Changing the way you learn

Question	Answer
Response	A single instance of behavior
Behavior	Larger set/class of response that share physical dimensions
Response Class	A group of behaviors that have the same function
Repertoire	Behaviors that an individual can do A collection of skills and knowledge that one has learned and relevant to a particular task
Stimulus	Events that affect the behavior of an individual
Types of Stimulus Class	Formal Temporal Functional
Formal	Physical features of stimuli (topography)
Temporal	Related to Time Stimulus changes that exist or occur prior to the behavior of interest and stimulus changes that follow a behavior of interest
Functional	Stimulus changes are understood best through a functional analysis of their effects on behavior Effect of the stimulus on behavior * Multiple functions of a single stimulus
Consequences	Affect FUTURE of behavior
Automatic Reinforcement	Reinforcement that occurs INDEPENDENT of the social mediation of others. *Behaviors sounds good, feels good, taste good, feels good to touch, etc.
Automatic Punishment	Punishment that occurs INDEPENDENT of the social mediation of others.
Reinforcement Can also strengthen	Rate Duration Magnitude Topography Latency
Positive Reinforcement (Type 1 Reinforcement)	When behavior is followed by immediately by the presentation of a stimulus that INCREASES the FUTURE occurrence of the behavior in similar conditions.
Types of Positive Reinforcement	Edibles Activity Tangibles Social Sensory
Negative Reinforcement (Type 2 Reinforcement)	*When behavior is followed by immediately bu REMOVAL of a stimulus that INCREASES the future occurrence of the behavior.
Escape	A behavior that allows escape from an ongoing aversive stimulus.
Avoidance	A response that PREVENTS the presentation of a stumulus
Unconditioned Reinforcer	A Stimulus change that increases the future frequency of a behavior w/o prior paring or any form of reinforcement
Conditioned Reinforcer	*When a previously neutral stimulus acquires the ability to function as a reinforcer through stimulus-stimulus paring with one or more unconditioned/ conditioned reinforcers.
Generalized Conditioned Reinforcer	A reinforcer that has been previously paired with many unconditioned/conditioned reinforcer
Punishment	Behavior is followed immediately by a stimulus that DECREASES the FUTURE occurrence of behavior.
Behavior Contrast	A phenomenon in which change in one component of a multiple schedule increases or decreases the rate of responding on that component that is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule.
Positive Punishment Type 1 Punishement	When the addition of a stimulus immediately following a behavior results in the DECREASE of the FUTURE occurrence of the behavior
Types of Positive punishment inteventions	Reprimands Overcorrection Shock Exercise Response Blocking
Reprimands	Providing verbal statements such as "no", "stop" etc.
Overcorrection	Engagement in effortful behavior that is directly related to the challenging behavior. 2 TYPES 1. Restitutional Overcorrection: Repair of environment to a better state than when behavior occurred. 2. Positive Practice: Behavior is practiced repeatedly for a certain amount of time.
Shock	Shock that is administered after the target behavior
Exercise	Perform a behavior that is not topographically related to the behavior. i.e. being late to class = 50 sit ups
Response Blocking	Physically intervening as soon as behavior occurs to block the completion of the behavior.
Negative Punishment (Type 2 Punishment)	Process that occurs when a response if followed immediately by the removal of a stimulus that DECREASES the FUTURE occurrence of the behavior.
Negative Punishment Procedures	Response Cost Timeout
Bonus Response Cost	When you make additional non contingent reinforcers available to the individual and then take them away when target behavior is emitted
Direct Fines	Direct Loss of positive reinforcer
Types of Time out	1. Non-Exclusionary 2. Exclusionary
Types of Non time out	Ignoring/ planned ignoring Withdrawal of specific positive reinforcer Observation/ contingent observation Ribbon/time-out ribbon
Types of Exclusionary time out	1. Room/ time out room 2. Partition Time out 3. Hallway time out
Resistance to Extinction	Intermittent schedule of reinforcement more resistant to extinction than continuous reinforcement
Overshadowing	The presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus
Stimulus Equivalence	A= B & B=C then A=C
Parts of Stimulus Equivalence	Reflexivity Symmetry Transitivity
Reflexvity	Matching to sample A=A
Symmetry	A= B then B=A ex: picture of baby = word "baby"
Transitivity	Requires demonstration of 3 untrained stimulus-stimulus sequences Ex: A = B, B= C, then C=A
Equivalence Class	If all stimuli in particular set are reflexive, symmetrical and transitive with each other
Rule Governed Behavior	A verbal description of a behavioral contingency.
Contingency Behavior	When a behavior is directly controlled by a contingency not rules.
Motivating Operation	1. Establishing Operation 2. Abolishing Operation
Establishing Operation	MO that INCREASES the effectiveness of a stimulus as a reinforcer Makes something more desireable
EO value altering effect	Increase in the current reinforcing effectiveness of a stimulus. Ex: Hungry, Food is reinforcing
EO Behavior altering effect Evocative effect	An increase in the current frequency of the behavior that has been reinforced by the stimulus that is altered in effectiveness by the same MO. Ex: When you are hungry and there is no food in the fridge, you go to get food.
Abolishing Operation	An MO that DECREASES the effectiveness of a stimulus as a reinforcer
AO Value altering effect	A DECREASE in the current reinforcing value of a stimulus. Ex: you just ate, so food has no value.
AO Behavior Altering Effect Abative Effect	A DECREASE in the current frequency of behavior that has been reinforced by the stimulus that is altered in the effectiveness by the same MO. Ex: You just ate so you do not go to the store to buy food.
Types of MO's	1. Surrogate MO 2. Reflexive MO 3. Transitive MO
Surrogate MO	A stimulus that has acquired its effectiveness by accompanying some other MO and have come to have the same value-altering effects as the MO that is has accompanied.
Reflexive MO	Conditions or object that acquire their effectiveness as MO by PRECEDING a situation that either is worsening or is improving.
Transitive MO	An environmental variable that establishes the reinforcing effectiveness of another stimulus and thereby evokes the behavior that has been reinforced by that other stimulus.
Strategies to promote generalization	Common Stimuli Loosely Train Exemplars Mediation Indescrimniable Contingencies Negative Teaching Examples General Case Analysis
Common Stimuli	Likelihood that correct response will be selected in the generalized setting.
Loosely Train	Teaching in different settings, people, stimuli to increase etc.
Exemplars	Use of multiple exemplars i.e. 3 different cars, tv's phones.
Mediation	Instruction of others to help maintain the newly acquired behaviors
Indescrimniable Contingencies	A contingency when an individual CAN NOT distinguish when responses will be reinforced.
Negative Teaching Examples	Instructing individuals when "not" to engage in target behaviors. I.e. Yelling in Library
General Case Analysis	Teaching the different stimulus variations and response variations that the individual may encounter in the generalization setting. Ex: Saying "hi", "what's up?", "hello", "how't it going?" etc.
Schedules of Reinforcement	A rule that describes a contingency of reinforcement. 1. Continuous 2. Intermittent 3. Extinction
Continuous Reinforcement	Provides reinforcement for every occurrence of the target behavior.
Schedules of Intermittent Reinforcement	1. Fixed Ratio 2. Variable Ratio 3. Fixed Interval 4. Variable Interval
Fixed Ratio	Constant set criteria (i.e every 4th Correct response) 1. POST REINFORCEMENT PAUSE 2. HIGH RATE OF RESPONDING 3. CONTINGENCY IS MET AND REINFORCEMENT PROVIDED
Variable Ratio	Strongest basic schedule of intermittent reinforcement. Changing criterion of reinforcement (ex. average of 5 responses) 1. Produces consistent steady rates of responding. 2. High rate of responding. 3. Contingency is met & reinforcement is provided.
Fixed Interval	*Constant set of interval before response produces reinforcement ex: FI 5- Sr delivered after 1st CR after 5 minutes. 1. Has scalloped pattern 2. Post reinforcement pause 3. Increase in responding 4. Contingency is met & Sr is provided.
Variable Interval	*Changing criteria based on mean average of responses. I.e. VI 12= Sr delivered after 1st CR after average of 12 minutes. 1. Constant stable responding 2. Contingency is met & reinforcement is provided
Ratio Strain	Abrupt increases in ratio requirements when moving from denser reinforcement schedule to thinner reinforcement.
Differential Reinforcement of High Rates of responding (DRH)	A schedule of reinforcement that provides reinforcement for emitting behaviors that are at or above pre-established rates. *Increases behaviors that does not occur frequency. (i.e. hand raising)
Differential Reinforcement of Diminishing rates of responding (DRD)	A schedule of reinforcement that provides reinforcement when the number of responses in a specified time period is less or equal to a prescribed limit. *Helps decrease behavior that occurs too frequently but not eliminate entirely. (i.e. talking in class)
Differential Reinforcement of Low Rates of Responding (DRL)	Schedule of reinforcement that provides reinforcement only if the behavior occurs following a specific period of time during which it did not occur. *Helps DECREASE behavior, that occurs too frequently but not to eliminate it.
Compound Schedules of Reinforcement	1. Concurrent Schedules of Reinforcement 2. Multiple schedules of reinforcement 3. Chained schedules of reinforcement 4. Mixed schedules of reinforcement 5. Tandem scheudles of reinforcement 6. Alternative schedules of reinforcement 7. Conjunctive Schedules of reinforcement
Concurrent Schedules of Reinforcement	Occurs when 2 or more contingencies of reinforcement operate independently & simultaneously for 2 or more behaviors. i.e Play video games for 3 hours for completing chores or not do chores and play for 10 minutes.
Matching Law	A description of a phenomenon according to which organisms MATCH their responses according to the proportion of payoff during CHOICE situations. *Given two concurrently available behaviors, one will choose to engage in the HIGHEST rate of SR.
Multiple schedules of reinforcement	Presents 2 or more basic schedules of reinforcement in an alternating, usually random, sequence for only 1 or more behaviors.
Chained schedules of reinforcement	*Two or more basic schedule requirements that occur successively and has an SD correlated with each independent schedule with 1 or more behaviors. 1. occurs in a specific order 2. Behavior must be the same for all elements of the chain, or different elements in the chain. 3. Conditioned reinforcement for 1st behavior in the chain is the presentation of the 2nd element & so on.
Mixed schedules of reinforcement	Identical to multiple schedule except that the mixed schedule has NO Sd correlated with the independent schedule. * Reinforcement sometimes occurs after the completion of 10 responses and sometimes after 1 minute from the preceding reinforcement.
5. Tandem schedules of reinforcement	Similar to Tandem except the tandem schedule does not use an Sd.
Alternative schedules of reinforcement	Provides reinforcement when the requirements of EITHER a ratio OR interval schedule is met, regardless of which of the component schedule requirement is met 1st. I.e. 10 responses or 2 minutes
Conjunctive Schedules of reinforcement	Provides reinforcement when the completion of the responses requirements for BOTH a ratio & interval schedule have been met.

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	Created by Kristine Joy Cor over 8 years ago