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Developing New Behavior

Developing New Behavior. 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.

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Developing New Behavior

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  1. Developing New Behavior

  2. Non Contingent Reinforcement • Potency (e.g. amount/quality) of “R+” • Include Extinction • Vary “Reinforcement”

  3. Behavioral Momentum • High Probability requests • Resistance to extinction

  4. Functional Communication Training • Differential Reinforcement • Look/ Watch me

  5. 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”

  6. Shaping

  7. 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.

  8. Terms Terminal 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.

  9. Enhancing Shaping: Prompting & Fading • Add an SD • Physical Guidance • Imitative response (Model) • These are all prompts that must be faded

  10. Lookin’ for a volunteer • Who wants to shape up their behavior?

  11. Chaining √ Must be done in a general stepwise format e. g. making a sandwich √ Each response serves a dual function • Signal for next response • Reinforcer for completion of the previous response.

  12. Methods of Chaining • Forward • R1 R1R1 – R2 R2R2 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…

  13. 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.

  14. 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.

  15. 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

  16. Respondent Conditioning

  17. Respondent Conditioning Do not say Classical Conditioning - Eliciting not evoking behavior - Automatic Physiological responses not controlled free willed or operant responses

  18. General • Pavlov: Russian Physiologist US  UR US + CS  CR CS  CR

  19. Examples Example 1: Salivating Dogs and Bells Example 2: Little Albert & White Rats Example 3: Chemo Therapy & Favorite foods Example 4: Mammalary Effusion: Leaking Breasts Example 5: Phobias Example 6: Bedwetting Example 7: Aversion Therapy

  20. Factors That influence Respondent Conditioning • Number of pairings • inter-stimulus interval: .5 sec • Continuous Pairing > Intermittent Pairing • Intense Stimuli (CS US)

  21. Respondent Extinction • Stop pairing the CS with the UCS Q. How is this different than escape extinction?

  22. 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

  23. 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

  24. Operant-Respondent Interactions • Emotions: Rewards and Punishers are associated with internal events • Thinking: Words are associated with senses

  25. Systematic Self-Desenstization • Construct a Fear Hierarchy (0-100; least to most fearful) - SUD : Subjective Unit of Discomfort • Deep Muscle Relaxation: • Implement Program

  26. Flooding • Putting person in fearful situation with positive outcome. • Not allowing the CS to be paired with UCS • Not recommended

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