | Yes, verbal plus tangible assessment functioned as more effective reinforcers than items ranked as highly preferred on verbalonly assessment. |
| Ecological Fit of Reinforcers | is it easily replenished, cost?, naturally in environment? detrimental effects? short periods of time? disrupt ongoing bx? |
| Mixed arrays food / activities | Tend to separate because food wins, food downward displace leisure items in mixd arrays but leisure items might effect reinforesr if separately assessed |
| Arguments for praise/social reinforcers | natural in classroom, not interrupt responding, no cost other than caregiver effort, takes little time, less subject to satiation, easily maintained in generalization setting, increase task interest |
| Arguments for tangible reinforcers | praise not effective for all, social reinforcer difficult to incorporate into preferenat assessment, |
| Do children with ASD find social interaction reinforcing? | great differences across individuals- |
| How to assess social reinforcement | conducted brief reinforcer assessment for social stimuli, rapid alternation, social cones vs extinction, |
| making social reinforcement effective pairing... | Non-contingent (free reinforcers and praise consistently provided during consump) pairing ineffective, contingent pairing (primary reinforcer and attention simultaneously provided contingent on completion of a task) more effective but only in 1/2 cases |
| If the individual has the requisite visual scanning and motor skills ___ assessment should be used if time permits _____ if time is limited | PS, MSWO |
| If motor skills are intact but the individual cannot visual scan an array of stimuli, the __ assessment may be most appropriate | SS |
| for individuals with side biases, the __ or __ assessments should be considered if training to overcome the side bias proves ineffective | SS or FO |
| For persons who lack the ability to visually scan an array and who have limited motor control the ______ or _______ could prove useful in aiding in the indivification of preferred stimuli | Use of technology microswitches or indices of happiness |
| Complex stimuli can be assessed through the use of ____ or ___ preference assessments if the individual has the requisite identify matching skills | pictorial or verbal preference assesssment |
| if the individual engages in problem behavior maintained by access to preferred stimuli the __ assessment should be considered. If the problem bx is maintained by attention use __,__, or MSWO | FO- PS, SS, or MSWO |
| When identifying the items to be included in the preference assume on should consider both the ____ fit and likely _____ | ecological effectiveness |
| separate preference assessments should be conducted for different ___ of stimului | classes |
Created by:
rhopper