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| behavior is shaped by the environment |
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| a one on one approach for teaching in which prompts are given and the subject is reinforced with attention right away. many small steps and repetition is used. |
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| long term reinforcement for following rules, helpful for long term survival reinforcer |
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| short term reinforcement for following rules |
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| serves as discriminative stimulus for imitative behavior |
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| 5 components of effective rules |
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-specifically describe behavior
-specifically describe consequences
-the consequences are highly probable
-consequence is large and immediate
-has deadlines |
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| the occurrence of the same behavior in the presence of novel stimuli (that are in the same stimulus class) |
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new behavior is more probable in response to a stimulus or situation as the result of another behavior being strengthened in the presence of that stimulus or situation;
all different behaviors, but for SAME PURPOSE, have functional equivalence |
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| a specific sequence of discrete responses; each step in the process is a reinforcer for the previous response and a discriminative stimulus for the next response |
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| creates situation in which reinforcer is effective; example: food deprivation |
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| extant to which learner continues to perform target behavior after intervention is terminated |
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| Setting or Situation generalization |
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| extent to which learner emits target behavior in a different setting or stimulus situation |
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| any place or stimulus that differs in some meaningful way from the instructional setting and in which performance of same behavior is desired |
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| sequence of behaviors that must be performed correctly and within specific time to produce reinforcement |
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the behavior comes under the control of too broad a range of stimuli
learner emits behavior at inappropriate times |
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| target behavior under the control of the wrong or irrelevant antecedent stimuli |
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| the more (similar/different) the training or instructional setting is to the target setting, the more generalization there will be between them |
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| allow reinforcers in natural environment to maintain the behavior (children losing weight are naturally reinforced by compliments from peers) |
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| supplementary antecedent stimuli used to occasion a correct response in the presence of an SD (the stimulus that will eventually control behavior) |
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a prompt that works directly on the response, not the antecedent task stimuli.
there are 4 types:
1. instructions
2. gestural prompts (pointing)
3. modeling
4. physical guidance |
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physically guide participant through entire performance
gradually reduce amount of physical assistance |
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| least-to-most prompts (for when someone is not doing it right) |
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provide participant with opportunity to perform response with the least amount of assistance on each trial
participant receives greater degrees of assistance with each successive trial with a correct response |
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quickly fade physical prompts
follow participant closely with hands
gradually increase the distance between hands and the participant
similar method of decreasing assistance except with physical guidance is adjusted moment to moment |
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prompts that act directly on the antecedent stimuli
1. movement cues that call attention to stimulus
2. position cues that call attention to stimulus |
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| uses prompts to establish a discrimination (differentiate between penny and dime) |
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| uses prompts to generalize (say "money" when shown dime and penny) |
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| when the rate, latency, duration, or amplitude of a response is altered in the presence of a particular antecedent stimulus |
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stimulus control vs. motivating operation
ATTRIBUTES SHARED |
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Definition
1. both occur before the desired behavior
2. both have evocative or abolishing effects |
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stimulus control vs. motivating operation
DIFFERENCES |
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Definition
1. MO changes VALUE of stimulus as reinforcer
2. stimulus control changes AVAILABILITY of stimulus as reinforcer |
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| occurs when stimuli that share similar physical characteristics with the controlling stimulus evoke the conditioned response |
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| occurs when new stimuli that are similar to the controlling stimulus do not evoke the same response as the controlling stimulus |
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| the range of stimuli that will be reinforced for the same response |
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the range of stimuli sharing a common feature that will be reinforced for the same response
developed using stimulus generalization |
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the range of stimuli that represent the same concept that will be reinforced for the same response
developed using stimulus equivalence |
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| other competing contingencies are more powerful then experimenter's |
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| some stimuli are more salient then others |
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| simple schedule of reinforcement |
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| continuously reinforced; quickest way to acquire new behavior; least resistant schedule to extinction |
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