Exam 3 Official Study Guide

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Study Guide Exam 2 Chapter 7: 1. What is stimulus control? - A behavior is more likely to occur when a specific antecedent stimulus is presented. 2. Provide an example of stimulus control. - Jackson asks mom for money and she gives it to him, he asks dad and he does not. Therefore he is more likely to ask mom for money. 3. What is an SD? What is an S-Delta? - SD – Discriminative Stimulus (antecedent stimulus that is present when a behavior is reinforced.) - S-Delta (antecedent stimulus, except the SD, is present and the behavior is not reinforced. Any antecedent stimulus that is present when the behavior is not reinforced. 4. Describe stimulus discrimination training. What is the outcome of stimulus discrimination training? - When the SD is present the behavior is reinforced, when any other antecedent stimulus is present the behavior is not reinforced. - The result of this is that the behavior is more likely to occur in the future when an SD is present but less likely to occur when an S-delta is in present. 5. Provide an example of stimulus discrimination training with reinforcement and an example with punishment. - Punishment – Soup is boiling, you taste it and burn your mouth, less likely to put soup in your mouth in the future. However, you may still put soup I your mouth before it is boiling or after it cools off without burning yourself. 6. What is stimulus generalization? - Takes place when a behavior occurs in the presence of stimuli that are similar in some ways to the SD that was present during stimulus discrimination training. 7. Provide an example of stimulus generalization. - First grader sees a card with “men” written on it, she says “men” and gets praised, the flashcard in an SD for saying “men.” At the mall with her parents she sees the men sign on a bathroom door and says “men.” The sign on bathroom is similar to the flashcard, therefore generalization has occurred.

Study Guide Exam 2 Chapter 9: 1. What is shaping? - Used to develop a target behavior that a person does not currently exhibit. The differential reinforcement of successive approximations of a target behavior until the person exhibits the target behavior. 2. When is it appropriate to use shaping? When would you not use shaping? - When your therapeutic goal is to develop a target behavior or a dimension of a target behavior that the person is not currently exhibiting. - When the individual already engages in the behavior. 3. Which two behavioral principles are involved in shaping? Explain. - Reinforcement and Extinction. The behavior that is reinforced increases and the behavior that are not reinforced decreases through extinction. 4. What are successive approximations? - Process of reinforcing steps of desirable behaviors which are getting closer to the target behavior. Rewarding a student for doing something that is close to what yo want them to do. 5. Provide an example of the differential reinforcement of successive approximations of a behavior. - Teaching a child how to say water. First they say gaga, the parents don’t respond as much, then when the child says “waa tahh” the parent provides more response toward the mand. 6. Provide two examples of shaping in everyday life. - Ex. Teaching a child to brush their teeth. Shaping s present when the child is reinforced for getting better and better at brushing their teeth. - Child sitting quietly in his or her seat for 20 minutes. The teacher reinforces the student sitting still for two minutes, then 5 minutes, and so on until the goal of 20 minutes has been reached. 7. Why might it be useful to use conditioned reinforcers when conducting a shaping procedure? - Conditioned reinforcers are often used and are useful to avoid satiation.

Study Guide Exam 2 8. Shaping may be used to establish a new topography of a behavior or a new dimension of a behavior. Explain this statement. Provide an example of shaping a new dimension of a behavior. - Shaping can help children or adults learn new behaviors or increase the frequency, duration, intensity, or decrease the latency of an already existing behavior. Chapter 10: 1. What is a response prompt? Identify and describe four types of response prompts. - Is the behavior of another person that evokes the desired response in the presence of the SD. - Verbal (telling something that helps the person engage in the correct behavior). - Gestural (Physical movement or gesture of another person that leads to the correct behavior). - Modeling (demonstration from another person that makes it more likely that the behavior will occur.) - Physical (another person physically helps a person engage in the correct behavior). 2. What is a stimulus prompt? Describe two types of stimulus response. - Involves a change in a stimulus, or addition or removal of a stimulus, to make a correct response more likely. - Within-stimulus (Changing the SD) Ex. Changing the color of a light switch to remember to turn it off. - Extrastimulus (Adding another stimulus or cue to the SD) Ex. Adding a post it note to light switch to remember to turn it off. 3. What is least-to-most prompting? What is the other term for it? Provide an example. - (A.K.A system of least prompts). Providing the least intrusive prompts only as necessary to the correct behavior to occur. Used when the trainer believes the learner may not need a physical prompt to engage in the correct behavior and wants to provide the opportunity for the learner to perform the task with the least assistance necessary. - Ex. Washing hands and trainer verbalizes to turn water on, then gestures to turn it on, then hand-over-hand turns water on.

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Study Guide Exam 2 4. What is most-to-least prompting? Provide an example. - The most intrusive prompt is used first and is then faded to less intrusive prompts. When trainer believes the learner will need a physical prompt to engage in the correct behavior. - Ex. Washing hands and trainer does hander-over-hand, then gestures to turn water on, then verbalizes to turn it on, etc. 5. Describe fading of response prompts. Provide an example. - Response prompts are removed gradually across learning trials until the prompt is no longer provided. - Ex. When the teacher provided fewer and fewer instructions when guiding child to wash hands the prompt fading occurred. 6. Describe fading of stimulus prompts. Provide an example of within-stimulus prompt fading and extrastimulus prompt fading. - If the stimulus prompt involved adding a stimulus to get the correct response to occur (extrastimulus) then it would include gradually removing the addition stimulus as the response began occurring reliably in the presence of the SD. - Gradually changing the SD from its altered from to its natural form (within-stimulus). 7. Why is it important to fade prompts? - To teach the behavior with no additional assistance in the future. Chapter 11: 1. What is a stimulus-response chain? Provide two examples of stimulus-response chains that are not in the chapter. - Behavioral chain. Each behavior or response in the chain produces a stimulus change that acts as an SD for the next response in the chain. - Ex. – Taking a bus home from work. Walking to the bus stop, paying with exact money, walking onto the bus, finding a seat, sitting down and waiting for your stop, getting up when the bus stops at your stop, walking to the door and exiting, walking to your house from the bus stop, arriving home. 2. Identify each stimulus and response component in your two example from Question 1.

Study Guide Exam 2 3. What is a task analysis? Why is it important to conduct a task analysis? - The process of analyzing a behavioral chain by breaking it down into its individual stimulus-response components. Because teaching the task to the person involves prompting and fading with each stimulus-response component of the behavior chain, you must have a detailed task analysis that gives you accurate understanding of each stimulus-response component. 4. Provide a task analysis of the behavior of pouring water from a pitcher into a glass. Assume the pitcher of water and the glass are already on the table. 5. Describe backward chaining. - Using prompting and fading to teach the last behavior in the chain first. By starting with the last behavior in the chain, the learner completes the chain on every learning trial. Once that last behavior is completed then you teach the next to last behavior. 6. Describe forward chaining. - Teach one component of the chain at a time and then chain the components together, using prompting and fading to teach the behavior associated with the SD at each step in the chain. You teach the first component, then the second component, and so on. 7. Describe the total task presentation procedure. - The complex chain of behaviors is taught as a single unit. The total task procedure is completed in each learning trial. Use of prompts to get the learner to engage in the entire chain of behaviors from start to finish.

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