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Content Area 3
BCBA study material
| Question | Answer |
|---|---|
| Response | A single instance of behavior measurable unit of analysis in the science of behavior |
| Response Class | Group of behaviors that comprise an operant (same function) |
| Operant | Response-consequence relationship similar behaviors that are strengthened weakened collectively as a result of operant conditioning |
| Repertoire | all the behaviors a person can do; a collection of knowledge and skills an individual has learned that are relevant to a task |
| Environment | complex, dynamic universe of events that differs from instance to instance. all behavior occurs within an environmental context |
| stimulus | physical events that effect the behavior of an individual. May be internal or external energy change that affects organisms through receptor cells. May occur prior too, during, or after a behavior. May be described formally (physical features, temporally, |
| 3 types of nervous systems (PIE) | P - proprioceptive: balance and movement I - Interoceptive: stimulation from organs related to internal events E - Exteroceptive: think 5 senses |
| stimulus class | a group of antecedent stimuli that have a common effect on an operant class |
| 3 types of stimulus class (For The Fun) | F- Formally: topography what it looks like T- Temporal: Time F- Functional: stimulus changes are understood best through a functional analysis of their effects on behavior |
| consequences | operant; affect future behavior only; consequences select response classes, not individual responses |
| automaticity (of reinforcement & punishment) | does not have to know what a consequence means for it to work operant conditioning occurs automatically. don't have to be aware |
| automatic reinforcement (A=A)(Auto=Alone) | Reinforcement that occurs independent of the social mediation of others. other people do not deliver the consequence I do this because it feels good no one else is involved controlled own access to reinforcement |
| Types of Stimulus change | Positive reinforcement, negative reinforcement, positive punishment, and negative punishment |
| Positive Reinforcement | A process that occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions |
| 5 types of positive reinforcers (EATSS) | E - Edibles A - Activity T - Tangible S - Social S - Sensory |
| Formulas for setting initial criterion for reinforcement; for increasing behavior | baseline average < initial criterion < highest performance in baseline |
| Formulas for setting initial criterion for reinforcement; for decreasing behavior | baseline average > initial criterion > lowest performance in baseline |
| Negative reinforcement | A process that occurs when a behavior is followed immediately by the reduction or removal of a stimulus that increases the future frequency of the behavior in similar condition |
| 2 types of negative reinforcement | Escape & Avoidance Escape: A behavior allows escape from an ongoing aversive stimulus (stopping the behavior) Avoidance: A response prevents or postpones the presentation of a stimulus. |
| Discriminated Avoidance | A contingency in which responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer |
| Free - Operant avoidance: no warning | A contingency in which responses at any time during the interval prior to the scheduled onset of an aversive stimulus delays the presentation of the aversive stimulus. The avoidance behavior is "free" to occur at any time. |
| Unconditioned Reinforcer/Reinforcement | A stimulus change that can increase the future frequency of the behavior without prior pairing without any other form of reinforcement |
| Conditioned Reinforcer/Reinforcement | when a previously neutral stimulus acquires the ability to function as a reinforcer through stimulus - stimulus pairing with one or more unconditioned or conditioned reinforcers. Learning history required products of ontogeny |
| Generalized Conditioned Reinforcer | A type of conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers does not need an MO to be effective likely to be reinforcing at anytime |
| Punishment | when a response is followed immediately by a stimulus that decreases the future frequency of similar responses. defined by function, not topography defined by future effects on behavior not present 2 term contingency |
| Discriminative Effects of Punishment | when punishment occurs only in some conditions and not in others |
| Behavioral Contrast | A phenomenon in which change in one component of a multiple schedule increases or decreases the rate of responding on that component that is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the sc |
| punisher | A stimulus change that decreases the future freqrency of the behavior that immediately precede it. |
| Aversive stimulus | unpleasant stimulus |
| Positive punishement | A process that occurs when the addition of a stimulus immediately following a behavior results in a decrease in the future frequency of the behavior |
| 5 types of positive punishment interventions (ROSER) | R - Reprimands: No, Stop O - Overcorrection: engage in effortful behavior that is directly related to the challenging behavior. 2 types of overcorrections: restitutional - repair the environment to original state and better & positive practice - repeated |
| negative reinforcement | A process that occurs when a response is followed immediately by the removal of a stimulus that decreases the future frequency of similar responses under similar conditions |
| response cost | taking points away; loss of a specific amount of reinforcement contingent on a behavior |
| Time out | non exclusionary time-out: not removed from room and/or space; planned ignoring, withdrawal of positive reinforcer; contingent observation; time out ribbon Exclusionary: time out room; partition time out; hallway time out |
| 2 Types of Response Cost methods | B - Bonus Response Cost: make additional non contingent reinforcers available and then take those away F - Direct Fines: direct loss of positive reinforcers |
| 4 Types of non exclusionary time outs ( I WOR) | I - Ignoring/planned ignoring: social reinforcers removed for a specific period of time W - Withdrawal: of a specific reinforcement; taking something away O - Observation/contingent observation: repositioned in room so they can watch but not participate |
| 3 Types of Exclusionary Time Outs | R - Room/Time-Out Room: Confined space outside individuals normal environment; devoid of positive reinforcers, individual safety. should be located near the time-in setting. P - Partition Time Out: remains in room but view is restricted by wall or parti |
| Unconditioned punishers/ punishment | A stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organism's learning history with the stimulus (extremely hot or cold temperatures) |
| Conditioned punishers/punishment | A previously neutral stimulus change that functions as a punisher because of prior pairing with one or more other punishers. (A neutral tone, when paired with electric shock, makes the tone a conditioned punisher) |
| Generalized conditioned punisher | A type of conditioned punisher that has been paired with many unconditioned and conditioned punishers |
| How to determine whether its positive reinforcement, negative reinforcement, positive punishment, and/or negative punishement | 1. what is the behavior? 2. did the behavior increase or decrease? 3. is a stimulus added/increased (positive) or taken away/reduced (negative) |
| verbal analog conditioning | verbal pairing procedure whereby previously neutral stimuli can become conditioned punishers or reinforcers for humans without direct pairing |
| Extinction | A procedure that occurs when a previously reinforced response is discontinued so that behavior decreases in the future no reinforcement - behavior decreases maintaining reinforcer is no longer provided |
| 3 types of extinctions (PAN) | P - Positive reinforcement: If function of behavior is attention, then ignoring is the correct form of extinction if its tangible then having no access to tangible is the correct form A- Automatic Reinforcement: mask or remove the sensory consequence N |
| Extinction burst (The burst is first) | An immediate increase in the frequency of responding when an extinction procedure is initially implemented |
| Spontaneous Recovery | The behavior that diminishes during the extinction process reoccurs even though the behavior does not produce reinforcement. |
| operant extinction | involves withholding reinforcement when the behavior occurs |
| respondent extinction | involves the un-pairing of a conditioned stimulus (CS) and an unconditioned stimulus (US) |
| stimulus control | when the rate/frequency, latency, duration, or aplitude of a response is altered in the presence of an antecedent stimulus is acquired when: responses are reinforced only in the presence of a specific stimuli and not in the presence of other stimuli |
| Factors affecting stimulus control | Pre-attending skills & stimulus salience |
| Masking | even though a stimulus has acquired stimulus control over a behavior, a competing stimulus can block the evocative function of that stimulus. Behavior in repertoire, but is masked by other elements. |
| Overshadowing | The presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus. The individual cannot even learn the behavior because the learning is overshadowing by another element |
| Discriminative Stimulus | A stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type or responses have occurred and not been reinforced in the past. lets you know that reinforcerment is present/available |
| Stimulus Delta | A stimulus in the presence of which a given behavior has not produced reinforcement in the past |
| Sd's and MO's in Combo are called | Repertoire - Altering Effect |
| Repertoire Altering Effect share 2 things | both occur before the behavior (antecedents) both have evocative functions (bring about behavior) |
| MO | Something that changes the value of a stimulus as a reinforcer |
| Stimulus generalization | stimuli that are similar to the original Sd evoke the same responses as that original Sd. loose stimulus control within (all shades of green) |
| Stimulus discrimination | occur when new stimuli do not evoke the same response as the controlling stimulus tight degree of stimulus control between/across (green vs. other colors) |
| Generalization gradient | A graph of the extent to which behavior that has been reinforced in the presence of a specific stimuli condition is emitted in the presence of other stimuli. gradient shows relative degree of stimulus generalization and stimulus control flat slope = l |
| concept | product of both stimulus generalization and stimulus discrimination stimulus generalization = within a stimulus class stimulus discrimination = between stimuli classes |
| 2 Types of stimuli classes | Feature stimuli class (dog) common topographies common relative relations developed through stimulus generalizations Arbitrary stimuli class (Fruit) they evoke the same response but do not look alike each other (50%, half, 1/2, 0.5) |
| stimulus equivalence | The emergence of accurate responding to un-trained and non reinforced stimulus - stimulus relations following the reinforcement of responses to some stimulus - stimulus relations |
| 3 parts of stimulus equivalence | (RST) R - Reflexivity - participant selects a stimulus that is matched to itself (A=A) S - Symmetry - occurs with reversibility of the sample stimulus and the comparison stimulus (A=B then B=A) T - Transitivity: requires demonstration of 3 untrained st |
| Motivating Operation (MO) | describes an environmental variable that: increases or decreases the reinforcing effectiveness of a stimuli increases or decreases current frequency of all behavior that have been reinforced by that stimuli |
| 2 Types of MO's | Establishing operation (EO) Abolishing operation (AO) |
| Establishing Operation | A type of MO that increases the effectiveness of a stimulus as a reinforcer. Something more desirable to you |
| Abolishing operation (AO) | An MO that decreases the effectiveness of a stimulus as a reinforcer makes something less desirable to you |
| Value - Altering effect | an increase or decrease in the current reinforcing effectiveness of a stimulus makes the thing you want super valuable in the moment |
| Behavior - altering effect | an increase or decrease in the current frequency of the behavior that has been reinforced by the stimulus that is altered in effectiveness by the same MO |
| 9 main unconditioned MO's for humans | Food water sleep activity oxygen sex becoming too warm, or cold increase pain |
| unconditioned MO's | for all organisms, there are events, operations and stimulus conditions with value-altering motivating effects that are unlearned |
| Conditioned motivating operations | value-altering motivating effects that are learned |
| rules/rule governed behavior | A verbal description of a behavioral contingency learning the rules is a way that people's behavior comes under the control of consequences that are too delayed to influence behavior directly |
| 5 ways to know whether behavior is shaped by rules not reinforcement | 1. not an immediate consequence for response 2. response-consequence delay > than 30 seconds 3. see behavior change without reinforcement 4. A large increase in the frequency of the behavior occurs following one instance of reinforcement 5. no conseq |
| Verbal behavior | skinner created it behavior that is reinforced through the mediation of another persons behavior communication that helps individuals get what they want & avoid what is undesirable to them. defined by function of response any response form can be ve |
| Private events | events taking place inside the skin thoughts and feelings only accessible to only 1 person |
| Speaker | gains access to reinforcement and controls their environment through the behavior of listener |
| Listener | taught to respond to words and interact with the speaker reinforcers the speakers verbal behavior |
| 6 Types of elementary verbal operants | (EMITTT) 1. Echoic 2. Mands 3. Intraverbal 4. Tacts 5. Textual 6. Transcriptions |
| Echoic | repeats the verbal behavior of another speaker |
| Mands | speaker asks for (or states, demand, implies, etc) what he/she needs or wants) 1st verbal operant acquired by humans |
| 2 Types of Mands | Regular Mands: actually be reinforced Extended mands: emitting mands to objects or animals that cannot possible supply an appropriate response |
| 2 Types of extended mands | Superstitious Mands: extended mand in which reinforcement sometimes occurs incidentally Magical Mand: extended Mand in which the reinforcement has never occurred in the past wishing |
| Intraverbal | speaker differentially responds to other people answering questions Sd evokes a response that does not have point to point correspondence (do not match each other) |
| Tact | (TACT = ConTACT) speaker names things and actions that the speaker has direct contact with through any of the sense modes labeling the environment |
| 4 Types of TACT Extensions | (Studying Makes Me Grim) S - Solistic Extension: poor use of language M - Metaphorical Extension: metaphors M - Metonymical Extension: G - Generic Extension |
| Autoclitic | (Auto=self) verbal behavior about one's own verbal behavior |
Created by:
kh1059