1 - dick malott
1
General Rule:
behavior |
1
General Rule:
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 |
| |General Rule: |
| |check the presumed |
| |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 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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|Before spending much time trying to reinforce behavior, | |
|make sure you have a true reinforcer. | |
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| |2 |
| |Concept: |
| |baseline |
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|The phase of an experiment or intervention | |
|where the behavior is measured | |
|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. |
|With nonverbal organisms, don't say, | |
|♣expects, |The response-contingent |
|♣knows, |presentation |
|♣thinks, |of a reinforcer |
|♣figures out, |resulting in an increased frequency of that response. |
|♣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 |4 |
|Concept: |Concept: |
|functional assessment |punishment contingency |
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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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|3 |4 |
|Principle: |Concept: |
|parsimony |overcorrection |
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|Abnormal behavior flows out of sick people |Stopping reinforcement for an appropriate response |
|like toothpaste squeezed from a tube. |while shifting that reinforcement to an appropriate response. |
|The abnormal behavior results from inner pressure. | |
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|Response-contingent |An assessment |
|presentation of |of the contingencies |
|an aversive condition (negative reinforcer) |responsible for |
|resulting in a decreased frequency of that response. |behavioral problems. |
| |In escaping |
|The perpetrator’s aversive behavior punishes |the perpetrator’s aversive behavior, |
|the victim’s appropriate behavior. |the victim unintentionally reinforces |
|And the victim’s stopping the appropriate behavior |that aversive behavior. |
|unintentionally reinforces that aversive behavior. | |
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|A contingency |The use of no unnecessary concepts, principles, or assumptions. |
|on inappropriate behavior | |
|requiring the person | |
|to engage in an effortful response. | |
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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 |5 |
|Concept: |Concept: |
|multiple baseline design |penalty contingency |
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|4 |5 |
|Concept: |Concept: |
|reliability measurement |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 |An experimental design |
|response-contingent |in which the replications involve |
|removal of |baselines of differing durations |
|a reinforcer (positive reinforcer) |and interventions of differing starting times. |
|resulting in a decreased frequency of that response. | |
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|The |The comparison of measurements |
|response-contingent |of dependent variables and |
|removal of |independent variables |
|a tangible reinforcer. |obtained by independent observers. |
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|5 |6 |
|Concept: |Principle: |
|time-out contingency |spontaneous recovery |
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|5 |6 |
|Principle: |Principle: |
|the law of effect |recovery from punishment |
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|5 |6 |
|Concept: |Concept: |
|reversal design |forgetting procedure |
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|6 |6 |
|Principle: |General Rule: |
|extinction |Forget Forgetting |
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|A temporary recovery of the extinguished behavior |The |
|during the first part of each of the extinction sessions |response-contingent |
|that follow the first extinction session. |removal of |
| |access to a reinforcer. |
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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. |An experimental design |
| |in which we reverse |
| |between intervention and baseline conditions |
| |to assess the effects of those conditions. |
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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 |7 |
|Concept: |Concept: |
|to confound variables |response topography |
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|6 |7 |
|Concept: |Concept: |
|control condition |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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|The sequence (path of movement), |To change or allow to change two or more independent variables at |
|form, |the same time, |
|or location |so you cannot determine what variables are responsible for the |
|of components of a response |change in the dependent variable. |
|relative to the rest of the body. | |
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|The time between |A condition not containing the presumed crucial value of the |
|the signal or opportunity for a response |independent variable. |
|and the beginning of the response. | |
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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). |
| | |
|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 |10 |
|Principle: |Concept: |
|deprivation |aggression reinforcer |
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|9 |10 |
|Principle: |Principle: |
|satiation |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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|Stimuli resulting from acts of aggression. |Withholding a reinforcer |
| |increases relevant learning and performance. |
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|Aversive stimuli and extinction are motivating operations |Consuming a substantial amount of a reinforcer |
|for aggression reinforcers. |temporarily decreases relevant learning and performance. |
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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 |13 |
|Criteria for diagramming |Concept: |
|discriminated contingencies |stimulus class |
|response test | |
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|12 |13 |
|Criteria for diagramming |Concept: |
|discriminated contingencies: |stimulus generalization |
|extinction/recovery test | |
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|12 |13 |
|Criteria for diagramming |Concept: |
|discriminated contingencies: |concept training |
|operandum test | |
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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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|A set of stimuli, |Is the response the same for both the SD and the S∆? |
|all of which have some common physical property. | |
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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 |Does the SD differ from the operandum? |
|in the presence of one stimulus class | |
|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 | |
|Concept: | |
|Objective measure | |
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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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| |The criteria for measurement are completely specified in physical |
| |terms |
| |and the event being measured is public and therefore observable by |
| |more than one person. |
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|13 |13 |
|Concept: |Concept: |
|conceptual stimulus control |stimulus-generalization |
|(conceptual control) |gradient |
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|13 |14 |
|Concept: |Concept: |
|stimulus dimensions |imitation |
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|13 |14 |
|Concept: |Concept: |
|fading procedure |physical prompt |
| |(physical guidance) |
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|13 |14 |
|Concept: |Concept: |
|errorless |generalized imitation |
|discrimination | |
|procedure | |
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| |Responding occurs more often in the presence of one stimulus class |
|A gradient of responding showing |and less often in the presence of another stimulus class |
|a decrease in responding |because of concept training. |
|as the test stimulus | |
|becomes less similar to the training stimulus. | |
| | |
|The form of the behavior of the imitator |The physical properties of a stimulus. |
|is controlled by | |
|similar behavior of the model. | |
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|The trainer physically moves the trainee's body |At first, the S∆ and the SD differ along at least two stimulus |
|in an approximation of the desired response. |dimensions. |
| |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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|Imitation of the response |The use of a fading procedure |
|of a model |to establish a discrimination, |
|without previous reinforcement of |with no errors during the training. |
|imitation of that specific response. | |
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|14 |15 |
|Concept: |Concept: |
|verbal prompt |avoidance-of-loss contingency |
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|14 |15 |
|Theory: |Concept: |
|the theory of |warning stimulus |
|generalized imitation | |
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|14 |16 |
|Concept: |Concept: |
|imitative reinforcers |punishment-by-prevention-of- |
| |removal contingency |
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|15 |16 |
|Concept: |Concept: |
|avoidance contingency |punishment-by-prevention- |
| |of-a-reinforcer |
| |contingency |
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|Response-contingent |A supplemental verbal stimulus |
|prevention of |that raises the probability of a correct response. |
|loss of a reinforcer | |
|resulting in an increased frequency of that response. | |
| | |
|A stimulus that precedes |Generalized imitative responses occur |
|an aversive condition |because they automatically produce imitative reinforcers. |
|and thus becomes a learned aversive stimulus. | |
| | |
|Response-contingent |Stimuli arising from the match between |
|prevention of removal of |the behavior of the imitator |
|an aversive condition |and the behavior of the model. |
|resulting a decreased frequency of that response. | |
| | |
|Response-contingent |Response-contingent |
|prevention of |prevention of |
|a reinforcer |an aversive condition |
|resulting in a decreased frequency of that response. |resulting in an increased frequency of that response. |
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| |17 |
| |Concept: |
| |fixed-ratio responding |
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|17 |17 |
|Concept: |Concept: |
|continuous reinforcement |variable-ratio (VR) |
|(CRF) |schedule of |
| |reinforcement |
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|17 |17 |
|Concept: |Concept: |
|schedule of reinforcement |variable-ratio |
| |responding |
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|17 |18 |
|Concept: |Concept: |
|fixed-ratio (FR) |fixed-interval (FI) |
|schedule of reinforcement |schedule of |
| |reinforcement |
| | |
|After a response is reinforced, | |
|no responding occurs for a period of time, | |
|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. | |
| | |
|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 since reinforcement, |
| |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. | |
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|18 |18 |
|Concept: |Principle: |
|fixed-interval scallop |variable-interval |
| |responding |
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|18 |18 |
|Concept: |Concept: |
|fixed-time schedule |resistance to extinction |
|of reinforcer delivery | |
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|18 |18 |
|Concept: |Principle: |
|superstitious behavior |resistance to extinction |
| |and intermittent |
| |reinforcement |
| | |
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|18 |19 |
|Concept: |Concept: |
|variable-interval (VI) |concurrent contingencies |
|schedule of | |
|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. |
| | |
|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. |
| | |
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|19 |20 |
|Concept: |Concept: |
|differential reinforcement |behavioral |
|of incompatible behavior (DRI) |chain |
| | |
| | |
|19 |20 |
|Principle: |Principle: |
|matching law |dual-functioning |
| |chained stimuli |
| | |
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|19 |20 |
|Erroneous Principle: |Concept: |
|symptom substitution |forward chaining |
| | |
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| |20 |
| |Concept: |
| |total-task |
| |presentation |
| | |
|A sequence of stimuli and responses. |Reinforcement is contingent on a behavior that is |
|Each response produces a stimulus that |incompatible with another behavior. |
|reinforces the preceding response | |
|and is an SD or operandum | |
|for the following response. | |
| | |
|A stimulus in a behavioral chain |When two different responses are each reinforced with a different |
|reinforces the response that precedes it |schedule of reinforcement, |
|and is an SD or operandum for the following response. |the relative frequency of the two responses |
| |equals the relative value of reinforcement on the two schedules of |
| |reinforcement. |
| | |
|The establishment of the first link in a behavioral chain, |Problem behaviors are symptoms of an underlying mental illness. |
|with the addition of successive links, |So if you get rid of one problem behavior (“symptom”), |
|until the final link is acquired. |another will take its place, |
| |until you get rid of the underlying mental illness. |
| | |
|The simultaneous training of |The addition or change of several independent variables |
|all links in a behavioral chain. |at the same time |
| |to achieve a desired result, |
| |without testing the effect of each variable individually. |
| | |
| | |
|20 |21 |
|Concept: |Concept: |
|backward chaining |unconditioned response |
| |(UR) |
| | |
| | |
|20 |21 |
|Concept: |Concept: |
|differential reinforcement |conditioned stimulus |
|of low rate (DRL) |(CS) |
| | |
| | |
| |21 |
| |Concept: |
| |conditioned response |
| |(CR) |
| | |
| | |
|21 |21 |
|Concept: |Concept: |
|unconditioned stimulus |respondent conditioning |
|(US) | |
| | |
|An unlearned response |The establishment of the final link in a behavioral chain, |
|elicited by the presentation |with the addition of preceding links, |
|of an unconditioned stimulus. |until the first link is acquired. |
| | |
|A stimulus that has acquired its eliciting properties |Reinforcement |
|through previous pairing with another stimulus. |for each response following the preceding response |
| |by at least some minimum delay. |
| | |
|A learned response | |
|elicited by the presentation | |
|of a conditioned stimulus. | |
| | |
|A neutral stimulus |A stimulus that produces the unconditioned response |
|acquires the eliciting properties |without previous pairing with another stimulus. |
|of an unconditioned stimulus | |
|through pairing the unconditioned stimulus | |
|with a neutral stimulus. | |
| | |
| | |
|21 |21 |
|Concept: |General Rule: |
|operant conditioning |SD / CS test |
| | |
| | |
|21 |22 |
|Concept: |Concept: |
|higher-order conditioning |rule |
| | |
| | |
|21 |22 |
|Concept: |Concept: |
|respondent extinction |rule control |
| | |
| | |
|21 |22 |
|Concept: |Concept: |
|systematic desensitization |rule-governed behavior |
| | |
|To determine if a stimulus is an SD or CS, |Reinforcing consequences |
|look at its history of conditioning: |following the response |
|look for a plausible US -- UR relation; |increase its future frequency; and |
|and alternatively, look for a plausible SD -- R -- SR contingency. |aversive consequences |
| |following the response |
| |decrease its future frequency. |
| | |
|A description of a behavioral contingency. |Establishing a conditioned stimulus |
| |by pairing a neutral stimulus |
| |with an already established conditioned stimulus. |
| | |
|The statement of a rule |Present the conditioned stimulus |
|controls the response |without pairing it |
|described by that rule. |with the unconditioned stimulus, |
| |or with an already established conditioned stimulus, |
| |and the conditioned stimulus will lose its eliciting power. |
| | |
|Behavior under the control of a rule. |Combining relaxation with |
| |a hierarchy of fear-producing stimuli, |
| |arranged from the least to the most frightening. |
| | |
| | |
|22 |22 |
|Concept: |Concept: |
|contingency control |indirect-acting |
| |contingency |
| | |
| | |
|22 |22 |
|(Optional-not on quiz) General Rule: |Concept: |
|rule control |ineffective contingency |
| | |
| | |
|22 |22 |
|Principle: |Concept: |
|(Optional-not on quiz) |(Optional-not on quiz) |
|Immediate reinforcement |a contingency that is |
| |not direct acting |
| | |
| | |
|22 |22 |
|Concept: |Concept: |
|direct-acting |rule-governed analog to |
|contingency |a behavioral contingency |
| | |
|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. |
| | |
|A contingency that does not control behavior. |Start looking for rule control, |
| |if behavior is controlled by an outcome |
| |that follows the response by more than 60 seconds. |
| | |
|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. |
| | |
|A change in the frequency of a response |A contingency in which |
|because of a rule describing the contingency. |the outcome of the response |
| |reinforces or punishes that response. |
| | |
| | |
|23 |23 |
|Concept: Review |Concept: |
|process vs. product |Covert behavior |
| | |
| | |
| | |
|23 |23 |
|Concept Review: |Principle: |
|task analysis |shifting from rule-control |
| |to contingency control |
| | |
| | |
|23 |24 |
|Concept: |Concept: |
|feedback |performance contract |
| |(behavioral contract or |
| |contingency contract) |
| | |
| | |
|23 |24 |
|Concept: |False Principle: |
|multiple baseline |the mythical cause of |
|design |poor self-management |
| | |
|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. | |
| | |
|A written rule statement describing |Nonverbal stimuli |
|the desired or undesired behavior, |or verbal statements |
|the occasion when the behavior should or should not occur, and |contingent on past behavior |
|the added outcome for that behavior. |that can guide future behavior. |
| | |
|Poor self-management occurs |An experimental design |
|because immediate outcomes control our behavior |in which the replications involve baselines |
|better than delayed outcomes do. |of differing durations and |
| |interventions of differing starting times. |
| | |
| | |
|24 |25 |
|Principle: |General Rule: |
|rules that are easy to follow |The it-is-probably-rule-control rule |
| | |
| | |
|24 |25 |
|Principle: |Principle: |
|rules that are hard to follow |the analog to avoidance |
| |principle |
| | |
| | |
|24 |25 |
|Principle: |Principle: |
|the real cause of |the deadline principle |
|poor self-management | |
| | |
| | |
|24 |25 |
|Model: |Concept: |
|the three-contingency model |pay for performance |
|of performance-management | |
| | |
|It is probably rule control, if |Describe outcomes that are |
|the person knows the rule, |both sizable |
|the outcome is delayed, or |and probable. |
|the performance changes as soon as the person hears the rule. |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 be an analog to avoidance. |or too improbable. |
| |The delay isn't crucial. |
| | |
|If an indirect-acting contingency |Poor self-management results from |
|is to increase or maintain performance, |poor control by rules describing |
|it should involve a deadline. |outcomes that are either |
| |too small (though often of cumulative significance) |
| |or too improbable. |
| |The delay isn't crucial. |
| | |
|Pay is contingent on specific achievements |The three crucial contingencies are: |
| |the ineffective natural contingency, |
| |the effective, indirect-acting performance-management contingency, |
| |and |
| |the effective, direct-acting contingency. |
| | |
| | |
|26 |26 |
|Concept: |Concept: |
|the simplistic biological-determinist error |the simplistic cognitivist error |
| | |
| | |
|26 |26 |
|Concept: |Concept: |
|the simplistic behaviorist error |methodological behaviorism |
| | |
| | |
|26 |26 |
|Concept: |Concept: |
|radical behaviorism |cognitive structure |
| | |
| | |
|26 |26 |
|Concept: |Concept: |
|cognitive behavior modification |materialistic mentalism |
| | |
|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. | |
| | |
|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: |
|mentalism |mind |
| | |
| | |
|26 |26 |
|Concept: |Concept: |
|materialism |spiritualism |
| | |
| | |
|26 | |
|Concept: | |
|spiritualistic 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. |
| | |
| |The doctrine that the mind is |
| |spiritual (nonphysical). |
| | |
| | |
| | |
|26 |27 |
|Concept: |Concept: |
|Values |performance maintenance |
| | |
| | |
|26 |27 |
|Concept: |Principle: |
|goal-directed systems |behavior trap |
|design | |
| | |
| | |
|26 |28 |
|Concept: |Concept: |
|legal rule control |transfer of training |
| | |
| | |
|26 |29 |
|Concept: |Review Principle: |
|moral (ethical) |the law of effect |
|rule control | |
| | |
|The continuing of performance |Learned and unlearned reinforcers |
|after it was first established. |and aversive conditions. |
| | |
|Add a reinforcement contingency |First you select the ultimate goal of a system, |
|to increase the rate of behavior. |then you select the various levels of intermediate goals needed to |
|Then the behavior will frequently contact |accomplish that ultimate goal, |
|built-in reinforcement contingencies, |and finally, you select the initial goals needed to accomplish those|
|and those built-in contingencies |intermediate goals. |
|will maintain that behavior. | |
| | |
|Performance established |Control by rules specifying added analogs to behavioral |
|at one time |contingencies |
|in one place |and added direct-acting behavioral contingencies |
|now occurs in a different time and place. |based on material outcomes. |
| | |
|The effects of our actions |Control by rules specifying added analogs to behavioral |
|determine whether we will repeat them. |contingencies. |
| |Such rules specify social, religious, or supernatural outcomes. |
| | |
| | |
|29 | |
|Concept: | |
|subjective evaluation | |
|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 |
| | |
| |Experts’ evaluation |
| |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. |
|or 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 changes in the dependent variable. |
| | |
|An experimental design |The evaluation of the results of an applied intervention |
|in which the baseline data are collected |or a naturally changing condition |
|before the intervention. |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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