Quiz 3

prompting

"Prompts are stimuli given before or during the performance of a behavior: They help behavior occur so that the teacher can provide reinforcement" (Cooper, Heron, & Heward, 1987, p. 312). a) A prompt is an antecedent stimulus or event that controls a current response. b) Prompting gets the behavior to occur in the correct situation.

factors influencing the effectiveness of shaping

- Choosing the shaping steps a) Helpful to outline the approximations that will be reinforced - Moving along at the correct pace a) Reinforce an approximation at least several times before proceeding to the next step b) Avoid reinforcing too many times at any shaping step c) If behavior is lost because the program was moving too fast, or the steps were too big, return to an earlier approximation

guidelines for the effective application of shaping

- Select the terminal or final desired behavior - Select the starting behavior - Select an appropriate reinforcer - Develop the initial plan - Implement the plan a) Tell the learner about the plan before starting b) Begin reinforcing immediately following each occurrence of the starting behavior c) Never move to a new approximation until the previous one is mastered If learner stops working, they may have moved up the steps too quickly, steps may not be the right size, or the reinforcer may be ineffective

pitfalls of shaping

- Shaping may be used inadvertently to develop problem behaviors a) When a mild problem behavior is put on extinction, the problems worsens during an extinction burst, and the escalated (worsened) behavior may then be reinforced. b) If this process continues a number of times, the problem behavior may become progressively worse through a process of differential reinforcement of worse and worse instances (more intense, more frequent, or longer duration) of the behavior.

uses of shaping

- To develop complex behavior - To change the dimensions of a behavior - To develop new variations of a behavior - To reinstate old behaviors that are no longer occurring - To use when instructions, modeling, or prompting are not working or not applicable - Problem behaviors may also be the result of shaping

in prompting/fading it is important to understand

- Where to begin ~ Under what circumstance is the target behavior very likely to occur? - Where to end (final desired stimulus) ~ Under what circumstance do you want that behavior to occur eventually?

dimensions of stimuli for fading

- fading of a prompt occurs along dimensions of stimuli - dimension: any characteristic of stimuli that can be measured on some continuum (shape, length, size, color, etc) - fading of prompt can occur across specific stimulus dimensions and across changes in general situation or setting

types of shaping

- qualitative shaping - requires that the quality of the performance of the task get better - quantitative shaping - requires increases in the amount of the behavior

prompting and transfer of stimulus control steps

1. Choose the most appropriate prompt strategy. 2. Get the learner's attention. 3. Present the SD. 4. Give the prompt for the correct response. 5. Reinforce the correct response. 6. Fade the prompts over a number of trials. 7. Continue to reinforce unprompted responses. 8. Eventually use intermittent reinforcement for maintenance.

steps to shaping

1. Define the Target Behavior: - specify the final desired behavior (target behavior) and specific situation in which you want it to occur 2. Is shaping the preferred procedure? 3. Identify the starting behavior - Should be a behavior that occurs often enough to be reinforced - Should be a behavior that approximates the final desired behavior 4. Choose the shaping steps 5. Choose the reinforcer 6. Reinforce each successive approximation of the target behavior - Reinforce the first approximation of the target behavior until it occurs a number of times - Reinforce the next approximation and extinguish prior approximations - Continue this process until you reach the target behavior - The last thing is to remember to move at a proper pace · Example: studying continuously for 2 hours - Suppose that you can study for only 20 min, and you want to increase duration of your study behavior - Where to end (target behavior) a) Studying continuously for 2 hours (at library) per day - Where to begin a) Studying continuously for 30 minutes (at library) per day, which is immediately followed by a 20‐minute break. Reinforcer:20‐minute break

BST Steps

1. Identify and define the skills to teach 2. Identify all of the relevant SDs 3. Assess the learner's skills to establish a baseline 4. Begin training with the easiest skill and/or situation first 5. Describe the behavior to be taught and model it in a realistic role play 6. Allow the learner to rehearse the behavior in a role play 7. Provide praise for correct performance and further instructions (corrective feedback) to get improvement 8. Repeat until the learner performs the behavior successfully without any assistance 9. Advance to the next behavior/situation and repeat steps 5‐8 10. Expand your program to get generalization

BST Components

1. Instructions and Modeling 2. Rehearsal 3. Feedback

behavioral chaining steps

1. Is chaining the right procedure? - learning a new behavior vs. noncompliance 2. Task analysis of the S‐R chain 3. Collect baseline data 4. Choose and implement chaining procedure 5. Continue to collect data 6. Shift to intermittent reinforcement for maintenance of newly taught complex behavior

training sequence for each component

1. Present the SD 2. Give any verbal and/or physical prompt 3. Give praise (and/or other reinforcers) for a correct response 4. Fade prompts 5. When a response occurs without prompts, move to the next S‐R component 6. Repeat steps 1‐5 until you have completed the behavioral chain

types of prompting

1. response 2. stimulus

behavior chain

A complex behavior consisting of many component behaviors that occur together in a sequence · Many situations in our everyday life call for complex behaviors that have multiple‐component responses. In other words, a lot of things we do consist of a sequence of behaviors a) A complex behavior consisting of many component behaviors that occur together in a sequence is called a behavioral chain. Behavioral chain is a consistent sequence of stimuli and responses that occur closely to each other in time and in which the last response is followed by a reinforcer. b) Each behavioral chain consists of a number of individual stimulus‐response components that occurs together in a sequence. c) A sequence of discriminative stimuli (SDs) and responses (Rs) in which: - Each response except the last produces the SD for the next response - The last response is followed by the reinforcer (S+).

stimulus prompts

A stimulus prompt involves some change in a stimulus, or the addition or removal of a stimulus, to make a correct response more likely. A stimulus prompt might involve a change in the SD or the S-delta (S) that makes the SD more salient (more noticeable or conspicuous) and the S less salient so that the person is more likely to respond to the SD (to make the correct discrimination). Likewise, other stimuli might be used in conjunction with the SD or S to make the SD more salient, thereby making a correct discrimination more likely. Changing the SD is called a within-stimulus prompt. Adding another stimulus or cue to the SD is called an extrastimulus prompt (Schreibman, 1975).

extrastimulus prompt

Adding another stimulus or cue to the SD

winthin-stimulus prompts

Changing the SD

differential reinforcement

Differential reinforcement involves the basic principles of reinforcement and extinction. Differential reinforcement occurs when one particular behavior is reinforced and all other behaviors are not reinforced in a particular situation.

transfer of stimulus control

Process by which prompts are removed once the target behavior is occurring in the presence of the SD. the end result of transfer of stimulus control is that the correct behavior occurs at the right time without any assistance (prompts). There are a number of ways to transfer stimulus control: prompt fading, prompt delay, and stimulus fading. The goal of each method is to move from the artificial stimulus control of the prompts to the natural stimulus control of the relevant SD. 1. prompt fading 2. stimulus fading 3. prompt delay

shaping

Shaping is reinforcement of successive approximations of a target behavior It involves principles of both reinforcement and extinction. That is, you differentially reinforce successive approximations of the target behavior and (b) extinguish preceding approximations of that behavior until the new behavior is developed. an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior. Shaping is used to develop a target behavior that a person does not currently exhibit. Shaping is defined as the differential reinforcement of successive approximations of a target behavior until the person exhibits the target behavior. Differential reinforcement involves the basic principles of reinforcement and extinction. Differential reinforcement occurs when one particular behavior is reinforced and all other behaviors are not reinforced in a particular situation. As a result, the behavior that is reinforced increases and the behaviors that are not rein forced decrease through extinction.

stimulus response chain

a) A behavioral chain is also called a stimulus‐response chain. b) Stimulus‐response connections are "links" that hold the chain together. c) If any response is not evoked by SD before it, the chain will be broken.

chaining, fading, and shaping compared

a) All methods are gradual change procedures - Through a series of steps, all produce new behavior b) Shaping steps - Reinforcement of closer and closer approximations of target behavior (i.e., final desired behavior) c) Fading steps - Reinforcing the final desired response in the presence of closer and closer approximations to the final desired stimulus for that response d) Chaining steps (forward and backward chaining only) - Reinforcing more and more of the specific stimulus response links

BST in Groups: Cons

a) Each learner will get less individual rehearsal and feedback b) Individuals may learn at different rates c) Some individuals may be critical of others d) Individuals may be easily embarrassed in group setting

total task presentation

a) Execute the whole S‐R chain in each training trial. b) Use graduated guidance in each trial. c) Fade to shadowing and then fade the shadowing.

fading

a) Fading refers to the gradual removal of a prompt while the response occurs in the b) presence of the SD prompt fading - gradual removal of the response prompt stimulus fading - gradual removal of the stimulus prompt

modeling

a) Learning by watching the behavior of other people b) Bandura's research - maladaptive behavior such as aggression can be learned by watching others

instruction

a) Must be understandable by the learner b) Should be given by a person with credibility c) Person given the instructions needs to have the opportunity to rehearse the behavior d) More successful when used with modeling e) Give instructions when the learner is paying attention

BST in groups: PRO

a) Opportunity for multiple models in multiple situations b) Opportunity to observe others' rehearsals c) Opportunity to observe corrective feedback to others d) Opportunity to evaluate others' performance of the behavior and be the one who is providing feedback e) Opportunity to reach more people

prompt delay

a) Present the SD b) Wait X number of seconds c) Present the prompt if needed

behavior chaining

a) Put together stimulus‐response chains. - Some SD1 leads to R1. - R1 is the next SD, which we call SD2. - SD2 leads to R2. - R2 is SD3, which leads to R3. - R3 is SD4, which leads to R4. - Until supply the final reinforcer for completing the chain: SR b) When we want to teach an operant behavior that requires a complex set of responses, we often find it useful to determine what these responses are and whether they need to be performed in a certain sequence. c) Task Analysis: - The identification of all stimuli (SDs) and responses (Rs) in a behavioral chain. d) Example: - SD1 (bowl of oatmeal and spoon) leads to R1 (spoon in food). - SD2 (spoon in food) leads to R2 (scooping food). - SD3 (food on spoon) leads to R3 (food in mouth). - R3 leads to SR (eating).

key factors with praise and feedback

a) Should immediately follow correct behavior b) Praise at least some aspect of the performance by the targeted learner c) Use descriptive praise d) Give feedback on one aspect of performed behavior at a time e) Make sure that corrective feedback is not negative, or you will be punishing attempts at the behavior f) Mix praise and feedback

backward chaining

a) Teach the first S‐R component first b) Then teach the second component c) Then the third component and so on...

forward chaining

a) Teach the first S‐R component first b) Then teach the second component c) Then the third component and so on...

prompting and transfer of stimulus control

a) To get behaviors to occur at the right time - Stimulus control b) To develop new behaviors or remind ourselves to engage in behaviors that we have already learned c) Examples: - Teaching Trevor to hit the baseball by providing him with a physical prompt first - Teaching Natasha to read English words by verbally prompting her to read the words on the flashcards - Using flashcards to learn new material for your class but eventually not needing to prompt yourself by looking at the side with the answers d) 'Prompting and transfer of stimulus control' is most commonly used by teachers, coaches, parents, and trainers.

prompting and transfer of stimulus control points

a) When fading is too slow, the individual may become too dependent on the prompts b) When fading is too fast, error rates increase and the task may not be learned

key factors with modeling

a) Works best if the model either has high status or similarity to the learner b) Works best if the model's behavior is reinforced c) Works best if the complexity of what is being modeled is appropriate for the learner d) Works best if the learner is paying attention to the model e) More successful if the model's behavior occurs in the proper context, such as a real life setting or a realistic role play f) Repetition of modeling is often quite helpful g) Most successful if there are immediate opportunities for rehearsal h) More successful and generalized if learners can see a variety of exemplars i) More successful if you describe important aspects of your behavior while you are modeling it j) Good idea to have the learner describe important aspects of the behavior that you're modeling

key factors with rehearsal

a) Works best immediately after instructions and modeling b) Important that the learner knows the proper context (need to know the SD that should lead to performing R) c) Works best if followed by immediate praise or other reinforcers d) Works best if done correctly - corrective feedback should be used if needed e) Helpful to have repetition of rehearsal of the correct behavior f) Program for success - work from easy to hard behaviors

teaching chain behaviors

a) backward chaining b) forward chaining total task presentation c) total task presentation

other chaining procedures

a) picture prompts - pictures showing the whole process b) written task analysis - like reading a task recipe c) self‐instructions - here you memorize "talk to yourself" instructions and walk yourself through the behavioral chain

behavioral skills training procedures uses

a) used to teach new behaviors b) used for behaviors that can be simulated in a role play c) used with learners who can follow instructions and imitate a model d) used when more intrusive chaining procedures are not necessary e) used individually or in groups ex) a) teaching parenting skills to parents b) teaching assertiveness skills to children or adults c) teaching abduction prevention skills to children d) teaching social skills to children

Response prompts

a) verbal (instructions) b) gestural (e.g., pointing) c) modeling (demonstration) d) physical guidance (hands‐on) A response prompt is the behavior of another person that evokes the desired response in the presence of the SD. Verbal prompts, gestural prompts, modeling prompts, and physical prompts are all response prompts.

three-term-contingency

antecedent: situations, instructions, modeling behavior: rehearsal consequence: praise for correct performance

successive approximations

small steps in behavior, one after the other, that lead to a particular goal behavior shaping steps include babbling, word sounds, part words, whole words, strings of words, and sentences Successive Approximations to Lever-Pressing 1. The rat moves to the side where the lever is located. 2. The rat faces the lever. 3. The rat approaches the lever. 4. The rat rears up on its hind legs. 5. The rat makes a movement toward the lever with a paw. 6. The rat touches the lever. 7. The rat presses the lever

rehearsal

the practice of a behavior in a role play situation

dimensions of behavior to be shaped

· Topography: the spatial configuration or form of a particular response (i.e., specific movements involved) - e.g., using chopsticks · Frequency: number of instances that occur in a given period of time - e.g., eating a hot dog · Duration: length of time a response lasts - Ex) studying for 20 min straight to studying for 2 hours · Latency: time between occurrence of a stimulus and the response evoked by that stimulus - e.g., after stopping at the red light, how quickly do you respond to the green light? · Intensity: force of a response; physical effect the response has on the environment Breaking a board in tkd