EDF 6223 Exam 1 2023/2023 Solved 100% Correct

4 criteria of imitation - ANSWER-1. the imitative behavior is occasioned by another person's model of the behavior 2. the imitative behavior has formal similarity with the model 3. the imitative behavior follows the modeled behavior closely in time 4. the model is the primary controlling variable for the imitative behavior model - ANSWER-an antecedent stimulus with topographical similarity to the behavior the analyst wants to be imitated planned models - ANSWER-prearranged demonstrations of behavior that show the learner exactly what to do, be it acquiring new skills or refining the topography of certain elements of existing skills -can be live or filmed unplanned models - ANSWER-occasion imitation in everyday social environments formal similarity - ANSWER-occurs when the model's and the imitator's behavior physically resemble each other and are in the same mode T/F: delayed behaviors replicating the topography of a model are imitative - ANSWER-false, a close temporal relationships between the model's performance and the learner's behavior is an important feature of imitation what is the most important property defining imitation? - ANSWER-the controlling relation between a model's demonstration and a learner's performance of topographically similar behavior when is a controlling relation between the model's behavior and the imitator's behavior inferred? - ANSWER-when a model evokes a similar behavior without a prior history of reinforcement T/F: an imitative behavior is a new behavior that follows a novel antecedent event - ANSWER-true imitation training - ANSWER-a systematic, research-based set of steps for teaching a non-imitative learner to imitate models of noel behavior imitation training protocol (1): assess, and teach if necessary, prerequisite skills for imitation training - ANSWER-attending to the model is a prerequisite skill for imitation training. assess the skills for a minimum of 3 sessions and begin training if assessment data shows adequate attending skills imitation training protocol (2): - ANSWER-practitioners may need to select and use about 25 behaviors as models during imitation training. including gross motor and fine motor movements as models provides learners with opportunities to develop more refined differentiation with their imitative skills. initial training usually includes models of the movement of body parts and the manipulation of physical objects imitation training protocol (3): pretest - ANSWER-the learner's response to the selected models should be pretested: 1. prepare the learner's attending behaviors for the pretest 2. if using an object mode, place 1 in front of the learner and 1 in front of yourself 3. say the learner's name to start, and when the learner makes eye contact, say, "do this" 4. present the model 5. immediately praise each response that has formal similarity to the model, and deliver reinforcement ASAP 6. record the learner's response as correct, incorrect, or as an approximation of the model 7. continue pretesting with the remaining models imitation training protocol (4): sequence selected models for training - ANSWER-use the pretest to arrange the presentation sequence for the selected models, arranging the sequence from the easiest to the most difficult models to imitate. the first models selected are those that the learner imitated correctly on some, but not all, of the pretest trials. the models that the learner responded to incorrectly, but that approximated the model, are selected next. finally, the models that the learner failed to perform, or performed incorrectly, are the last to be selected for training conduct imitation training sessions: preassessment - ANSWER-use the first 3 models currently selected for training and present them 3 times each in random order. if the learner's behavior has similarity to the model on all 3 presentations, that model is removed from the training. allows practitioners to evaluate the learner's current performance on the models selected for training that session, and to determine the learner's progress in learning to respond to the model conduct imitation training sessions: training - ANSWER-practitioners use repeated presentations of 1 of the 3 models used in the preassessment. the model selected first is the one most often responded to during the preassessment. if the learner made only approximations, the behavior with the closest similarity to the model is selected first for training. training continues until the learner responds to the model correctly on 5 consecutive trials conduct imitation training sessions: postassessment - ANSWER-present 3 times each, 5 previously learned models and 5 models that are still included in imitation training. remove a most recently learned behavior from imitation training following 3 consecutive postassessments in which the learner responds correctly without physical guidance to the model 14 out of the 15 opportunities. allows the practitioner to evaluate how well a learner performs the previously and most recently learned behaviors conduct imitation training sessions: probe for imitation with novel models - ANSWER-use approximately 5 nontrained, novel models to probe for occurrences of imitation at the end of each imitation training session, or intermix the probes with the training trials. uses the same procedures as the preassessment, but without using the antecedent verbal response prompt or other forms of response prompts guidelines for imitation training - ANSWER-1. keep sessions active and brief: 10-15 minute sessions more than once daily 2. reinforce both prompted and imitative responses: in the beginning, reinforce each occurrence of prompted responses and/or imitation and do it immediately 3. pair verbal praise and attention with tangible reinforcement 4. if progress stalls, back up and move ahead slowly: return to an earlier level of successful performance 5. fade out verbal response prompts or physical guidance: children need to learn to do what the model does without the supports of response prompting 6. make data-based decisions to terminate imitation training modeling - ANSWER-a behavior change strategy in which learners acquire new skills by imitating demonstrations of the skills by live or symbolic models. the model shows, demonstrates, or conveys exactly the behavior the learner is expected to convey. can be live, symbolic, or recorded guidelines for effective modeling - ANSWER-1. model's similarity with the learner 2. prestigious models 3. emphasize the critical aspects of behavior (e.g., say... BLUE) 4. give instructions 5. use real life contexts and account for variations in circumstances to promote generalized imitation 6. provide opportunities for rehearsal and provide feedback 7. deliver reinforcement frequently shaping - ANSWER-the differential reinforcement of successive approximations toward a terminal behavior. the antecedent stimulus for the terminal behavior stays the same, while the response progressively becomes more differentiated 3 parts of shaping - ANSWER-the analyst detects a change in the learner's environment, makes a discriminated judgement about whether that change is a progressively closer approximation to a terminal behavior of interest; and then differentially reinforces the closer successive approximation differential reinforcement - ANSWER-presenting an unconditioned or conditioned reinforcer only to those emitted members of a response class that share a specified dimension or quality, while placing all other emitted response class members on extinction. 3 fundamental effects of differential reinforcement - ANSWER-responses within a response class similar in function to those that have been reinforced in the past are more likely to reoccur; responses resembling the unreinforced members are not as likely to reoccur; and when responses are unreinforced and undergo extinction, extinction-induced variability may occur. when applied consistently within a response class, its triple effect results in a new response class composed primarily of responses sharing the characteristics of the previously reinforced subclass response differentiation - ANSWER-the emergence of a new response class. when using differential reinforcement, the reinforcement of one response causes a spectrum of responses, each differing from the reinforced response. reinforcing these responses produces still others, some of which come closer to the response to be shaped. produce new response classes successive approximation - ANSWER-the gradual and progressive criterion change for delivering reinforcement for a behavior that is closer to the terminal behavior than the response it replaces what happens if successive approximation criterion is set too low? - ANSWER-an excessive number of behaviors at the same behavior-performance level will be reinforced, stalling progress what happens if successive approximation criterion is set too high? - ANSWER-extinction occurs and progress is thwarted performance dimensions that can be shaped - ANSWER-1. topography: refining motor movements 2. rate: increasing number of correct responses 3. latency: decreasing compliance time between a directive 4. duration: increasing time spent on task 5. IRT: reducing rapid eating 6. magnitude: increasing projected voice volume shaping behavior across different response topographies - ANSWER-selected members of a response class are differentially reinforced, whereas members of other response classes are placed on extinction. practitioner gradually increases the criterion of performance before delivering reinforcement shaping behavior within a response topography - ANSWER-the form of the behavior remains constant, but differential reinforcement is applied to another measurable dimension of the behavior (e.g., a teacher only reinforces life preserver tosses that are within 2 meters of the target area, then only within arm's reach of the target area) increasing shaping efficiency - ANSWER-1. priming a response using an Sd 2. physical guidance 3. imitative prompts 4. percentile schedules shaping guidelines - ANSWER-1. select the terminal behavior and define it precisely 2. determine the criterion for success 3. assess the response repertoire 4. identify behaviors to reinforce 5. eliminate interfering or extraneous stimuli 6. proceed gradually 7. limit the number of approximation at each level 8. continue to reinforce when terminal behavior is achieved behavior chain - ANSWER-a linked sequence of responses leading to a terminal outcome. each response produces a stimulus change that functions as conditioned reinforcement for that response and as a discriminative stimulus for the next response in the chain. reinforcement for the last response in a chain maintains the reinforcing effectiveness of the stimulus changes produced by all previous responses in the chain 3 characteristics of behavior chains - ANSWER-it involves the performance of a specific series of discrete responses; the performance of each behavior in the sequence produces a stimulus change in the environment in such a way that it yields conditioned reinforcement for the preceding response, and serves as an Sd for the next response; the responses within the chain must be performed in a specific sequence, and in close temporal succession behavior chain with a limited hold - ANSWER-a chain that must be completed within a specified time to produce reinforcement. characterized by performance that is accurate and proficient (e.g., an assembly task on a production line). person must not only have the prerequisite behaviors in his/her repertoire, but also must emit those behaviors in close temporal succession to obtain reinforcement chaining - ANSWER-refers to various methods for linking specific sequences of stimuli and responses to form new performances. taught to increase independent living skills, develop complex behaviors, and add behaviors to an existing behavior repertoire task analysis - ANSWER-breaking a complex task into smaller, teachable units, the product of which is a series of sequentially ordered steps or tasks what is the purpose of validating a task analysis? - ANSWER-to determine the sequence of behaviors that are necessary and sufficient to complete a given task efficiently. it should also be individualized according to age, skill level, and prior experience of the learner how to construct and validate task analyses? - ANSWER-1. observe a competent performer 2. execute the task yourself 3. get expert input 4. trial and error single-opportunity method - ANSWER-designed to assess a learner's ability to perform each behavior in the task analysis in correct sequence. if a step is performed incorrectly or out of sequence, the probe is terminated and unfinished responses are scored as incorrect. provides less info to the teacher once instruction is initiated multiple opportunity method - ANSWER-evaluates the learner's mastery across all the behaviors in the task analysis. if a step is performed incorrectly or out of sequence, or if the time limit for completing the step is exceeded, the behavior analyst completes that step for the learner and then positions her for the next step. each response performed correctly is scored as a correct response, even if the learner erred on the previous steps. teacher can learn which steps in the task analysis the learner has already mastered, thus eliminating the need to instruct steps already in the learner's repertoire forward chaining - ANSWER-the behaviors identified in the task analysis are taught in their naturally occurring order. reinforcement is delivered when the predetermined criterion for the performance of the first behavior in the sequence is achieved. each succeeding step requires the cumulative performance of all previous steps in the correct order 3 main advantages of forward chaining - ANSWER-1. it can be used to link smaller chains into larger ones 2. it's easy, so teacher implementation in the classroom is enhanced 3. it can be combines with other behavior change procedures (e.g., fading) limitations of forward chaining - ANSWER-1. extinction due to lack of reinforcement or the weakening of an Sd 2. the analyst may retain the learner in forward chaining intervention longer than necessary, hampering progress on additional skills to be learned total-task chaining - ANSWER-a variation of forward chaining in which the learner receives training on each step in the task analysis during every session. the trainer provides assistance for any steps the learner is unable to perform independently, and the chain is trained until the learner is able to perform all the behaviors in the sequence to the predetermined criterion backward chaining - ANSWER-all behaviors identified in the task analysis are initially completed by the trainer, except for the final behavior in the chain. when the learner performs the final behavior in the sequence at the predetermine criterion level, reinforcement is delivered. the first behavior the learner performs independently produces the terminal reinforcement. the next-to-last response produces the onset of a stimulus condition that reinforces that step and serves as an Sd for the last behavior, which is now being established in the learner's repertoire advantages of backward chaining - ANSWER-the learner contacts the chain's terminal reinforcer on every instructional trial. as a direct outcome of reinforcement, the stimulus that is present at the time of reinforcement increases its discriminative properties. the repeated reinforcement of all behaviors in the chain increases the discriminative capability of all the stimuli associated with these behaviors and with the reinforcer disadvantage of backward chaining - ANSWER-the potential passive participation of the learner in earlier steps in the chain may limit the total number of responses made during any given training session backward chaining with leap aheads - ANSWER-follows essentially the same procedure as backward chaining, except that not every step in the task analysis is trained. selected steps are simply probed. tasks the learner can perform are skipped, and the trainer "leaps ahead" to the next unmastered task extinction - ANSWER-occurs when reinforcement of a previously reinforced behavior is discontinued; as a result, the occurrence of that behavior decreases in the future. terminates the response-reinforcer relation by changing the environment so that the behavior no longer produces reinforcement extinction of behavior maintained by positive reinforcement - ANSWER-behaviors maintained by positive reinforcement are placed on extinction when those behaviors don't produce the reinforcer extinction of behavior maintained by negative reinforcement - ANSWER-behaviors maintained by negative reinforcement are placed on extinction when those behaviors don't produce a removal of the aversive stimulus, meaning that the person cannot escape from the aversive situation extinction of behavior maintained by automatic reinforcement - ANSWER-behaviors are placed on extinction (sensory extinction) by masking or removing the sensory consequence secondary effects of extinction - ANSWER-1. extinction burst 2. response variation: diverse and novel forms of behavior are sometimes observed (extinction-induced variability) 3. initial increase in response magnitude 4. spontaneous recovery 5. resurgence: the reoccurrence of a previously reinforced behavior when reinforcement for an alternative behavior is terminated or decreased 6. emotional outbursts and aggression