Psychology 2300 Behavioral Modification Final Exam Study guide Chapters 13-25, 27,28, & 30

exclusionary T.O & Non-exclusionary T.O

(Exclusionary) consists of removing the individual briefly from a reinforcing situation immediately following the behavior. Often a time out room is used. Because the Individual is being "excluded" as if they weren't there (Non-Exclusionary) consists of introducing in to the situation, immediately following behavior, stimulus association with less reinforcement. (Individual is "Included" In the environment but "excluded" from actual activity. Example of Non-Exclusionary - Disruptive child in class; ribbon not allowed to participate in class but not removed from the environment

Behavioral Trapping

A consequence in which a behavior has been developed by a programmed reinforcer is "trapped" by natural reinforces. 1. Behavioral trapping is when a behavior that has been developed by programmed reinforcers is trapped by natural reinforcers. EX. Learning to ride bike is reinforcer for itself.

frequency graph

A graph in which each data point represents the total number of instances of behavior in each time period

cumulative graph

A graph in which each data point represents the total number of responses up to that point Slope of line = rate of response Steep line = high rate of responding Flat line = zero responding Line can never decrease (slope downwards)

Inter-Observer reliability (IOR)

A measure of the extent to which two observers agree on the occurrences of a behavior after independently observing and recording it

Time-Outs

A period of time immediately following a particular behavior during which an individual loses the opportunity to earn reinforces Two types of T.Os 1) Exclusionary 2) Non-exclusionary .

modeling

A procedure by which a sample of a given behavior is demonstrated to an individual to induce that individual to engage in a similar behavior. *Like rules, modeling can be quiet powerful. Physical Modeling Video Modeling

CMAO

A stimulus that momentarily decreases the value of a conditioned reinforcer and decreases the likelihood of behavior that has led to that reinforcer in the past. In language, CMAO influences someone to no longer want a particular consequence and it decreases the behavior that would lead to that consequence. In charlies example, decreasing the value of the coupons and decreasing the behavior that led to obtaining those coupons

Reprimands

A strong negative verbal stimulus immediately contingent on behavior for example "No" Dont touch that or "No" Put it down. ECT.

Echoic

A vocal imitative response maintained by social reinforcement If the parents say "water" then the child repeats "water that is "echoic"

Abolishing operations

An event or operation that temporarily decreases the effectiveness of a reinforcer or punisher and decreases the likelihood of behaviors that normally lead to that reinforcer or increases the likelihood of behaviors that normally lead to that punisher. Ex. Food Satiation

Establishing operations

An event or operation that temporarily increases the effectiveness of a reinforcer or punisher and that increases the likelihood of behaviors that lead to that reinforcer or decreases the likelihood of behaviors that lead to that punisher Ex Food Deprivation

Motivating Operations

An event or operation that, temporarily alters the effectiveness of a reinforcer or punisher and influences behavior that normally leads to that reinforcer or punisher Two types conditioned .- altered effectiveness of consequences as reinforcers or punishers due to prior learning unconditioned - value altering effect is innate

Negative reinforcement

Another name for escape conditioning; (When you are presenting something negative before the behavior to stop it from occurring, increasing that behavior.) Describes the removal of something unpleasant (aversive) in order to find comfort or relief -This is also called Escape Conditioning -Tylenol for Headache

Physical Punishment

Are stimuli that activate pain receptors which are technically called "Nocieptors", These are nerve endings located throughout the body that detect pressure, stretching, and temperature change strong enough to potentially cause tissue damage and that when activated are experienced as pain. Examples of this are spanking, slapping, pinching, and hair pulling as well exposure to hot or cold.

Rule-Governed Behavior

Attentive listening without whispering while the coach is talking to the team is an example of Rule - Governed behavior A behavior which is controlled by the statement of a rule

Behavioral momentum

Behavioral momentum is using the momentum left from one stimuli to cause the individual to be more likely to properly respond to another stimuli they would not usually properly respond to.

Escape conditioning and punishment compared

Both involve negative stimulus. They differ in their terms of antecedents and consequences, In escape conditioning, the stimulus is presented prior to response where in punishment it's not. With consequences, escape conditioning removes the adversive stimulus after a certain response. With punishment the stimulus is presented decreases occurrences, but escape conditioning increases.

CS

Conditioned Stimulus

Advantages of indirect assessment procedures

Convenient, not requiring an inordinate amount of time , potentially provides information about covert behaviors

generalized imitation

Correct responses are reinforced and physical guidance is faded out over trials. An individual after learning to imitate a number of behaviors perhaps through shaping, fading, physical guidance, and reinforcement, learns to imitate a new response on the first trial without the reinforcement

UMEO

Deprivation of food is an UMEO because it increases the effectiveness of food as a reinforcer without prior learning Also includes deprivation of intimacy/coitus, water, sleep, physical activity, and oxygen.

Clients right to effect treatment

Dictate the use of quicker acting punishment procedures rather then slower acting procedures involving positive reinforcement of alternative behavior

Advantages of direct assessment procedures

Direct Assessment are more accurate than indirect however, they are time consuming and require observation expertise training they also cannot be used to observe private covert behaviors.

Escape & Avoidance (defined)

Escape conditioning: The removal of an aversive stimulus following the occurrence of a response will increase the likelihood of that response. Escape conditioning is common in everyday life (e.g., during the summer, we escape the heat by turning on a fan or air conditioner). Escape conditioning ↑ vs. aversive (+) punishment ↓ -both involve the use of an aversive stimulus Avoidance conditioning: a behavior will increase in frequency if it prevents an aversive stimulus from occurring. Avoidance conditioning is common in everyday living (e.g., we pay our credit card monthly bill before the due date to avoid paying a late charge fee). Some types of avoidance conditioning involve a warning stimulus (conditioned aversive stimulus) that signals the occurrence of the aversive stimulus. -this type of avoidance conditioning that enables the individual to discriminate a forthcoming aversive stimulus is termed discriminated avoidance conditioning

UMAO

Food Satiation is an UMAO because it Decreases the effectiveness of food as a reinforcer without prior learning.

Formula for computing IOR

Formula for frequency recording: (# of instances detected by observer 1) divided by (# of instances detected by observer 2) x 100% AKA [(smaller #/larger #) x 100%] Formula for interval recording: (# of intervals on which both observers agree behavior occurred) divided by total # of intervals on which either recorded a behavior x 100% AKA [(# of agreements)/(# of agreements + # of disagreements) x 100%]

Respondent Conditioning (defined)

NS closely followed by US, and elicits UR, then previous NS will also elicit UR in the future Establishing a response to a new stimulus by pairing that stimulus, with another stimulus that elicits that response also known as Pavlovian conditioning and classical conditioning

contingency shaped behavior

Involves immediate consequences, and is typically strengthened gradually though the trial and error method; in other words through immediate reinforcement and non-reinforcement.

Behavioral Assessment

Involves the collection and analysis of information and data in order to identity and describe target behaviors, identify possible causes of the behavior, select the appropriate treatment strategies to modify the behavior and lastly, evaluate treatment outcomes.

Response Cost

Involves the removal of a specified amount of a reinforce, immediately following a behavior. Sometimes used in behavioral modification programs in which learners earn tokens as reinforcers. In a class room environment for every token lost, resulted in 1 less minute of free time Negative punisher. Involves removal of a specified amount of a reinforcer immediately following a behavior. Ex: Ticket, Fine, loss of tokens

CMEO

Is a motivator that momentarily increases the value of a conditioned reinforcer and increases the likelihood of behavior that has led to that reinforcer in the past. In Language, CMEO is a cue that makes you want something and tells you what to do to get it. Basically speaking a set up instructions on how to get what you want

Mand

Is a verbal response that is under the control of a MO and is reifnroced by corresponding reinforcer or the removal of the corresponding aversive stimulus. If child is thirsty and asked for "Water" that is a "mand" Did you know that mand is the first type of verbal behavior acquired by a child?

Programming for stimulus generalization

Occurs for several reasons. 1. Training in the target situation: Making the final stages of training situation as similar as possible in the target situation outright. EX. Teaching 1 on 1 then teaching in a class of 40, hard to generalize. 2. Vary the training conditions: Using less control in the training conditions to include stimuli that may or may not be in the target condition. By doing this, you train the response to several more stimuli. EX. Adding blackboard, windows, tables or desks, etc. 3. Program common stimuli: Further the programming of behavior generality from the training situation to the target situation, one can program in common stimuli in both the training and target situation. This helps the behavior become more likely to occur to that stimuli and be carried out in that situation. EX. A figure skater being able to execute a trick in practice, but not in competition. Might add thinking "easy" before doing it. 4. Train sufficient stimulus exemplars: the training is done with several different situation and stimuli to carry the stimuli to which generalization will occur. There are so many more responses learned to much more stimuli and therefore generalization is more likely to happen in different instances. EX. Teaching a child to use different types of vending machines and the several responses needed for them to work.

(+) Positive reinforcement and escape conditioning compared

Positive reinforcement is a positive way to increase behavior while escape conditioning is a negative stimulus used to increase behavior. Escape conditioning is a common occurrence in everyday life. One is caused by increased behavior due to being reinforced while the other is taking something away.

Punisher/Punishment

Punisher: a stimulus whose presentation immediately after a behavior causes that behavior to decrease in frequency Punishment: Punishment is the presentation (positive) or removal (negative) of any stimulus contingent on behavior that decreases the probability that the behavior will occur again

Time-sampling recording

Recording a behavior as OCCURRING or NOT OCCURRING during very brief observation intervals that are separated from each other by a much longer period of time Enables one observer to record one or more behaviors of one or more individuals despite having other commitments during the day

situational inducement

Refers to the influence of a behavior by using situations and occasions that already exert control over the behavior.

Partial rules

Rules which do not identify all three aspects of a contingency of reinforcement. Partial Rules identify, the antecedent (School Zone Sign) while the behavior (Drive Slowly) and the consequence (Avoid hitting a child or getting a ticket ) are implied Partial rules identify the consequences while the antecedent, and the behavior are implied

Acceptable percentage of IOR in a Research program

Scores of 80 to 100% are accepted scores

Stimulus Discrimination Punishment (S(D)p)

Stimulus in the presence of which a response will be punished. Punisher is consistently, applied following a response then a response is less likely to occur when encountered.

Conditioned Punisher

Stimulus that is a punisher as a result of having being paired with other punishers

Latency of a response

The amount of time between occurrence of stimulus and beginning of response Time between S-D and behavior

Physical Guidance

The application of physical contact to induce an individual to go through the motions of a desired behavior. Learning how to dance or throw a ball.

Intensity of a response

The force of a response Use various devices to measure (e.g., loudness of speech = decibels; strength of grip = grip meter)

Treatment Phase

The intervention strategy is initiated

Duration of a Response

The length of time that a behavior occurs within some period Sum of a behavior's duration divided by total time

Operant Conditioning (defined)

The modification of behavior by its consequences A process of strengthening a behavior by reinforcing it or weakening it by punishing it.

Frequency of a response

The number of instances of a behavior that occur in a given period of time

Direct Assessment

The observation of a person's behavior by another individual

Punishment (Defined)

The presentation of a punisher or the removal of a reinforcer immediately following a behavior with the effect that the behavior decreases in frequency

Interval recording

The recording of behavior as either OCCURRING or NOT OCCURRING during short intervals of equal duration during the specified observation period Used when successive responses are of variable duration Graphed in terms of the percentage of observation intervals in which the behavior is recorded as occurring

continuous recording

The recording of every instance of a behavior during a designated observation period Used when successive responses are similar in duration AKA event frequency recording

stimulus generalization

The trained behavior transfers from the training situations to the target situation(s) - usually natural environments. The Procedure of reinforcing a response in the presence of a stimulus or situation and the effect of the response becoming more probable in the presence of another situation or stimulus. The more similar the training and target situations are the more stimulus generalization there will be between them.

Response generalization

Training leads to the development of new behavior that has not been specifically trained. Also Refers to the procedure of reinforcing a response in the presence of a stimulus or situation, and the effect of another response becoming more probably in the presence of that or similar stimuli or situations.

US

Unconditioned Stimulus

Physical similarity

Unlearned response generalization due to considerable physical similarity of responses The more physically similar two responses are, the more unlearned response generalization will occur between them Learned response generalization based on minimal physical similarity of responses (conceptual similarity) There are widely different responses that share a common characteristic Physical similarities in response generalization Finding it easier to learn to roller blade because you already know how to ice skate

Tact

a Naming response that is developed and maintained by social reinforcement. Parent points to a glass of water and asks what's that and the child answers water or whatever is in the glass or names the glass. Child receives praise "Very good the child's response "water" is the tact

stimulus discrimination

a difference in responding in one setting versus another due to different consequences for the behavior in those settings. procedures involving reinforcing responses to stimuli that have the critical features of the targeted SD. Because some stimuli may have some of the critical features of the target SD, reinforcement is withheld for responses to those stimuli, or responses to noncritical features of the target SD.

CR

conditioned responses

Follow up Phase

conducted to determine whether the improvements achieved during treatment are maintained after the programs termination. When necessary will consist of precise observation or assessment in natural environment or under circumstances in which the behavior is expected to occur.

Baseline Phase

determines the causes of the problem behavior and its initial level prior to the program

Self-Monitoring

direct observation of own behavior, next best thing to the therapists direct observation. Might aid in causes of problem behavior discovery

reactivity

displayed data might lead to improvements by learner separably from any other program of treatment; When people know their behavior is being observed either by others or by self recording their observed behavior may changee.

Operant Conditioning & Emotions

displays of emotion depend on learning history, operant conditioning at play -labeling of emotions may be inaccurate if we don't know: emotion causing events, inner feelings, relevant operant behaviors

Primary reinforcer

natural unlearned and unconditional behavior. They are highly motivating to an individual (liquids and food)

Slope on a cumulative graph

rate of a response

Proposed categories of situational inducement

rearranging the existing surrounding moving the activity to a new location relocating the people changing the time of the activity

Respondent conditioning and emotion

reflexive reaction of body (digestive, circulatory, respiratory) -controlled by Autonomic Nervous System (Fight/flight, relaxation, almost every organ/gland controlled by ANS and susceptible to respondent conditioning)

UR

unconditioned responses