Pearson_M6_PrepGuide

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Name: Skylaa Pearson M7 Prep Guide 1. Describe operant extinction following positive reinforcement and provide a novel example (i.e., not an example provided in the book) (pg. 170). Operant extinction following positive reinforcement introduces the “if then” process. An example of this is giving to a child who is misbehaving in a store something to keep them busy to make them behave, eventually the child behaves well, and the giving of a objects to keep busy stops. 2. Describe operant extinction following negative reinforcement and provide a novel example (i.e., not an example provided in the book) (pg. 171) Operant extinction following negative reinforcement is used to end the “escape” behavior. An example is a child upset/ whining and refusing to eat their meal at dinner because they do not like it, so the parents take away the their plate. 3. Define the partial reinforcement extinction effect (PREE) (pg. 174). a. Now explain it in your own words: Partial reinforcement extinction effect is comparing the previous reinforcement rate and the rate when behavior undergoes extinction. 4. What is spontaneous recovery? Describe spontaneous recovery using the example provided in the book (pg. 175). After spending time away from an extinction procedure, there’s a brief resume of operant conditioning in spontaneous recovery. The book describes the rat briefly responding in the beginning of the extinction process after spending 48 hours away from it. 5. Describe the four “other” effects of extinction (pg. 179-182). o Extinction Induced Emotional Behavior- emotional behavior can occur after extinction. o Extinction Induced Variability- increases variety of operant response topographies after extinction. o Extinction Burst- temporary increase in rate or duration of a previous reinforced response. o Extinction Induced Resurgence- where one operant behavior is stopped and causes previous reinforced behavior. 6. What is a functional analysis? (pg. 184)

A method used to tell if a problem behavior is operant and what reinforcer is causing the operant behavior. 7. Why are the results of a functional analysis relevant to planning behavioral interventions? (pg. 185-186). They describe and give detail of what behavior is occurring and how to treat it. 8. Define differential reinforcement (pg. 187). Differential reinforcement is a procedure where a previously reinforced behavior is extinct to reinforce a new behavior. 9. What is the effect of differential reinforcement? Provide an example of what this might look like (pg. 187). Differential reinforcement decreases one behavior, then increases the next/new one. If my dog was going to the bathroom inside of our home, I would reinforce behavior when she goes to the bathroom outside the home. 10. What are two benefits of using differential reinforcement in the treatment of problem behavior? (pg. 188) It can reduce unwanted behavior and decreases extinction induced behaviors. 11. Define and provide an example of each of the following (pg. 190-192): a. Differential reinforcement of incompatible behavior (DRI) i. Definition: Topographically incompatible with problem behavior. ii. Example: Ignoring a child when they throw a temper tantrum, but reinforcing it when it’s being good, playing with its toys. b. Differential reinforcement of alternative behavior (DRA) i. Definition: Reinforcing a behavior, ignoring the bad behavior. ii. Example: Child asks to get ice cream after they’re done with homework while they’re fidgeting with their pencil. The reinforced behavior will be eating ice cream after homework but not fidgeting with the pencil. c. Functional Communication Training i. Definition: Problematic demands for attention are stopped, while good demands are reinforced. ii. Example: When a child doesn’t get along with another kid, that behavior is extinguished but when they do get along, that behavior is reinforced. d. Differential reinforcement of other behavior (DRO) i. Definition: Reinforcement is continued after abstaining from the problem behavior over time. ii. Example: Child plays well with others; he can continue to play with other kids.

e. Differential reinforcement of variability i. Definition: Contingency where responses have never emitted, receive reinforcement. ii. Example: A kid does not get in trouble during the whole class period, which he never does, he is rewarded with candy at the end of the week. f. Differential reinforcement of high-rate behavior (DRH) i. Definition: Reinforcing high rates of behavior. ii. Example: Water droplets are provided when a rat presses a lever several times in a short period of time. g. Differential reinforcement of low-rate behavior (DRL) i. Definition: Reinforcing low rates of behavior. ii. Example: Reward given for eating junk food less than 4 times a week.

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