Show:
Acronyms
Shaping
Behavior Chains
Prompts
Verbal Behavior
Stimulus Control
50

DRA

Differential reinforcement of an alternative response

50

Fill-in: Shaping is the differential reinforcement of successive ___________ to the terminal behavior. 

approximations

50

Give an example of a behavior chain. Include at least 3 S->R components.

Getting stick of gum:

1. reach into your pocket,

2. pull out the pack of gum,

3. pull a single stick out of the pack,

4. unwrap the piece of gum, and

5. put the gum into your mouth.

50

What is a prompt?

A prompt is used to increase the likelihood that a person will engage in the correct behavior at the correct time. A prompt may involve the behavior of the trainer (response prompts) or supplemental environmental stimuli (stimulus prompts).

50

What is an example of an echoic? 

Mom says "crayon" and child says "crayon"
50

What is the result of stimulus discrimination training? 

Stimulus control

60

DRI

Differential reinforcement of an incompatible response
60

When should we use shaping? 

When teaching a new skill that does not exist in one's repertoire; language and prompts are not feasible. 

60

Explain how to use forward chaining. 

Teach the first component of the chain first, then the second, etc. until the whole chain is mastered. 

60

Given these response prompts, arrange them into the prompt hierarchy (least-to-most intrusive): Model, physical, gestural, verbal. 

Least-to-most: verbal, gestural, model, physical

60

What is an example of a tact?

Teacher holds up a picture of a dog, and the student says "dog."

60

In stimulus discrimination training, the behavior is _____________ in the presence of the SD. 

Reinforced

70

DNRA

Differential negative reinforcement of an alternative behavior. 

70
How does extinction-induced variability affect shaping?

When an approximation is put on extinction, organisms tend to slightly vary their responses in such a way that they may engage in the next approximation. 

70

Explain how to use backward chaining.

Teach the final component of a behavior chain to mastery then the previous component, etc. until the entire chain is mastered. 

70

Describe one type of stimulus prompt. 

Within stimulus prompts: position or change in size/shape/color


Extra-stimulus prompt: arrow or line, matching prompt

70

What is an example of a mand? 

Child wants a hug. They say "hug" and they get a hug. 


70

In stimulus discrimination training, the behavior is _______in the presence of the S-delta. 

Extinguished
80

DRC (FCT)

Differential reinforcement of a communicative response (functional communication training)
80

Describe how you would teach a dog to give you a high five using shaping. (HINT: check the guidelines for shaping)

1. Define the terminal behavior.

[2. Determine if this is the appropriate teaching procedure]

3. Identify starting behavior

4. Choose successive approximations.

5. Choose reinforcer.

6. Differentially reinforce the approximations

7. Move through the steps at a proper pace

80

Explain how to use total task presentation. 

Use graduated guidance to teach all components of the chain at a time until the entire chain is mastered. 
80

What is prompt fading? 

The gradual removal of prompts as the behavior continues to occur in the presence of the discriminative stimulus.

80

What is an example of an intraverbal? 

"What is your name?"

"Billy"

80

In stimulus discrimination training, the behavior is ____________in the presence of the SDp. 

Punished

90

DRO

Differential reinforcement of other behavior

90

Describe how a challenging or undesirable behavior can be shaped. 

When you put one level of a challenging behavior on extinction (e.g., nagging) and the extinction burst reaches an intolerable level that the change agent then reinforces. Next time, the individual will not start at the lower magnitude behavior, but rather start at the intolerable level because it was reinforced. 

90

When should you use backward chaining (rather than total task presentation or forward chaining)? 

When the learner is less skilled and it makes sense to contact the natural reinforcer each time they complete the chain (e.g., the completed sandwich). 

90

How do you implement response prompt fading? 

A response prompt is removed gradually across learning trials until the prompt is no longer provided. 

Example: LtM or MtL prompting

90

What type of verbal operant is described in the scenario below:

You are low energy and want a coffee. You tell the barista "Can I have an iced oatmilk shaken espresso?" and in 2 minutes, the barista gives you an iced oatmilk shaken espresso.

Mand

90

In the three-term contingency (A-B-C), where does the SD occur? 

A (Antecedent)

100

DRL

Differential reinforcement of a low rate
100

When should you use shaping instead of chaining? 

When it is one single behavior rather than a chain and prompts and language cannot be used. 

100

When should you use total task presentation (rather than backward or forward chaining)?

When the chain is short, when the individual has more abilities, and when there are skilled behavior change agents (have to understand when to prompt). 

100
Describe how you would use a prompt delay to fade a verbal prompt to say "cow" when you ask "What says 'moo'?"
Start by providing a the answer "cow" immediately after the question (i.e., 0-s PD). Then increase the amount of seconds for subsequent trials (e.g., a 2-s PD, a 5-s PD, a 10-s PD).
100

What type of verbal operant is described in the scenario below:

Megan asks the class "What type of prompt was used in this example?" and a student answers "A textual prompt." Megan says "yes!"

Intraverbal

100
You learn to drive your Dad's car, a Mazda Miata, that has a manual transmission. For your birthday, you are gifted a Chevrolet Corvette (another manual transmission) and you are able to jump in and drive it without issues. 


What behavioral phenomenon occurred (i.e., why do you behave the same in one car as in another?)? 

Stimulus generalization