EDF 6223 Exam 2 Study Guide 2023
steady state responding
target behavior
formal similarity
occurs when the model's and the imitator's behavior physically resemble each other and are in the same mode
model
an antecedent stimulus with topographical similarity to the behavior the analyst wants...
EDF 6223 Exam 2 Study Guide 2023
steady state responding
target behavior
formal similarity
occurs when the model's and the imitator's behavior physically resemble each other and
are in the same mode
model
an antecedent stimulus with topographical similarity to the behavior the analyst wants to
be imitated
planned models
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
occasion imitation in everyday social environments
what is the most important property defining imitation?
the controlling relation between a model's demonstration and a learner's performance of
topographically similar behavior
T/F: an imitative behavior is a new behavior that follows a novel antecedent
eventT/F: an imitative behavior is a new behavior that follows a novel antecedent
event
true
modeling
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
shaping
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
differential reinforcement
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
performance dimensions that can be shaped
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 guidelines
, 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
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
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
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
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
breaking a complex task into smaller, teachable units, the product of which is a series of
sequentially ordered steps or tasks
how to construct and validate task analyses?
1. observe a competent performer
2. execute the task yourself
3. get expert input
4. trial and error
single-opportunity method
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
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
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