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| scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a techology of behavior change that takes practical advantage of those discoveries. "Behavior is a function of its consequences." |
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| description, prediction, control |
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| collection of facts about observed events, suggests hypotheses or questions for additional research. |
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| relative probability that when one event occurs, another event will or will not occur. based on repeated observation revealing relationships. Demonstrates correlation but not causation. |
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| highest level of scientific understanding. Functional relations can be derived - specific change in one event can reliably be produced by specific manipulations of another event and the change in the dependent variable was unlikely to be the result of other extraneous factors. Co-related, not necessarily causal. |
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| Goal of behavior analysts |
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| predict and control behavior |
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Assumption on which science is predicated.
Presumption that the universe is a lawful and orderly place in which all phenomena occur as a result of other events.
Events are DETERMINED by other things. |
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| means antecedent and consequent variables that cause a particular behavior to occur are known. We can reliably produce it by manipulating variables. |
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| attempts to explain ALL behavior, including internal behavior (thinking and feeling) |
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| methodological behaviorism |
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| Philosophical position that considers events that cannot be publically observed to be outside the realm of science. |
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| Applied Behavior Analysis |
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| a scientific approach to improving socially significant behavior in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior, and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior. |
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applied
behavioral
analytic
technological
conceptually systematic
effective
generalizable |
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| dealing with socially significant behaviors |
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| deals with the actual BEHAVIOR, what the person DOES |
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| demonstrating experimental control over occurrence/nonoccurrence |
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| written description is complete enough to enable others to replicate it |
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| derived from basic principles of behavior |
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| improves behavior sufficiently to produce PRACTICAL results |
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| produces behavior changes that last over time, appear in other environments or spread to other behaviors. |
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| NS that does not naturally evoke the unconditioned response (UR), is paired repeatedly with the unconditioned stimulus (us) that naturally evokes the UR. NS is now a conditioned stimulus (CS) and evokes a CR. Organism is passive. |
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| classical conditioning diagram |
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Definition
US ---------------> UR
(food) (Salivation)
+NS
(bell)
CS----------------->CR
(bell) (Salivation)
NS |
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| applications of classical/pavlovian conditioning |
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Definition
| fear, prejudice, advertising, paraphilia, taste aversion, immune system functioning. |
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| operant conditioning (skinner) |
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| nonreflexive behaviors, behavior is a function of its consequences. Organism is active. |
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a class of behavior that occurs because of the consequences of that class of behavior in the past.
Also called, behavior/behavior class; response/response class; action |
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| following a behavior, a stimulus is added and the behavior is more likely to occur under similar circumstances in the future. |
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| Most powerful behavior changing tool |
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| advantages of positive reinforcement |
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| effective, people like having their behavior changed this way, they like the people who give them positive reinforcement, if receiving enough positive reinforcement for good behavior, problem behaviors will often decrease. |
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| unconditioned reinforcers |
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Definition
| require no learning history, food, water, oxygen, warmth, sex, human touch. |
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| conditioned reinforcers (secondary reinforcers) |
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| depend on a learning history, neutral stim. begin to function as reinforcers as a result of being pared with other reinforcers (conditioned or unconditioned) |
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| following a behavior, a stimulus is removed and the behavior is more likely to occur under similar circumstances in the future. |
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| Ethical considerations of Neg. Reinf. |
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| presence of particularly aversive antecedent stim. may be problematic and may generate undesirable competing behaviors |
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| each occurrence produces a reinforcer |
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| intermittent reinforcement |
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| some responses produce a reinforcer and others do not. |
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| Response is reinforced after some number of responses have been made |
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| a response is reinforced after some amount of time has elapsed since some event. (1st response after 5 minutes) |
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| response reinforced depending on rate or timing of prior responses - differential rate of high rates of behavior, differential reinfocement of low rates of behavior |
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| 4 basic reinforcement schedules |
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| ratio, interval, rate, response independent |
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| after a behavior, a stimulus is presented and the behavior is less likely to occur under similar circumstances in the future. |
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| negative punishment (type II) |
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| following a behavior, a stimulus is removed and the behavior is less likely to occur under similar circumstances in the future (also called response cost) |
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| Ethical considerations when using punishment |
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| Do no harm, less intrusive procedures should be tried and found ineffective before more intrusive procedures are implemented. Failing to use a punishment procedure that research has shown to be effective can be unethical because it witholds a potentially effective treatment and may maintain a dangerous or uncomfortable state |
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| Restrictiveness of a procedure |
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| restrictiveness is a combined function of its absolute level of restrictiveness, the time required to produce a clinically acceptable outcome, and the consequences associated with delayed intervention. |
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| no learning history, part of evolutionary history all members of a species are more or less susceptible to punishment by the same unconditioned punishers. |
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| temporarily increase the reinforcing value of a stimulus, object or event |
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| temporarily decrease the reinforcing value of some stimulus, object or event. |
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| behavior altering effects |
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| evocative effect (increase in frequency of behavior that has been reinforced by some stimulus), abative effect (decrease in current frequency of behavior that has been reinforced by some stim) |
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| related to the differential AVAILABILITY of a currently effective form of reinforcement |
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| stimulus that alters the momentary frequency of a type of behavior because in the presence of that stimulus in the past, the relation between that class of behavior and an effective consequence has been different from the consequence in the absence of that stimulus. |
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| occurs when the rate, latency, duration, or amplitude of a response is altered in the presence of an antecedent stimulus. It is acquired when responses are reinforced only in the presence of a specific stimulus (Sd) and not in the presence of other stimuli (s-delta) |
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| Diagram of development of stim control |
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Definition
SD--------->response--------->SR+
phonerings pickupsayhello good conv.
S-delta------->Response----->So
doorbellring pickupphone,sayhi no conv. |
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Definition
ability of learned behavior to spread to similar situations not involved in training.
due to reinforcement history of multiple SD's resulting in the same conseqeunce.
Important. |
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the ability to behave differently in different situations.
Due to different SD's not all resulting in the same consequence |
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| procedure in which reinforcement of a previously reinforced beahvior is discontinued. this results in occurrences of that behavior decreasing in the future. |
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| gradual decrease in frequency and amplitude. Hard for teachers to "stick it out" |
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| factors that influence resistance to extinction |
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| Intermittent reinforcement may produce behavior with greater resistance to extinction, some intermittent schedules may produce more resistance than others, the thinner the intermittent schedule of reinforcement the greater the resistance to extinction. If the reinforcer has a high EO, it will be more resistant to extinction. |
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| behavior that is reinforced through the mediation of another person |
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| elementary verbal operants |
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| mand, tact, echoic, intraverbal, textual, transcription |
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controlled by MO and specific reinforcement.
Speaker asks for what he or she wants or needs. |
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controlled by nonverbal discriminative stimulus and generalized conditioned reinforcement.
Speaker labels items, actions, or features. |
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controlled by verbal SD and generalized conditioned reinforcement. Point to Point correspondence and formal similarity.
Repeating what one has heard, writing what one sees in text. |
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controlled by a verbal SD and generalized conditioned reinforcement. No point to point correspondence.
Conversations and many forms of instruction |
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| 6 important attitudes of science |
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Definition
| determinism, empericism, experimentation, parsimony |
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| types of respondent conditioning |
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Definition
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| higher order conditioning |
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| when a neutral stimulus is paired with an already well-established conditioned stimulus |
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| making high frequency behavior contingent upon the performance of a low-frequency behavior |
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| learn to tact private events |
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| collateral response, public accompianment |
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