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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

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Developing New Behavior

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  1. Developing New Behavior Week 9

  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 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.

  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. Stimulus Discrimination and Stimulus Generalization

  17. 3 Types of Stimuli • Discriminative Stimulus: Reinforcement is available (SD) • Neutral Stimulus: No reinforcement or punishment is available (SΔ ) • Warning Stimulus: Punishments is available

  18. 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

  19. Color Discrimination

  20. What about you? • When have you engaged in stimulus discrimination today?

  21. 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.

  22. Color Discrimination Revisited

  23. What about you? • What behaviors do you have that are under stimulus control?

  24. Let’s discriminate Learning an Alien Language

  25. Effective discrimination training • Choose distinct signals • Minimize opportunities for error • Minimize stimulus array • Maximize Number of learning trials • Make use of rules

  26. 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

  27. What about you? • What behaviors/responses do you generalize across settings? • Can that response always be generalized? • Should that response always be generalized?

  28. 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

  29. 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

  30. Discriminating discrimination among other discriminative stimuli Stimulus discrimination and escape e.g. hailing a taxi out in the cold: Must have no patrons in it. Stimulus discrimination and punishment e.g. Boiling pan: Do not touch or you get burned.

  31. Stimulus Discrimination and Differential Reinforcement DR- 2 responses (right way and wrong way)and 1 stimulus e.g. Asking mom for money SD- Two stimuli (Right signal wrong Signal) and 1 response e.g. Asking mom OR dad for money?

  32. Requirements for stimulus control • Attention of the subject • Sensory capabilities of the subject • The stimulus must stand out relative to other stimuli.

  33. Generalization Part 2 Response 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 p e.g. Computer vs. worksheet vs. flashcards

  34. 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

  35. Your turn • Each of you write down an example of how response generalization has occurred with your behavior.

  36. 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

  37. 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

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