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Discrimination, Lecture notes of Design

Design

Discrimination training consists of: 1. Delivering reinforcement in the presence of an SD and delivering punishment in the presence of an. SDP.

Typology: Lecture notes

2021/2022

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9/13/2010
Simple and Conditional
Discrimination
1
Discrimination
•Basic two-term ana lytic unit (R-SR+)
•Discriminated Operant ( S: R-SR+)
•Response class produced by differentia l
reinforcement with respect to stimulus
properties
Discrimination examples
•Traffic light
•“out of order” sign
•Naming people, objects, etc.
•More complex discriminations present in the
verbal episode (peoples’ facial expressions,
context, audience, etc.)
SD and S-Delta
•Discriminative stimulus (SD) - a co ntrolling
stimulus that sets the occasion for
reinforcement of an operant.
•S-delta (SΔ)or extinctionstimulus-a stimulus
that sets the occasio n for nonreinforcement or
extinction o f an operant
SD and S-delta
•SD
–(1) alters the current frequency of a typeof
response
–(2) because of a historicalrelationbetween the
presence/absence of that stimulusand the
differentialavailability of an effectivereinforcer.
Discrimination Training
•SD present
–R must be followed by an effectivereinforcer.
•SD absent (the S∆condition)
–R mustnot be followed by an effectivereinforcer
(Ext)
•The mere presence of an antecedent
stimulus/context during reinforcement in not
asufficient condition for the establishment of
stimulus control
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pf9
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Simple and Conditional

Discrimination

Discrimination

  • Basic two-term analytic unit (R-SR+)
  • Discriminated Operant (S: R-SR+)
  • Response class produced by differential reinforcement with respect to stimulus properties

Discrimination examples

  • Traffic light
  • “out of order” sign
  • Naming people, objects, etc.
  • More complex discriminations present in the verbal episode (peoples’ facial expressions, context, audience, etc.)

SD and S-Delta

  • Discriminative stimulus (SD^ ) - a controlling stimulus that sets the occasion for reinforcement of an operant.
  • S-delta (SΔ)or extinction stimulus - a stimulus that sets the occasion for nonreinforcement or extinction of an operant

SD and S-delta

• SD

  • (1) alters the current frequency of a type of response
  • (2) because of a historical relation between the presence/absence of that stimulus and the differential availability of an effective reinforcer.

Discrimination Training

  • SD present
    • R must be followed by an effective reinforcer.
  • SD absent (the S∆ condition)
    • R must not be followed by an effective reinforcer (Ext)
  • The mere presence of an antecedent stimulus/context during reinforcement in not a sufficient condition for the establishment of stimulus control

Discrimination Training

  • When we respond in one situation but not in another, we say that we show discrimination, or that we discriminate
  • E.g., child misbehaves in the presence one parent but no the other

ASR #

  • Which of the following statements is

true?

  1. All operant behavior is under discriminative control.
  2. Past reinforcement influences responding.
  3. Specific stimulus characteristics influence responding.
  4. All of the answer choices are correct.

ASR # 3

  • Discrimination training consists of:
    1. Delivering reinforcement in the presence of an S D and delivering punishment in the presence of an S DP.
    2. Delivering reinforcement in the presence of an S D^ and withholding reinforcement in the presence of an S∆.
    3. Only delivering reinforcement in the presence of an S D.
    4. Answer choices 1 and 2 are correct.

Outcome of discrimination

• SD ?

  • S-Delta 
  • Stimulus control – Change in behavior when S is present/absent

ASR #

  • What makes up the 2 term analytic

unit?

1. A response and consequence

2. An antecedent and a response

3. An antecedent and a reinforce

4. Two responses

ASR # 4

  • Which of the following is true of the Skinner box example?
    1. When a rat is only exposed to receiving reinforcement for lever presses in the presence of a light, the light becoming an S D^.
    2. Turning the light back on while the rat is lever pressing may reinforce lever pressing in the dark.
    3. A rat that is only exposed to receiving reinforcement for lever presses in the presence of a light will stop lever pressing in the dark.
    4. All of the answer choices are correct.

Generalization

  • While discrimination refers to precise control of an operant by a stimulus, generalization involves less precision
  • Can you think of examples in which generalization is desired?
  • How about not desired?

ASR # 5

  • Which of the following statements is true?

1. Discrimination is an active process.

2. Individuals discriminate.

3. The environment produces

discrimination.

4. All of the statements are correct.

ASR # 6

  • Stimulus control occurs when:
    1. Changes in behavior are a function of antecedent stimuli.
    2. Responding occurs in the presence of antecedent stimuli due to its correlation with a higher probability of reinforcement in the past.
    3. The environment produces discrimination.
    4. All of the statements are correct.

ASR # 7

  • A response is emitted when:
    1. It occurs in the presence of a specific stimulus.
    2. It occurs in the absence of a specific stimulus.
  1. It is under stimulus control.
  2. Its probability of occurring is greater when an SD^ is present.

ASR # 8

  • Which of the following terms can be

correctly used across all behavioral

relations?

  1. Elicit
  2. Emit
  3. Evoke
  4. All of the terms can be correctly used across all behavior relations.

ASR # 9

  • What is the most important component

of discrimination training?

  1. The use of a valuable reinforcer
  2. The presence of a salient S D
  3. The presence of an S∆
  4. The learner’s response

Generalization

  • While discrimination refers to precise control of an operant by a stimulus, generalization involves less precision
  • Can you think of examples in which generalization is desired?
  • How about not desired?

ASR # 10

  • In reference to generalization:
    1. The individual generalizes.
    2. The individual’s environment promotes generalization.
    3. It involves precise control.
    4. It occurs naturally and does not have to be taught.

Generalization

  • Process by which stimuli get “recruited” into new classes
  • Stimuli may become part of a class due to generalization

Successive Vs Simultaneous

  • Successive  Presentation of SD and S-Delta follows one another (Multiple-schedule) - E.g., Topographically different responses (repeat ‘d’ or ‘b’)
  • Simultaneous  SD and S-delta are presented at the same time.

Teaching Procedures

Trial and Error

  • Incorrect responses end a trial or produce some relevant stimulus that may be associated with a longer ITI (time-out)
  • Correction procedure
    • What is the function of the correction procedure?

Teaching Procedures

  • Errorless discrimination
    • Involves gradually introducing the SΔ^ initially at a very weak intensity such that is little opportunity to respond to it.
    • Over repeated trials, the intensity of the SΔ^ is gradually increased. Eventually the SΔ^ can be presented in its full intensity and the subject will not respond to it.

Errorless Discrimination Learning

  • Terrace (1963)
    • Red – Green discrimination
    • Early-progressive, early constant, late- progressive, late constant
  • Vertical-horizontal discrimination
  • Superimposition and fading
  • Superimposition only, abrupt, vertical- horizontal

Simple Discrimination

NVSD

“CIRCLE”

“SQUARE”

VB

ASR # 16

  • In the first study by Terrace in 1963: 1.The early constant schedule resulted in the least amount of errors. 2.The early progressive schedule resulted in the least amount of errors. 3.The late progressive schedule resulted in the least amount of errors. 4.The late constant schedule resulted in the least amount of errors.

ASR # 17

  • Which of the following methods resulted

in the least amount of errors in the

second Terrace study in 1963?

1.Superimposition only 2.Superimposition and fading 3.No imposition 4.Discrimination did not occur because pigeons do not have the biological capacity to detect lines.

Simple Discrimination

NVSD

“CIRCLE”

“SQUARE”

VB

Conditional Discrimination

VBSD NVSD NVB

“CIRCLE”

“SQUARE”

POINT

POINT

Conditional Discrimination

  • Matching to sample
    • Learning, memory, categorization, and concept formation
  • A trial begins with a the presentation of a sample stimulus
  • A response to the sample produces the comparisons (choice keys)
  • Sample present until a choice is made

Avião

ASR # 19

  • During simultaneous matching, the

sample:

  1. Is present for a short period of time.
  2. Is always present.
  3. Remains present until the organism responds.
  4. Is presented after the organism responds.

Conditional Discrimination

  • When using MTS to teach conditional discriminations
    • Number of comparisons is important
    • Sequence of trials is important
    • Location of comparisons/randomization
      • Can we leave it to the teacher?

ASR # 20

  • Which of the following represents an auditory- visual conditional discrimination? 1. The sample is the word “ball” and the S D^ is the word “ball”. 2. The sample is a picture of a ball and the S D^ is an actual ball. 3. The sample is an actual ball and the S D^ is a picture of a ball. 4. The sample is the word “ball” and the S D^ is an actual ball.

ASR # 21

  • What is a potential problem of teaching match-to-sample using only 2 stimuli? 1. The learner might not learn to accurately discriminate. 2. Targeting as many stimuli as possible results in faster learning. 3. The learner may be capable of more challenging activities. 4. All of the answer choices are correct.

Conditional Discrimination

  • Important Feature absent from ABA procedures
  • Observing response
  • Response to sample, produces comparisons
    • Differential sample responses (FR-DRL)
    • Naming the sample
    • Repeating the sample

Conditional Discrimination

  • Not successfully acquired via trial and error
  • Successive discrimination of samples + simultaneous discrimination of comparisons
  • How to guarantee these discriminations
    • Differential Sample Responses
    • Stimulus shaping
    • Prompt/fading
    • Go/No-go

ASR # 22

  • Which of the following is NOT an example of arbitrary matching? 1. The sample is a picture of a shoe and the S D^ is the written word shoe. 2. The sample is the spoken word “cat” and the S D is the written word cat. 3. The sample is the written word chair and the S D is written word chair. 4. The sample is a car and the S D^ is a picture of a car.

ASR # 23

  • Which of the following is recommended

when teaching discrimination?

  1. Shuffle the stimuli between trials.
  2. Use 10 block trials.
  3. Collect data on the first trial, to minimize session disruptions.
  4. The number of trials should be a multiple of the number of target stimuli.

ASR # 24

  • Which of the following is a reason to

collect data for every trial?

  1. Data may serve as a therapist’s prompt.
  2. The data can aid in error analysis.
  3. Analysis of the data may detect patterns in responding.
  4. All of the answer choices are correct.

ASR # 25

  • Which of the following is true of the

observing response?

  1. The reinforcer of both the observing response and the S D^ are the same.
  2. Its function is to guarantee attending.
  3. Conditional discriminations will not occur without the observing response.
  4. Answer choices 2 and 3 are correct.

Conditional Discrimination

  • Not successfully acquired via trial and error
  • Successive discrimination of samples + simultaneous discrimination of comparisons
  • How to guarantee these discriminations
    1. Differential Sample Responses
    2. Stimulus shaping
    3. Prompt/fading
    4. Go/No-go

Barco Barco

Important features

  • Simple discrimination?
  • Effective reinforcers?
  • Observing response?
    • Repeat or name the sample
    • Differential responses
  • Errorless procedures?
    • Prompt/Fading, Stimulus shaping, exclusion
  • Randomized trials?
  • Differential outcomes?

ASR # 26

  • Which of the following is necessary for conditional discrimination?

1. Successive discrimination

2. Simultaneous discrimination

3. Simple discrimination

4. All of the above

ASR # 27

  • What is the purpose of the ABLA?
    1. It assesses the ability of individuals to make simple discriminations.
    2. It assesses an individual’s language abilities.
    3. It provides a curriculum for teaching discriminations.
    4. It provides guidance for where to start when teaching conditional discriminations.

ASR # 28

  • ABLA is short for:
    1. Assessment of beginning learner’s abilities
    2. Assessment of basic learning abilities
    3. Assessment of beginner’s language abilities
    4. Applied behavior and language assessment

ASR # 29

  • Which of the following procedures do

NOT aid in teaching discrimination?

  1. Go/ No-go
  2. Stimulus shaping
  3. Prompt/ fading
  4. Trial and Error

ASR # 30

  • Which of the following statements is correct regarding teaching one sample at a time? 1. Teaching one sample is not recommended because the learner does not have to attend to respond. 2. Teaching one sample is recommended because the learner will make less errors. 3. Teaching one sample is recommended because responses toward the S D^ become strong. 4. Teaching one sample is not recommended because the learner is unlikely to learn from mistakes.

ASR # 31

  • Using distracters:
    1. Is recommended because the learner has to attend to both stimuli.
    2. Is not recommended because the learner’s history has already identified the target stimuli as the S D.
    3. Is recommended because the position of stimuli may be altered.
    4. Is not recommended because the learner may make errors.

ASR # 32

  • Which of the following is the most

important feature of teaching conditional

discriminations?

  1. Attending
  2. Effective reinforcers
  3. Errorless procedures
  4. Randomized trials

Conditional Discrimination

  • Data collection for EVERY trial is crucial
  • Allows you to counterbalance sample and comparison presentations
  • Allows you to analyze error patterns
  • Don’t let them fool you with this one trial probe session. NOT FOR DISCRIMINATION

---- End of video 2 ----

Conditional Discrimination

SD1  R1  SR

SC1:

SD2  R1  EXT

SD1  R1  EXT

SC2:

SD2  R1  SR

ASR # 33

  • Conditional discriminations

consist of:

1.2 term contingencies 2.3 term contingencies

3.4 term contingencies

4.An S-R relation

ASR # 34

  • Stimulus equivalence research originated from:

1.Michael

2.Terrace

3.Skinner

4.Sidman

ASR # 35

  • Which of the following exemplifies reading comprehension? 1.Saying “bicycle” when presented with the written word bicycle 2.Saying “bicycle” following someone else saying “bicycle” 3.Pointing to a bicycle when presented with the written word bicycle 4.Pointing to a bicycle when presented with a picture of a bicycle

ASR # 36

  • In order to be a member of the same

equivalence class, stimuli must

demonstrate:

1.Symmetry 2.Transitivity 3.Reflexivity 4.All of the answer choices are necessary

Stimulus Equivalence

Understanding the variables responsible for this emergent repertoire is what drives research in the area of stimulus equivalence

Unfortunately, the stimulus equivalence paradigm has not yet been completely incorporated into the research and technology to teach children with autism

Equivalence

Pelota B

Ball A (^) C

Applied Equivalence Research

 Constructed-response spelling  E.g., Dube, McDonald, McLlvane, & Mackay (1991)  Fraction-decimal relations  E.g., Lynch & Cuvo (1995)  Reading & spelling  E.g., De Rose, De Souza, & Hanna (1996); Sidman (1971; 1973; 1977)  US geography  E.g., LeBlanc, Miguel, Cummings, Goldsmith, & Carr (2003)  Rectangular coordinate system  E.g., Ninness et al. (2005)

Equivalence

  • How does the stimulus equivalence technology can be used to teach basic skills to preschool children diagnosed with autism?

Case 1

  • To develop an effective, efficient, and comprehensive procedure for level 1 of the already existing curriculum.
  • Use stimulus equivalence to generate emergent behavior.

Curriculum Overview

1 Identify coins & value

Level Skill 2 Skip counting-10sSkip counting-5s 3 SingleSingle (^) coincoin counting-Pcounting-N SingleSingle coin counting-Q coin counting-D 4 MixedMixed coincoin counting-P+Ncounting-P+D MixedMixed coincoin counting-P+Qcounting-N+D MixedMixed coincoin counting-N+Qcounting-D+Q 5 Mixed coin counting-ALLConstructed response 6^ “Give me $0.0X using least amount of coins.” Compare quantities 7^ “Who has more?” Sharing money equally 8^ “Give us both the same amount of money.” Compare quantities “How much more?” 9 Making Change “If I give you x, how much should you give me back?”

Money Curriculum

  • What?
    • Develop an effective, efficient, and comprehensive procedure for level 1 of the curriculum sequence.
  • How?
    • Use stimulus equivalence to generate emergent behavior.

Coin Equivalence Research

  • Coin Summation: Lowe & Cuvo (1976)
    • Count single target coin
    • Sum coin w/ previously trained coins
  • Coin Equivalence: Trace, Cuvo, & Criswell (1977)
  • Matchmixed coins to targetvalue
  • Naming Coin Values: Miller, Cuvo, & Borakove (1977)
  • Generalization from exp to rep
  • Exp more efficient than rec + exp

Summary of Results

  • Dennis
    • After training three relations
      • Four additional untrained relations emerged
      • Three did not emerge (8, 9 & 10)
  • Peter
    • After training three relations
      • Seven additional untrained relations emerged
      • Relation 10 probe: 7/9 correct

Conclusions & Future Research

  • Curriculum incorporating equivalence facilitated mastery in minimal time.
  • Three additional relations emerged for student with more advanced vocal bx.
  • Future levels of curriculum
    • Skip counting, single coin-type counting, mixed coin counting, constructed response, making change…

ASR # 37

  • Which of the following is true regarding stimulus equivalence? 1. All skills have to be taught directly. 2. You can teach a few skills and others will emerge without direct teaching. 3. Stimulus equivalence has only been evaluated in basic research. 4. None of the answer choices are correct.

ASR # 38

  • Case 1:
    1. Involved training 5 relations.
    2. Resulted in both participants learning 7 untrained relations.
    3. Resulted in both participants learning all 5 untrained test relations.
  1. Resulted in both participants learning at least 4 of the untrained test relations.

ASR # 39

  • In Case 1:
    1. The participant with advanced language learned the untrained relations, while the participant with limited language did not learn the untrained relations.
    2. Neither of the participants learned the untrained probe relations, as expected.
  1. The participant with advanced language learned the untrained probe relations, while the participant with limited language did not learn the untrained probe relations.
  2. Higher baseline levels most likely contributed to the 2nd participant having better results than the 1st^ one.

Case 2

  • Picture activity schedules may be used to promote independent play in children with autism.
  • Ultimately, the pictures may be replaced by printed words. - McClannahan & Krantz (1998) suggest a fading procedure to accomplish this task.
  • How about conditional discrimination training? Would we be able to produce “reading comprehension”?

Case 2

  • To evaluate the effectiveness of conditional discrimination training in the establishment of textual control over an independent activity schedule.
  • Assess emergent (linguistic) performance.

Transfer of function

  • Rehfeldt and Root (2005) taught conditional discriminations between pictures (PECS)and their dictated names and between dictated names and their corresponding text to individuals diagnosed with MR. - All participants demonstrated derived requesting skills
  • Murphy et al. (2005; in press) obtained similar results with children diagnosed with autism.

Method

  • Participants. -Ben (6 yrs) communicated using 3- to 5-word sentences, limited sight word vocabulary. -Dennis (6 yrs) communicated through scripted 2- to 4-word sentences, limited sight word vocabulary.
  • Setting. Students' work area.
  • Materials. 12 cards (pictures of toys and their corresponding printed words).
  • Dependent measures.
    • Percentage of correct independent play responses in the presence of a printed word displayed on activity schedules.
    • Percentage of correct responses during emergent relations tests.

Method

  • Design. A multiple-baseline design across two 3-activity sets and a pre/posttest design to assess emergent stimulus relations.
  • Reinforcement. During training, correct responses were followed by praise and tokens. Testing was conducted under extinction.
  • Interobserver agreement. IOA was assessed in at least 33% of all sessions and averaged 98% for Ben and 94% for Dennis.

Method

  • Order of conditions:
    1. Emergent relations pre-test
    2. Textual pre-training probes
    3. Conditional discrimination training (baseline relations)
    4. Textual post-training probes
    5. Emergent relations posttest
  • Emergent Relations Test:
    • CB = Select picture in presence of written word
    • BC = Select written word in presence of picture
    • BD = Orally name picture
    • CD = Orally name printed word
    • Data collected in 9-trial blocks

Method

  • Textual Probes. Pictures in the child’s activity schedule were replaced by printed words to see whether participants would retrieve the corresponding toy/activity.
  • Trained Relations. Training consisted of the auditory-visual AB and AC relations.