Principles of Behavior Management (PSY333): Gary L. Cates, Ph.D., N.C.S.P.
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Transcript of Principles of Behavior Management (PSY333): Gary L. Cates, Ph.D., N.C.S.P.
Principles of Behavior Management (PSY333):
Gary L. Cates, Ph.D., N.C.S.P
My Behavior Management Project
Gary L. Cates
Decreasing dinning-out
General reason why I want to quit dinning out.
Research supported reason1 why I should quit dinning out.
Research supported reason 2 why I should quit dinning out.
Research on Target Behavior
• Study 1 looked at ____ and found ___
• Study 2 investigated _____ and the data suggested that _____.
• The research has not investigated the extent to which keeping a log may impact dinning out.
Purpose of the study
• Purpose of the study was to determine extent to which a log would be helpful in the decreasing dining out behavior.
Method
• Participant/setting
• Procedures
• Design and Dependent variables
• Inter-observer Reliability (if applicable)
Results
Should have at least one graph for each behavior targeted.
No statistics are needed.
Discussion
• Summarize purpose and results
• What were the strengths of the projects
• What were the weaknesses
• What would you do differently
• Tips for others considering doing a similar behavior modification project.
• Ask for questions and provide answers
Questions?
Stimulus Discrimination and Stimulus Generalization
3 Types of Stimuli
• Discriminative Stimulus: Reinforcement is available (SD)
• Neutral Stimulus: No reinforcement or punishment is available (SΔ )
• Warning Stimulus: Punishments is available
Discrimination Training
• Learning when to behave and when not to behave
• Reinforcing a response in presence of one stimulus but not another
e. g. Colors
Color Discrimination
What about you?
• When have you engaged in stimulus discrimination today?
Stimulus Control
• Degree of correlation between stimulus and response
• Degree to which a behavior occurs in presence of a specific stimulus
• e.g. Traffic light
Color Discrimination Revisited
What about you?
• What behaviors do you have that are under stimulus control?
Let’s discriminate
Learning an Alien Language
Effective discrimination training
• Choose distinct signals
• Minimize opportunities for error– Minimize stimulus array
• Maximize Number of learning trials
• Make use of rules
Stimulus Generalization
• Responding similarly across two or more stimuli
√ The more the stimuli are alike the more likely the response to take place
e.g. finding your car
What about you?
• What behaviors/responses do you generalize across settings?
• Can that response always be generalized?
• Should that response always be generalized?
Classes of Stimuli
Stimulus Class: Set of stimuli with similar characteristics in common
AKA: Concept
Equivalence Class: Set of stimuli with different characteristics, but represent the same thing
e.g. Written name, verbal name, picture of person
Inducing Stimuli Classes
√ Explicit training is not necessarily needed to induce stimulus control across stimuli
• Symmetry: A = B
• Reflexivity: A = A
• Transivity: A = B; B = C; A = C
Discriminating discrimination among other discriminative
stimuliStimulus discrimination and escape
e.g. hailing a taxi out in the cold: Must have no patrons in it.
Stimulus discrimination and punishment
e.g. Boiling pan: Do not touch or you get burned.
Stimulus Discrimination and Differential Reinforcement
DR- 2 responses (right way and wrong way)and 1 stimulus
e.g. Asking mom for money
SD- Two stimuli (Right signal wrong Signal) and 1 response
e.g. Asking mom OR dad for money?
Requirements for stimulus control
• Attention of the subject
• Sensory capabilities of the subject
• The stimulus must stand out relative to other stimuli.
Shaping, Chaining, Prompting & Fading
Shaping
Reinforcing successive approximations to the target response while extinguishing preceding approximations.
√ Does not have to be done in an exact way
This concept requires understanding of Reinforcement, extinction, and Differential Reinforcement.
Terms
Terminal Behavior: The final goal of an intervention
Operant Level: Frequency of responding before reinforcement
Initial Behavior: Some behavior that resembles the terminal behavior in some way.
Intermediate behaviors: Those behaviors that more closely approximate the target responses.
Lookin’ for a volunteer
• Who wants to shape up their behavior?
Chaining
√ Must be done in a general stepwise format
e. g. making a sandwich
√ Each response serves a dual function– Signal for next response– Reinforcer for completion of the previous
response.
Task Analysis
• Breaking a behavioral chain into its smaller responses.
• Extent to which you are successful with teaching new behaviors from a chaining perspective is directly related to your ability to do a good task analysis.
2 Types of chaining
Forward Chaining (total task presentation)
Presenting each link in a forward format
- Example: Putting on a pair of pants
Backward Chaining: Presenting each link of a chain in a backward format.
- Example: Putting on a pair of pants.
Time to make a chain
Do a task analysis for making an omelet
Do a task analysis for a chain of responses that you consider yourself an expert in that perhaps no one else in the class is.
Respondent Conditioning
Do not say Classical Conditioning
- Eliciting of behavior not evoking behavior
- Automatic Physiological responses not controlled free willed or operant responses
General
• Pavlov: Russian Physiologist
US UR
US + CS CR
CS CR
Examples
Example 1: Salivating Dogs and Bells
Example 2: Little Albert & White Rats
Example 3: Chemo Therapy & Favorite foods
Example 4: Mammalary Effusion: Leaking Breasts
Example 5: Coke Classic vs Caffeine Free Coke
Example 6: Phobias
Example 7: Bedwetting
Example 8: Aversion Therapy
Factors That influence Respondent Conditioning
• Number of pairings
• inter-stimulus interval: .5 sec
• Continuous Pairing > Intermittent Pairing
• Intense Stimuli (CS US)
Respondent Extinction
• Stop pairing the CS with the UCS
Q. How is this different than escape extinction?
Compound Stimulus
• Two stimuli together is your CS
• Generalized Conditioning– Second order conditioning, third order and so
on– Generally it gets weaker and easier to
extinguish
• √ Difficult due to respondent extinction
Drug Overdoses
• Most are due to taking too much poison. However, they often occur in novel environment but no more drug than they took before.– Drugs not only produce a high, but also
counter effects to reduce the high.– The drug, Room, Needle Prick
Operant-Respondent Interactions
• Emotions: Rewards and Punishers are associated with internal events
• Thinking: Words are associated with senses
Systematic Self-Desenstization
• Construct a Fear Hierarchy (0-100; least to most fearful)
- SUD : Subjective Unit of Discomfort
• Deep Muscle Relaxation:
• Implement Program
Flooding
• Putting person in fearful situation with positive outcome.
• Not allowing the CS to be paired with UCS
Systematic Desensitization
• You should seek help if you:– are uncomfortable during the creation of the
hierarchy– Contradictory SUDS Ratings– Can’t produce visual imagery– Inability to control the beginning or ending of
image– Inability to meet goals