Behavior Modification

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Classical conditioning

UCS – unconditioned stimulus

UCR – unconditioned

response

Neutral stimulus

CS – conditioned stimulus

CR – conditioned response

Extinction

i. UCS elicits UCR

ii. Paired ucs with a neutral stimulus

iii. Neutral stimulus becomes a CS

iv. The CS then elicits a CR

Operant conditioning

Antecedent – behavior –

consequence model

Positive and negative

reinforcement

Differences between

classical and operant conditioning

Classical conditioning

connects conditioned stimuli with conditioned responses whereas operant

conditioning uses reinforcement and punishment to change the frequency of

behaviors

Define reinforcement and

punishment.

Reinforcement: giving a

positive or taking away a negative stimuli

Punishment: giving a

negative or taking away a positive stimuli

Define and describe

different types of reinforcers

Primary

Secondary

back-up

generalized

List the four criteria for

choosing a target behavior.

Specific to a student or

group of students

Actual behaviors to be

preformed

Conditions of contexts in

which the behaviors occur

Criteria for assessing

students behaviors

Explain the purpose and

components of functional behavioral assessment.

Identification of

important, controllable, causal functional relationships that impact a specific

set of target behaviors

i. What are the situations or circumstances in which this problematic

behavior occurs

ii. What are the consequences for maintaining the behavior

What are the clearly

defined replacement behaviors

Describe indirect methods of

behavioral assessment

Interviews

Questionnaires

Role playing

Data from referring sources

Client self monitoring

Describe direct methods of

behavioral assessment

narrative recording

event recording

interval recording

time sampling

Discuss the advantages and disadvantages

of direct and indirect methods of behavioral assessment.

Indirect – good for covert

behaviors, is convenient; bad due to accuracies concerns and potential

biases

Direct – good because more

objective but can not observe covert behaviors, requires training and is

time consuming

Define the six aspects of

behavior that can be recorded.

Topography or form

Frequency

Duration

Intensity

Stimulus control

latency

Types of behavior recording

Interval: record specific

aspects of behavior within specific intervals of time

i. Crete a frequency count related to presence or absence of behavior

during interval

ii. Good for overt behaviors with clear beginning and end (like shouting

out)

iii. TIME SAMPLING is a type of interval recording where observations are

made at specific times of the day

iv. PARTIAL INTERVAL indicate if occurs or not, not frequency

v. WHOLE INTERVAL for continuous behaviors indicate when present at

beginning and end of interval

vi. MOMENTARY TIME INTERVAL indicate if present at end of interval

vii. VARIABLE INTER-OCCASION INTERVAL TIME SAMPLE record at preselected

random time sample

Event Recording: each

instance of a behavior is recorded as it occurs

i. Good for discreet behaviors

ii. Difficult for high frequency behaviors

iii. Requires sustained attention of observer

Discuss sources of

unreliability in observation systems

Observer bias

i. Leniency effect

ii. Primacy effect

Observer drift

Difficulties coding

behavior

Child reactivity

Describe procedures to

reduce unreliability.

Clear and precise

directions

Systematic and precise

rules for observation

Time intervals that aren’t

over long

Training of observers

Periodic checks of

observers

Remaining neutral as

possible

Positioning self outside

traffic flow

Shift attention to other

children

Enter room at natural

breaks

Describe five categories of reinforces.

Consumables

Activities

Manipulative

Possessives

Social reinforces

Describe the Premack

principle. = high probability behavior is contingent upon low probability

behavior. Must eat vegetables before getting desert.

Define deprivation and

satiation.

Differentiate different

schedules of reinforcement.

Discuss advantages and

disadvantages of different schedules of reinforcement.

Define ratio strain and

post-reinforcement pause.

Describe differential

reinforcement of low rates, differential reinforcement of zero responding,

differential responding of other behavior, and differential

reinforcement of incompatible responding.

Describe the concepts of

response cost and time-out (including appropriate use of time-out).

Discuss factors that

influence the effectiveness of punishment.

Define extinction and

discuss the factors that influence its effectiveness (including reasons

why extinction might not work).

Define & differentiate

shaping, fading, and chaining.

Discuss factors that influence

the effectiveness of shaping, fading, and chaining respectively.

Describe four different

types of situational inducement.

Describe the use of rules in

behavior modification.

Differentiate stimulus and

response generalization.

Describe the characteristics

of reversal, multiple-baseline, simultaneous treatment, and changing

criterion designs.

Describe the advantages and

disadvantages of the various single-case designs.

Describe token economy

systems and how they are implemented.

Describe the behavioral

treatment of autistic children devised by Loovas. – this is that autism

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