BEHAVIORAL ODIFICATION OTES M N :
AUGUST 21, 2019
oTHE FATHER OF BEHAVIOR MODIFICATION : JOHN ATSON W
oBEHAVIOR – AN ACTION WHAT PEOPLE DO AND SAY , .
oPHYSICAL DIMENSIONS – BEHAVIORS HAVE ONE OR MORE PHYSICAL DIMENSIONS .
oFREQUENCY – THE NUMBER OF TIMES A BEHAVIOR OCCURS .
oDURATION – THE TIME WHEN THE BEHAVIOR STARTS UNTIL IT STOPS JOGGED (I
FOR MINUTES 15 ).
oINTENSITY – THE PHYSICAL FORCE INVOLVED IN THE BEHAVIOR HE BENCH ( -
PRESSED LBS 220 ).
oLATENCY – HOW LONG UNTIL SOMETHING ENTICES YOU DO YOU DO IT .
oBEHAVIORS CAN BE OBSERVED DESCRIBED AND RECORDED, , .
oBEHAVIORS HAVE AN IMPACT ON THE ENVIRONMENT AND ARE INFLUENCED BY THE
ENVIRONMENT.
oBEHAVIORS ARE SYSTEMATICALLY INFLUENCED BY ENVIRONMENTAL EVENTS YOU CAN ;
CHANGE THE EVENTS IN THE ENVIRONMENT TO ALTER BEHAVIOR .
oBEHAVIORS ARE OR OVERT COVERT.
oOVERT BEHAVIOR – AN ACTION THAT CAN BE OBSERVED AND RECORDED BY A
PERSON OTHER THAN THE ONE ENGAGING IN THE BEHAVIOR .
oCOVERT BEHAVIOR – PRIVATE EVENTS ARE NOT OBSERVABLE TO OTHERS …
(THINKING).
AUGUST 23, 2019
oBEHAVIORAL MODIFICATION IS THE FIELD OF PSYCHOLOGY CONCERNED WITH
ANALYZING MODIFYING AND HUMAN BEHAVIOR .
oANALYZING MEANS:
IDENTIFYING THE FUNCTIONAL RELATIONSHIP BETWEEN ENVIRONMENTAL
EVENTS AND A PARTICULAR BEHAVIOR .
UNDERSTANDING THE REASON FOR THE BEHAVIOR WHY DID A PERSON ,
BEHAVE AS HE OR SHE DID .
oMODIFYING MEANS:
DEVELOPING AND IMPLEMENTING PROCEDURES TO HELP PEOPLE CHANGE
THEIR BEHAVIOR .
ALTERING ENVIRONMENTAL EVENTS SO AS TO INFLUENCE BEHAVIOR .
CHANGING SOCIALLY SIGNIFICANT BEHAVIORS WITH THE GOAL OF ,
IMPROVING SOME ASPECT OF A PERSON S LIFE ’ .
oTHE BEHAVIOR MODIFIED IS CALLED THE TARGET BEHAVIOR .
oA BEHAVIORAL EXCESS IS AN UNDESIRABLE TARGET BEHAVIOR THE PERSON WANTS TO
DECREASE IN FREQUENCY DURATION OR INTENSITY SMOKING , (I.E. ).
oTHE EXPERIMENTAL ANALYSIS OF BEHAVIOR IS ALSO REFERRED TO AS BEHAVIOR
ANALYSIS OR APPLIED BEHAVIOR ANALYSIS .
oBEHAVIOR MODIFICATION PROCEDURES ARE BASED ON RESEARCH APPLIED
oONCE CONTROLLING VARIABLES HAVE BEEN IDENTIFIED THEY ARE ALTERED TO MODIFY ,
THE BEHAVIOR .
oSUCCESSFUL BEHAVIOR MODIFICATION PROCEDURES
oALTER FUNCTIONAL RELATIONSHIP
oBETWEEN THE BEHAVIOR AND THE CONTROLLING VARIABLES
oIN THE ENVIRONMENT
oTO PRODUCE A DESIRED CHANGE IN THE BEHAVIOR
oTHE CAUSES OF THE BEHAVIOR MUST BE FOUND IN THE ENVIRONMENT INCLUDING THE (
BIOLOGY OF THE CHILD ).
oFOR THE RESULTS OF THE BEHAVIORAL MODIFICATION TO BE SUCCESSFUL THE SPECIFIC ,
CHANGES IN ENVIRONMENTAL EVENTS MUST OCCUR EACH TIME .
oBEHAVIORISM REJECTS FREUDISM PSYCHOANALYTIC APPROACHES
o“EXPLANATORY FICTIONS CAN NEVER BE PROVED OR DISPROVED THIS ARE ” ,
UNSCIENTIFIC.
AUGUST 26, 2019
oMAJOR : FIGURES
oIAN P. PAVLOV CLASSICAL OR RESPONDENT CONDITIONING (1848-1936) –
CONDITIONED REFLEX
oEDWARD HORNDIKE THE LAW OF EFFECT L. T (1874-1949) –
THE LAW OF EFFECT – A BEHAVIOR THAT PRODUCES FAVORABLE EFFECT A
ON THE ENVIRONMENT IS MORE LIKELY TO BE REPEATED IN THE FUTURE .
oJOHN B. WATSON STARTED BEHAVIORISM FOUNDER (1878-1958) – …
WATSON PSYCHOLOGY AS THE BEHAVIORIST VIEWS IT ARTICLE (1913) – “ ”
OBSERVABLE BEHAVIOR IS THE PROPER SUBJECT MATTER OF
PSYCHOLOGY AND ALL BEHAVIOR IS CONTROLLED
ENVIRONMENTAL EVENTS
WATSON DESCRIBED STIMULUS RESPONSE PSYCHOLOGY IN WHICH A
ENVIRONMENTAL EVENTS STIMULI ELICITED RESPONSES ( ) .
oB.F. S (1904-1990) – KINNER EXPANDED THE FIELD OF BEHAVIORISM .
SKINNER EXPLAINED THE DISTINCTION BETWEEN RESPONDED
CONDITIONING AND OPERANT CONDITIONING IN WHICH THE
CONSEQUENCE OF BEHAVIOR CONTROLS THE FUTURE OCCURRENCE OF THE
BEHAVIOR.
DEVELOPED THE PRINCIPLES OF OPERANT CONDITIONING
SKINNER WORK IS THE FOUNDATION OF BEHAVIORAL MODIFICATION’S
HONING AND CATANIA CONTINUED TO STUDY OPERANT BEHAVIOR IN THE
LABORATORY.
CHAPTER 2
oMEASUREMENT OF THE TARGET BEHAVIOR IN BEHAVIOR MODIFICATION IS CALLED
BEHAVIORAL ASSESSMENT .
oTO DETERMINE WHETHER TREATMENT IS NECESSARY .
oTO DETERMINE WHETHER THE BEHAVIOR CHANGED AFTER THE TREATMENT WAS
IMPLEMENTED.
oINDIRECT ASSESSMENT – OBTAIN INFORMATION ON THE TARGET BEHAVIOR FROM THE
PERSON EXHIBITING THE BEHAVIOR OF FROM (OTHERS PARENTS TEACHERS, , ETC).
oDIRECT ASSESSMENT – A PERSON OBSERVES RECORDS THE TARGET BEHAVIOR AS IT
OCCURS.
oMAKE SURE TO IDENTIFY AND DEFINE THE TARGET BEHAVIOR DEFINITION IS OBJECTIVE !!
AN UNAMBIGUOUS .
AUGUST 30, 2019
oOBSERVATION PERIOD – THE PERIOD DURING WHICH OBSERVER RECORDS THE TARGET
BEHAVIOR.
oIMPORTANT TO CHOOSE AN OBSERVATION PERIOD AT THE TIME WHEN THE TARGET
BEHAVIOR IS LIKELY TO OCCUR .
oCLIENT OR CLIENT S PARENTS MUST CONSENT TO OBSERVATION ’ .
oNATURAL SETTING – PLACES IN WHICH THE TARGET BEHAVIOR TYPICALLY OCCURS
oCONTRIVED SETTING – A CLINIC OR A LAB OR ANY PLACE THAT IS NOT PART OF THE
CHILD S NORMAL DAILY ROUTINE’
oMAY NOT BE REPRESENTATIVE
oEASIER TO CONTROL CONFOUNDING VARIABLES
SEPTEMBER 2, 2019
oGRAPHS SHOW LEVEL OF BEHAVIOR AND MAKE IT EASIER TO SEE BEHAVIOR CHANGE .
oDIFFERENCES IN LEVEL
oTRENDS
oDEGREE OF OVERLAPPING DATA
oREACTIVITY
oINTENTIONS THAT TAKE TIME TO WORK
oFOLLOW UP ASSESSMENT-
oCOMPONENTS OF A GRAPH
oTHE Y AND AXIS X
oAXIS LABELS
oAXIS NUMBERS
oDATA POINTS
oPHASE LINES
oPHASE LABELS
oLINE GRAPH
oPURPOSE OF RESEARCH IN BEHAVIOR MODIFICATION :
oEVALUATE THE EFFECTIVENESS OF TREATMENT
oDEMONSTRATE FUNCTIONAL RELATIONSHIP A BETWEEN ENVIRONMENTAL
o EVENTS AND BEHAVIOR SHOW THAT THE ENVIRONMENTAL EVENT AND (
TREATMENT CAUSED THE BEHAVIOR TO CHANGE ).
1. MEASURE THE DEPENDENT VARIABLE.
2. MANIPULATION THE INDEPENDENT VARIABLE ENVIRONMENTAL (
EVENTS TREATMENT AND DEMONSTRATE A CHANGE IN THE TARGET / )
BEHAVIOR.
3. REPLICATE.
oRESEARCH DESIGNS
oA B- DESIGN
A BASELINE B TREATMENT= . =
NOT A TRUE RESEARCH DESIGN NO REPLICATION /
DOES NOT DEMONSTRATE A FUNCTIONAL RELATIONSHIP
USED IN CLINICAL PRACTICE
oA B A B--- REVERSAL DESIGN AND VARIATIONS
oMULTIPLE BASELINE DESIGN
ACROSS SUBJECTS
ACROSS BEHAVIORS
ACROSS SETTINGS
oALTERNATING TREATMENTS DESIGN
oCHANGING CRITERION DESIGN
SEPTEMBER 9, 2019
oCHAPTER 4: REINFORCEMENT
oTHE OCCURRENCE OF BEHAVIOR
oRESULTS IMMEDIATELY IN A CONSEQUENCE
oBEHAVIOR IS STRENGTHENED MORE LIKELY TO OCCUR AGAIN IN THE FUTURE IN (
SIMILAR CIRCUMSTANCES )
oEFFECTS:
oINCREASE IN FREQUENCY
oINCREASE IN DURATION
oINCREASE IN INTENSITY
oINCREASE IN QUICKNESS DECREASE IN LATENCY ( )
oYOU GET MORE OF WHATEVER THE REINFORCER IS CONTINGENT ON
oOPERANT BEHAVIOR
oBEHAVIOR THAT IS STRENGTHENED THROUGH THE PROCESS OF REINFORCEMENT –
BEHAVIOR THAT IS CONTROLLED BY ITS CONSEQUENCE
oWHAT IS A REINFORCER ?
oTHE CONSEQUENCE STIMULUS OR EVENT THAT FOLLOWS OPERANT BEHAVIOR ( )
AND STRENGTHENS OPERANT BEHAVIOR .
oTYPES OF REINFORCEMENT
oPOSITIVE
PRESENTATION OF A STIMULUS AND BEHAVIOR IS STRENGTHENED .
oNEGATIVE
BOTH POSITIVE REINFORCEMENT AND NEGATIVE REINFORCEMENT
STRENGTHEN BEHAVIOR THEY MAKE THE BEHAVIOR MORE LIKELY TO –
OCCUR IN THE FUTURE
EX NEGATIVE A TEACHER GIVES POP QUIZZES IF THE STUDENTS TALK: –
TOO MUCH SOMETHING THAT IS TAKEN AWAY THAT YOU DON LIKE TO . ’T ,
HELP MAKE ANOTHER BEHAVIOR MORE LIKELY TO HAPPEN .
oESCAPE AND AVOIDANCE BEHAVIORS
INVOLVED IN NEGATIVE REINFORCEMENT
ESCAPE: THE BEHAVIOR RESULTS IN THE TERMINATION OF ESCAPE FROM ( )
THE AVERSIVE STIMULUS AND THE BEHAVIOR IS STRENGTHENED .
AVOIDANCE: THE BEHAVIOR RESULTS IN THE PREVENTION OF AVOIDANCE (
OF THE AVERSIVE STIMULUS AND THE BEHAVIOR IS STRENGTHENED) .
SEPTEMBER 13, 2019
MISSED . LAST CLASS
oESTABLISHING OPERATION IS AN ANTECEDENT EVENT THAT
oMAKES A REINFORCER MORE POTENT
oMAKES A BEHAVIOR THAT PRODUCES THAT REINFORCER MAY BE MORE LIKELY .
oCONTINUOUS REINFORCEMENT – . EACH RESPONSE IS FOLLOWED BY THE REINFORCER
oINTERMITTENT REINFORCEMENT – NOT EVERY RESPONSE IS FOLLOWED BY THE
REINFORCER.
OFIXED RATIO SCHEDULES –
oREINFORCER AFTER X NUMBER OF RESPONSES THE NUMBER DOES NOT CHANGE , .
oPRODUCES HIGH RATE POST REINFORCEMENT PAUSE /
oVARIABLE RATIO SCHEDULES –
oREINFORCER AFTER X NUMBER OF RESPONSES ON THE AVERAGE
oPRODUCES HIGH RATE NO POST REINFORCEMENT PAUSE /
oEX SLOT MACHINE:
oFIXED INTERVAL SCHEDULES –
oREINFORCER FOR THE FIRST RESPONSE AFTER AMOUNT OF TIME TIME X –
INTERVAL DOES NOT CHANGE
oPRODUCES LOW RATE OF RESPONDING THAT INCREASES AT THE END OF THE
INTERVAL
oRARELY USED IN ABA
oEX MAIL DELIVERY EVERY HOURS: 2
oVARIABLE INTERVAL SCHEDULES –
oREINFORCER FOR THE FIRST RESPONSE AFTER AMOUNT OF TIME ON THE X
AVERAGE
oPRODUCES LOW BUT STEADY RATE OF BEHAVIOR
oRARELY USED IN ABA
oEX CHECKING FOR PHONE OR EMAIL MESSAGES ON AVERAGE: ( )
oCONCURRENT SCHEDULES OF REINFORCEMENT –
oSCHEDULES OF REINFORCEMENT THAT EXIST AT THE SAME TIME FOR TWO OR
MORE DIFFERENT BEHAVIORS
oCONCURRENT OPERANT
oFACTORS INFLUENCING CHOICE OF CONCURRENT OPERANT
SCHEDULING OF REINFORCEMENT
MAGNITUDE OF REINFORCEMENT
IMMEDIACY OF REINFORCEMENT
RESPONSE EFFORT
SEPTEMBER 16, 2019
oEXTINCTION
oA BASIC PRINCIPLE OF BEHAVIOR
oSUPPORTED BY YEARS OF BASIC AND APPLIED RESEARCH
oIS A COMPONENT OF MANY BEHAVIOR MODIFICATION PROCEDURES
A PREVIOUSLY REINFORCED BEHAVIOR
IS NO LONGER FOLLOWED BY THE REINFORCING CONSEQUENCE
THE BEHAVIOR IS WEAKENED DECREASES AND STOPS OCCURRING IN THE (
FUTURE)
EX PUTTING MONEY IN A VENDING MACHINE AND CONTINUOUSLY:
GETTING SNACKS FROM IT BUT THEN ONE TIME IT DOES NOT WORK ,
AND THEN YOU NEVER TRUST THAT MACHINE AGAIN .
oEXTINCTION BURST : WHEN THE REINFORCER NO LONGER FOLLOWS A PARTICULAR
BEHAVIOR THREE THINGS MAY HAPPEN INITIALLY, .
INCREASE IN FREQUENCY DURATION OR INTENSITY OF THE , ,
UNREINFORCED BEHAVIOR .
OCCURRENCE OF NOVEL BEHAVIORS
OCCURRENCE OF EMOTIONAL AND OR AGGRESSIVE BEHAVIORS / .
OSPONTANEOUS RECOVERY : THE BEHAVIOR OCCURS AGAIN SOMETIME LATER
AFTER IT WAS ELIMINATED WITH EXTINCTION .
BEHAVIOR OCCURS IN SITUATIONS WHERE IT WAS REINFORCED IN THE
PAST.
oPROCEDURAL VARIATIONS OF EXTINCTION
EXTINCTION OF POSITIVELY REINFORCED BEHAVIOR
THE POSITIVE REINFORCER IS NO LONGER DELIVERED FOLLOWING
THE BEHAVIOR
EXTINCTION OF NEGATIVELY REINFORCED BEHAVIOR
THE AVERSIVE STIMULUS IS NO LONGER REMOVED FOLLOWING THE
BEHAVIOR.
IN BOTH CASES BEHAVIOR IS WEAKENED .
oFACTORS INFLUENCING EXTINCTION
THE SCHEDULE OF REINFORCEMENT PRIOR TO EXTINCTION
THE OCCURRENCE OF REINFORCEMENT FOLLOWING THE INITIATION OF
EXTINCTION
REINFORCEMENT OF FUNCTIONALLY EQUIVALENT BEHAVIORS
SEPTEMBER 20, 2019
oPUNISHMENT
oTHE OCCURRENCE OF A BEHAVIOR
oIS FOLLOWED IMMEDIATELY BY A CONSEQUENCE
oTHE BEHAVIOR IS LESS LIKELY TO OCCUR IN THE FUTURE DECREASE IN THE (
FUTURE PROBABILITY OF THE BEHAVIOR )
PRESENT: BEHAVIOR IS FOLLOWED BY A CONSEQUENCE
FUTURE: BEHAVIOR IS LESS LIKELY TO OCCUR
OPositive Punishment
OFollowing the behavior.
OAn aversive stimulus (punisher) is applied or presented.
OThe behavior is less likely to occur in the future.
ONegative Punishment
OFollowing the behavior.
OA reinforcing stimulus (reinforcer) is withdrawn or removed.
OThe behavior is less likely to occur in the future.
OWhat is a punisher?
OThe stimulus that follows the behavior that results in a decrease in the future
probability of the behavior. Also called an aversive stimulus.
SEPTEMBER 23, 2019
oUNCONDITIONED PUNISHERS
oEVENTS THAT HAVE BIOLOGICAL IMPORTANCE
oPUNISHERS THAT REQUIRE NO CONDITIONING TO BE EFFECTIVE
oEX A HOT STOVE PAIN: ,
oCONDITIONED PUNISHERS
oA PREVIOUSLY NEUTRAL STIMULUS IS PAIRED WITH AN ESTABLISHED PUNISHER
oEX NO THREATS WARNINGS FACIAL EXPRESSIONS OF DISAPPROVAL: , , ,
oFACTORS INFLUENCING PUNISHMENT
oIMMEDIACY
oCONTINGENCY
oMOTIVATING OPERATIONS
EO ANTECEDENT THAT MAKES A STIMULUS MORE POTENT AS A PUNISHER –
AO ANTECEDENT THAT MAKES A STIMULUS LESS POTENT AS A PUNISHER –
oINTENSITY
oINDIVIDUAL DIFFERENCES
oCONCURRENT SCHEDULE OF REINFORCEMENT OR PUNISHMENT
oPOTENTIAL PROBLEMS WITH PUNISHMENT
oEMOTIONAL REACTIONS TO PUNISHMENT
oNEGATIVE REINFORCEMENT FOR THE USE OF PUNISHMENT
oPUNISHMENT AND MODELING
oETHICAL ISSUES
SEPTEMBER 27, 2019
oSTIMULUS CONTROL : THE EFFECTS OF REINFORCEMENT EXTINCTION AND PUNISHMENT , ,
ARE SITUATION . SPECIFIC
oABCS OF OPERANT BEHAVIOR
ANTECEDENT BEHAVIOR CONSEQUENCE
CONTINGENCY OF REINFORCEMENT
THREE TEAM CONTINGENCIES
oSTIMULUS DISCRIMINATION TRAINING : REINFORCE THE BEHAVIOR IN THE PRESENCE OF
ONE ANTECEDENT S ( D)
oDO NOT REINFORCE THE BEHAVIOR IN THE PRESENCE OF OTHER ANTECEDENTS S ( -
DELTAS)
oS VS EOD .
oS STIMULUS THAT IS PRESENT WHEN A BEHAVIOR IS REINFORCED AND ABSENTD –
WHEN THE BEHAVIOR IS NOT REINFORCED
oESTABLISHING OPERATION – EVENT THAT MAKES A STIMULUS MORE POTENT AS
REINFORCER
BOTH MAKE BEHAVIOR MORE LIKELY
OPPORTUNITY TO GET THE REINFORCER VS MOTIVATION FOR THE
REINFORCER
BOTH ARE NECESSARY TO EVOKE A BEHAVIOR
oBEHAVIOR ALTERING VS REPERTOIRE ALTERING EFFECTS OF STIMULI .
oANTECEDENTS S AND S S (EO D )
EVOKE A BEHAVIOR
ALTER THE CURRENT PROBABILITY OF A BEHAVIOR
BEHAVIOR IS MORE LIKELY IN THEIR PRESENCE NOW
oCONSEQUENCES REINFORCERS AND PUNISHERS ( )
STRENGTHEN OR WEAKEN BEHAVIOR
ALTER THE FUTURE PROBABILITY OF A BEHAVIOR
BEHAVIOR IS MORE OR LESS LIKELY IN THE FUTURE ( )
oGENERALIZATION
oBEHAVIOR OCCURS IN THE PRESENCE OF STIMULI THAT ARE SIMILAR IN SOME
WAYS TO THE S D
oBECAUSE THE BEHAVIOR WAS REINFORCED IN THE PRESENCE OF THE S IN THE D,
FUTURE THE BEHAVIOR ALSO OCCURS IN THE PRESENCE OF SIMILAR STIMULI, .
FALL BREAK !
oRESPONDENT CONDITIONING AKA CLASSICAL OR PAVLOVIAN CONDITIONING ( )
oUNCONDITIONED STIMULUS US ELICITS ( ) ( ) AN UNCONDITIONED RESPONDENT UR
US UR
oAFTER PAIRING WITH THE US THE NEUTRAL STIMULUS NS NS BECOMES A , ( )
CONDITIONED STIMULUS CS THAT NOW ELICITS A CONDITIONED RESPONSE CR ( ) ( )
CS CR
oRESPONDENT EXTINCTION
oPRESENT THE CS REPEATEDLY WITHOUT THE US THE CS WILL NO LONGER ELICIT . A
CR.
oSPONTANEOUS RECOVERY
oAFTER RESPONDENT EXTINCTION HAS OCCURRED THE CS MAY ONCE AGAIN ELICIT .
A CR .
oHIGHER ORDER CONDITIONING
oNEUTRAL STIMULUS PAIRED WITH CS 1.
CS CR1
oOUTCOME:
CS CR2
oA NEUTRAL STIMULUS BECOMES A CS .
FACTORS INFLUENCING RESPONDENT CONDITIONING :
-THE NATURE OF THE NS AND THE US
-TIMING OF THE NS AND THE US
oTRACE CONDITIONING
NEUTRAL STIMULUS FIRST AND GONE SO YOU HAVE THE MEMORY OF IT
oDELAY CONDITIONING
DELAY IS STILL GOING ON METRONOME THEN YOU HAVE THE US ( ),
(MEAT POWDER )
oSIMULTANEOUS CONDITIONING
START AT THE SAME TIME NOT VERY EFFECTIVE ,
oBACKWARD CONDITIONING
STARTS WITH THE CS AND THEN YOU RECEIVE THE NS MEAT POWDER (
FIRST THEN METRONOME )
-CONSISTENT PAIRING OF THE NS AND US
-THE NUMBER OF PAIRINGS
-PREVIOUS EXPOSURE TO THE NS
-CONDITIONED EMOTIONAL RESPONSES
oNEGATIVE UNPLEASANT S INVOLVES AUTONOMIC NERVOUS SYSTEM ( ) CER (
AROUSAL FEAR ANXIETY ANGER) – , ,
oPOSITIVE PLEASANT S LOVE HAPPINESS PLEASURE ( ) CER – , ,
-DISCRIMINATION AND RESPONDENT BEHAVIOR
oA SINGLE OR NARROW RANGE OF S ELICIT A CS CS CR
EX FEAR OF ONE SPECIFIC DOG:
OCTOBER 11, 2019
oSHAPING IS DIFFERENTIAL REINFORCEMENT OF SUCCESSIVE APPROXIMATIONS OF A
TARGET BEHAVIOR .
oDIFFERENTIAL REINFORCEMENT – REINFORCE ONE BEHAVIOR AND NOT OTHERS
oSUCCESSIVE APPROXIMATIONS – BEHAVIORS THAT ARE CLOSER AND CLOSER TO THE
TARGET BEHAVIOR
oWHEN IS SHAPING USED ?
oTO DEVELOP NEW TOPOGRAPHIES OF BEHAVIOR A .
oTO DEVELOP NEW DIMENSIONS OF A BEHAVIOR .
oTO REINSTATE OLD BEHAVIORS THAT ARE NOT OCCURRING .
oWHEN INSTRUCTIONS MODELING AND PROMPTING ARE NOT APPLICABLE OR NOT , ,
EFFECTIVE.
oACCIDENTALLY TO DEVELOP PROBLEM BEHAVIORS.
oEXAMPLES OF SHAPING
oLANGUAGE DEVELOPMENT
oGETTING A RAT TO PRESS A LEVER
oANIMAL TRAINING
oREHABILITATION
oVOICE VOLUME
oSELF INJURIOUS BEHAVIOR-
oSPORTS APPLICATIONS
oPREPARATION FOR MEDICAL PROCEDURES
oSHAPING PROBLEM BEHAVIORS
oCHILD TANTRUMS OR OTHER PROBLEM BEHAVIORS
oPARENTS YELLING NAGGING /
oSHOWING OFF
oDOG BEGGING FOR FOOD
oUSING SHAPING
o1. DEFINE TARGET BEHAVIOR
o2. ? IS SHAPING THE RIGHT PROCEDURE
o3. IDENTIFY THE STARTING BEHAVIOR
o4. CHOOSE THE SHAPING STEPS
o5. CHOOSE REINFORCER
o6. REINFORCE EACH SUCCESSIVE APPROXIMATION
o7. MOVE AT PROPER PACE
OCTOBER 18, 2019
oA PROMPT IS AN ANTECEDENT STIMULUS OR EVENT USED TO INCREASE THE LIKELIHOOD
THAT A PERSON WILL ENGAGE IN THE CORRECT BEHAVIOR AT THE CORRECT TIME EX A . ( :
CHILDREN S CHOIR AT CHURCH AND THEIR DIRECTOR SHOWING THEM WHAT TO DO AT’
THE PERFORMANCE ).
oVERBAL INSTRUCTIONS
oGIVING AN EXAMPLE
oGESTURING
oPHYSICALLY GUIDING
PROMPTS ARE USED DURING DISCRIMINATION TRAINING TO HELP THE
PERSON ENGAGE IN THE CORRECT BEHAVIOR IN THE PRESENCE OF THE
DISCRIMINATIVE STIMULUS .
PROMPTS PRODUCE THE CORRECT BEHAVIOR SO THAT IT CAN BE
REINFORCED.
o(1) : RESPONSE PROMPT THE BEHAVIOR OF ANOTHER PERSON THAT EVOKES THE
DESIRED RESPONSE IN THE PRESENCE OF THE DISCRIMINATIVE STIMULUS .
VERBAL , , PROMPT GESTURAL PROMPT MODELING PROMPT PHYSICAL PROMPT , .
o(2) : , STIMULUS PROMPT SOME CHANGE IN A STIMULUS OR MAKE THE ADDITION OR
REMOVAL OF A STIMULUS TO MAKE A CORRECT RESPONSE MORE LIKELY , .
WITHIN STIMULUS PROMPT – CHANGING THE DISCRIMINATIVE STIMULUS .
EXTRA STIMULUS PROMPT – ADDING ANOTHER STIMULUS OR CUE TO THE
DISCRIMINATIVE STIMULUS .
OCTOBER 21, 2019
oFADING IS ONE WAY TO TRANSFER STIMULUS CONTROL FORM THE PROMPTS TO THE
DISCRIMINATIVE STIMULUS ONCE THE TARGET BEHAVIOR IS ACHIEVED THE COACH FADES . ,
HIS HER PROMPTS/ .
oTEACHING IS NOT COMPLETE UNTIL PROMPTS ARE COMPLETELY FADED .
oTHE GOAL OF TRANSFER OF STIMULUS CONTROL IS THAT THE CORRECT BEHAVIOR
OCCURS AT THE RIGHT TIME WITHOUT ANY ASSISTANCE PROMPTS ( ).
oPROMPT FADING – A RESPONSE IS REMOVED GRADUALLY UNTIL NO PROMPT IS
PROVIDED.
oPROMPT DELAY – AFTER THE DISCRIMINATIVE STIMULUS IS PRESENTED THE ,
PROMPT IS DELAYED ALLOWING AN UNPROMPTED RESPONSE TO OCCUR .
oSTIMULUS FADING – THE STIMULUS PROMPT IS ELIMINATED GRADUALLY .
oMOST APPROPRIATE PROMPTING STRATEGY :
RESPONSE PROMPTS FOR A NOVEL BEHAVIOR.
PHYSICAL PROMPTS . FOR THOSE WITH LIMITED ABILITIES
VERBAL PROMPTS FOR THOSE MORE CAPABLE.
LEAST TO MOST . IF ABILITIES ARE UNKNOWN
STIMULUS PROMPTS HELP A PERSON MAKE A CORRECT DISCRIMINATION.
STEPS:
1. PICK MOST APPROPRIATE PROMPTING STRATEGY .
2. GET THE LEARNER’S ATTENTION REDUCE DISTRACTIONS COMPETING STIMULI – , .
3. PRESENT THE DISCRIMINATIVE STIMULUS .
4. PROMPT . THE CORRECT RESPONSE
5. REINFORCE THE CORRECT BEHAVIOR.
6. TRANSFER . STIMULUS CONTROL
7. CONTINUE TO REINFORCE UNPROMPTED RESPONSES .
OCTOBER 25, 2019
oBEHAVIORAL CHAINING
STIMULUS RESPONSE CHAIN
oSD1 R1
SD2 R2
SD3 R3
oSD4 SR
TASK ANALYSIS - IDENTIFY ALL DISCRIMINATIVE STIMULI AND RESPONSES IN A BEHAVIORAL
CHAIN.
oPROCEDURES :
oBACKWARD CHAINING : TEACH LAST S R COMPONENT FIRST THEN TEACH NEXT - .
TO LAST COMPONENT AND SO ON , . : EX A CHILD PLAYING BASKETBALL .
oFORWARD CHAINING : TEACH FIRST S R COMPONENT FIRST THEN TEACH SECOND - .
COMPONENT AND SO ON, .
oTOTAL TASK PRESENTATION : EXECUTE THE WHILE S R CHAIN IN EACH TRAINING -
TRIAL USE GRADUATED GUIDANCE IN EACH TRIAL FADE TO SHADOWING AND, ,
THEN FADE SHADOWING EX DIVING BOARD CAN STOP ONCE STARTS . : , ’T
oTRAINING SEQUENCE :
oPRESENT THE SD .
oVERBAL AND PHYSICAL PROMPT .
oPRAISE AND POSSIBLY OTHER REINFORCERS FOR CORRECT RESPONSE ( ) .
oFADE PROMPTS .
oWHEN RESPONSE OCCURS WITHOUT PROMPTS MOVE TO THE NEXT S R , -
COMPONENT.
oCONTINUE STEPS UNTIL DONE 1-5 .
STEPS:
1. “IS ?” CHAINING THE RIGHT PROCEDURE
2. DEVELOP A TASK ANALYSIS OF THE S R CHAIN - .
3. COLLECT BASELINE DATA.
4. CHOOSE . THE CHAINING PROCEDURE AND IMPLEMENT
5. CONTINUE TO COLLECT DATA .
6. SHIFT TO INTERMITTENT REINFORCEMENT FOR MAINTENANCE .
OCTOBER 28, 2019
oBEHAVIORAL SKILLS TRAINING BST PROCEDURES ( )
oUSED TO TEACH NEW BEHAVIORS
oUSED FOR BEHAVIOR THAT CAN BE STIMULATED IN A ROLE PLAY
oUSED WITH LEARNERS WHO CAN FOLLOW INSTRUCTIONS AND IMITATE MODELS
oUSED WHEN MORE INTRUSIVE PROMPTING AND FADING OR CHAINING PROCEDURES
ARE NOT NECESSARY
oMAY BE USED INDIVIDUALLY OR IN GROUPS
EX PARENTING SKILLS ASSERTIVENESS TRAINING ABDUCTION: , ,
PREVENTION SKILLS SOCIAL SKILLS SKILLS TO PREVENT GUN PLAY , ,
oBST COMPONENTS
oINSTRUCTIONS
oMODELING
oREHEARSAL
oFEEDBACK
oPROMOTING GENERALIZATION :
oUSE REALISTIC ROLE PLAYS THAT STIMULATE THE FULL RANGE OF SITUATIONS .
oINCORPORATE REAL LIFE STIMULI INTO TRAINING .
oPRACTICE SKILLS OUTSIDE OF SESSIONS IN REAL LIFE SITUATIONS .
oARRANGE TO REINFORCE SKILLS OUTSIDE OF TRAINING SESSIONS .
