Download - Developing New Behavior
Developing New Behavior
Week 9
Non Contingent Reinforcement
• Potency (e.g. amount/quality) of “R+”• Include Extinction• Vary “Reinforcement”
Behavioral Momentum
• High Probability requests• Resistance to extinction
Functional Communication Training
• Differential Reinforcement• Look/ Watch me
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”
Shaping
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.
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.
Enhancing Shaping: Prompting & Fading
• Add an SD• Physical Guidance• Imitative response (Model)– These are all prompts that must be faded
Lookin’ for a volunteer
• Who wants to shape up their behavior?
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.
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…
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.
Time to make a chain
Do a task analysis for making an omelet
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.
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
Stimulus Discrimination and Stimulus Generalization
3 Types of Stimuli
• Discriminative Stimulus: Reinforcement is available (SD)
• Neutral Stimulus: No reinforcement or punishment is available (SΔ )
• Warning Stimulus: Punishments is available
Discrimination Training
• Learning when to behave and when not to behave
• Reinforcing a response in presence of one stimulus but not another
e. g. Colors
Color Discrimination
What about you?
• When have you engaged in stimulus discrimination today?
Stimulus Control
• Degree of correlation between stimulus and response
• Degree to which a behavior occurs in presence of a specific stimulus– e.g. Traffic light
• Stimulus Generalization Gradient: Probability of response reinforced in one stimulus condition are emitted in the presence of untrained stimuli.
Color Discrimination Revisited
What about you?
• What behaviors do you have that are under stimulus control?
Let’s discriminate
Learning an Alien Language
Effective discrimination training
• Choose distinct signals• Minimize opportunities for error– Minimize stimulus array
• Maximize Number of learning trials• Make use of rules
Stimulus Generalization
• Responding similarly across two or more stimuli
√ The more the stimuli are alike the more likely the response to take place
e.g. finding your car
What about you?
• What behaviors/responses do you generalize across settings?
• Can that response always be generalized?
• Should that response always be generalized?
Classes of Stimuli
Stimulus Class: Set of stimuli with similar characteristics in common
AKA: Concept
Equivalence Class: Set of stimuli with different characteristics, but represent the same thing
e.g. Written name, verbal name, picture of person
Inducing Stimuli Classes
√ Explicit training is not necessarily needed to induce stimulus control across stimuli
• Symmetry: A = B• Reflexivity: A = A• Transivity: A = B; B = C; A = C
Discriminating discrimination among other discriminative stimuli
Stimulus discrimination and escapee.g. hailing a taxi out in the cold: Must
have no patrons in it.
Stimulus discrimination and punishmente.g. Boiling pan: Do not touch or you get burned.
Stimulus Discrimination and Differential Reinforcement
DR- 2 responses (right way and wrong way)and 1 stimuluse.g. Asking mom for money
SD- Two stimuli (Right signal wrong Signal) and 1 responsee.g. Asking mom OR dad for money?
Requirements for stimulus control
• Attention of the subject
• Sensory capabilities of the subject
• The stimulus must stand out relative to other stimuli.
Generalization Part 2Response Generalization• Behavior becomes more probable in the presence of
a stimulus as a
• result of another behavior that was reinforced in the presences of that stimulus√ Do not confuse with stimulus generalization
e.g. Behavioral Momentum: Compliance high pe.g. Computer vs. worksheet vs. flashcards
How to get response generalization to occur
• Train sufficient response exemplars:e.g. Plurals
• Vary the acceptable responses during training: – Only reinforce less probable responses
• Program Common Stimuli• Train Loosely – Just mixing it up• Teach Behavior to Required Levels• Program Indiscriminable contingencies
• √ Make use of rules to speed it up
Your turn
• Each of you write down an example of how response generalization has occurred with your behavior.
Maintenance (i.e. “Memory”)
• Continuing performance after it was first established
• Behavior Trap: Built in reinforcers take control of artificially delivered reinforcers
• Perpetual Performance Contracting does not exist
Verbal Behavior
• A response reinforced by another person’s response.
• 6 “Verbal Operants”– Mands: Asking
• Only type that benefits speaker (Remember MO)– Tacts: Naming– Echoic: Repeating back– Intraverbal: Answer questions– Textual: Reading– Transcription: Writing