SPED 306
Help!
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| Why use differential reinforcement? what is it? | the ability to know when to do something vs not do something
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| what is the principle of discrimination? - what develops as a result of differential reinforcement? | the ability to tell the difference between environmental events or stimuli.
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| what is S^D | sets the occassion for the response to occur; it is the cue that a behavior should be occurring (phone rings- pick it up)
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| What is S^delta | anything other than S^D; represents when a behavior shouldn't occur
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| what are the three components needed in order to teach discrimination? | the conditions in which the behavior should occur, the target behavior, the reinforcement plan
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| simple discrimination | single step; amounts associated with numbers; writing letters, words EX: when teaching went, only reinforce went, not what, when
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| confidence | no other stimuli occasion response
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| stimulus overselectiity | responding to irrelevant stimuli
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| concept formation | class of stimuli that have characteristics in common, all members occasion same response; lots of shapes, letters, numbers; multiple discriminations
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| how can we help teach discrimination? | provide feedback for right or wrong; be direct; be specific; simplify discrimination; limit distractors, color code
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| prompts | stimulus that increases probability that S^D will occasion a resonse
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| why use prompts | to measure learning- what degree of prompting is necessary? is it decreasing/
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| verbal prompts | 1. rules; 2. instruction- sequential, complex; 3. hints- "now what do you need to do before..." 4. self-operated verbal prompts
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| gestural prompts | 1. hold up 5 fingers to be quiet; 2. when asking a question, raise hand
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| visual prompts | pictures- correctly completed problems, format for a report; color for work rate; classroom schedule; maps
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| physical guidance | full guidance, partial (hand on elbow)
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| modeling | very powerful- especially in motor learning
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| fading procedures | decrease assistance, graduated guidance, time delay, increasing assistance
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| whay is fading prompts necessary? | we eventually want the student to be able to do it on their own. want to move towards naturally occurring
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| what are the steps to effective prompting? | focus on s^D; non-intrusive; quick fading; use only planned prompts when able
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| three types of task analysis | hierarchy, procedural, mixed
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| type of hierarchy task analysis | counting, alphabet, how to write a story
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| type of procedural task analysis | different orders: getting dressed
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| type of mixed task analysis | many different waysa: some must occur in specific order; shoe tying
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| what must be done before starting task anlysis | determine prerequisite skills; list materials needed; now all components in order of performance
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| chaining | each task analyzed is a link in a chain; EX: behavioral chain: teacher estabilises chain of behavior, instructional procedure of reinforcin individual responses in sequence to form complex behavior
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| forward chainging | math, alphabet (a-z)
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| backward chaining | last step first; shoe tying (have it done, get to second to last step, and so on)
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| why backward chain? | end up with final product everytime. success
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| in chaining, what does the completion of the step mean? | S^D for next step
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| time delay | system of least prompts, graduated guidance; trying to teach people to intervene and pull away
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| shaping | differential reinforcement for successive approximations of behavior, teaching new behavior, consequences are manipulated, not a stimulus control procedure
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| what do you need to do before shaping can occur? | the initia behavior, the terminal behavior (goal) and intermediate behaviors (baby steps)
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| errorless learning | using alterations within the stimuli to prompt correct responses(small reward for doing it with help, big reward for doing it independently)
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| time delay | allowing time for the student to think and reach an answer
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| Stimulus generalization AKA | generalization, transfer of training
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| Maintenance AKA | response to maintenance, resistance to extinction, durability, behavioral persistence
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| Response generalization AKA | concomitant or concurrent behavior change
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| What is stimulus generalization? | when a response that has been trained in a specific setting with specific instructor occurs in a different setting or with a different instructor. behaviors are reinforced in presence of similar yet different S^D
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| What is maintenance? | the tendency of learned behavior to occur after programmed contingencies have been removed
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| what is response generalization? | to unprogrammed changes in similar behaviors when target behavior is modified: response class
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| what is response class? | collection of similar behaviors
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| Train and Hope | you must have a plan for generalization; you can't just assume that someone will be able to generalize a new concept
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| what are the three questions that a teacher whould ask when considering generalization training? | has the skill been acquired? can the student acquire reinforcers without performing the skill? does the student perform part of the skill?
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| sequentially modify | set up reinforcement schedule in other areas the student will be- sped room and reg ed room- help generalize the behavior
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| trapping | using natural reinforcement whenever possible- peer reinforcement, social setting, grooming- it teaches students to recruit reinforcers from the environment
Compliment ANY GOOD BEHAVIOR. even if doing bad, look for the good
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| train loosely | naturalistic teaching, incidental teaching
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| train sufficient exemplars | similarities and differences: saying hello- many ways to do so
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| using indiscriminable contingencies | using intermittent reinforcement scheduling, you make it difficult for students to determine when contingencies are in effect- likely to result in greater durability of behavior change- move towards naturally occurring schedule- subject doesn't know y
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| program common stimuli | deliberate programming of similar stimuli in the training setting and in the setting in which generalization is desired - train to generalize
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| what is a reactive event? | self-recording the behavior may change in the desired direction as a function of the self-recording process alone- may be temporary
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| why is self-management important? | necessary in the general ed classroom, community, foundation for independence
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| what is the process of self-management? | being able to way the outcomes and consequences and making a decision based on them
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| what are the components of self-management | monitoring, eveluating options (what would model do), self-reward
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| five components of of cognitive training strategies | goal setting, self-recording, self-reinforcement,self-punishment, self-instruction(management)
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| self-reinforcement/self-evaluation | spot checking- am i doing an appropriate behavior or inappropriate adult behavior- feelings associated
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| what are the criticisms of operant procedures? | conusion with words being misused, systematic effort to change behavior is coercive (inhumane) too much work, too little reinforcement, contradicts the popular developmental views of education and psychology
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| what position does the behavioral persepective take on operant procedures? | deterministic- rules governing behavior, create more choice for individuals
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| freedom from a behavioral perspective | goal is to increase such options or alternative responses and thus to increase the freedom of the individual- behavior is chanted by the actions of the subject of the modification, everyone influences their own behavior
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| what should always accompany procedures designed to reduce inappropraite behavior? | informed consent
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| what is accountability? | publication of goals, procedures, and results so that they may be evaluated- visable for parents, teachers, administrators, public
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| why is accountability important to the behavioral change process? | makes everyone accountable, not just educator
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