Behavior Modification Assignment 3 PDF

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Aleena Okbay 7841539 March 8th/ 2020

Chapter 11 Assignment questions 4. What is good stimulus control? Describe an example that is not in this chapter. A good stimulus control refers to a strong correlation between the occurrence of a particular stimulus and a particular response; that is, when the stimulus occurs, the response is likely to follow. An example of this would be if there as a stop light, and the car stops. 5. Define SD and give an example that is not in this chapter. Identify both the SD and the response in the example. A discriminative stimulus (SD) is a stimulus in the presence of which a response will be reinforced. An example is a figure skater skating and the crowd applauding. The SD is the skating and the response is the applauding. 6. Define SΔ and give an example that is not in this chapter. Identify both the SΔ and the response in the example. An SΔ is an extinction stimulus which is a stimulus in the presence of which an operant response will not be reinforced. It is basically a cue to a particular response that will not pay off. An example of this could be the stimulus of the teacher is SΔ for the response of yelling because it will not be reinforced. When the teacher is not there the student will yell and be loud. 11. State the two effects of operant stimulus discrimination training. The two effects of operant stimulus discrimination can be described as (1) good stimulus control —a strong correlation between the occurrence of a particular stimulus and a particular response, or (2) a stimulus discrimination—a response occurs to an SD, not to an SΔ. 12. Define operant stimulus generalization. Give an example that is not in this chapter. Operant stimulus generalization refers to the procedure of reinforcing a response in the presence of a stimulus or situation and the effect of the response becoming more probable not only in the presence of that stimulus or situation, but also in the presence of another stimulus or situation. In other words, instead of discriminating between two stimuli and responding differently to them, an individual responds in the same way to two different stimuli. An example of this would be running faster at a track meet, the situation of being a track meets would affect the response of running. But having other stimulus's present such as family and friends would increase the individual’s response. 22. From a behavioral perspective, what is a rule? A rule describes a situation in which a behavior will lead to a consequence; it describes a threeterm contingency of reinforcement. 24. Following Darcy’s training for answering the phone, was her phone-answering behavior likely rule governed or contingency shaped? Justify your choice. Darcy's phone answering behavior was rule governed. Whenever the phone rings Darcy has been instructed to answer it. Rule governed is defined as a behavior that is controlled for the statement of a rule. This rule is that, "when the phone is ringing, answer it."

Aleena Okbay 7841539 March 8th/ 2020

Chapter 11: Self-Modification Exercise #3 Choose an excessive behavior of yours that you might like to decrease. Carefully monitor those situations in which the behavior occurs and does not occur over a two- or three-day period. Clearly identify some controlling SDs and some controlling SΔs for the behavior. An excessive behavior of mine that I would like to decrease is my use of profanity. Some controlling SD’s for that behavior are my friends and social media. Some SΔ’s for the behavior are my family, professor's and, my little brother.

Chapter 12 Assignment questions 3. Why is establishing a stimulus discrimination without errors advantageous? It is advantageous because: 1. Errors consume variable time 2. If an error occurs more than once, it tends to occur many times, even though its being extinguished 3. Non-reinforcement that occurs when errors are being extinguished often produces emotional side effects such as tantrums, aggressive behavior and attempts to escape from the situation. 4. What is meant by a dimension of a stimulus? Describe an example. Any characteristic that can be measured on some continuum. An example of this would be the pressure of a teacher’s hand when teaching a student how to write. 5. Identify three stimulus dimensions along which fading occurred in the examples cited in the first two sections of this chapter. Three stimulus dimensions along which fading occurred: 1. Fading occurs along dimensions of stimuli 2. It can occur across changes in a general situation or setting 3. Through instruction 8. Describe how one might use fading to teach a pet to perform a trick. I would use fading to teach my dog a trick like shaking a paw. I would do so by saying in a stern voice “shake a paw” and then grabbing his paw and cupping it in my hand, then shake it, after I would give the dog a treat. Over time, I would start saying it in a lower tone and would no longer grab his paw and instead only give him treats when he does it correctly, until I can say “shake a paw” in my regular voice and he will give me one of his paws to shake. 12. Define prompt. Describe an example that is not from this chapter. A prompt is a supplemental antecedent stimulus provided to increase the likelihood that a desired behavior will occur, but that is not the final desired stimulus to control that behavior. An example would be an art teacher teaching her art class how to paint a landscape on a canvas.

Aleena Okbay 7841539 March 8th/ 2020

14. Define environmental prompt. Describe an example that is not from this chapter. An environmental prompt consists of alterations of the physical environment in a manner that will evoke the desired behavior. Someone attempting to get more school work done, for example, would hide their phone away in a far cupboard. 18. Distinguish between fading and shaping. The main difference between fading and shaping is that fading is a gradual change of a stimulus as the response stays the same. In contrast, shaping is the gradual change of the response while the stimulus stays the same. They are opposites when it comes to what changes and what stays the same. Chapter 12: Exercise Involving Others #2 You want to instruct a child with severe developmental disabilities or a very young normal child to eat with a spoon. Name and describe the categories of prompts that you would use. Describe how each of the prompts would be faded. To teach a young child or a child with severe developmental disabilities to eat with a spoon, I would use instructor-behavior prompts, like to demonstrate, verbal prompts and physically doing it for them. I would demonstrate how to eat with a spoon, then I would give the spoon to them to hold. After I would then tell them to scoop the food as I hold the spoon with them and guide it. Eventually, I would reduce how much I help them, but still use verbal prompts. I would then start reducing the volume of my voice. They would eventually be able to do the action on their own without any instruction or help from me. Chapter 13 Assignment questions 2. Describe or define behavioral chain. Give an example other than those in this chapter. A behavioral chain (also called a stimulus response chain) is a consistent sequence of stimuli and responses that occur closely to each other in time and in which the last response in typically followed by reinforcement. In a behavior chain, each response produces a stimulus that serves as an SD for the next response, and a conditioned reinforcer for the previous response. An example of this would be someone doing their nighttime skincare routine to remove their make up. The first stimulus would be to remove their eye make up with makeup remover on a cotton pad, then wash their face with a face wash. After that they would wipe their face with a toner, then put on their face serums such as vitamin C, then they would finish off with their moisturizer. 3. Why do you suppose a behavioral chain is called a chain? It’s called a chain because the stimulus-responses are “links” that hold the chain together. If even one of the responses is so weak that it fails to be evoked by the SD preceding it, then the rest of the chain won’t occur. This results in the chain breaking at the weakest link.

Aleena Okbay 7841539 March 8th/ 2020

5. Describe an example of a behavior sequence (that is not in this chapter) that is not a chain. Explain why it is not one. An example would be writing an essay. First, you need to think of a topic, then come up with a thesis statement, then your three body focuses, and the conclusion statement. There’s a lot of activities in between (doing research, reading, writing notes), and breaks (eating, sleeping). This is not a consistent series. 11. Which of the major chaining methods do the authors recommend for teaching persons with developmental disabilities, and for what four reasons? The total task presentation method was recommended for these four reasons: 1. It requires the instructor to spend less time in partial assembly or disassembly to prepare for the task for training 2. It appears to focus on teaching response topography and response sequence simultaneously, which can lead to the production of quicker results 3. It appears to maximize the learners’ independence early in training, especially if some steps are already familiar to him/her 4. Total task preparation is at least as good as, or if not better than backwards or forward chaining 14. Suppose that you want to teach someone to change a tire on a car. Would you use shaping or chaining? Justify your choice. I would use chaining because I believe it would be easier that using shaping to reinforce closer and closer approximations to the final desired response of changing a tire. 17. What is an adventitious chain? An adventitious chain is a behavioral chain that has some components that are functional in producing the reinforcer and has at least one component (called a superstitious component) that is not. 18. Describe an example of an adventitious chain that is not from this chapter. Clearly identify the superstitious component. An example of an adventitious chain would be when you’re playing basketball and you’re about to do a lay up to shoot the ball. You have a routine that you do before you lay up in order to ensure that the ball will enter the net. The superstitious component is that routine before the shot is made. Chapter 13: Self-modification exercise Identify a behavioral deficit of yours that might be amenable to a chaining procedure. Describe in detail how you might use the guidelines for the effective use of chaining to overcome this deficit. A behavioral deficit of mine that might be amenable to a chaining procedure would be to try and run a mile on the treadmill. The first stimulus (SD1) would be the sight of my running shoes, and the response (R1) to that stimulus would be the thought of me running on the treadmill. The thought would then stimulate me (SD2) to put on my shoes and tie them, and then I would leave the house and head to the gym (R2). The resulting visual

Aleena Okbay 7841539 March 8th/ 2020

stimulus (SD3) would be seeing the treadmill, which would then cause me to start running (R3). I would then continue to run until I hit a mile on the machine. Chapter 14 Assignment questions 1. What is the difference in the use of the schedules of reinforcement in Chapter 10 compared to the differential reinforcement procedures in this chapter? The difference is that with the differential reinforcement procedures of this chapter, the schedules are those that reinforce certain rates of responding. In contrast the to chapter 10, where the schedules are those that specify which occurrences of a given behavior will be reinforced, if any are. 3. Explain, in general, what a DRL schedule is. Give an example of one that occurs in everyday life and that is not in this chapter. A differential reinforcement of low (DRL) rates is a schedule of reinforcement in which a reinforcer is presented only if a particular response occurs at a low rate. An example of this would be if a person has a cheat meal at the end of the week, then he can have a cheat day at the end of the month. 9. Explain what a DRO schedule is. Give an example of one that occurs in everyday life. A differential reinforcement of zero responding (DRO) is a schedule in which a reinforcer is presented only if a specified response does not occur during a specific period of time. An example of this would be if a person does not have a cheat meal for a week straight, then he can eat as much as he wants by the end of month. 11. Explain why the terms “DR0” and “DRO” are interchangeable. DR0 and DRO are interchangeable terms because the “O” and the “0” both stand for zero responding. 12. Explain what a DRI schedule is. Give an example that is not in this chapter. A differential reinforcement of incompatible (DRI) behavior is a schedule in which when we decrease a target response by withholding reinforcers for it and by reinforcing an incompatible response. An example of this would be if there were three friends and one of them has a bad attitude. When the one kid improves their attitude and works diligently, all the children get to go to recess. 13. Why might a DRI schedule sometimes be chosen instead of a DRO schedule? A DRI schedule might be chosen instead of a DRO schedule to specify the incompatible behavior to be reinforced. 16. Describe a pitfall of DRL for people who are ignorant of its effects. Give an example. A pitfall that is unique to DRL is the tendency to unknowingly reinforce a desirable behavior on a DRL, thereby causing the desirable behavior to occur at a lower rate rather than reinforcing the behavior on a schedule that would maintain that behavior at a high rate. For example, a child is doing well in school and the teacher is impressed and enthusiastically reinforces the behavior. But as the rate of behavior increases, the teacher gradually is less impressed and thinks that this

Aleena Okbay 7841539 March 8th/ 2020

is “obviously a bright child” and therefore expects a high rate of good behavior from the child. Thus, the rate of reinforcement gradually decreases, possibly to zero, as the rate of the behavior increases. Eventually, the child learns that more reinforcement occurs when he performs at a low rate because the teacher is more impressed with good behavior when it occurs rarely, than when it occurs often. Chapter 14: Self-modification exercise Describe in some detail how you might use one of the differential reinforcement procedures in this chapter to reduce one of your own behaviors that you would like to occur less frequently. One of the behaviors I would like to reduce is my procrastination. I would use the DRI system where I would make a to-do list for the week. And if I complete everything off the list by the deadline, I can gift myself with a day off from school work. But if I do not complete the list, I do not get the reward....