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10 Cards in this Set
- Front
- Back
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E-01 Use interventions based on manipulation of antecedents, such as motivating operations and discriminative stimuli. |
contingency-dependent: SD contingency-independent: abolishing operations, effects of MO are temporary NCR, high-p, FCT |
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E-02 Use discrimination training procedures. |
stimulus discrimination: degree to which antecedent stimuli set theoccasion for particular responses, taught by using discrimination training procedures such asdifferential reinforcement responsesthat occur in the presence of the SD arereinforced, that occur in the presence of the S delta are not reinforced |
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E-03 Use instructions and rules. |
extinction more effective when instructions are made delayed consequences, combined with language, influence future behavior through instructional control and rule-following rule: a verbal description of a behavioral contingency, response-consequence delay > 30s |
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E-04 Use contingency contracting (i.e., behavioral contracts). |
a document that specifies a contingent relationship between the completion of a behavior and reward reinforcement, rule-governed behavior, response prompt |
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E-04 Use contingency contracting (i.e., behavioral contracts). |
fair clear honest layers of rewards response cost in visible place renegotiate or change as needed terminate as needed |
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E-09 Arrange high-probability request sequences. |
present a series of easy-to-follow requests for which the participant has a history of compliance; when learner complies with several such high-p requests in sequence, immediately present target request. AO reducing the value of reinforcement for noncompliance and pb |
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E-09 Arrange high-probability request sequences. |
select from current repertoire present requests rapidly, low-p immediately follow the reinforcer for high-p acknowledge compliance use potent reinforcers do not use high-p following pb high-p at the beginning and throughout instructional period avoid drift from low-p to all high-p |
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E-05 Use independent, interdependent, and dependent group contingencies. |
save time during administration when individual contingency is impractical resolve pb quickly capitalize on peer influence/monitoring |
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E-05 Use independent, interdependent, and dependent group contingencies. |
independent: contingency presented to all members and SR+ for each who meets the criterion dependent: criterion set for one or small group and SR+ for whole group (hero procedure) interdependent: all must meet the criterion before SR+ for any member total group as a whole meets the criterion achieves mean average Good Behavior/Student Game |
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E-05 Use independent, interdependent, and dependent group contingencies. |
choose an effective reward behavior to change as well as the collateral behaviors affected combined with other procedures, such as DRL, DRH improve the behavior of one or a small group->dependent differentially reinforce behavior->independent each individual within a group to perform at a certain level-> interdependent |
