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Chapters 10 - 12

by: Hinds Notetaker

Chapters 10 - 12 PSYC 2500-001

Hinds Notetaker

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Behavior Analysis
Robin Leonard
Class Notes
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This 12 page Class Notes was uploaded by Hinds Notetaker on Friday October 7, 2016. The Class Notes belongs to PSYC 2500-001 at East Tennessee State University taught by Robin Leonard in Fall 2016. Since its upload, it has received 5 views. For similar materials see Behavior Analysis in Psychology at East Tennessee State University.


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Date Created: 10/07/16
Chapter 10 Prompting and Transfer of Stimulus Control  Used to develop appropriate stimulus control over a particular behavior (to get the right  behavior to occur at the right time)  Used to develop new behaviors What is a Prompt? Prompt: a stimulus that is used to increase the likelihood that a person will engage in the  correct behavior at the correct time What is Fading? Fading: the gradual removal of prompts as the behavior continues to occur in the presence  of the discriminative stimulus Types of Prompts  Response Prompt: a type of prompt in which the trainer engages in a behavior to induce  the client to engage in the target behavior in the presence of the discriminative stimulus  Stimulus Prompt: some change in an antecedent stimulus, or the addition or removal of  an antecedent stimulus, with the goal of making a correct response more likely Response Prompts  Verbal Prompt  Gestural Prompt  Modeling Prompt  Physical Prompt Stimulus Prompts  Within­Stimulus Prompts: a type of stimulus prompt in which some aspect of the  discriminative stimulus or S­delta is changed to help a person make a correct  discrimination  Extrastimulus Prompts: a type of stimulus prompt in which a stimulus is added to help a  person make a correct discrimination  The sequence of presenting the SD, prompting the correct response, and providing a  reinforcer   In a learning trial:  Prompting gets the correct response to occur so it can be reinforced  Fading or prompt delay occurs to eliminate the prompt and transfer control to the SD What is a “Learning Trial?” Transfer of Stimulus Control Transfer of Stimulus Control: a process in which prompts are removed once the target  behavior is occurring in the presence of the discriminative stimulus Transferring Stimulus Control: Prompt Fading  Prompt Fading: the gradual removal of prompts as the behavior continues to occur in the  presence of the discriminative stimulus  Least­to­Most  Most­to­Least Transferring Stimulus Control: Prompt Delay  Prompt Delay: the trainer presents the discriminative stimulus and then after a specified  interval of time presents the prompt Transferring Stimulus Control: Stimulus Fading Stimulus Fading: the gradual elimination of a stimulus prompt as the behavior continues to occur in the presence of the discriminative stimulus Guidelines for Prompting and Transferring Stimulus Control  Choose the most appropriate prompting strategy.  Get the learner’s attention.  Present the SD. The learning trial always begins with the presentation of the SD.  Prompt the correct response.  Reinforce the correct behavior.  Transfer stimulus control.   Continue to reinforce unprompted responses.  Use intermittent reinforcement for maintenance Chaining Chapter 11 Chaining Behavioral Chain: a complex behavior consisting of two or more component behaviors that occur together in a sequence Analyzing Stimulus­Response Chains  Stimulus­Response Chain: another term for behavioral chain  SD1  R1  SD2  R2  SD3  R3  SD4  R4  SR Task Analysis  Task Analysis: identification of the discriminative stimulus and response for each  component of a behavior chain Ways to Conduct a Task Analysis  Observe a person engage in the task and record each of the stimulus  response  components  Ask an expert to explain all the components in the task  Perform the task yourself and record the sequence of responses in the task Backward Chaining Backward Chaining: a chaining procedure in which the last component of the chain is  taught first Forward Chaining  Forward Chaining: a procedure for teaching a chain of behaviors in which the first  component of the chain is taught first Training Sequence for Each Component   Present the SD  Verbal and physical prompt  Praise (and possibly other reinforcers) for correct  response  Fade prompts  When response occurs without prompts, move to the next S­R component  Continue steps 1­5 until done Total Task Presentation  Total Task Presentation: a complex chain of behaviors is taught as a single unit in which  the trainer prompts the learner through all steps in the chain  Graduated Guidance: a type of training in total task presentation that begins with physical prompts that are gradually faded, continues with shadowing of the learners behavior, and  eventually results in no assistance from the trainer Other Strategies for Teaching Behavioral Chains  Written Task Analysis  Picture Prompts  Self­Instructions Strategies for Teaching Behavioral Chains: Written Task Analysis  Written Task Analysis: a written list of each discriminative stimulus and response in a  behavioral chain; sometimes given to the learner to guide the learner’s behavior through  the chain of behaviors­ higher level learners  Strategies for Teaching Behavioral Chains: Picture Prompts and Video Modeling  Picture Prompts: pictures of someone engaging in each behavior or of the outcome of  each behavior are used to prompt the learner to engage in the correct behavior in the  correct sequence  Video Modeling: video of someone engaging in each behavior  o Have to have an imitative­repertoire  Strategies for Teaching Behavioral Chains: Self­Instructions  Self­Instructions: self­statements that make it more likely that a target behavior will occur in a specific situation o Teaching the learner to give themselves verbal prompts as they go through things  “Please Excuse My Dear Aunt Sally”  Has been used a lot therapeutically for modifying behavior to keep one’s own behavior in line How to Use Chaining Procedures­ should we use this or not?  Determine whether a chaining procedure is appropriate.­ is it a lack of knowledge or lack  of compliance?­ only appropriate for completely new skills  Develop a task analysis.­ we can’t make the steps too complex  Get a baseline assessment of the learner’s ability. Where do we need to start? (Whatever  they can complete without assistance­ exposing them to every step in the chain to see if  they know where to go from there)  Choose the chaining method you will use. (Backward and forward training is most often  used)  Implement the chaining procedure. (Appropriate use of prompting and fading)  Continue reinforcement after the task has been learned… Shift to intermittent  reinforcement for maintenance.  (Keeps it going for the long­term) Behavioral Skills Training Procedures Chapter 12 Behavioral Skills Training Procedures  Behavioral Skills Training (BST): a procedure consisting of instructions, modeling,   behavioral rehearsal, and feedback  in every training session that is used to teach new behaviors or skills o ­every single learning trial o ­the last two stages might be done a few times, continuing until we see these  behaviors in place Examples of BST Procedures  Teaching Marcia to Say “No” to the Professors­ she has to go above and beyond in her  job description and it was keeping her from doing what she needed to, causing stress and anxiety and keeping her at work late o You can only give to people to the point that it takes from you o She had to go to a counselor and he gave her instructions to be assertive   Teaching Children to Protect Themselves from Abduction­ it’s only okay to talk to  strangers when your parents or a trusted adult is with them o Then you set up scenarios that the children can rehearse in The 4 Components of the BST Procedure  Instructions  Modeling  Rehearsal­ until they have successfully completed this behavior a few times  Feedback­ predominantly positive (3:1 positivity) Components of the BST Procedure: Instructions  Instructions: verbal descriptions of the behavior to be performed o We will always explain it in words before we show it to you Factors Influencing the Effectiveness of Instructions  Instructions should be: o presented at a level the learner can understand­ disabilities, broken down into  understandable parts; understand the language used by the subject o delivered by someone who has credibility with the learner­ teachers normally  have credibility­ however they have found that kids pay more attention to  abduction scenarios presented by kids their own age o paired with modeling  o given only when the learner is paying attention  The learner should:  o have the opportunity to rehearse the behavior o repeat the instructions­ so that we know for certain that they understood what we  said Components of the BST Procedure: Modeling  Modeling: a type of prompt in which the trainer demonstrates the target behavior for the  learner o We are born with an imitative repertoire – we learn everything through  modeling; especially when out of our element   children learn this way almost exclusively­ all children want a baby doll because momma takes care of the baby Factors Influencing the Effectiveness of Modeling  The model: o Should be reinforced for correct behavior­ Bandura showed that we can learn  vicariously through others­ we don’t have to receive the punishment ourselves  People will model behaviors if they see it positively reinforced even if it’s  a negative behavior o Should resemble the people observing the model or should have high status  (Someone that is respected for a specific or variety of things relating to the scenario) like a firefighter showing “stop, drop, and roll” procedure  The modeled behavior: they must be able to physically model the behavior o complexity should be appropriate to the developmental level of the learner o must occur in the proper context  best abduction preventions will happen at the park and the mall or places  abductions can occur­ or at least simulating these places ; training will be better o should be repeated as often as necessary   If the first time they practice the behavior they make 6 or 7 mistakes, you  would go all the way back to modeling the behavior instead of just giving  feedback, etc. o should be modeled in a variety of ways and in a variety of situations  model every possible acceptable response  The learner: o must pay attention to the model   if you don’t pay attention, you can’t rehearse a behavior correctly o should have an opportunity to rehearse the behavior Components of the BST Procedure: Rehearsal  Rehearsal:  o practice of the behavior in a role­play situation after instructions and modeling  you always want to give people the opportunity to rehearse the behavior Factors Influencing the Effectiveness of Rehearsal  Rehearsals should be programmed for success o We don’t want them to do it all wrong because then we won’t have anything to  reinforce­ rehearsals and behaviors must be simple enough that people can be  successful.   Rehearsal of the correct behavior should be followed immediately by reinforcement o  don’t wait until everything is done  Rehearsals that are partly correct or are incorrect should be followed by corrective  feedback  The behavior should be rehearsed in the proper context o Work problems should be rehearsed in a work environment; as much as possible   The behavior should be rehearsed until it is demonstrated correctly a few times o 100% correct several times that way we know they really understand this  behavior Components of the BST Procedure: Feedback  Feedback:  o delivering praise for a successful performance in a behavioral rehearsal and  instruction on ways to improve the performance in the future  constructive feedback isn’t criticism, it is showing someone how to be/get  better  you never want to be critical; teachers who are critical create students  with a  negative attitude toward school and their academic progress Factors Influencing the Effectiveness of Feedback  Feedback should be given immediately after the behavior o It’ll be more effective b/c a week from now they won’t remember anything about  it­ they will only be able to attach the feedback to the behavior when done in that  moment.   Feedback should always include praise (or other reinforcers) for some aspect of the  behavior o Tell them what they did right­ if all you hear out of someone’s mouth is negative,  they can’t ever hear what you’re saying  Praise should be descriptive  When providing corrective feedback, don’t be negative o You want to build them up, not discourage them; correct the behavior without  attaching it to the person  Always praise some aspect of the performance before providing corrective feedback o You divorce yourself from saying “you’re wrong” and you show that you  understand the situation  Provide corrective feedback on one aspect of the performance at a time o It’s frustrating when there are so many parts of a behavior and they feel like they  can’t do anything right o Pick the biggest problem, fix it, then the next biggest, then the next.. etc Enhancing Generalization after BST  Involve a variety of role­plays that simulate actual situations the learner is likely to  encounter in real life o They must be generalized for every setting something might happen  Incorporate real­life situations into training o Social get­togethers for social problems  Provide assignments for the learner to practice the skill being learned outside the BST  session  Arrange for the reinforcement of the skills in situations outside the training session o Parents,  teachers, personal friends, etc.  BST and the Three­Term Contingency  Antecedents ­> behavior ­> consequences  Modeling & instructions ­> rehearsal ­> feedback BST in Groups ­Used with groups of people who need to learn similar skills  Advantages: more efficient, additional learning opportunities (b/c you get to see other  people rehearse), enhanced generalization (greater variety of role­playing situations),  increased magnitude of reinforcement (more people to give feedback)  Disadvantages: no individual attention, shy or dominating group members, no control  over type of feedback given; you can tell people what is allowed but that doesn’t mean  criticism won’t happen Applications of BST Procedures­ “everyone uses a bit of this in life”  Teaching self­protection skills  Teaching social skills  Teaching parenting skills  Teaching job and interview skills  Numerous other applications How to Use BST Procedures  Identify and define the skills you want to teach.  Identify all relevant stimulus situations in which the skills must be used.  Assess the learner’s skills in the stimulus situations to establish a baseline.  Begin training with the easiest skill or the easiest stimulus situation.  Begin a training session by modeling the behavior and describing its important aspects.  After the learner hears the instructions and sees the model, provide the opportunity for  rehearsal.  Immediately after the rehearsal, provide feedback.  Repeat the rehearsal and feedback process until the learner has executed the behavior  correctly a couple of times.  After success with one training situation, move to another situation and continue the  process of modeling, instructions, rehearsal, and feedback until the learner has mastered  each skill in each situation.  Once the learner has mastered all the skills in all simulated situations during training  situations, program for generalization to the natural settings where the skills are needed.


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