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Behavior Modification Techniques in Education, Exams of Advanced Education

Liberty University (LU)Advanced Education

A comprehensive overview of various behavior modification techniques used in educational settings. It covers topics such as imitation, behavior chains, differential reinforcement, noncontingent reinforcement, high-p sequence, functional communication training, token economies, and contingency contracts. The document delves into the theoretical underpinnings, practical applications, and effectiveness of these techniques in shaping and managing student behaviors. It also discusses the importance of task analysis, reinforcement schedules, and the premack principle in the context of behavior modification. This resource would be valuable for educators, behavior analysts, and researchers interested in understanding and implementing evidence-based strategies to promote positive behaviors and address challenging behaviors in educational environments.

Typology: Exams

2024/2025

Available from 10/26/2024

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Exam 2 EDF 6223 latest update
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
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Exam 2 EDF 6223 latest update

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

  1. rate: increasing number of correct responses
  2. latency: decreasing compliance time between a directive
  3. duration: increasing time spent on task
  4. IRT: reducing rapid eating
  5. magnitude: increasing projected voice volume

shaping guidelines - 1. select the terminal behavior and define it precisely

  1. determine the criterion for success
  2. assess the response repertoire
  3. identify behaviors to reinforce
  4. eliminate interfering or extraneous stimuli
  5. proceed gradually
  6. limit the number of approximation at each level
  7. 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
  8. execute the task yourself
  9. get expert input
  10. 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

noncontingent reinforcement - an antecedent intervention in which stimuli with known reinforcing properties are delivered on a FT or VT schedule independent of the learner's behavior why might NCR effectively diminish difficult to manage behaviors? - the reinforcers that maintain the behavior are available freely and frequently, thereby functioning as an AO that reduces the motivation to engage in the behavior how do you enhance the effectiveness of NCR? - the amount and quality of stimuli; combining NCR with extinction; and NCR stimuli may not continue competing with the reinforcers that maintain the problem behavior schedule of reinforcement for NCR? - set the initial time value based on number of occurrences of the problem behavior and gradually thin using a constant time increase, proportional time increase, or session-to-session time increase or decrease how to calculate NCR schedule? - (number of sessions x minutes per session) / total occurrence of target behavior high-p sequence - a nonaversive procedure for improving compliance and diminishing escape-maintained problem behaviors. the practitioner presents 2-5 easy to follow instructions for which the participant has a history of compliance. when the learner complies with the high-p instructions, the practitioner immediately gives the target instruction (low-p) behavioral momentum - a behavior's resistance to change following an alteration in reinforcement conditions. is used to describe the effects produced by the high-p instructional sequence how to use the high-p sequence effectively - select high-p instructions from current repertoire that occur regularly and have a very short duration; present requests rapidly; acknowledge compliance; use potent reinforcers; reduce the number of high-p requests when learners consistently comply with low-p requests guidelines for using the high-p sequence - compliance with high-p instructions should be 80% or greater; with low-p, 50% or less; don't use the high-p request sequence after an occurrence with problem behavior; present the high-p requests at the beginning and throughout the instructional period to reduce the possibility of problem behaviors producing reinforcement; present high-p instructions rapidly, with brief intervals what should the ratio of high-p to low-p instructions be when fading the intervention? - 1 - to- 1 functional communication training - establishes an appropriate communicative behavior to compete with the problem behaviors evoked by a MO. develops communicative

behaviors that are sensitive to existing MOs. DRA is used to teach an adaptive response that is functionally equivalent to the problem behavior FCT is an effective treatment for many problem behaviors maintained by ___ ___ - social attention effective use of FCT - dense schedule of reinforcement; decreased use of verbal prompts; behavior reduction procedures why is thinning the FCT reinforcement schedule with constant time increases, proportional time increases, or session-to-session time increases ineffective? - they are incompatible with the methods used to differentially reinforce the alternative communicative behavior because the FCT intervention doesn't alter the MO that evokes the problem behavior how do you thin an FCT schedule? - once the communicative response is established, gradually thin the FI schedule. use clocks or picture cues to announce when reinforcement is available advantages of FCT - excellent chance for generalization and maintenance of the alternative communicative response because the communicative response often functions to recruit reinforcement from significant others; may have high social validity disadvantages of FCT - treatment packages usually include extinction, which may produce undesirable effects; participants may emit inappropriately high rates of the alternative communicative response; recruitments of reinforcement can occur at inconvenient or impossible times for the caregiver much of the misbehavior in children can be viewed as a form of - communication what is the mechanism of behavior change that underlies the reduction of problem behavior using FCT? - functional equivalence what concept is central to the success of FCT? - recruiting natural contingencies of reinforcement 3 major components of token economies - a list of target behaviors; tokens, points, or marks participants earn for emitting the target behavior; and a menu of backup reinforcers that participants obtain by exchanging earned tokens how do token economies work? - the behaviors to be reinforced are identified and defined --> a medium exchange (token) is selected --> participants exchange earned tokens for backup reinforcers known or presumed to function as reinforcers for participants

group contingency - a common consequence is contingent on the behavior of one member of the group, the behavior of part of the group, or the behavior of everyone in the group. can be used in cases in which the practitioner must resolve a problem quickly, as when serious disruptive behavior occurs independent group contingencies - an arrangement in which a contingency is presented to all members of a group, but reinforcement is delivered only to those group members who meet the criterion outlined in the contingency. frequently combined with contingency contracting and token reinforcement schedule dependent group contingencies (hero procedure) - the reward for the whole group is dependent on the performance of an individual student or small group. if the individual or small group performs a behavior to criterion, the group shares the reinforcer. if not, the reinforcer is not delivered interdependent group contingencies - all members of a group must meet the criterion of the contingency before any member earns the reward contingency contracting (behavioral contract) - a document that specifies a contingent relationship between the completion of a target behavior and access to, or delivery of, a specified reward. make one person's behavior dependent on the other person's behavior components of contingency contracts - specifies the task and who is to perform it and the reward and who is to deliver it contingent on task completion. behavior should always be in the individual's repertoire task - consists of 4 parts: who will perform the task and receive the reward; what the task/behavior the person must perform; when the task must be completed; and how well calls for the specifics of the task reward - who is the person who will judge task completion and deliver the reward; what is the reward; when specifies the time that the reward can be received by the person earning it; how much is the amount of reward that can be earned by completing the task task record - recording task completion and delivery on the contract sets the occasion for all parties to review the contract regularly self-contract - a contingency contract that a person makes with herself, incorporating a self-selected task and reward as well as personal monitoring of task completion and self-delivery of the reward how do contingency contracts work? - rule governed behavior. the contract serves as a response prompt to perform the target behavior and enables the effective use of a consequence too delayed to reinforce certain behaviors

when a learner refuses to enter into a contingency contract - shape and ignore. pay attention to the child when he/she makes any remotely positive or even neutral comments about contracting. can use self-contracts or parent-contracts contingency contracts are most effective for behaviors that - produce permanent products or occur in the presence of the person who is to deliver the reward premack principle - individuals are more likely to complete less preferred tasks and activities if they know a more preferred or motivating activity will b available to them when they complete the less preferred activity. said to drive the effectiveness of contingency contracts minimum elements of contingency contracts - 1. behavior to increase or decrease

  1. conditions under which the behavior will occur
  2. criterion for completion
  3. reinforcer the child receives for meeting the goal
  • contract must be fair and written clearly, honestly, and positively. adults must be consistent with the terms so students know that adults can be trusted