Developing New Behavior

Non Contingent Reinforcement

• Potency (e.g. amount/quality) of “R+”• Include Extinction• Vary “Reinforcement”

Behavioral Momentum

• High Probability requests• Resistance to extinction

Functional Communication Training

• Differential Reinforcement• Look/ Watch me

Imitation

• Any physical functioning as “model” (e.g. antecedent)

• Immediate imitative behavior follows model– 5 seconds

• Both model and behavior must be similar– Must “do the same”

• Model must be controlling variable– “Doing the same is not enough”

Shaping

Shaping

Reinforcing successive approximations to the target response while extinguishing preceding approximations.

√ Does not have to be done in an exact way

This concept requires understanding of Reinforcement, extinction, and Differential Reinforcement.

TermsTerminal Behavior: The final goal of an intervention

Operant Level: Frequency of responding before reinforcement

Initial Behavior: Some behavior that resembles the terminal behavior in some way.

Intermediate behaviors: Those behaviors that more closely approximate the target responses.

Enhancing Shaping: Prompting & Fading

• Add an SD• Physical Guidance• Imitative response (Model)– These are all prompts that must be faded

Lookin’ for a volunteer

• Who wants to shape up their behavior?

Chaining

√ Must be done in a general stepwise formate. g. making a sandwich

√ Each response serves a dual function– Signal for next response– Reinforcer for completion of the previous

response.

Methods of Chaining

• Forward– R1 R1 R1 – R2 R2 R2 etc.

• Total-Task– R1 R2 R3 etc.– Provide help when needed– Stop when criterion met (3 times with no help?)

• Backward– Start with final link– With leap ahead…

Task Analysis

• Breaking a behavioral chain into its smaller responses.

• Extent to which you are successful with teaching new behaviors from a chaining perspective is directly related to your ability to do a good task analysis.

Time to make a chain

Do a task analysis for the problem 359 / 13

Do a task analysis for a chain of responses that you consider yourself an expert in that perhaps no one else in the class is.

Chaining Assessment

• Single Opportunity– Measurement of all steps in correct sequence– Quick to conduct– More conservative– Tells little information

• Multiple-Opportunity– Measurement of each link

Respondent Conditioning

Respondent Conditioning

Do not say Classical Conditioning- Eliciting not evoking behavior- Automatic Physiological responses not

controlled free willed or operant responses

General

• Pavlov: Russian Physiologist

US URUS + CS CRCS CR

Examples

Example 1: Salivating Dogs and BellsExample 2: Little Albert & White RatsExample 3: Chemo Therapy & Favorite foodsExample 4: Mammalary Effusion: Leaking BreastsExample 5: Phobias Example 6: BedwettingExample 7: Aversion Therapy

Factors That influence Respondent Conditioning

• Number of pairings• inter-stimulus interval: .5 sec• Continuous Pairing > Intermittent Pairing• Intense Stimuli (CS US)

Respondent Extinction

• Stop pairing the CS with the UCS

Q. How is this different than escape extinction?

Compound Stimulus

• Two stimuli together is your CS

• Generalized Conditioning– Second order conditioning, third order and so on– Generally it gets weaker and easier to extinguish

• √ Difficult due to respondent extinction

Drug Overdoses

• Generally due to taking too much poison. • Novel environments play major role– Drugs not only produce a high, but also counter

effects to reduce the high.– The drug, Room, Needle Prick– Thought? Coke Classic vs. Caffeine Free Coke

Operant-Respondent Interactions

• Emotions: Rewards and Punishers are associated with internal events

• Thinking: Words are associated with senses

Systematic Self-Desenstization

• Construct a Fear Hierarchy (0-100; least to most fearful)- SUD : Subjective Unit of Discomfort

• Deep Muscle Relaxation:• Implement Program

Flooding

• Putting person in fearful situation with positive outcome.

• Not allowing the CS to be paired with UCS• Not recommended