25365003
Beschreibung
Karteikarten von Jacqueline Fontenot, aktualisiert more than 1 year ago
|
Erstellt von Jacqueline Fontenot
vor etwa 4 Jahre
|
|
| Frage | Antworten |
| Reinforcement | if behavior is followed closely in time by a stimulus event and as a result the future frequency of that type of behavior increases in similar conditions. |
| Reinforcer (n) | a stimulus e.g. Justin used action figures as reinforcers for child's expressively labeling. |
| Reinforcing (adj) | property of stimulus e.g. the reinforcing stimulus was produced 10x |
| reinforcement (n) | operation: delivery of consequences when a response occurs Process: The increase in responding that results from reinforcement e.g. the number of labels increased as a result of reinforcement. |
| to reinforce (v) | operation: to deliver consequences when a response occurs. Process: to increase responding through the reinforcement operation. e.g. the procedure demonstrated tokens would reinforce labels. |
| Positive reinforcement | when response followed after presentation of stimulus resulting in similar results frequently in future (Pavlove's Dogs). |
| Positive reinforcer | Stimulus presented as a consequence and responsible for increase of response (e.g. food, tangible, etc.) |
| Negative reinforcement | occurrence of response produces the removal, termination, reduction, or postponement of a stimulus which leads to increase in future occurrence of that response. (remove's undesired stimuli) |
| Negative reinforcer | stimuli whose removal strengthens behavior (e.g. breaks, removal of chores) |
| unconditioned reinforcers | stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement. Sometimes referred as primary. (e.g. food, water, sex) |
| Conditioned reinforcers | a previously neutral reinforcer that can function as reinforcer through stimulus-stimulus pairing with one or more unconditioned or conditioned reinforcers. Called secondary reinforcers (e.g. money, alcohol, sports) |
| generalized conditioned reinforcers | a conditioned reinforcer paired with many unconditioned or conditioned reinforcers that does not depend on current environmental operative (EO) for any particular form of reinforcer for effectiveness (e.g. tokens, money) |
| Differential Reinforcement | of alternate behavior (DRA) of other behavior (DRO) of low rates (DRL) of incompatible behavior (DRI) of diminishing rates (DRD) of high rates (DRH) |
| Automatic reinforcement | some behaviors produce their own reinforcement independent of the mediation of others. |
| Premack Principle | hold something contingent on another thing. e.g. Watch TV and don't like homework so do HW then can watch TV. |
| Continuous Reinforcement | reinforcement after every occurance. |
| intermittence | reinforcement targeted response occasionally. |
| 4 Basic schedules | fixed interval variable fixed-ratio variable-ratio |
| Fixed-interval schedule | time based. time period is fixed. reinforcer delivered contingent upon the first behavior following the time period. results in a scallop pattern of responding . More responses as time period elapses. |
| Variable-interval Schedule | time base. time period is variable. reinforcement delivered contingent on the first behavior following the time period. results in a consistent rate of responding. |
| Fixed Ratio schedule | response based. Requires completion of a specified number of responses to produce a reinforcer. Results in rapid reinforcement. |
| Varible-Ratio | Response Based. Requires the completion of a variable number of responses to produce a reinforcer. Result in a rapid rate of responding. |
| Complex schedule of reinforcement | progressive, concurrent, multiple, mixed, tandem. |
| informal interviews | interviewing student, teacher's, or caregivers. Face to face or filling out assessment. Reinforcer assessment for individuals with severe disabilities. School reinforcement survey schedule. Generates a list of potential reinforcers. Provide's choice. Shown to be unreliable (different conditions) |
| Free operant preference assesment | free access to a veriety of stimuli for a duration of time. No stimuli are removed. Record duration of interaction/engagment. Provides a hierarchy/rank of preference. Shoarter than formal, preffereance assessment. results in lower levels of aberrant behavior. |
| multiple stimulus without replacement (MSWO) | present a number of stimuli to the student. Pre-exposure to stimuli. Components: 1. arrange full array of stimuli. 2. Instruct student to select only one. 3. student interacts for period od time. 4. stimulus is removed. 5. Repeat steps 1-4 until all stimuli has been selected. Provide's hierarchy. |
| Multiple Stimulus with replacement (MSW) | Present number of stimuli to student. Pre-exposure to stimuli. Components: 1. Arrange full array of stimuli 2. instruct student to select 1 3. Student interacts for period of time. 4. Stimulus replaced 5. repeat Can create hierarchy |
| Paired Stimulus reference Assessment | A choice between 2 Stimuli. Pre-exposure to stimuli. Components: 1. Present two stimuli 2. Instruct student to select one. 3. Student interacts for period of time. 4. Repeat steps 1-3 until all stimuli paired. Best to conduct multiple assessments. Make sure equally distant to learner. Randomize placement. Creates a hierarchy. Typically longer than MSW(O). Can result in problem behavior. |
| In the moment reinforcement analysis (IMRA) | No formal P.A. Involves in the moment assessment of several variables. Verbal and non verbal behavior. Frequency of delivery. Ability to condition. Looks at data to reevaluate what stimulus to use. |
| Conditioning Reinforcers | conditioning a neutral or non-prefered stimulus to function as reinforcer. Does not require systematic intervention for most individuals. (e.g. money, wine, baseball). Requires systematic intervention for individuals diagnosed with ASD. We must condition reinforcers (expand their horizons). |
| Pairing | Neutral stimulus is paired with established reinforcer. e.g. giving icecream at a baseball game to get a child to love baseball. |
| observational learning | watching others access stimuli contingent upon a response. Other's engage with stimuli in exciting ways. A combination? |
| 10 Commandments of Reinforcement | 1. You must use it. 2. Preferences do not equal reinfocers. 3. Must be made contingent - must be contingent on target behavior. 4. Reinforcement MAY have to be conditioned. 6. The concept of reinforcement MAY have to be taught. |
| 10 Commandment's cont.'d | 7. Reinforcement is for skill acquisition and more importantly, reduction of aberrant behavior. 8. Reinforcement needs to be thinned (regular to lotto) 9. Reinforcement does not equal bribery (student is exhibiting appropriate behavior and receives reinforcement. 10. Reinforcement must be age appropriate! |
| Token Economies | commonly implemented used. Student earns tokens contingent upon target behavior (s). Tokens are exchanged for terminal reinforcement. e.g. Diminishing field, competitive token economy or level system. |
| tokens | can take many forms. Goal to be as natural as possible. |
| terminal reinforces | vary, could be differential. elivering tokens - higher quality = more tokens. Exchange rates - depends upon rate of behavior. |
| Token Econimies: traditional approach | Determine target behaviors. Determine criterion of token delivery. Determine exchange rate. Ensure quality "time-in" Must be trained. Start with fewer tokens. Move to more tokens. |
| Rainbow Tokens | A conjugate schedule of reinforcement. Tokens movement toward token board and stops or slows based on student behavior. |
| magic number system. | unknown to how many times behavior must be exhibited. Flexible determination. |
| level system | what behaviors result in up and down. Dependent measure. Synchronous engagement: anytime. |
Möchten Sie mit GoConqr kostenlos Ihre eigenen Karteikarten erstellen? Mehr erfahren.