4. Specific Behavior Change Procedures

NCR disadvantages

1. it doesn't teach specific functional replacement or alternative behaviors 2. free access to reinforcers may reduce motivation to engage in adaptive behavior 3. chance pairing of reinforcers with problem behavior can strengthen problem behavior 4. due to chance pairings. NCR can make problem behavior more difficult to eliminate 5. NCR can be ineffective because there are weak, undetected reinforces that are maintaining the problem behavior 6. NCR can promote accidental learning of inappropriate behavior 7. the density of the initial NCR schedule of reinforcement can create a high workload for caregivers

Group Contingencies

- A common consequence is contingent on the behavior of: a. 1 member of the group, b. Part of the group, or c. all individuals in the group -can safe time -can be more practical to implement than an individual contingency -takes advantage of the influence of peers. This advantage can easily become a disadvantage

Application of Prompts

- BEFORE or DURING a response, NOT AFTER -the rule with prompts is that they only should be provided in the acquisition phase of learning novel responses.

Interdependent Group Contingency

- in order for the group to earn reinforcement, all of the individuals in a group must meet the criterion of the established contingency -monitor individual an group data ex. "if everyone finishes their math test before the bell rings, then everyone will not have any homework for the entire week". The entire group would not earn reinforcement even if only ine individual did not meet the criterion

Reflexivity

-AKA: Generalized Identify Matching -simple non-symbolic matching-to-sample (picture of baby to picture of baby) -The behavior of matching 2 identical stimuli are under reflexive stimulus control A=A

Thinning the time-based schedules

-Completed by adding small time increments to the NCR interval -Best done after the initial NCR interval has produced reduction in problem behavior -can be accoplished by using 4 procedures: 1. constant time increases 2. proportional time increases 3. session-to session time increase or decrease (interresponse)

Determine the initial NCR schedule

-Divide the total duration of all baseline sessions by the total number of occurrences of the problem behavior (during baseline) -Set the initial interval at or slightly below the quotient

Transitivity

-FINAL & CRITICAL TEST for stimulus equivalence -Requires demonstration of 3 untrained Stimulus-stimulus sequences -A=B & B=C, THEREFORE A=C -Picture of the baby(a)=written word,"baby" (b); written word,"baby" (b)= spoken word "baby"(c) therefore Picture of the baby(a)=spoken word "baby"(c)

Least-TO-MOST prompting

-Prompting begins with minimal cues that systematically and gradually increase in prompt hierarchy level until resulting in the correct response -Proceed to increasingly intrusive prompts only if the individual needs them -Most effective prompting strategy to utilize when you want to use the fewest artificial prompts necessary ex: teacher initially provides verbal prompts, then modeling prompts,& finally physical prompts, as needed by the individual

Stimulus Prompts

-Stimulus prompts act on the antecedent stimuli, NOT on the response. -alter features of the target SD -They call attention to the stimulus that is in need of help. 3 Forms: 1. Movement (touch, point, tap) 2. Position( one item is placed in closer proximity to the individual than the other items 3. Redundancy (избыток)(dimensions of the stimulus are paired with the correct response)

delayed matching to sample

-a type of matching to sample in which a learner selects from an array of comparison stimuli after the sample stimulus is removed -often used to study "memory" in both human and nonhuman - when sample stimulus is a spoken word or some other auditory stimulus, it should repeat the sound until the learner responds- it minimizes the DELAYED EFFECT of the stimulus presentation

private event

-an event can only be detected by the individual affected by it -occurs within the skin (thought, headache, itch)

Competing reinforcers

-are high magnitude reinforcers that are independent of the function of the problem behavior -can be used with NCR especially when : 1. maintaining reinforcer cannot be controlled such as automatic reinforcement 2. when extinction is not possible due to property damage 3. when the functional assessment will not be conducted

Multiple ratio schedules(mathcing law)

-are programmed to operate concurrently, responding to the schedule with the higher payoff results in maximizing reinforcement -schedule produces more rapid reinforcement tends to be chosen exclusively

MOST-TO-LEAST PROMPTING

-beginning with a prompt known to reliably evoke the behavior & gradually over trials or sessions proceeding to less intrusive prompts ex: Therapist initially provides full physical prompts, then modeling prompts, & finally verbal prompts until no prompt is required & the natural stimulus evokes the correct response

Matching Law

-can be helpful in analyzing the relative rates of members of a response class/helpful with low frequency behaviors -the value of the reinforcer could refer to quality, amount and rate -predicts that as the relative richness of reinforcement favors one behavior,responding on concurrent alternatives in the same response class will DECREASE, regardless of whether tje alternative behaviors are aberrant of functional

progressive prompt delay (time delay)

-delay always begins at 0 and (over the course of several trials or sessions) increases to a predetermined maximum (usually about 3-7 sec) unassuming continued responding (delay interval can be shortened again if error occur)

Competing Stimulus Assessment

-includes providing various stimuli, allowing the problem behavior, and measuring the level of engagement with the stimuli and rate of problem behavior -especially beneficial where it is difficult to identify the form of maintaining stimulation or to implement an extinction procedure -identify stimuli associated with leg levels of engagement and low levels of problem behavior

Proportional time increase

-increase FT or VT schedule interval proportionately -each time the schedule is increase by the same amount of time

Constant time increases

-increase the FT or VT schedule intervals by using constant duration of time -decrease the amount of time the individual has access to the SCR stimuli by constant duration of time

Stimulus Fading

-involves gradually removing a stimulus prompt -Fading is MAXIMAL to MINIMAL prompting procedure used to foster independence from supplemental prompts,&/ or to shift control to the stimuli designated to evoke the response -involves fading out a prompt that is a controlling stimulus or highlighted physical dimension of the target SD ex.: in order to teach you how to read the word "purple", i will write the word "purple" in the color purple & gradually fade away the purple color

Noncontingent Reinforcement (NCR)

-is antecedent intervention in which stimuli with know reinforcing properties are delivered on a fixed time (FT) or variable time (VT) schedule independent of the learner's behavior -NCR may effectively diminish problem behaviors because the reinforcers that maintain the problem behavior are available freely and frequently -noncontingent delivery of reinforcers to be of GREATER QUANTITY AND/OR QUALITY than that produced by the target behavior -uses 3 distinct procedure to identify and deliver stimuli with known reinforcing properties: 1.positive reinforcement (social mediation) 2.negative reinfrocement(escape) 3.automatic reinforcement(without social mediation)

Choice

-is demonstrated in behavior analysis as an organism's allocation of behavior according to varying sources and schedules of reinforcement

Symmetry

-occurs with reversibility of the sample stimulus & the comparison stimulus -the stimulus control of Stimuli A&B are said to be symmetrical -if A=B, then B=A -Picture of the baby(a)=written word,"baby" (b); written word, "baby"(b)=picture of the baby(a)

Interval schedules

-programmed to operate concurrently produce response patterns that are distributed such that they approximate the proportion of reinforcement that is obtained in each independent schedule -members of a response class are exhibited in proportion to the relative value of their consequences

when a learner makes an incorrect response in matching to sample task

-prompts should be used on LATER TRIAL before the learner's next opportunity to make the same response

matching-to-sample

-selecting a comparison stimulus corresponding to a sample stimulus -is a procedure used to teach conditional discriminations and establish equivalence classes -used extensively in early intervention with ASD kids in Discrete-trial teaching -topography of learner's response is UNNECESSARY and CAN INTERFERE with learning -suitable selection response is one that can be reliably observed and recorded -comparison stimuli are selected by the learner as a function of their relationship to the sample stimulus

Incorrect comparison stimuli

-should be familiar stimuli which the learner has prior experience

Sample Stimuli

-should be presented in such a way that learners are unable to make the correct selection based on the order of presentations with respect to any one stimulus -approximately the same number of time in random order - presenting 3 comparison stimuli with a sample stimulus fosters development of stimulus control by the relevant features of the stimuli -determines which comparison stimulus is the SD and which ones are the S-deltas

Thinning of reinforcement with NCR

-starts after the problem (target) behavior is reduced to an acceptable level -time-based reinforcement for NCR can be thinned based on fixed time, proportion of time, or rate of occurrence of target behavior during the previous session -can be based on constant time increase/recalculation of the interresponse time from previous session/constant time decrease of access to reinforcer

Stimulus Shape Transformations AKA: Stimulus Shaping

-systematic & gradual transformation of the physical shape of the stimulus -the shape is gradually altered to become the natural Sd over time -changing the form of the physical stimulus

constant time delay (prompt delay)

-the delay interval always begins at 0 and (after several trils) jumps to a predetermined maximum delay (usually 3-7 seconds)

prompt dependency occurs when:

-the learner doesn't respond until prompted -use strategies are: 1.increasing salience of the SD 2. fading or delaying prompt 3. providing richer reinforcement for unprompted responses.

Before learners can acquire CONDITIONAL DISCRIMINATIONS from matching-to-sample

-they must be able to perform the skills necessary to participate in the task: a. orienting toward and scanning stimuli b. sitting in oreparation for the next trial

Progressive delay prompring

-time between the Sd & the prompt gradually increases

NCR for behavior maintained by automatic reinforcement

-typically comprises (состоит) identifying the reinforcer for the behavior and delivering that event on a VT or FT schedule -also include delivering reinforcers that match the topography or the function -reinforcers that match the topography often can be used with greater effects than unmatched reinforcers

Time Schedules for NCR

-typically most applications use FT schedule -also can be done using VT schedule -establishing the intial schedule is crucial & can imppact the overal effectiveness of the intervention -recommendation is to start with a dense FT/VT: 1. can be done arbitrary (random) 2.more effective to base it on the # of occurrences of problem behavior

Simultaneous matching to sample

-when the sample and comparison stimuli are presented at the same time

Antecedent behavior change strategies include:

1. Contriving or manipulating EOs for desired behavior 2. Reducing response effort for desired behavior 3. Presenting SDs for desired behavior 4. Increasing response effort for undesired behavior 5. Removing EOs for undesired behavior 6.Eliminating SD for undesired behavior

3 types of group contingencies (Hint: DII)

1. Dependent Group Contingency 2. Independent Group Contingency 3. Interdependent Group Contingency

2 Ways to Remove Stimulus Prompts

1. Fading (AKA: Stimulus Fading) 2. Stimulus Shape Transformation (AKA: Stimulus Shaping)

2 types of Prompts

1. Response Prompts 2. Stimulus Prompts

Implementing a Group Contingency

1. choose a powerful reward 2. determine the behavior to change and any collateral behaviors that might be affected 3. set appropriate performance criteria 4. combine with other procedures when appropriate 5. select the most appropriate group contingency 6. monitor individual and group performance

Characteristics of mentalism

1. creates names for inner entities that cause behavior 2. asserts that behavior is merely an expression of internal states 3. assumes there is an inner entity that is separate from behavior 4

NCR advantages

1. easier to implement that other positive reductive procedures which require monitoring and contingent delivery of the reinforcer 2. it raises the general level of positive reinforcement which creates a positive learning environment 3. when used with extinction, it can reduce or eliminate negative side effects (extinction-induced burst) 4. it can strengthen desirable behavior through chance pairings with reinforcer delivery

Antecedent Strategies that are useful in preventing problem behaviors include

1. monitoring behavior more 2. providing reinforcing events during or prior to less-preferred activities 3. reducing response demand-reducing the amount of effort required to engage in particular response 4.modeling the appropriate behavior or pointing out when others do it is a way to prompt appropriate alternatives

4 ways to remove response prompts Hint: MLGD

1. most-to-least prompting (aka: maximum-to-minimum) 2. least-to-most prompting (aka: minimum-to-maximum) 3. graduated guidance 4. delayed prompting (aka: time-delayed prompting, delayed cuing, progressive delay)

When conducting FA, matching law can be helpful in:

1. variables controlling low frequency behaviors 2. variables that influence relative response rates 3.differential rates of various members of response class

Delayed Prompt Protocol

1.Initial session, protocol is SD-> immediate prompt (0 sec delay)->correct response-> reinforcement 2. for subsequent sessions, protocol is SD->delay-> prompt->correct response->reinforcement -reinforce regardless of whether the correct response occurs before or after the prompt -error correction procedure should be used after an incorrect response sd->delay-incorrect response->error correction

Antecedent Interventions that DOES NOT require ABA services

1.activity schedules 2.prompts 3.redirecting problem behavior 4.providing choice 5. allowing individuals to participate in goal setting 6. habong appropriate task 7. modeling appropriate behavior 8.social stories 9. giving clear instrutions 10. setting and teaching positive rules for behavior 11. establishing highly reinforcing environmnet

Independent Group Contingency

All members of a group are offered a contingency, BUT only the individuals who meet the contingency earn the reinforcement.

mentalism

Assumes that there are inner entities or dimensions that are SEPARATE from behavior -these are hypothetical constructs that are given names like knowledge, free will, language acquisition device, and are regarded as the actual causes of some or all behavior

delayed prompting

Inserting time delays between the Sd and the prompt in order to systematically eliminate prompts. -upon successful initial implementation of the delayed prompting strategy, the prompt is no longer needed for the person, as the person should be responding PRIOR to the prompt -learning may occur faster if the response that occur before the prompt are more heavily reinforced than those that occur after the prompt - 2 forms of delayed prompting: 1.fixed delayed prompting 2. progressive delay prompting

Symbolic Matching-to-Sample

Matching to sample in which the relation between the sample and comparison stimuli is arbitrary e.g. pic pf a baby & "word" of a baby

3 parts of stimulus equivalence Hint: RST

Reflexivity Symmetry Transitivity

Response Prompts

Response prompts act on the response itself, NOT on the antecedent stimuli. 3 Forms: 1. Verbal 2. Modeling 3. Physical Prompting

Prompts

Supplementary antecedent stimuli used to occasion a correct response are supplemental discriminative stimuli increases the probability that an individual will emit the correct response

Stimulus Equivalence

The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations. -A positive demonstration of the reflexivity, symmetry, and transitivity is necessary to meet the definition of equivalence. -If A=B, B=C, then A=C -useful for teaching complex verbal relations (reading,math, etc)

dependent group contingency (hero procedure)

The groups reinforcer is dependent on the behavior of an individual or small group of individuals. - the goal is to make a hero out of a person(s) by ensuring he/she will meet the criterion for reinforcement for the entire group ETHICS: make sure person(s) you choose can realistically meet the criterion, as if the person(s) fail to meet the criterion, you may have a situation in which the group turns on the person(s) & behaves negatively towards them.

Session-to-session time increase or decrease

Use the individual's performance to change the schedule interval on a session-to-session basis

graduated guidance

Utilizing the minimal amount of physical prompting required to occasion the correct response and then gradually reducing physical prompts -shadowing-following the movements of the learner's behavior in close proximity -serves as visual guide, does NOT involve touching the learner -teacher quickly interrupt an error and may serve as a visual guide for the learner -spatial fading- moving the location of the prompt. -refers to where the shadowing prompt was provided ( initially it may need to be at the end of hand, later at the wrist, then elbow, then shoulder) Shadowing and spatial are part of graduated guidance strategy to shape motor skills

Different types of Interdependent Contingencies

Various methods: 1. total group meets criterion 2.group average meets criterion 3. good behavior game: the group is divided into 2 or more teams of balanced abilities; the team with the best score (or least problem behaviors) earns the reward.(Sometimes if both teams meet criteria both win) 4. Good student game: combines good student game with self-monitoring. Designed to be implemented during independent seatwork periods when challenging behaviors tend to arise

Verbal Prompt

are anything said, read, or any verbal behavior that increases the likelihood of a particular response.

Gestural Prompt

are movements (pointing or directing) of another person that increases the likelihood of correct response

Model Prompt

are movements of another person that are the same as the target response (you show someone how to mop a floor)

Behavioral Contrast

behavioral rate changr that occurs in a direction opposite from that happening within the treatment setting, despite constant comditions in the non-treatment setting -has been observed in many cases when punishment is a part of treatment package

Preference

demonstrated when an organism allocates responding to one alternative more than the others

prompt fading

is a means of transferring stimulus control from the prompt to SD -prompt fading that occurs too rapidly could result in errors and termination of the skill -prompt fading that occurs too slowly could result in prompt dependency (stimulus overdependence)

Physical Prompt

physically guide the individual's movements

Fixed Delayed Prompting

the time between the SD and the prompt is fixed (not changing)

Identity Matching-to-Sample

when the sample and comparison stimuli are physically identical e.g. matching a pic of a baby to a pic of a baby