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Developing New Behavior
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Non Contingent Reinforcement
• Potency (e.g. amount/quality) of “R+”• Include Extinction• Vary “Reinforcement”
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Behavioral Momentum
• High Probability requests• Resistance to extinction
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Functional Communication Training
• Differential Reinforcement• Look/ Watch me
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Imitation
• Any physical functioning as “model” (e.g. antecedent)
• Immediate imitative behavior follows model– 5 seconds
• Both model and behavior must be similar– Must “do the same”
• Model must be controlling variable– “Doing the same is not enough”
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Shaping
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Shaping
Reinforcing successive approximations to the target response while extinguishing preceding approximations.
√ Does not have to be done in an exact way
This concept requires understanding of Reinforcement, extinction, and Differential Reinforcement.
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TermsTerminal Behavior: The final goal of an intervention
Operant Level: Frequency of responding before reinforcement
Initial Behavior: Some behavior that resembles the terminal behavior in some way.
Intermediate behaviors: Those behaviors that more closely approximate the target responses.
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Enhancing Shaping: Prompting & Fading
• Add an SD• Physical Guidance• Imitative response (Model)– These are all prompts that must be faded
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Lookin’ for a volunteer
• Who wants to shape up their behavior?
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Chaining
√ Must be done in a general stepwise formate. g. making a sandwich
√ Each response serves a dual function– Signal for next response– Reinforcer for completion of the previous
response.
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Methods of Chaining
• Forward– R1 R1 R1 – R2 R2 R2 etc.
• Total-Task– R1 R2 R3 etc.– Provide help when needed– Stop when criterion met (3 times with no help?)
• Backward– Start with final link– With leap ahead…
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Task Analysis
• Breaking a behavioral chain into its smaller responses.
• Extent to which you are successful with teaching new behaviors from a chaining perspective is directly related to your ability to do a good task analysis.
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Time to make a chain
Do a task analysis for the problem 359 / 13
Do a task analysis for a chain of responses that you consider yourself an expert in that perhaps no one else in the class is.
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Chaining Assessment
• Single Opportunity– Measurement of all steps in correct sequence– Quick to conduct– More conservative– Tells little information
• Multiple-Opportunity– Measurement of each link
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Respondent Conditioning
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Respondent Conditioning
Do not say Classical Conditioning- Eliciting not evoking behavior- Automatic Physiological responses not
controlled free willed or operant responses
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General
• Pavlov: Russian Physiologist
US URUS + CS CRCS CR
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Examples
Example 1: Salivating Dogs and BellsExample 2: Little Albert & White RatsExample 3: Chemo Therapy & Favorite foodsExample 4: Mammalary Effusion: Leaking BreastsExample 5: Phobias Example 6: BedwettingExample 7: Aversion Therapy
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Factors That influence Respondent Conditioning
• Number of pairings• inter-stimulus interval: .5 sec• Continuous Pairing > Intermittent Pairing• Intense Stimuli (CS US)
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Respondent Extinction
• Stop pairing the CS with the UCS
Q. How is this different than escape extinction?
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Compound Stimulus
• Two stimuli together is your CS
• Generalized Conditioning– Second order conditioning, third order and so on– Generally it gets weaker and easier to extinguish
• √ Difficult due to respondent extinction
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Drug Overdoses
• Generally due to taking too much poison. • Novel environments play major role– Drugs not only produce a high, but also counter
effects to reduce the high.– The drug, Room, Needle Prick– Thought? Coke Classic vs. Caffeine Free Coke
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Operant-Respondent Interactions
• Emotions: Rewards and Punishers are associated with internal events
• Thinking: Words are associated with senses
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Systematic Self-Desenstization
• Construct a Fear Hierarchy (0-100; least to most fearful)- SUD : Subjective Unit of Discomfort
• Deep Muscle Relaxation:• Implement Program
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Flooding
• Putting person in fearful situation with positive outcome.
• Not allowing the CS to be paired with UCS• Not recommended