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ABA Unit 2
| Question | Answer |
|---|---|
| Respondent behaviors | no training, a natural response, reflexes- react/respond to stimuli consequences don’t influence this behavior. example: reprimand if you blink after puff of air |
| Operant behavior | Behavior “operates” on the environment . Consequences DO influence behavior. Ex) reprimand when you try to look at another student’s test |
| Operant behavior details | Frequency of a behavior is determined by history of consequences. Behavior is selected, altered, and maintained by consequences. ex) language and your verbal community process and selective effects of consequences on behavior Establish functional rel |
| Positive reinforcement | production, addition, or increase of something in the environment. ex) Give a child a sticker after she cleans her room |
| Negative reinforcement | removal, subtraction, or reduction of something in the environment (aversive things in the environment) ex) You get out of taking a test if you study and perform well on tests and quizzes |
| Escape | aversive stimulus was already presented at the time of behavioral response |
| Avoidance | aversive stimulus not yet presented; response prevents the presentation of the aversive stimulus. Behavior typically preceded by warning signal |
| Social reinforcement | reinforcement is provided by someone else |
| Automatic Reinforcement | behavior produces its own reinforcement |
| Unconditioned reinforcer | primary reinforcer, biologically relevant (food, water, sex, oxygen) |
| Conditioned reinforcer | secondary reinforcer. Starts as NS but through respondent conditioning becomes a CS (let‘s go for a walk, let's go get a cookie, notifications) |
| Factors influencing reinforcement | 1) Immediacy 2) Contingency 3) Magnitude of reinforcer 4) Motivation |
| Immediacy | (1 vs 10 min after behavior occurs)-- closer reinforcement is to the behavior, the better it works |
| Contingency: | more often when behavior occurs than when behavior is absent |
| Magnitude of reinforcer | ( 1 cent vs $10) |
| Motivation | (i give you 10 dollars after you just won the lottery vs if you are a broke student) |
| Establishing Operations: | Event that temporarily increases the value (strength) of a reinforcer and evokes a behavior |
| Abolishing Operations | Event that temporarily decreases the value (strength) of a reinforcer and abates a behavior |
| Putative | Commonly accepted or supposed Assumed to exist Inferred (putative punisher/reinforcer) |
| Fixed Ratio: | reinforcement is provided after a fixed number of responses (student gets a “get out of homework pass” for every 10 homework assignments that are completed= fixed ratio 10) |
| Fixed interval: | First response that occurs after a given period of time (picking up a paper check, free stuff on birthday, free stuff on games) |
| Variable ratio: | reinforcement is provided after a variable number of responses Ratio represents the average number of responses that must be completed to obtain reinforcement |
| Variable interval | the first response that occurs after a variable period of time |
| Concurrent schedules: | all schedules in effect at a given moment. May differ by: schedule, magnitude, immediacy, response effort |
| Matching Law | behavior producing greater (more frequent, higher magnitude, faster, lower effort) reinforcement will happen more often than other behaviors |
| Multiple schedules of reinforcement | two schedules of reinforcement are sequential |
| Behavioral Contrast | changes to one schedule of reinforcement will affect the other schedule in a multiple schedule scenario |
| Operant Extinction | A previously reinforced response no longer produces the reinforcer that previously followed it, resulting in a decrease in the future probability of that response. |
| Social positive reinforcement | No longer give attention/toys/food-- behavior occurs, nothing in environment changes, only reinforcer changes |
| Social negative reinforcement | No longer remove demands, keep demanding |
| Automatic Positive Reinforcement | no longer provide sensory stimulation: go to fridge, and snack isn’t there |
| Automatic negative reinforcement | no longer provide pain reduction (still grab ibuprofen, for some reason it doesn’t work |
| Extinction burst | increased frequency/intensity of behavior: spamming elevator button when it doesn’t work |
| Response variability | no one answers door, will bang on door, turn handle, look into room |
| factors influencing extinction | Reinforcement schedule prior to extinction , Intermittent reinforcement, Delivery of reinforcement after extinction, Reinforcement of functionally equivalent alternative behavior during extinction |
| spontaneous recovery | Behavior tents to re-emerge in contexts similar to where it was previously reinforced |
| Antecedents | behavior occurs in situations where it was reinforced in the past (not just randomly) |
| SD | stimulus correlated with the availability of reinforcement for a particular response |
| Sdelta: | stimulus correlated with the unavailability of reinforcement for that response. No reinforcement available for behavior in the presence of other antecedent stimulus |
| Stimulus class | class of stimuli with similar features and which produce the same functional effect on behavior |
| Feature | same response, share physical properties |
| Arbitrary | same response, different physical properties. |
| Response Generalization | when person has untrained responses that produce the same reinforcement and occur under the same stimulus conditions as the trained target behavior |
| Conditional Discriminations | when behavior comes under the operant control of one stimulus when it is in the presence or context of another stimulus |
| simple discrimination | only one stimulus condition exerts control over a response |
| differential reinforcement | arranging different reinforcement contingencies for different responses so that one response is more likely to occur than another |
| Premack Principle | more probable behaviors will reinforce less-probable behaviors |
| DRA | differential reinforcement of alternative behavior. ex) Give attention to a dog who sits at your feet and no attention to a dog who jumps |
| DRI | differential reinforcement of an incompatible behavior. Ex) if someone scratches their face, which results in an escape from demands, provide a break for placing hands in lap. |
| DRO | differential reinforcement of other behavior—TIME BASED. Ex) if someone scratches their face, which results in escape from demands, provide break for periods of time without scratching |
| Whole Interval DRO | the problem must be absent for the WHOLE interval for reinforcement |
| Momentary DRO | the problem must be absent at the END of the interval for reinforcement |
| DRL | differential reinforcement of low rates of responding: used to get a behavior to occur less often—not looking to eliminate behavior |
| Full Session DRL | Reinforcer is delivered when fewer than a specified number of responses occurs per time period, delivered at the end of the session Ex) dessert given if the child gets up from the table fewer than 3 times during supper |
| Spaced Responding DRL | Reinforcer is delivered for a response when it is separated from the previous response by a specified interval of time, occurs before the end of the interval, it is reset Ex) Parents’ phone call answered only if it’s been 2 days since last call |
| DRH | differential reinforcement of high rates of behavior |
| Rate criterion | set a criterion and provide reinforcement if above a threshold Example: Reinforcement if # of math problems completed in interval is above the criterion Example: Reinforcement if the whole chapter is read before bed |
| Interresponse criterion: | Set a criterion for the amount of time between a response and the next that will be reinforced. Differential reinforcement of short IRT’s Example: Reinforcement for every math problem done within 30 seconds |
| Targeting respondent behaviors | Extinction Conditioning—learning a new response to a stimulus Targeting conditioned emotional response—extinction for CERs through CS without US Counterconditioning—changing a CER’s property through new pairing |
| Targeting operant behaviors | Extinction Conditioning—changing an operant response using consequences or antecedents |
| desensitization | change animal’s emotional response to stimulus, presentation of increasingly challenging levels of an aversive stimulus. No pairing of appetitive stimuli. |
| Systematic desensitization | graduated exposure, exposure therapy |
| counterconditioning | changing conditioning stimuli eliciting conditioned responses of fear, anxiety, or avoidance into stimuli which elicit no responses or positive responses |
| Response-independent pairing | pair aversive stimulus and appetitive stimulus (organism’s behavior is not contingent) |
| Response-dependent pairing: | still pair aversive and appetitive, but will only present appetitive stimulus if response occurs |
| applying extinction steps | Collect data, identify reinforcer through functional assessment, Eliminate reinforcer, consider schedule of reinforcement, reinforce alternative behavior, promote generalization and maintenance |
| Function-based treatment | Commonly alters antecedent arrangements Programs extinction Reinforces a functionally equivalent alternative |
| Prompting | providing any supplemental stimulus that produces the target response (along with SD) |
| Response Prompts | supplemental assistance delivered by another person that increases the likelihood of other target response |
| SD prompt | target/natural antecedent whose presence has historically signaled that reinforcement is available for a response |
| Verbal prompt | tell someone to do something (instructions, hints, questions, reminders, etc.) |
| Gestural prompt | motion toward the materials involved in behavior—usually includes re-representation of the SD |
| Model Prompt: | show someone how to perform the entire behavior Ex) show someone how to zip a zipper—demonstrating by performing the behavior “Zip it like this” |
| Physical prompt | use hand-over-hand guidance to help someone perform the behavior |
| STIMULUS PROMPTS | changing the stimulus to increase the likelihood of a correct response |
| Within-stimulus | alter a feature of the target stimulus itself “Touch B” B W Q (B is bolded) |
| Extra-stimulus | add something that is not normally part of the target stimulus Adding a red square around the image they should pick Sign that tells employees to wash their hands before returning to work |
| PROMPTING HIERARCHIES | Least to most: Verbal Gestural Model Physical |
| Prompt fading: | gradually remove prompts across trials |
| Fading across response prompts: | Most-to-least system of prompts—start with most intrusive prompts and then fade intensity |
| Fading within response prompt: | slowly fade out parts of prompt Provide all 4 steps of instructions, then 3,2,1 |
| Prompt delay: | increase delay of prompt presentation across trials Time delay procedure (constant or gradual) |
| Stimulus fading: | gradually remove antecedent stimulus related to the SD itself (making a picture prompt smaller or closer) |
Created by:
clairemaggard