EDF 6223 Questions and Answers 2023/2024 Solved 100%

Definition of Imitation - ANSWER-•A model stimulus is presented in an effort to evoke the imitative behavior •The imitative behavior follows immediately •The model and behavior must have formal similarity •The model must serve as a controlling variable for the imitative behavior (SD) Types of Models - ANSWER-•Planned models -Pre-arranged antecedent stimuli that help learners acquire new skills -Shows the learner exactly what to do •Unplanned models -Occur in everyday social interactions Formal Similarity - ANSWER-•The model and the behavior physically resemble each other Immediacy - ANSWER-•The temporal relation between the model and the occurrence of the imitative behavior is very important •Imitation may also occur at later times and in the context of everyday life situations -However, when this occurs in the absence of a model, it is not imitation The discriminative features of the environment are different in this context (i.e., the model is not controlling the behavior Controlled Relation - ANSWER-•The controlling relation between the model and the imitative behavior is paramount •This is best evidenced when the model is novel and it still evokes an imitative response -After this first occurrence, the new behavior has a history of reinforcement -Becomes a discriminated operant Imitation Training - ANSWER-•Some children with disabilities require instruction in order to learn to imitate •Objective: to teach children to "do what the model does" -Generalize a rule to imitate models -Also known as generalized imitation Steps to Imitation Training(Striefel, 1974) - ANSWER-•Assess and teach any prerequisite skills for imitation training •Select models for training •Pretest •Sequence models for training •Perform imitation training Assessing/Teaching Prerequisite Skills - ANSWER-•Prerequisite skills needed: -Attending (staying seated, keeping hands in lap, looking at teacher when name is called, looking at objects when prompted by teacher) -Problem behaviors that may interfere with training may need to be decreased Selecting Models for Training - ANSWER-•Begin with selecting about 25 •Include gross and fine motor examples -Movement of body parts -Manipulation of physical objects •Use only one at a time (don't sequence them--save sequences for later) Pretesting - ANSWER-•Purpose: to determine if individual already imitates some models •Procedures: -Get learner in "ready" position -If object to be used, place it in front of individual -Say learner's name, and then "do this" -Present the model -Immediately praise all responses with formal similarity to the model -Record learner's response as correct or incorrect Sequencing the Selected Models for Training - ANSWER-•Arrange from easiest to most difficult •First models for training are ones the individual imitated correctly on some, but not all, pretest items •Next, teach ones the learner approximated but did incorrectly on pretest •Finally, teach items the learner did not perform or performed incorrectly on pretest Performing Imitation Training: Pre-Assessment - ANSWER-•Pre-assessment -Purpose: evaluate learner's current performance level and determine progress in learning to respond to model -Brief pretest prior to each training session -Use first 3 models currently selected for training -Present them 3 times in random order -If learner performs them correctly 3 times, remove from training sequence Performing Imitation Training: Training - ANSWER-•Training -Use repeated presentations of 1 of the 3 models in pre-assessment -Use model most often responded to or responded to with closest similarity during pre-assessment -Continue until learner responds correctly 5 consecutive times -Use physical guidance if necessary, to prompt the response -Gradually fade prompts as quickly as possible Performing Imitation Training: Post Assessment - ANSWER-•Post-assessment -Purpose: to evaluate how well learner can perform previously- and recently-learned behaviors -Present 5 previously learned models and 5 models still in training -On 3 consecutive post-assessments •If child has imitated a model incorrectly on 14 of 15 trials, remove it from training -Physical guidance may be used Performing Imitation Training: Probes - ANSWER-•Probes for imitative behavior -Purpose: assesses for generalized imitation -Select 5 non-trained, novel models to check for occurrence of imitation -Do at end of each training session or intermix in training sessions Use pre-assessment procedures (no antecedent or response prompts Guidelines for imitation training - ANSWER-•Keep training sessions active and short (10-15 minutes, a couple times a day) •Reinforce both prompted and imitative responses •Pair verbal praise and attention with tangible reinforcers •If progress breaks down, back up and move ahead slowly •Keep a record •Fade out verbal response prompts and physical guidance What is Shaping? - ANSWER-•A process in which one -Systematically and differentially reinforces -Successive approximations to a terminal behavior •Used to help learners acquire new behaviors Differential Reinforcement - ANSWER-•Some members of a response class are reinforced (responses that are successively closer to the terminal behavior) •Other members of that response class are not reinforced (responses that are not closer to the terminal behavior) Response Differentiation - ANSWER-•Involves two components: -Differentially reinforce behaviors that resemble the terminal behavior -Carefully changing the criterion for reinforcement •Result -Increase in behaviors successively closer to terminal behavior -Decrease in behaviors that are not successively closer to terminal behavior Dimensions of Behavior that can be Shaped - ANSWER-•Topography -Form of the behavior •Frequency -Number of responses per unit of time •Latency -Time between onset of antecedent stimulus and the occurrence of the behavior •Duration -Total elapsed time for the occurrence of the behavior •Amplitude -Magnitude Successive Approximations - ANSWER-•An intermediate behavior -Prerequisite for terminal behavior or -Higher order member of the same response topography Shaping Across and Within Response Topographies - ANSWER-•Across response topographies -Topography of behavior changes during shaping -Behaviors are still members of the same response class •Within response topographies -Topography of behavior remains constant -Another measurable dimension of behavior is changed (e.g., duration of the behavior) Positive Aspects of Shaping - ANSWER-•Teaches new behaviors •A positive approach to teaching •Can be combined with other procedures, such as chaining Limitations of Shaping - ANSWER-•Can be time consuming •Progress is not always linear and may be erratic •Requires a skillful trainer, who can recognize subtly closer approximations •Can be misapplied (problem or harmful behaviors can be accidentally shaped) Shaping vs. Fading - ANSWER-•Both change behavior gradually -Shaping via changing response requirements -Fading by changing antecedent stimuli Increasing Efficiency of Shaping - ANSWER-•Combine with a discriminative stimulus (e.g., a prompt) -Verbal cues -Physical guidance -Models Guidelines for Implementing Shaping - ANSWER-•Consider nature of behavior to be learned and resources available -How far away is current performance from terminal behavior? •This might influence how long shaping will take -What is the availability of staff and other resources? •Remember, this is a labor intensive procedure Guidelines for Implementing Shaping - ANSWER-•Select the Terminal Behavior -The ultimate criterion for selecting a behavior for change: •How will the behavior change contribute to the learner's independence in gaining reinforcement? -Define the terminal behavior precisely •Then you'll know when the behavior has occurred Guidelines for Implementing Shaping - ANSWER-•Determine Criteria for Success -How accurate, fast, long, or intensely should the behavior be performed? Under what conditions should it be performed? -Establish norms by •Consulting literature •Observing similar peer group Guidelines for Implementing Shaping - ANSWER-•Analyze the Response Class -Identify the approximations that might be emitted during training •Trainer is in a better position to "stay ahead of his/her subject" -Can be done by: •Consulting experts in the field •Use published literature •Use videotape of peers to analyze components of a behavior •Perform the target behavior yourself Guidelines for Implementing Shaping - ANSWER-•Identify the First Behavior to Reinforce -Behavior should already occur at some level -Behavior should be a member of the targeted response class Guidelines for Implementing Shaping - ANSWER-•Eliminate Interfering Stimuli -Eliminate distractions during training •Proceed in Gradual Stages -Be prepared for decrements in performance when you increase criteria Guidelines for Implementing Shaping - ANSWER-•Limit the Number of Approximations at Each Level -Lest the behavior become too firmly established •Continue Reinforcement When the Terminal Behavior is Achieved -The behavior will be lost if the terminal response is not reinforced•Limit the Number of Approximations at Each Level -Lest the behavior become too firmly established •Continue Reinforcement When the Terminal Behavior is Achieved -The behavior will be lost if the terminal response is not reinforced Extinction - ANSWER-•Extinction is a procedure in which reinforcement of a previously reinforce behavior is discontinued; as a result, occurrences of that behavior decrease in the future. •Extinction is a procedure that provides zero probability of reinforcement •The effectiveness of extinction is dependent primarily on the identification of reinforcing consequences and consistent application of the procedure •Extinction does not require the application of aversive stimuli to decrease behavior. Procedural - ANSWER-•Procedural forms of extinction involve "ignoring" the problem behavior. •Applications of the procedural form of extinction are often ineffective. Functional - ANSWER-•Functional forms of extinction involve withholding the maintaining reinforcers.•When the extinction procedure is matched to the behavioral function, the intervention is usually effective. Misuses of the Term "Extinction" - ANSWER-•1) Using extinction to refer to any decrease in behavior •2) Confusing forgetting and extinction •3) Confusing response blocking and sensory extinction •4) Confusing noncontingent reinforcement and extinction •Using extinction to refer to any decrease in behavior -Some use the term extinction when referring to any decrease response performance, regardless of what produced the behavior change. Labeling any reduction in behavior that reaches a zero rate of occurrence as extinction is a common misuse of the term Confusing forgetting and extinction - ANSWER--In forgetting, a behavior is weakened by the passage of time during which the individual does not have an opportunity to emit the behavior. -In extinction, behavior is weakened because it does not produce reinforcement. Confusing response blocking and sensory extinction - ANSWER--Response blocking is not an extinction procedure -Response blocking prevents the occurrence of the target behavior -With all extinction procedures the individual can emit the problem behavior. Confusing noncontingent reinforcement and extinction - ANSWER--Noncontingent reinforcement (NCR) does not withhold the reinforcers that maintain the problem behavior. -Extinction diminishes behavior by changing consequence stimuli; NCR diminishes behavior by changing antecedent stimuli The functional variation of extinction is withholding maintaining reinforcers. - ANSWER-True Extinction of Behavior Maintained by Positive Reinforcement - ANSWER--Behaviors maintained by positive reinforcement are placed on extinction when those behaviors do not produce the reinforcer. Extinction of Behavior Maintained by Negative Reinforcement - ANSWER--Behaviors maintained by negative reinforcement are place on extinction (escape extinction) when those behaviors do not produce a removal of the aversive stimulus