1



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|1 |1 |

|General Rule: |General Rule: |

|behavior |be concrete |

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|1 |1 |

|Concept: |Concept: |

|behavior analysis |reinforcer |

| |(positive reinforcer) |

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|1 |1 |

|Concept: |General Rule: |

|repertoire |dead-man test |

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|1 |2 |

|General Rule: |Concept: |

|check the presumed |baseline |

|reinforcer first | |

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|Always pinpoint specific behaviors |A muscle, glandular, or neuro-electrical activity. |

|when you deal with a behavioral (psychological) problem. | |

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|A stimulus |The study of the |

|that increases the frequency of a response it follows. |principles of behavior. |

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|If a dead man can do it, it probably isn’t behavior. |A set of skills. |

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|The phase of an experiment or intervention |Before spending much time trying to reinforce behavior, |

|where the behavior is measured |make sure you have a true reinforcer. |

|in the absence of an intervention. | |

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|2 |2 |

|Concept: |Concept: |

|medical model myth |behavioral contingency |

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|2 |2 |

|Concept: |General Rule: |

|reinforcement contingency |the don't say rule |

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|2 |2 |

|Concept: |General Rule: |

|the error of reification |reinforce behavior |

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|3 |3 |

|Concept: |Concept: |

|escape contingency |aversive stimulus |

| |(negative reinforcer) |

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|The occasion for a response, |An erroneous view of human behavior |

|the response, and |that behavior is always a mere symptom of |

|the outcome of the response. |an underlying psychological condition. |

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|With nonverbal organisms, don't say, |The response-contingent |

|expects, |presentation |

|knows, |of a reinforcer |

|thinks, |resulting in an increased frequency of that response. |

|figures out, | |

|in order to (or so that he, she, or it could ...), | |

|trying to, | |

|makes the connection, | |

|associates, | |

|learns that, | |

|imagines, | |

|or understands. | |

|With any organisms. don't say, | |

|wants. | |

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|Reinforce behavior, |To call a behavior or process a thing. |

|not people. | |

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|A stimulus |The response-contingent |

|that increases the future frequency of a response |removal of |

|its removal (termination) follows. |an aversive stimulus |

| |resulting in an increased frequency of that response. |

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|3 |3 |

|Concept: |False General Rule: |

|differential reinforcement |the toothpaste theory |

|of alternative behavior (DRA) |of abnormal behavior |

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|3 |3 |

|Concept: |Principle: |

|functional assessment |parsimony |

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|3 |4 |

|General Rule: |General Rule: |

|the sick social cycle |the sick social cycle |

|(victim’s escape model) |(victim’s punishment model) |

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|4 |4 |

|Concept: |Concept: |

|punishment contingency |overcorrection |

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|Abnormal behavior flows out of sick people |The replacement of an inappropriate response |

|like toothpaste squeezed from a tube. |with a specific appropriate response |

|The abnormal behavior results from inner pressure. |that produces the same reinforcing outcome. |

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|The use of no unnecessary concepts, principles, or assumptions. |An assessment |

| |of the contingencies |

| |responsible for |

| |behavioral problems. |

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|The perpetrator’s aversive behavior punishes |In escaping |

|the victim’s appropriate behavior. |the perpetrator’s aversive behavior, |

|And the victim’s stopping the appropriate behavior |the victim unintentionally reinforces |

|unintentionally reinforces that aversive behavior. |that aversive behavior. |

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|A contingency |Response-contingent |

|on inappropriate behavior |presentation of |

|requiring the person |an aversive condition (negative reinforcer) |

|to engage in an effortful response |resulting in a decreased frequency of that response. |

|that more than corrects | |

|the effects of inappropriate behavior. | |

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|4 |4 |

|Concept: |Concept: |

|dependent variable |informed consent |

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|4 |4 |

|Concept: |Concept: |

|independent variable |social validity |

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|4 |4 |

|Concept: |Concept: |

|multiple baseline design |reliability measurement |

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|5 |5 |

|Concept: |Concept: |

|penalty contingency |response-cost contingency |

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|Consent to intervene in a way |A measure of the subject's behavior. |

|that is experimental or | |

|risky. | |

|The participant or guardian | |

|is informed of the risks and benefits | |

|and of the right to stop the intervention. | |

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|The goals, |The variable the experimenter systematically manipulates |

|procedures, and |to influence the dependent variable. |

|results of an intervention | |

|are socially acceptable to | |

|the client, | |

|the behavior analyst, and | |

|society. | |

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|The comparison of measurements |An experimental design |

|of dependent variables and |in which the replications involve |

|independent variables |baselines of differing durations |

|obtained by independent observers. |and interventions of differing starting times. |

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|The response-contingent |The |

|removal of |response-contingent |

|a tangible reinforcer. |removal of |

| |a reinforcer (positive reinforcer) |

| |resulting in a decreased frequency of that response. |

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|5 |5 |

|Concept: |Concept: |

|time-out contingency |reversal design |

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|5 |6 |

|Principle: |Principle: |

|the law of effect |recovery from punishment |

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|6 |6 |

|Principle: |Concept: |

|spontaneous recovery |forgetting procedure |

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|6 |6 |

|Principle: |General Rule: |

|extinction |Forget Forgetting |

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|An experimental design |The response-contingent |

|in which we reverse |removal of |

|between intervention and baseline conditions |access to a reinforcer. |

|to assess the effects of those conditions. | |

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|Stopping the punishment or penalty contingency |The effects of our actions |

|for a previously punished response |determine whether we will repeat them. |

|may cause the response frequency to increase | |

|to its frequency before the punishment or penalty contingency. | |

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|Preventing the opportunity (or occasion) for a response. |A temporary recovery of the extinguished behavior |

| |during the first part of each of the extinction sessions |

| |that follow the first extinction session. |

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|There’s no such thing. |Stopping the reinforcement or escape contingency |

| |for a previously reinforced response |

| |causes the response frequency to decrease. |

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|6 |6 |

|Concept: |Concept: |

|to confound variables |control condition |

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|7 |7 |

|Concept: |Concept: |

|response topography |latency |

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|7 |7 |

|Concept: |Concept: |

|task analysis |duration |

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|7 |7 |

|General Rule: |Concept: |

|process vs. product |response dimensions |

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|A condition not containing the presumed crucial value of the |To change or allow to change two or more independent variables at |

|independent variable. |the same time, |

| |so you cannot determine what variables are responsible for the |

| |change in the dependent variable. |

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|The time between |The sequence (path of movement), |

|the signal or opportunity for a response |form, |

|and the beginning of the response. |or location |

| |of components of a response |

| |relative to the rest of the body |

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| |An analysis of complex behavior |

|The time from |and sequences of behavior |

|the beginning |into their component responses. |

|to the end | |

|of a response. | |

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|The physical properties of a response. |Sometimes you need to |

| |make reinforcers and feedback contingent on |

| |the component responses of the process, |

| |not just the product (outcome). |

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|7 |7 |

|Concept: |Concept: |

|response class |single-subject |

| |research design |

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|7 |7 |

|Procedure: |Concept: |

|the differential- |group research design |

|reinforcement | |

|procedure | |

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|7 |7 |

|Concept: |Concept: |

|the differential punishment |control group |

|procedure | |

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| |7 |

| |Concept: |

| |experimental group |

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|The entire experiment is conducted with a single subject, |A set of responses that either |

|though it may be replicated with several other subjects. |a) are similar on at least one response dimension, or |

| |b) share the effects of reinforcement and punishment, or |

| |c) serve the same function (produce the same outcome). |

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|The experiment is conducted with at least two groups of subjects. |Reinforcing one set of responses and |

|And the data are usually presented in terms of the mean (average) |withholding reinforcement for another set of responses. |

|of the performance of all subjects | |

|combined for each group. | |

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|A group of subjects |Punishing one set of responses |

|not exposed to the presumed crucial value of the independent |and withholding punishment of another set of responses. |

|variable. | |

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|A group of subjects | |

|exposed to the presumed crucial value | |

|of the independent variable. | |

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|8 |8 |

|Concept: |Concept: |

|terminal behavior: |shaping |

| |with reinforcement |

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|8 |8 |

|Concept: |Concept: |

|operant level |shaping |

| |with punishment |

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|8 |8 |

|Concept: |Concept: |

|initial behavior |variable-outcome |

| |shaping |

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|8 |8 |

|Concept: |Concept: |

|intermediate behavior |fixed-outcome shaping |

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|The differential reinforcement of only that behavior |Behavior not in the repertoire |

|that more and more closely resembles the terminal behavior. |or not occurring at the desired frequency; |

| |the goal of the intervention |

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|The differential punishment of all behavior |The frequency of responding |

|except that which more and more closely resembles the terminal |before reinforcement |

|behavior. | |

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|Shaping that involves |Behavior that resembles |

|a change in the value of |the terminal behavior |

|the reinforcer |along some meaningful dimension |

|or aversive condition, |and occurs with at least a minimal frequency. |

|as performance more and more closely resembles the | |

|terminal behavior. | |

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|Shaping that involves |Behavior that more closely approximates the terminal behavior. |

|no change in the value of | |

|the reinforcer | |

|or aversive condition, | |

|as the performance criterion more and more closely resembles the | |

|terminal behavior. | |

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|9 |9 |

|Concept: |Procedure: |

|unlearned reinforcer |motivating operation |

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|9 |9 |

|Concept: |Principle: |

|unlearned aversive |Premack principle |

|condition | |

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|9 |9 |

|Principle: |Principle: |

|deprivation |satiation |

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|10 |10 |

|Concept: |Principle: |

|aggression reinforcer |the aggression principle |

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| |A stimulus that is a reinforcer, |

|A procedure or condition |though not as a result of pairing with another reinforcer. |

|that affects learning and performance | |

|with respect to a particular reinforcer or aversive condition. | |

| | |

|If one activity occurs more often than another, |A stimulus that is aversive, |

|the opportunity to do the more frequent activity |though not as a result of pairing with other aversive stimuli. |

|will reinforce the less frequent activity. | |

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|Consuming a substantial amount of a reinforcer |Withholding a reinforcer |

|temporarily decreases relevant learning and performance. |increases relevant learning and performance. |

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|Aversive stimuli and extinction are motivating operations |Stimuli resulting from acts of aggression. |

|for aggression reinforcers. | |

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|10 |11 |

|Concept: |Concept: |

|addictive reinforcer |generalized learned reinforcer |

| |(generalized secondary reinforcer or |

| |generalized conditioned reinforcer) |

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|11 |11 |

|Concept: |Concept: |

|learned reinforcer |token economy |

|(secondary or conditioned reinforcer) | |

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|11 |11 |

|Procedure: |Concept: |

|pairing procedure |learned aversive stimulus |

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|11 |11 |

|Principle: |Concept: |

|value-altering principle |conditional stimulus |

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|A learned reinforcer that is a reinforcer |A reinforcer for which |

|because it has been paired with a variety of other reinforcers. |repeated exposure |

| |is an motivating operation. |

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|A system of generalized learned reinforcers |A stimulus that is a reinforcer |

|in which the organism that receives those generalized reinforcers |because it has been paired with another reinforcer. |

|can save them | |

|and exchange them for a variety of backup reinforcers later. | |

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|A stimulus |The pairing of a neutral stimulus with |

|that is aversive |a reinforcer or aversive stimulus. |

|because it has been paired with another aversive stimulus. | |

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|Elements of a stimulus |The pairing procedure |

|have their value or function |converts a neutral stimulus into |

|only when they are combined; |a learned reinforcer |

|otherwise, the individual elements may be relatively neutral. |or learned aversive stimulus. |

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|12 |12 |

|Concept: |Concept: |

|discriminative stimulus (SD) |stimulus discrimination |

| |(stimulus control) |

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|12 |12 |

|Concept: |Concept: |

|S-delta (S∆) |incidental teaching |

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|12 |12 |

|Criteria for diagraming |Concept: |

|Discriminated Contingencies: |prompt |

|S∆ contingency test | |

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|12 |12 |

|Concept: |Concept: |

|discrimination training |operandum (manipulandum) |

|procedure | |

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|The occurrence of a response more frequently in the presence of one |A stimulus in the presence of which |

|stimulus |a particular response will be reinforced or punished. |

|than in the presence of another, | |

|usually as a result of a discrimination training procedure. | |

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|The planned use of |A stimulus in the presence of which |

|behavioral contingencies, |a particular response will not be reinforced or punished. |

|differential reinforcement, and | |

|discrimination training | |

|in the student’s everyday environment. | |

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|A supplemental stimulus |Is there also an S∆? |

|that raises the probability of a correct response. |(If not, then you also don’t have an SD). |

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|That part of the environment |Reinforcing or punishing a response |

|the organism operates (manipulates). |in the presence of one stimulus |

| |and extinguishing it |

| |or allowing it to recover |

| |in the presence of another stimulus. |

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|12 |12 |

|Criteria for diagramming |Criteria for diagramming |

|discriminated contingencies: |discriminated contingencies: |

|same before condition test |different before condition test |

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|12 |12 |

|Criteria for diagramming |Criteria for diagramming |

|discriminated contingencies |discriminated contingencies: |

|response test |operandum test |

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|12 |13 |

|Criteria for diagramming |Concept: |

|discriminated contingencies: |stimulus generalization |

|extinction/recovery test | |

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|13 |13 |

|Concept: |Concept: |

|stimulus class |concept training |

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|Does the SD differ from the before condition? |Is the before condition the same for both the SD and the S∆? |

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|Does the SD differ from the operandum? |Is the response the same for both the SD and the S∆? |

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|The behavioral contingencies |Is the S∆ contingency always extinction or recovery? |

|in the presence of one stimulus | |

|affect the frequency of the response | |

|in the presence of another stimulus. | |

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|Reinforcing or punishing a response |A set of stimuli, |

|in the presence of one stimulus class |all of which have some common physical property. |

|and extinguishing it | |

|or allowing it to recover | |

|in the presence of another stimulus class. | |

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|13 |13 |

|Concept: |Concept: |

|matching to sample |Subjective measure |

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| |13 |

|13 |Concept: |

|Concept: |conceptual stimulus control |

|Objective measure |(conceptual control) |

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|13 |13 |

|Concept: |Concept: |

|stimulus-generalization |stimulus dimensions |

|gradient | |

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|13 |13 |

|Concept: |Concept: |

|fading procedure |errorless |

| |discrimination |

| |procedure |

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|The criteria for measurement are not completely specified in |Selecting a comparison stimulus |

|physical terms |corresponding to a sample stimulus. |

|or the event being measured is a private, inner experience. | |

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|Responding occurs more often in the presence of one stimulus class |The criteria for measurement are completely specified in physical |

|and less often in the presence of another stimulus class |terms |

|because of concept training. |and the event being measured is public and therefore observable by |

| |more than one person. |

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|The physical properties of a stimulus. |A gradient of responding showing |

| |a decrease in responding |

| |as the test stimulus |

| |becomes less similar to the training stimulus. |

| | |

|The use of a fading procedure |At first, the S∆ and the SD differ along at least two stimulus |

|to establish a discrimination, |dimensions. |

|with no errors during the training. |Then the difference between the S∆ and the SD is reduced along all |

| |but one dimension, |

| |until the SD and S∆ differ along only the relevant dimension. |

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|14 |14 |

|Concept: |Concept: |

|imitation |physical prompt |

| |(physical guidance) |

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|14 |14 |

|Concept: |Concept: |

|generalized imitation |verbal prompt |

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|14 |14 |

|Concept: |Theory: |

|imitative reinforcers |the theory of |

| |generalized imitation |

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|15 |15 |

|Concept: |Concept: |

|avoidance contingency |avoidance-of-loss contingency |

| | |

| |The form of the behavior of the imitator |

|The trainer physically moves the trainee's body |is controlled by |

|in an approximation of the desired response. |similar behavior of the model. |

| | |

|A supplemental verbal stimulus |Imitation of the response |

|that raises the probability of a correct response. |of a model |

| |without previous reinforcement of |

| |imitation of that specific response. |

| | |

|Generalized imitative responses occur |Stimuli arising from the match between |

|because they automatically produce imitative reinforcers. |the behavior of the imitator |

| |and the behavior of the model. |

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|Response-contingent |Response-contingent |

|prevention of |prevention of |

|loss of a reinforcer |an aversive condition |

|resulting in an increased frequency of that response. |resulting in an increased frequency of that response. |

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| |15 |

| |Concept: |

| |warning stimulus |

| | |

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|16 |16 |

|Concept: |Concept: |

|punishment-by-prevention- |punishment-by-prevention-of- |

|of-a-reinforcer |removal contingency |

|contingency | |

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|17 |17 |

|Concept: |Concept: |

|Intermittent Reinforcement |fixed-ratio responding |

| | |

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|17 |17 |

|Concept: |Concept: |

|continuous reinforcement |variable-ratio (VR) |

|(CRF) |schedule of |

| |reinforcement |

| | |

|A stimulus that precedes | |

|an aversive condition | |

|and thus becomes a learned aversive stimulus. | |

| | |

|Response-contingent |Response-contingent |

|prevention of removal of |prevention of |

|an aversive condition |a reinforcer |

|resulting in a decreased frequency of that response |resulting in a decreased frequency of that response. |

| | |

|After a response is reinforced, |A reinforcer follows the response |

|no responding occurs for a period of time, |only once in a while. |

|then responding occurs at a high, steady rate | |

|until the next reinforcer is delivered. | |

| | |

|A reinforcer follows |A reinforcer follows each response. |

|after a variable number of responses. | |

| | |

| | |

|17 |17 |

|Concept: |Concept: |

|schedule of reinforcement |variable-ratio |

| |responding |

| | |

| | |

|17 |18 |

|Concept: |Concept: |

|fixed-ratio (FR) |fixed-interval (FI) |

|schedule of reinforcement |schedule of |

| |reinforcement |

| | |

| | |

|18 |18 |

|Concept: |Principle: |

|fixed-interval scallop |variable-interval |

| |responding |

| | |

| | |

|18 |18 |

|Concept: |Concept: |

|fixed-time schedule |resistance to extinction |

|of reinforcer delivery | |

| | |

|Variable-ratio schedules produce |The way reinforcement occurs |

|a high rate of responding, |because of the number of responses, |

|with almost no postreinforcement pausing. |time between responses, and |

| |stimulus conditions. |

| | |

|A reinforcer is contingent on |A reinforcer follows |

|the first response, |a fixed number of responses. |

|after a fixed interval of time, | |

|since the last opportunity for reinforcement. | |

| | |

| |A fixed-interval schedule often produces a scallop: |

|Variable-interval schedules produce |a gradual increase in the rate of responding, |

|a moderate rate of responding, |with responding occurring at a high rate, |

|with almost no postreinforcement pausing. |just before reinforcement is available. |

| |No responding occurs for some time after reinforcement. |

| | |

|The number of responses or |A reinforcer is delivered, |

|the amount of time |after the passage of a fixed period of time, |

|before a response extinguishes. |independently of the response. |

| | |

| | |

|18 |18 |

|Concept: |Principle: |

|superstitious behavior |resistance to extinction |

| |and intermittent |

| |reinforcement |

| | |

| | |

|18 |19 |

|Concept: |Concept: |

|variable-interval (VI) |concurrent contingencies |

|schedule of | |

|reinforcement | |

| | |

| | |

|19 |19 |

|Concept: |Erroneous Principle: |

|differential reinforcement |symptom substitution |

|of incompatible behavior (DRI) | |

| | |

| | |

|19 |19 |

|Principle: |Concept: |

|matching law |Intervention/treatment |

| |package |

| | |

|Intermittent reinforcement |Behaving as if the response causes |

|makes the response |some specific outcome, |

|more resistant to extinction |when it really does not. |

|than does continuous reinforcement. | |

| | |

|More than one contingency of reinforcement or punishment |A reinforcer is contingent on |

|is available at the same time. |the first response, |

| |after a variable interval of time, |

| |since the last opportunity for reinforcement. |

| | |

|Problem behaviors are symptoms of an underlying mental illness. |Reinforcement is contingent on a behavior that is |

|So if you get rid of one problem behavior (“symptom”), |incompatible with another behavior |

|another will take its place, | |

|until you get rid of the underlying mental illness. | |

| | |

|The addition or change of several independent variables |When two different responses are each reinforced with a different |

|at the same time |schedule of reinforcement, |

|to achieve a desired result, |the relative frequency of the two responses |

|without testing the effect of each variable individually. |equals the relative value of reinforcement on the two schedules of |

| |reinforcement. |

| | |

| | |

|20 |20 |

|Concept: |Concept: |

|total-task |forward chaining |

|presentation | |

| | |

| | |

|20 |20 |

|Principle: |Concept: |

|dual-functioning |behavioral |

|chained stimuli |chain |

| | |

| | |

|20 |20 |

|Concept: |Concept: |

|backward chaining |differential reinforcement |

| |of low rate (DRL) |

| | |

| |21 |

|21 |Concept: |

|Concept: |conditioned stimulus |

|unconditioned response |(CS) |

|(UR) | |

| | |

|The establishment of the first link in a behavioral chain, |The simultaneous training of |

|with the addition of successive links, |all links in a behavioral chain. |

|until the final link is acquired | |

| | |

|A sequence of stimuli and responses. |A stimulus in a behavioral chain |

|Each response produces a stimulus that |reinforces the response that precedes it |

|reinforces the preceding response |and is an SD or operandum for the following response. |

|and is an SD or operandum | |

|for the following response. | |

| | |

|Reinforcement |The establishment of the final link in a behavioral chain, |

|for each response following the preceding response |with the addition of preceding links, |

|by at least some minimum delay. |until the first link is acquired. |

| | |

|A stimulus that has acquired its eliciting properties |An unlearned response |

|through previous pairing with another stimulus. |elicited by the presentation |

| |of an unconditioned stimulus |

| | |

| | |

|21 |21 |

|Concept: |Concept: |

|unconditioned stimulus |conditioned response |

|(US) |(CR) |

| | |

| | |

|21 |21 |

|Concept: |Concept: |

|operant conditioning |respondent conditioning |

| | |

| | |

|21 |21 |

|Concept: |General Rule: |

|higher-order conditioning |SD / CS test |

| | |

| | |

|21 |21 |

|Concept: |Concept: |

|respondent extinction |systematic desensitization |

| | |

|A learned response |A stimulus that produces the unconditioned response |

|elicited by the presentation |without previous pairing with another stimulus. |

|of a conditioned stimulus. | |

| | |

|A neutral stimulus |Reinforcing consequences |

|acquires the eliciting properties |following the response |

|of an unconditioned stimulus |increase its future frequency; and |

|through pairing the unconditioned stimulus |aversive consequences |

|with a neutral stimulus. |following the response |

| |decrease its future frequency. |

| | |

|To determine if a stimulus is an SD or CS, |Establishing a conditioned stimulus |

|look at its history of conditioning: |by pairing a neutral stimulus |

|look for a plausible US -- UR relation; |with an already established conditioned stimulus. |

|and alternatively, look for a plausible SD -- R -- SR contingency. | |

| | |

|Combining relaxation with |Present the conditioned stimulus |

|a hierarchy of fear-producing stimuli, |without pairing it |

|arranged from the least to the most frightening. |with the unconditioned stimulus, |

| |or with an already established conditioned stimulus, |

| |and the conditioned stimulus will lose its eliciting power. |

| | |

| | |

|22 |22 |

|Concept: |Concept: |

|direct-acting |rule |

|contingency | |

| | |

| | |

|22 |22 |

|Concept: |Concept: |

|rule-governed analog to |rule control |

|a behavioral contingency | |

| | |

| | |

|22 |22 |

|Concept: |Concept: |

|ineffective contingency |rule-governed behavior |

| | |

| | |

|22 |22 |

|Concept: |Concept: |

|contingency control |indirect-acting |

| |contingency |

| | |

|A description of a behavioral contingency. |A contingency in which |

| |the outcome of the response |

| |reinforces or punishes that response. |

| | |

|The statement of a rule |A change in the frequency of a response |

|controls the response |because of a rule describing the contingency. |

|described by that rule. | |

| | |

|Behavior under the control of a rule. |A contingency that does not control behavior. |

| | |

|A contingency that controls the response, |Direct control of behavior |

|though the outcome of that response |by a contingency, |

|does not reinforce or punish that response. |without the involvement of rules. |

| | |

| | |

|22 |22 |

|Principle: |Concept: |

|(Optional-not on quiz) |(Optional-not on quiz) |

|Immediate reinforcement |a contingency that is |

| |not direct acting |

| | |

| | |

|22 |23 |

|(Optional-not on quiz) General Rule: |Concept: |

|rule control |feedback |

| | |

| | |

|23 |23 |

|Concept: Review |Concept: |

|process vs. product |Covert behavior |

| | |

| | |

| | |

|23 |23 |

|Concept Review: |Principle: |

|task analysis |shifting from rule-control |

| |to contingency control |

| | |

|Either an indirect-acting contingency or |The effect of the reinforcement procedure decreases |

|an ineffective contingency. |as the delay between the response and the outcome increases. |

| |Reinforcers delayed more than 60 seconds |

| |have little or no reinforcing effect. |

| | |

|Nonverbal stimuli |Start looking for rule control, |

|or verbal statements |if behavior is controlled by an outcome |

|contingent on past behavior |that follows the response by more than 60 seconds. |

|that can guide future behavior. | |

| | |

|Private behavior (not visible to the outside observer). |Sometimes you need to make reinforcers and feedback |

| |contingent on the component responses of the process, |

| |not just the product (outcome). |

| | |

|With repetition of the response, |An analysis of complex behavior |

|control often shifts from control by the rule describing a |and sequences of behavior |

|direct-acting contingency |into their component responses. |

|to control by the direct-acting contingency itself. | |

| | |

| | |

|23 |24 |

|Concept: |Concept: |

|multiple baseline |performance contract |

|design |(behavioral contract or |

| |contingency contract) |

| | |

| | |

|24 |24 |

|False Principle: |Principle: |

|the mythical cause of |rules that are easy to follow |

|poor self-management | |

| | |

| | |

|24 |24 |

|Model: |Principle: |

|the three-contingency model |the real cause of |

|of performance-management |poor self-management |

| | |

| | |

|24 |25 |

|Principle: |Principle: |

|rules that are hard to follow |the deadline principle |

| | |

|A written rule statement describing |An experimental design |

|the desired or undesired behavior, |in which the replications involve baselines |

|the occasion when the behavior should or should not occur, and |of differing durations and |

|the added outcome for that behavior. |interventions of differing starting times. |

| | |

|Describe outcomes that are |Poor self-management occurs |

|both sizable |because immediate outcomes control our behavior |

|and probable. |better than delayed outcomes do. |

|The delay isn't crucial. | |

| | |

|Poor self-management results from |The three crucial contingencies are: |

|poor control by rules describing |the ineffective natural contingency, |

|outcomes that are either |the effective, indirect-acting performance-management contingency, |

|too small (though often of cumulative significance) |and |

|or too improbable. |the effective, direct-acting contingency. |

|The delay isn't crucial. | |

| | |

|If an indirect-acting contingency |Describe outcomes that are either |

|is to increase or maintain performance, |too small (though often of cumulative significance) |

|it should involve a deadline. |or too improbable. |

| |The delay isn't crucial. |

| | |

| | |

| |25 |

|25 |General Rule: |

|Concept: |The it-is-probably-rule-control rule |

|pay for performance | |

| | |

| | |

|25 |26 |

|Principle: |Concept: |

|the analog to avoidance |spiritualistic mentalism |

|principle | |

| | |

| | |

|26 |26 |

|Concept: |Concept: |

|the simplistic biological-determinist error |the simplistic cognitivist error |

| | |

| | |

|26 |26 |

|Concept: |Concept: |

|the simplistic behaviorist error |methodological behaviorism |

| | |

|It is probably rule control, if |Pay is contingent on specific achievements |

|the person knows the rule, | |

|the outcome is delayed, or | |

|the performance changes as soon as the person hears the rule. | |

| | |

|The doctrine that the mind is |If an indirect-acting contingency |

|spiritual (nonphysical). |is to increase or maintain performance, |

| |it should be an analog to avoidance. |

| | |

|Rats think |Analogous behaviors are |

| |homologous behaviors. |

| | |

|An approach that restricts the science of psychology to |People don’t think. |

|only those independent and dependent variables | |

|that two independent people can directly observe. | |

| | |

| | |

|26 |26 |

|Concept: |Concept: |

|mentalism |mind |

| | |

| | |

|26 |26 |

|Concept: |Concept: |

|materialism |spiritualism |

| | |

| | |

|26 |26 |

|Concept: |Concept: |

|radical behaviorism |cognitive structure |

| | |

| | |

|26 |26 |

|Concept: |Concept: |

|cognitive behavior modification |materialistic mentalism |

| | |

|An entity or collection of entities |The doctrine that the mind causes behavior to occur. |

|assumed to cause behavior to occur. | |

|It may be either material or nonmaterial, | |

|but it is not the behavior itself. | |

| | |

|The doctrine that the world is divided into two parts, |The doctrine that physical (material) world |

|material and spiritual. |is the only reality. |

| | |

|An entity |An approach that addresses all psychology |

|assumed to cause action; |in terms of the principles of behavior. |

|the way the organism sees the world, | |

|including the organism's beliefs and expectations. | |

|It is material, but not behavior. | |

| | |

|The doctrine that the mind is |An approach that attempts to modify behavior |

|physical, not spiritual. |by modifying the cognitive structure. |

| | |

| | |

|26 |26 |

|Concept: |Concept: |

|Values |goal-directed systems |

| |design |

| | |

| | |

|26 |26 |

|Concept: |Concept: |

|legal rule control |moral (ethical) |

| |rule control |

| | |

| | |

|27 |27 |

|Concept: |Principle: |

|performance maintenance |behavior trap |

| | |

| | |

|28 |29 |

|Concept: |Review Principle: |

|transfer of training |the law of effect |

| | |

|First you select the ultimate goal of a system, |Learned and unlearned reinforcers |

|then you select the various levels of intermediate goals needed to |and aversive conditions. |

|accomplish that ultimate goal, | |

|and finally, you select the initial goals needed to accomplish those| |

|intermediate goals. | |

| | |

|Control by rules specifying added analogs to behavioral |Control by rules specifying added analogs to behavioral |

|contingencies. |contingencies |

|Such rules specify social, religious, or supernatural outcomes. |and added direct-acting behavioral contingencies |

| |based on material outcomes. |

| | |

|Add a reinforcement contingency |The continuing of performance |

|to increase the rate of behavior. |after it was first established |

|Then the behavior will frequently contact | |

|built-in reinforcement contingencies, | |

|and those built-in contingencies | |

|will maintain that behavior. | |

| | |

|The effects of our actions |Performance established |

|determine whether we will repeat them. |at one time |

| |in one place |

| |now occurs in a different time and place. |

| | |

| | |

|29 |29 |

|Concept: |Concept: |

|subjective evaluation |external validity |

|of experts | |

| | |

| | |

|29 |29 |

|Concept: |Concept: |

|obtrusive assessment |duration |

| | |

| | |

|29 |29 |

|Concept: |Concept: |

|unobtrusive assessment |force |

| | |

| | |

|29 |29 |

|Concept: |Concept: |

|products of behavior |interobserver agreement |

| | |

|The extent to which the conclusions of an experiment |Experts’ evaluation |

|apply to a wide variety of conditions. |of the significance of |

| |the target behavior and the outcome. |

| | |

|The time from |Measuring performance |

|the beginning |when the clients or subjects are aware |

|to the end |of the ongoing observation. |

|of a response. | |

| | |

|Intensity of a response. |Measuring performance |

| |when the clients or subjects |

| |are not aware |

| |of the ongoing observation. |

| | |

|Agreement between |Record or evidence |

|observations of |that the behavior has occurred. |

|two or more independent observers. | |

| | |

| | |

|29 |29 |

|Review Concept: |Review Concept: |

|confounded variables |baseline |

| | |

| | |

|29 |29 |

|Concept: |Concept: |

|case study |simple baseline design |

| | |

| | |

|29 |29 |

|Concept: |Concept: |

|internal validity |reversal design |

| | |

| | |

|29 |29 |

|Concept: |Review Concept: |

|research design |multiple-baseline design |

| | |

|The phase of an experiment or intervention |Two or more possible independent variables have changed at the same |

|in which the behavior is measured |time, |

|in the absence of an intervention. |so it is not possible to determine which of those variables caused |

| |the change in the dependent variable. |

| | |

|An experimental design |The evaluation of the results of |

|in which the baseline data are collected |an applied intervention or |

|before the intervention. |a naturally changing condition |

| |that involves confounded variables. |

| | |

|An experimental design |The extent to which a research design |

|in which the intervention (experimental) and baseline conditions |eliminates confounding variables. |

|are reversed | |

|to determine if the dependent variable changes as | |

|those conditions (independent variable) change. | |

| | |

|An experimental design |The arrangement of the various conditions of an experiment or |

|in which the replications involve |intervention |

|baselines of differing durations |to reduce the confounding of independent variables. |

|and interventions of differing starting times. | |

| | |

| | |

|29 |29 |

|Concept: |Review Concept: |

|changing-criterion |functional assessment |

|design | |

| | |

| | |

|29 |29 |

|Concept: |Concept: |

|alternating-treatments |social validity |

|design | |

| | |

| | |

|29 |29 |

|Concept: |Concept: |

|Experimental interaction |target behavior |

| | |

|29 | |

|Concept: | |

|social comparison | |

| | |

|An analysis |An experimental design |

|of the contingencies responsible for |in which the replications involve |

|behavioral problems. |interventions with criteria of differing values. |

| | |

|The goals, |An experimental design |

|procedures, |in which the replications involve |

|and results of an intervention |presenting the different values of the independent variable |

|are socially acceptable to the |in an alternating sequence |

|client, |under the same general conditions |

|the behavior analyst, |or in the same experimental phase, |

|and society. |while measuring the same dependent variables. |

| | |

|The behavior being measured, |One experimental condition |

|the dependent variable. |affects the results of another. |

| | |

| |A comparison of the performance of clients |

| |exposed to the intervention |

| |with an equivalent or "normal" group. |

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